Mrs. Staab
English 135
Lesson Plans
Week of 01/11/10-01/15/10
Standards:
Apply word analysis and vocabulary skills. Recognize word structure and meaning. (1A)
Apply reading strategies to improve understanding and fluency. (1B)
Understand how literary elements and techniques are used to convey meaning. (2A)
Read and interpret a variety of literacy works. (2B)
Use grammar, spelling, punctuation, capitalization and structure. (3A)
Communicate ideas in writing to accomplish a variety of purposes. (3C)
ObjectivesI Can:
1) use context clues from a passage to determine word meanings
2) identify the elements of drama
3) write to communicate my ideas and understanding
Monday, January 11, 2010
1) Bellringer- copy daily agenda, I can statement,
2) Review vocabulary words: Pernicious, Posterity, Anguish, Profane, Mutiny using
crossword puzzle
3) Pass out The Best Mate handout and explain requirements. Due Wed.
4) Continue with Shakespeare ppt. and note taking.
5) Homework- write the vocabulary words & p.o.s. for each word
Tuesday, January 12, 2010
1) Bellringer- copy daily agenda, I can statement
2) Introduction to "Romeo & Juliet" characters p.627
3) Choral reading, analyzing and discussion of Romeo & Juliet Act 1 Prologue
4) Homework- Read pages 620-623 and summarize in notebook. Reminder best mate
assignment (due tomorrow) completed analysis of prologue due Friday
Wednesday, January 13, 2010
1) Bellringer- copy daily agenda, I can statement
2) Introduce Pyramid project ideas/requirements
3) Have volunteers share Best Mate assignment
4) Continue with Shakespeare ppt. and note taking.
5) Homework: Decide on project ideas have parent/guardian sign off ( due tomorrow)
Thursday, January 14, 2010
1) Bellringer- copy daily agenda, I can statement
2) Discuss the difference between and argument and a feud
3) Introduce students to Shakespeare's insults. Hand out insult sheet and have
students create their own insults.
4) Divide student into pairs/triads and have them practice delivering their insults to
each other.
5) Have the Montegues and Capulets engage in a verbal duel. Have the opposing
families take turns hurling insults from across the room.
6) Ask: which age has the most vile words for insult; Shakespeare or ours? explain .
Which insult was the best?
7) Homework- complete Final Five handout- reminder prologue analysis due
tomorrow
Friday, January15, 2010
1) Bellringer- copy daily agenda, I can statement
2) Vocabulary quiz
3) Go over prologue analysis handout and discuss students' responses
4) Exit slip- define tragedy
Resources (Materials/ Texts/ Visuals/ Technology):
Computer
LCD Projector
Literature textbook
Handouts
Assessment:
Student participation
Student Interactive Notebooks
Handouts
Name:________________________________
Date:_________________________________
Act I Prologue Analysis: A 3-Step Guide
Romeo and Juliet
FIRST READING
Directions: After this reading of the text, answer the following questions:
1. Give me your first reaction to the text. What are you thinking? How do these words make you
feel?
_____________________________________________________________________________
2. What kind of visual image do you see in your head? Draw it.
3. What does this text remind you of from your life? Briefly, describe your story in at least 3
sentences.
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
SECOND READING
Directions: After this reading, you will need to EXPLICATE the passage. This means that you will
need to dissect each line of the text, re-writing each line in your own words.
Two households, both alike in dignity
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In fair Verona, where we lay our scene
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From ancient grudge break to new mutiny,
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Where civil blood makes civil hands unclean.
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From forth the fatal loins of these two foes
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A pair of star-cross'd lovers take their life;
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Whose misadventure piteous overthrows
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Do with their death bury their parents' strife.
_____________________________________________________________________________
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The fearful passage of their death-mark'd love,
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And the continuance of their parents' rage,
_____________________________________________________________________________
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Which, but their children's end, nought could remove,
_____________________________________________________________________________
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Is now the two hours' traffic of our stage;
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The which if you with patient ears attend,
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What here shall miss, our toil shall strive to mend.
___________________________________________________________________________
_____________________________________________________________________________
THIRD READING
Directions: After your final reading, answer the following questions.
1. Using the prologue as a guide, think of two possible themes of Romeo and Juliet. Support your
ideas with evidence from the text.
