2011
Romeo and Juliet Unit / Ms. Aguinaga Ninth Grade English Class /
Sunday / Monday / Tuesday / Wednesday / Thursday / Friday / Saturday
1
2 / Day 1 of R&J 3 / Day 2 of R&J 4 / Day 3 of R&J 5 / Day 4 of R&J 6 / Day 5 of R&J 7 / 8
-Begin with Prewrite activity while Taylor Swift “Love Song” plays
-Contemporary Act of R&J using students as characters (You move the students) / -Introduce play, hand out character and vocab sheets, read prologue, and answer any questions
-Watch Leo version for Act 1 scene 1-4
-Read scene 5 by assigning characters
HW: Act 2 Prologue and Scene 1 / -Journal (Music? Try to play during every entry)
-Punctuation Activity (Act 1 scene 1)
-Discuss Act 2 scene 1
-Read Act 2 scene 2
-Discuss simile in Act 2 lines 28-30, explain simile
HW: Act 2 scene 3 / -Journal on Act 2 scene 3
-Discuss journal entry
-Act 2 scene 4 and 5 on audio tapes
-Go over character analysis and vocab sheet (let them work in groups) / -Journal
-Act 2 scene 6 popcorn read
-Discuss themes and symbolism shown so far
-Review for quiz by discussion
9 / Day 6 of R&J 10 / Day 7 of R&J 11 / Day 8 of R&J 12 / Day 9 of R&J 13 / Day 10 of R&J 14 / 15
-Begin with quiz
-Act out Act 3 scene 1
-Explain climax chart and where we are at
-Hand out new vocab sheet for Act 3 (If time work in groups) / -Journal
-Act 3 scene 2 audio tapes (stop tapes to explain repetition when it comes up)
-Adjective Project / -Group Presentations
-Act 3 scene 3 audio
HW: Act 3 scene 4 / -Journal
-Discuss Act 3 scene 4
-Act 3 scene 5 audio
-Review vocab, themes, climax chart, symbolism / -Begin with quiz
-Literary Device Project
-Explain any devices you haven’t gone over and give directions for project, let them pick groups
16 / Day 11 of R&J 17 / Day 12 of R&J 18 / Day 13 of R&J 19 / Day 14 of R&J 20 / Day 15 of R&J 21 / 22
-Journal
-Finish project and present
-Hand out vocab sheet allow class time to work (if time) / -Journal
-Act 4 scene 1 character read
-Subject Verb agreement activity
-Discuss changes in climax sheet and any new themes / -Journal
-Act 4 scene 2 audio
-Passive/Active Verb Activity
HW: Act 4 scene 3 / -Journal
-Discuss Act 4 scene 3
-Act 4 scene 4&5 audio
-Review for quiz / -Begin with quiz
-Act 5 scene 1 audio
-Discussion questions themes
HW: Act 5 scene 2
23 / Day 16 of R&J 24 / Day 17 of R&J 25 / Day 18 of R&J 26 / Day 19 of R&J 27 / Day 20 of R&J 28 / 29
-Journal
-Discuss Act 5 scene 2
-Act 5 scene 3 popcorn
-Climax chart
-Get in groups and explain gallery walk / -Compare themes in music to themes in the play
-Work on gallery all day / -Gallery walk through
-Family Feud / -Journal
-Final test
-Work on papers silently after test / -Works cited within text lecture
-Writing Workshop
30 / Day 21 of R&J 31 / Day 22 of R&J / Day 23 of R&J / Day 24 of R&J / Day 25 of R&J / Day 26 of R&J
-Drafts brought to class
-Workshop with other students on content
HW: Fix revisions / -Workshop with other students on grammar
-Go over any grammar questions the students may have
HW: Fix corrections / -Drafts due-2 copies
-Grammar checklist worksheet
-Answer grammar questions / -Workshop and conferences
-Have rough drafts graded and ready / -Romeo and Juliet movie
-Masks making
-Elizabethan food buffet / (The following Monday)
Final papers are due!!
Day 1:
4-5 Minutes Explanation: Begin with Prewrite Activity. There is a worksheet (C. Theme of My Life) to pass out to the students.
15-20 Minutes: This is a longer free write, with much excitement to complete from students. Let them brainstorm about their lives and really connect with the themes. If the students do not complete within this time, allow them to take it home for homework. While students write, have Taylor Swift’s “Love Story” playing in the background. Kids will enjoy this, and it may possibly jump start the love theme, or remind them of other songs she sings that reflect the same themes.
