Romeo and Juliet: Podcast

Introduction
• In this lesson, students will work in groups to create podcasts discussing the
events, literary devices, and characters in Shakespeare’s Romeo and Juliet. In the
event that students do not have the needed technology to create podcasts, students
can instead present their “shows” in front of the class.
• English SOL 9.1 : The Student will plan, present, and critique dramatic readings
of literary selections.
o b) Adapt presentation techniques to fit literary form.
• English SOL 9.5 : The student will read dramatic selections.
o b) Compare and contrast elements of character, setting, and plot in one-act
plays and full-length plays.
Cognitive Objectives
• Students will consider possible formats to structure their podcasts including news
reports and talk shows.
• Students will identify main plot points and supporting details.
• Students will critique a sample podcast based on a predetermined set of criteria.
• Students will write scripts for their podcasts, and then record them.
• Students will present their podcasts and discuss their creative decision-making
processes with the class.

Materials and Advanced Preparation

• Copies of Romeo and Juliet.
• Computers with sound recording/editing software
• Example Podcast

Teaching and Learning Sequence

Introduction/Anticipatory Set (15 minutes)

• The teacher will direct students to the activity on the board as they walk into the
room, their answers serving as an entrance ticket. Written on the board: In five
minutes, write down as much as you can remember from Act 1, Scene 1 (read in
the previous class). Don’t worry about making a strongly composed paragraph;
just write as things come to you. Underline major plot points and circle details.
• Once all the students have entered and are working, the teacher will wander
around the class, picking students to go up to the board and write things they have
written on their papers.
• After five minutes have passed, and several of the students’ points are on the
board, the teacher will play the opening of Baz Luhrmann’s film adaptation of
 Romeo and Juliet. In the film, the first stanza of the play is read by a news anchor.
At various other points of the film, news outlets provide the audience with
information on the story.
• The teacher will inform students that they will be making their own short audio
show discussing the events in one of the scenes in Act I.

Lesson Development (65 minutes)

• The teacher will provide two options for students to present their materials: in
talk-show or news format. The teacher will ask students to state which points on
the board would be essential for a news broadcast (facts, plot points), and which
would be more appropriate for a talk show (details, more “gossipy” material).
• The teacher will give students the rubric for the podcasts/ presentations, and then
play the teacher-created example.
• The teacher will ask students to evaluate the example. Is it more focused on style
or substance? On informing listeners or entertaining them? On details or plot
points? Does the example meet all of the rubric’s criteria? Is there any
information that is crucial to understanding the following scenes that isn’t
addressed in the podcast?
• The teacher will provide any points that the students miss and give his own grade
for the podcast, noting positive points and ways that the project could be
improved.
• The teacher will place students into teams of three, and assign each group a
specific scene. Their work will be presented once the class has finished reading
Act I.
• The teacher will provide instruction on the use of Garageband or a similar sound
recording/editing software.
• The teacher will allow students to experiment with the software in their teams,
and answer any questions that arise. Students who are already familiar with the
recording software will be asked to aid the teacher in helping groups who have
questions.

Closure (10 minutes)

• The teacher will have students complete their exit ticket. Students will write in the
same manner as they did on the entrance ticket; however they will complete it
considering Act I, Scene 2 (read for homework the previous class).
• The students can use any remaining time to work out logistics with their groups.

Homework

Students will read Act I, Scene 3, which will be discussed along with scene 2 in the
following block.

Formative Assessment

The entrance ticket will inform the teacher of how much was remembered and
understood from the previous material. The teacher will also assess students’ knowledge
of the material and analytical skills during the critique of the sample podcast through
questions and answers.

Summative Assessment

As the only homework from the previous class was to read Act I, Scene 2, the exit ticket
will work as a homework check. The project introduced in this lesson will also be graded
(using the aforementioned rubric).

References

The Norton edition of William Shakespeare’s Romeo and Juliet

Baz Luhrmann’s Romeo + Juliet

ROMEO AND JULIET PODCAST RUBRIC

1) The podcast must be between seven and ten minutes in length.

2) The podcast must contain…
• An introduction and a closing
• Three direct quotes from the scene with thorough analysis
• The explanation of a literary device or technique used within a
scene and supporting text.
• Information from the plot to…
o Remind readers of previous plot points
o Inform students of major plot points in the scene to
prepare listeners for future events.
• Interaction between speakers
3) The podcast must be engaging! (Strength of ideas, mode of
presentation, use of music/sound effects/ humor)

A strong podcast will…

• Make listeners excited about continuing to read the play.
• Have a logical flow that is easy for listeners to follow.
• Provide strong analysis of points in the scene that may be
confusing.
• Be accurate in the information provided. Opinions must be
supported!
• Be audible! Make sure that you do a good job enunciating (even
if accents or voices are used to create a character – i.e. an
anchorman, and analyst, a fan…)
ROMEO AND JULIET PODCAST RUBRIC
(response to sample video)

1) The podcast must be between seven and ten minutes in length. Yes.
8min30sec.
2) The podcast must contain…
• An introduction and a closing Yes—but could be a bit more
informational, and the closing could pose questions for the
listener and make predictions about future events in the play
• Three direct quotes from the scene with thorough analysis. Three
quotes provided, but they don’t go too far under the surface.
• The explanation of a literary device or technique used within a
scene and supporting text. Yes— in this case, ‘oxymoron’
• Information from the plot to…
o Remind readers of previous plot points N/A: beginning of
the play.
o Inform students of major plot points in the scene to
prepare listeners for future events. Gives a fairly good
overview of the scene’s plot.
• Interaction between speakers Plenty of interaction: 4 speakers
3) The podcast must be engaging! (Strength of ideas, mode of
presentation, use of music/sound effects/ humor) Engaging, but
perhaps a bit at the expense of the content.

A strong podcast will…

• Make listeners excited about continuing to read the play.
• Have a logical flow that is easy for listeners to follow.
• Provide strong analysis of points in the scene that may be
confusing.
• Be accurate in the information provided. Opinions must be
supported!
• Be audible! Make sure that you do a good job enunciating (even
if accents or voices are used to create a character – i.e. an
anchorman, and analyst, a fan…)