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Essential Question(s)
How do activities,
materials etc. connect to
students prior
knowledge?
(academic, interests,
learning styles, motivation,
Funds of Knowledge)
Assessments
(formative and/or
summative)
Learning Activities:
(Include description and
time frame for each
activity)
2.
3.
4.
5.
6.
3
Accommodations made
for struggling and
accelerated learners
(grouping patterns,
content literacy
strategies, etc.)
Resources
N/A
Essential Question(s)
ELA
Romeo and Juliet
9th-10th Grade
Speaking and Listening Standard 1
Reading Literature Standard 1, 4, & 5
Language Standard 4 & 5
1. What themes in the play still resonate today?
2. Why might our interpretations of a work differ?
3. How does Shakespeare influence the world
today?
4
How do activities,
materials etc. connect to
students prior
knowledge?
(academic, interests,
learning styles, motivation,
Funds of Knowledge)
Assessments
(formative and/or
summative)
Learning Activities:
(Include description and
time frame for each
activity)
5
love really is.
b. There is only one way to interpret
literature or other artistic forms.
c. Telling lies or hiding the truth is okay if
you have good reasons to.
d. If someone hurts you or someone you
love, you should get revenge.
e. Its possible to fall in love at first sight.
f. Teenagers often behave without thinking.
g. Shakespeare is no longer relevant or
important in todays world.
h. Good friends should stick together no
matter how wrong a friend may be.
i. Parents decisions, whether good or bad,
affect their children. (20 minutes)
5. Prologue Activity: Students are divided into 4
groups and each group is given prologue cards.
They are instructed to create a dramatized
recitation of their quatrain or couplet. They
should use physical gesture and vocal infection
to emphasis the meaning of the text. They can
read chorally and/or have group members read
specific parts. After a short rehearsal, students
stand in a circle. Group members do not need
to be next to each other. The students then
perform their prologue sections, stepping
forward when they do. After the activity, the
class discusses the meaning of the prologue
and the plays possible themes. Questions
could include:
a. What is the tone of the prologue? What
words and phrases make you say this?
b. In your opinion, which line tells us the
most about the world we are about to
enter? What makes you say this?
c. Why do you think Shakespeare revealed
the ending of the play at its beginning?
(30 minutes)
6. Vocabulary Sketch: The students add
sonnet, couplet, and tragedy to their
vocabulary sketch handout before the end of
class. (10 minutes)
Accommodations made
for struggling and
accelerated learners
6
(grouping patterns,
content literacy
strategies, etc.)
Resources
N/A
Essential Question(s)
7
How do activities,
materials etc. connect
to students prior
knowledge?
(academic, interests,
learning styles,
motivation, Funds of
Knowledge)
Assessments
(formative and/or
summative)
Learning Activities:
(Include description
and time frame for
each activity)
8
c. Is the storyline still clear?
d. Are there any key words/phrases that
must be retained?
The students also must include three stage
movements, one costume change and one
prop. They also must pick three of the following
to include in their cutting: a moment of
laughter, a moment of crying, a ten second
pause, a tableau, a modern prop, a whisper, a
line spoken directly to the audience, or a line
spoken chorally. After each group presents their
scene. The class assesses whether the scene
was understandable, discuss their observations,
and how the group communicated the scenes
meaning. (30 minutes)
5. Exit Ticket: Students are instructed to (1)
summarize the play so far in a few sentences or
bullet points, and (2) write down anything in the
play theyre still confused about. (5 minutes)
Accommodations made
for struggling and
accelerated learners
(grouping patterns,
content literacy
strategies, etc.)
Resources
N/A
Essential Question(s)
How do activities,
materials etc. connect
to students prior
knowledge?
(academic, interests,
learning styles, motivation,
Funds of Knowledge)
Assessments
(formative and/or
summative)
Learning Activities:
(Include description and
time frame for each
activity)
Comparison charts
Exit tickets
Double-entry charts
Informal observation of student participation
and demonstration of understanding within
class discussions and activities
10
3.
4.
5.
6.
7.
Accommodations made
for struggling and
accelerated learners
(grouping patterns,
content literacy
strategies, etc.)
Resources
11
Zeffirelli
(https://www.youtube.com/watch?
v=ADvHO-lGjOs)
Comparison charts
Double-entry chart
TEDTalk The Biochemistry of Love
(https://www.ted.com/talks/helen_fisher_studie
s_the_brain_in_love?language=en)
National Geographic article, Teenage Brains
The Dana Foundation article, Beyond Raging
Hormones: The Tinderbox in the Teenage
Brain
NPR article, The Teen Brain: Its Just Not
Grown Up Yet
New York Times article, The Brain on Love
Psychology Today article, Taking Words
Seriously: Romeo and Juliet are Troubled Kids
New York Times article: Love and Pain Relief
N/A
Essential Question(s)
12
How do activities,
materials etc. connect to
students prior
knowledge?
(academic, interests,
learning styles, motivation,
Funds of Knowledge)
Assessments
(formative and/or
summative)
Learning Activities:
(Include description and
time frame for each
activity)
13
present to the class their findings. Each group
is given four questions to answer about their
production. Each presentation should include
at least three visuals. (Productions below are
listed by company or theatre, director, and
then year produced.)
a. Royal Shakespeare Company, Michael
Bogdanov (1986)
b. Vesturport, Gisli rn Gardarsson (2002)
c. Royal Shakespeare Company, Rupert
Goold (2010)
d. Broadway, David Leveaux (2013)
e. National Theater in Baghad/World
Shakespeare Festival, Monadhil Daood
(2012) (to end of class)
Accommodations made
for struggling and
accelerated learners
(grouping patterns,
content literacy
strategies, etc.)
Resources
14
Story
1957 news article about Puerto Rican
immigration
Questions from New York Times article
Shaking up Shakespeare
Graphic organizer
N/A
Day 6
Students finish Romeo and Juliet in Performance research and present
findings to class. Then, the Production Pitch authentic assessment is
introduced. If time permits, the students are led in a review game for the
post-assessment that will take place the next day.
Day 7
Students play review games and take the post-assessment. If there is time
remaining, the students may work on their Production Pitches.
Day 8
At the beginning of class, students give each other feedback for what they
currently have for their Production Pitches. Students are then given time to
complete their projects.
Day 9
Student present their Production Pitches.