20-30 Minutes: Use students as actors/puppets to tell a contemporary story of Romeo and Juliet. Use contemporary names with nametags that can go around the students’ neck. Move the students as you tell the story and the students do not speak, but act as you tell them too. This is a fun activity to introduce the tragedy most teens frown upon.
If any time is left, discuss what they think it may be before you tell them; if they guess correctly as what they know about it.
Day 3:
10 Minutes: Journal Question- How did you like the movie with Leonardo Dicaprio and compare and contrast it to the text you read from homework. Song: Jason Aldean- My kind of party. When finished writing ask them why you chose that song.
15 Minutes: Punctuation activity (More details in grammar mini lesson) Use Act 1 scene 1 speech by Prince. On the contemporary side, many different types of punctuation were used. Discuss why these were used and what they do to the text.
10 Minutes: Discuss what was read for homework (Act 2 scene 1). Answer any questions the students have.
15 Minutes: Listen to Act 2 scene 2 on tapes. Stop when necessary, but for sure stop to explain the simile in lines 28-30.
Homework: Read Act 2 Scene 3
Day 17:
25 Minutes: Play some songs and explain how the themes relate to those of Romeo and Juliet
Taylor Swift “Love Song” – Love
Trace Atkins “Timing is Everything”-Timing
Karmina “The Kiss” –Individual vs. Society
Discuss how these songs share similar themes and relate it to the students’ lives that even Shakespeare plays can relate to them
25 Minutes: Meet in groups and have students work on gallery project that was introduced the day before.
Day 18:
25 Minutes: Gallery walk through. Hang up the students’ posters and walk through the classroom and have each group explain their act as a review. Try to get out of the classroom if possible to give them a new view, outside if it’s nice would work great!
25 Minutes: Family Feud. This is an exam review. Make signs Capulet’s and Montague’s and hang them on both sides of the classroom. Break up the desks so they are in teams of two’s. Some questions can be named the top characters, top themes, literary devices used, etc. Students will love this review game!
Day 20:
15-20 Minutes: Teach the students in lecture (I know boring, but there’s not many of them!) the form of works cited within text, MLA style. Be sure to show all examples of quotes and paraphrasing. Show them the website Owl At Purdue to help them where to get resources and if they have any more questions. This is also a good time to explain the ‘quote sandwich’.
25-30 minutes: Let the students get into a writing workshop. The class should be divided into a comfortable environment by reading, writing, and group-work. In the reading section kids can read through the play to find ideas for their paper, in the writing section they can write silently, and in group-work they can brainstorm ideas. Possibly bring in comfy chairs for students to read in, create the environment anyway you can.
Final Romeo and Juliet Writing Assignment
We have finally come to an end after a long exciting journey of the tragic Romeo and Juliet. Below are four writing choices that differ in genre; choose which best catches your attention. Each genre has its own requirements you must meet, but the majority of the writing process for all four will be done in class, including a conference with me. If you have any questions please feel free to ask. Here are your topic choices:
- The director Steven Spielberg comes to you after hearing you just finished Shakespeare’s Romeo and Juliet. Many adaptations of this tragic play have been done over the years, but Steven Spielberg wants to do something different, completely change the ending of Romeo and Juliet. Some people dislike the play because both protagonist die in the end, what if it was different? What if one died and not the other? What if neither died? What would you want to happen? Your job is to rewrite the ending of Romeo and Juliet to how the ending would satisfy you and other viewers. Remember, your audience is Steven Spielberg. You may write this in dialogue, just as Romeo and Juliet, or write in story format incorporating some dialogue. Use symbolism, literary devices, and carry on at least one theme throughout your ending. This is an opportunity to be creative and use your imagination, but remember the plot and themes of Romeo and Juliet. No length requirement, but enough information and work to have a fulfilled ending.
Along with this ending, you must include a brief paper explaining why you chose the ending you wrote. How did it change the story? What did it add or take away from Shakespeare’s original piece? This paper should contain a grabbing introduction, a few body points explaining and defending your thesis, and a conclusion.
- What happens after Rome and Juliet die? Do they live happily ever after in heaven as everyone hopes? It seems at the end the Capulet’s and Montague’s finally realize the damage of their feud. Does this feud continue, or was the death of their children enough? It is your job to take on character and make a spin off story with them. You may choose any character, dead or alive, and play off how their life is after Romeo and Juliet has ended. Be sure to think creatively, but bring in other characters as well, as if they were still in that persons life. If you chose to do Rome or Juliet where ever they may be, reflect on how their deaths affected their families. You may write this in dialogue, just as Romeo and Juliet, or write in story format incorporating some dialogue. Use symbolism, literary devices, and carry on at least one theme throughout your knew story. Your audience is the class as whoever you choose, but be sure to reflect your writing to that specific audience, this may be determined by the character you choose and the road you take with that.
