Mrs. Staab
English 135 Periods 2 & 3
Lesson Plans
Week of 01/23/2012 - 01/27/2012
Essential Question
Why is Shakespeare considered one of the greatest writers in English Language?
How are people's lives shaped by the circumstances of the time and place in which they
live?
Standards:
CRS – English
13-15 OUC
101 A write short texts in a variety of genres, illustrating simple organization
24-27 TOB
501 identify the focus of a simple essay, applying that knowledge to add a sentence
that sharpens that focus or to determine if an essay has met a specified goal
CRS – Reading
20-23 GEN
301 D make reasoned judgments about ideas and events based on evidence from
written or non-print sources
20-23 REL
403 Identify clear cause-effect relationships in uncomplicated passages
20-23 MOW
301 A clarify the meanings of words or descriptive phrases by searching for clues in the
text
24-27 MID
402 synthesize information from challenging texts to clarify understanding of
important concepts and ideas
Objectives:
1) I will write many simply organized short texts of various genres
2) I will participate actively in class discussions
3) I will identify clear cause- effect relationships in uncomplicated passages
4) I will read and analyze Shakespearean language fluently
5) I will listen attentively, summarize, make judgments and evaluate in group activities
Activities:
Monday, January 23, 2012
1) Bellringer- "Music…." Students write for seven minutes and share within groups
2) Mini lesson- Cause & Effect
a) power point presentation/note taking
b) whole class matching game
c) independent cause & effect worksheet
d) whole class share results of worksheet
3) Introduce/discuss end of Romeo & Juliet project
4) Small groups teach the definition of literary terms to the rest of the class using
Google docs and projector
Tuesday, January 24, 2012
1) Bellringer- "What role does fate play…?" Students write for seven minutes and
share within groups
2) Setting the mood-oral delivery: "One Little Word A Million Meanings" activity
a) whole class discussion: difference between verbal & non-verbal
communication?
b) discuss how delivery of words affect mood and meaning; read prologue
several times using different tones
c) give groups 5 minutes to practice skits and present to class, after each groups
performance students guess what the scene was and how the characters felt
d) connect this activity to how Romeo and Juliet should be read/lines delivered
(Due to time constraints this activity was not completed last Friday)
Wednesday, January 25, 2012
1) Bellringer- "story starters…….." Students write for seven minutes and share
(groups 1&2, 3&4, 5&6)
2) Skills lesson "Tackling the language
3) Read aloud pgs 628-629 and discuss plot
4) Introduce close reading guidelines
a) small groups select roles
b) small groups read lines 59-75
c) small groups complete close reading handout 1
5) Whole class discussion/ share results from yesterday's reading
Thursday, January 26, 2012
1) Bellringer- "A meaningful gift…" Students write for seven minutes and share
(groups 1&3, 2&5, 4&6)
2) Individual students read " Florida Grieves for its Romeo & Juliet"
3) As a class discuss the article
4) Students get into their group roles and read pages 635-637 completing handout 2
as they read.
Friday, January 27, 2012
1) Bellringer- " Define true love? " Students write for seven minutes and share
(groups 1&4, 2&6, 5&3)
2) Groups finish reading and analyzing Act I Scene I
a) fill in handout 2 & column 2 of literary terms
b) share/discuss answers with whole class
3) Individual students complete weekly self evaluation
4) Homework: Weekly essay/ polished paper due Monday
Resources and Materials:
Computer
LCD Projector
Handouts
Assessment:
Student participation
Student self evaluation
Homework:
Essay (polished paper) due Monday Jan. 30, 2012
Tips for Tackling the Language
Use the following eight skills whenever you encounter a Shakespeare passage for the first
time:
1) Getting the Structure: Where does the complete thought end? Where are the subject
and the verb? Remember Shakespeare sometimes puts the verbs before the subject.
2) Sounding It Out: What modern words does the word look like?
3) Building on What We Know: Which words that I do understand help me understand
those I don't?
4) Skipping for Now: Which unknown words will I table until I understand the main
idea of this passage?
5) Guessing the Meaning: What are my guesses about word definitions?