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
2. Using the prologue as a guide, write down at least one question you now have about the play.
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
Perfect Mate: Student Survey
In Act I Scene 2 of Romeo and Juliet, Lord Capulet, Juliet's father, and Paris, cousin to Prince Escalus who wants to marry Juliet,
discuss the marriage. In many cultures, marriages are arranged by parents with little or no input from the bride and groom. In this
scene, Capulet tells Paris:
"My will to her consent is but a part.
And she agreed, within her scope of choice
Lies my consent and fair according voice."
Lord Capulet is at least telling Juliet's suitor that she must also consent to the marriage. Of course, we learn that Juliet does not want to
marry Paris because she has fallen in love with the son of her family's arch-enemy, Lord Montague.
Have you ever dated or even expressed an interest in a guy or girl that your parents disapproved of? If so, you should have
some empathy for what Romeo and Juliet are going through in this play.
If you had to list the traits (physical, personality, etc.) of your perfect mate, what would they be? Be specific.
Now, get behind the “eight ball” and try to figure out what traits your parents would list if they were choosing the perfect
mate for you. Again, try to be specific.
REMEMBER!
Don't let your parents see your list until they have done theirs!
Perfect Mate: Parent Survey
Dear Parent(s):
We are about to begin reading Shakespeare's Romeo and Juliet in class, and I would appreciate
if you would take the time to complete the below survey. As you may remember from your own
high school English class, the play centers on two young people who fall in love. Their parents,
however, are enemies and make the relationship impossible for our two star-crossed lovers.
For this particular assignment, I have also given a survey to your son/daughter. I have asked
these young scholars to list traits they would want in a "perfect mate." Now, I would like to ask
you to do the same, but please do NOT look at their lists!! Think about the traits that are
important for your future son-in-law or daughter-in-law to have. Of course, you're welcome to
read what your son/daughter said after you've answered the below questions.
Thanks in advance for participating with this pre-reading assignment. I’m sure it will initiate
some very interesting conversations this week!
Sincerely,
Camellia Staab
What traits (physical, personality, etc.) would you think your son or daughter would look for if searching for
the perfect mate for himself or herself?
Now, what traits would you consider most important if you were choosing the perfect mate for your son or
daughter?
Parent Signature: ___________________________________________
Name: _______________________
Romeo and Juliet Pyramid
We will be completing these
activities in and out of class
during the next few weeks. This
will count as part of your grade
for Romeo and Juliet!
A
Circle your choices here & list
them on the attached sheet for
me!
C
B
10 points
10 points
80 points
C-Level Tasks
1. 10 points - Draw a comic strip that depicts your favorite scene of the play.
2. 20 points - Create flashcards AND a crossword puzzle for fifteen of the most difficult vocabulary
words in the play.
3. 20 points - With a partner, act out an entire scene of the play. Paraphrase the text, use props and
costumes, and perform your scene for the class without reading from a script.
4. 10 points - Write a Shakespearean sonnet that Romeo would have written to Juliet, or that Juliet
would have written to Romeo. Follow the standard patterns of rhythm and rhyme.
5. 20 points - Memorize a 10-line monologue (speech) and perform it for the class.
6. 10 points - Create a review game for one act that the class can play.
7. 20 points - Write and perform a song/rap about a character or situation in the play.
8. 20 points - Answer all of the “Respond and Think Critically” questions after each act in complete
sentences.
9. 10 points - Find 10 examples of figurative language and draw cartoons representing the literal
meaning.
10. 20 points – With a partner, create paper bag puppets representing 2-4 characters and perform a scene
that illustrates a major conflict in the play. (I will provide supplies.)
11. 20 points - Design a mask that best reflects one of the characters in Romeo & Juliet. Be creative. Use
materials you have on hand, i.e, macaroni, ribbons, cardboard, magazine pictures, sequins...
12. 30 points - 1) Find a song that somehow fits into one of the five Romeo and Juliet acts. Create your
own cover art for this soundtrack. You can draw, paint, photograph, make a collage, whatever you
want. The only requirement is that your visual image is relevant. 2) Print or LEGIBLY handwrite the
lyrics to the song (must be school appropriate and relevant). 3) Write a paragraph that explains how
the song is related to the play paragraph needs to be at least 6 sentences. You must give SPECIFIC
ways to link the song to the act.
13. 10 points - Write a song about Romeo and Juliet. Display the words of the song on a poster or scroll.
Sing the song to the class.