6) Consulting the Experts: What do the dictionary, glossary, or text references say the
definition is?
7) Getting the Joke: What were the jokes of the time? What were the puns about?
8) Getting the Point: What are the key words in this line(s), the nouns and the verbs ?
What main idea(s) do they express? What theme(s)?
Whenever you visit Elizabethan England, always use the BARD It! strategy:
Break open your book
Ask each other for help, not answers
Read the references, and then read the text again.
Don't forget the dictionary or glossary.
Close Reading Instructions
Roles:
Facilitator: Reads directions and keeps the group on task.
Readers: Read the text aloud in small chunks, stopping when the Explicator asks.
Explicator: Guides group in translating the lines into modern language, stopping the Reader every few
lines. Everyone should assist the Explicator in the translation process.
Researcher: Uses the book references, a dictionary, glossary, or other resources to define unknown
words.
Summarizer: Suggest key words, phrases, or sentences that will help everyone remember the events of
the plot up to a certain line and asks everyone in the group for input.
You will need your Tips for Tackling the Language handout.
To Read:
1) Choose group roles and open your book to act 1, scene 1, and the first line indicated at the top of this
page.
2) Have the Reader read the first six lines of the text.
3) Have the Explicator translate and Researcher provide references. Be sure to use your Tips for
Tackling the Language handout.
4) Have the summarizer lead a discussion after identifying possible key words, phrases, or sentences that
will help everyone remember the events of the plot up to a certain line.
5) Proceed through the rest of the text in this manner, ending at the following words: "Though shalt not
stir one foot to seek a foe."
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Close Reading Handout
Plot Summary:
Sampson, Gregory, Abram, and Balthasar are fighting. Benvolio ( Romeo's friend) tries to stop them;
Tybalt ( Juliet's cousin) mocks Benvolio. Police officers and citizens of Verona tryto stop the fighting.
Lord and Lady Capulet and Lord and Lady Montague appear, the Lords threaten one another; the Ladies
please with their husbands to get them to stop.
Act I, Scene 1, Lines 59-75 (p.631-632)
Discuss:
1) What pun does Tybalt use in the line that begins " What art thou drawn….'? How do its meanings
indicate his character?
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2) There are two types of fighters in this scene. What are these types and which characters fall into these
categories? ( Hint: Tybalt speaks of this dichotomy when he enters the scene.)
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3) Note that servants are speaking in prose- everyday speech- while Benvolio, Tybalt, the Lords, and the
Ladies speak in blank verse (iambic pentameter). Why would Shakespeare distinguish their speech?
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4) If the citizens of Verona appear quickly on the scene armed and ready to stop the fight, what does that
tell you about the history before the play begins? How does this exposition foreshadow the rest of the
play?
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In the space below, predict three possible outcomes that could happen in the story, based on this
scene. Indicate the incident that would cause the outcome.
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Close Reading Handout 2
Act I, Scene 1, Lines 100-234 (p.632-637)
Scene Summary:
In this scene that occurs right after the fight between Montagues and Capulets in Verona's town square,
Romeo's parents express their concern about Romeo to Romeo's good friend and cousin, Benvolio.
Benvolio speaks to Romeo to determine the reasons for his melancholy, Romeo admits he's having
romance problems, and then Benvolio gives advice to Romeo about his dilemma.
Discuss:
1) What is Romeo doing that causes his parents to worry? What king of mood has Romeo been in lately?
Give words or phrases that support your answer . (lines 129-140)
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2) In speaking to Benvolio, Romeo uses oxymorons (opposites paired in a phrase). List all the
oxymorons you find in his speech (lines 174-180).
a. Why would Romeo use oxymorons to describe his feelings about unrequited(unreturned) love?
b. Is love ever the way Romeo says it is? Why or why not?
c. Create your own oxymoron
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4) Romeo also uses a lot of metaphors in speaking about love (lines 188-192). List the six things he
compares love to. What is Romeo’s attitude towards love?
a. Which metaphor do you believe best describes love? Why?
b. To what unlike person, place or thing would you compare love? Why?
c. Write two metaphors of your own for love
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