14. 30 points - Design a comic book or an illustrated children’s book that tells the story of Romeo and
Juliet. You may use the words of Shakespeare, or you may write and illustrate a more modern
version of the story. Type a one to two-page paper which explains why you chose to represent things
the way you did. Minimum number of pages for book—15
15. 30 points -Develop a project idea of your own. Think computer, website, video, sound
recording, etc. Clear the project with me, and then complete the project
B-Level Tasks
1. 10 points - Propose an alternative ending to the play. Your ending must be two-three pages long and
written in the form of a drama.
2. 10 points – Create a newspaper that would have been in circulation during the time of the play.
Include the following:
a. A title
d. An obituary section
b. Two current events articles
e. A visual essay (comic strip, cartoon, etc.)
c. A weather report
f. An editorial (opinion article)
Your newspaper should look like a “real” newspaper. Be neat and creative!
A-Level Tasks
1. 10 points - Write a research question that relates to a major issue/theme in the play and survey 20 of
your peers to discover how adolescents in current times feel about the issue. Present your survey
results in graphical form on a poster or other visual aid that can be displayed in the classroom, and
write a three-five paragraph analysis of how your peers feel about this issue vs. how the characters in
the play felt about or dealt with this issue.
2. 10 points – Find newspaper or magazine articles that illustrate current views on FIVE major themes
in the play. Create a collage of these articles, and write one paragraph about each article in which
you compare and contrast the modern perspective of the theme and perspective on the theme
provided in Romeo and Juliet. For example, I might find an article that represents how teenagers
today react to their parents’ rules. In my paragraph, I would compare and contrast their reactions to
those of Romeo and Juliet.
3. 10 points - Memorize and perform two to three monologues/soliloquies. Type a one to two-page
paper explaining why these lines are important and explicate the lines (tell what the lines mean).
Name:________________________________
Romeo and Juliet Pyramid
Project Choices
Write the numbers and a brief description of each of your choices on this paper. Your choices need to
add up to at least a total of 100 points. Have your guardian sign the bottom of this sheet. Remember
the last day to submit your projects is January 29, 2010.
________________________________________________
Guardian Signature
Name:____________________________
Date:____________________________
Week 1 Vocabulary Puzzle
Across
4. to degrade or disrespect something holy or important
5. violence; commotion
Down
1. deadly; destructive
2. future generations, descendents
3. extreme suffering; agony
Name:_______________________
Period:_____
Date:_____________________
FINAL FIVE
Write the most recent five words and complete this chart.
Word:
Define
w/pos
draw
Synonym
Antonym
Use in a
NEW
sentence
Word:
Word:
Word:
Word:
Shakespearean Insult Sheet
Directions: Combineth one word or phrase from each of the columns below and addeth “Thou” to the
beginning. Make certain thou knowest the meaning of thy strong words, and thou shalt have the
perfect insult to fling at the wretched fools of the opposing family. Hint: Check a Shakespearian
Dictionary Website for the definitions. Let thyself go. Mix and match to find that perfect barb from
the bard!
Column A
1. bawdy
2. brazen
3. churlish
4. distempered
5. fitful
6. gnarling
7. greasy
8. grizzled
9. haughty
10. hideous
11. jaded
12. knavish
13. lewd
14. peevish
15. pernicious
16. prating
17. purpled
18. queasy
19. rank
20. reeky
21. roynish
22. saucy
23. sottish
24. unmuzzled
25. vacant
26. waggish
27. wanton
28. wenching
29. whoreson
30. yeasty
Column B
bunch-backed
clay-brained
dog-hearted
empty-hearted
evil-eyed
eye-offending
fat-kidneyed
heavy-headed
horn-mad
ill-breeding
ill-composed
ill-nurtured
iron-witted
lean-witted
lily-livered
mad-bread
motley-minded
muddy-mettled
onion-eyed
pale-hearted
paper-faced
pinch-spotted
raw-boned
rug-headed
rump-fed
shag-eared
shrill-gorged
sour-faced
weak-hinged
white-livered
Column C
canker-blossom
clotpole
crutch
cutpurse
dogfish
egg-shell
gull-catcher
hedge-pig
hempseed
jack-a-nape
malkin
malignancy
malt-worm
manikin
minimus
miscreant
moldwarp
nut-hook
pantaloon
rabbit-sucker
rampallion
remnant
rudesby
ruffian
scantling
scullion
snipe
waterfly
whipster
younker
Insult Hurler: ______________________________
Insult:
Thou ____________________
____________________
__________________
____________________
__________________
Definition:
You ____________________