Along with this you will write a character analysis of the character you chose. Be sure to include traits of the character within the play, but also any traits the character may have picked up in your story. Analyze these traits and explain the significance of the decisions they have made.
All Prewriting and during reading writings will be done in journals.
Pre-reading Writing
The prewrite to Romeo and Juliet will be a theme-based assignment. The students will chose a theme from a list provided and apply that theme to their life, with no prior knowledge of Romeo and Juliet (More explained in part C. Prewriting Activity).
During Reading Writing
Every day the students will write in their journals. Some questions will include: Have you ever become interested in something that you know is not good for you, but you do it anyhow? What was that and how did it affect you and others? What examples of this can be found in Romeo and Juliet?
How do you feel about the play so far, likes and dislikes, why?
What do you think is going to happen next? Is this different than what you want to happen?
What character resembles you the most and why?
How are you feeling this week? What’s on your mind? Has it interrupted any of your schoolwork? Get what is ever on your mind out!
After Reading Writing
The students will have the choice to either rewrite the ending or create a spin off story with any character. Each creative writing will be followed by a brief reason they took that route with other questions to drive their ideas (This explanation is more detailed in part A. An Assignment Sheet).
Instructions for Part C. Prewriting activity (For teacher)
Hand out the “Theme of My Life” worksheet, prior to reading Romeo and Juliet, and read the directions. Each student should relate these themes to their everyday lives to better understand the themes of the play. They may not know these are the themes to Romeo and Juliet, but that lets them explore the theme according to their life and not the characters. Later they can compare them to the characters.
Grading will be given credit, half credit, or no credit. If they showed effort and provided examples they deserve credit. If there is a lack of effort, explain to them what to fix and allow them to try again for the next day; if no changes then give them half credit; if a student decides not to do it, no credit.
The Theme of My Life
Take one of the themes and apply it to your everyday life. Make this specific theme your “life theme.” Provide examples to back up your choice and give a detailed explanation as to why you chose your theme. It’s your life no one else’s, be honest and creative. Have fun!
Forcefulness of Love
Love as a cause of Violence
Love in general
Individuality vs. Society
Inevitability of Fate
Feuds in any relationship
Importance of family opinion
Sticking up for friends-to what extent?
Timing is everything
Light and Dark
Discussion Activity Prompt
When come to certain parts of reading, mark them with discussion questions such as these and bring them up in class.
Discuss themes: Light and dark seems to be a major theme hidden within the play. Why is this significant and where can we find it?
Is it better to love and lost than to never love at all?
What kind of love do Romeo and Juliet share? Is it real? What evidence backs that up?
After completing the compare contrast worksheet, pick teams and hold an in class debate. To make it more interesting, have the students argue the opposite side they believe in. This will help strengthen their persuasive skills.
Who am I?
For this activity you will get into groups of two (I will chose partners). With your partner pick a character out of the ‘hat’. Take this character and become them. Come up with as many adjectives as you can to describe your knew identity. When finished you will come in front of the class and alternate saying “I am…then your adjective.” The class will then guess which character from Romeo and Juliet you are. Have fun and be creative!
Adjective: A word that modifies a noun or a pronoun; describes.
Use the dictionaries or Internet to find adjectives you may not know for more points. Make sure you know the definition for each adjective you use because there will be a chance for students to ask you what the word means.
Grammar Activities
Active/Passive Verb Activity
Have the students’ write a quick write on anything they want, or feel free to set the scene. Then, Pick a passage from the text with plenty of verbs. Point out the difference between passive and active voice. Once the students get an understanding have them circle all the passive verbs they used. Have some students share their sentences and change them from passive to active on the overhead. Then, have them change their sentences on their own and share their changes with the class once finished. ( A good passage would be the fight between Romeo and Tybalt)
Punctuation
Similar to the above activity, chose a passage from the play and analyze the punctuation. Then have them use different types of punctuation in a free write. (This could be done with the passage from Act 1 Scene 1 lines 76-98 on the contemporary side)
Note: These two mini lessons may be easier for students when using the two-sided Shakespeare books, one with the Shakespeare language and the other side contemporary language.
Subject Verb Agreement
Pick song lyrics with reference to Romeo and Juliet (strictly to stay on subject) and show correct and incorrect use of subject verb agreement. You could have the students bring in a song pertaining to the play if you wish. Discuss on why the subject and verb must agree and how it changes context if it does not.
MLA
Before writing the final paper, give a mini lesson on how to cite in text and on a citation page and the important of each. Teach on a day within the revision part of the paper. Make sure to do in-text citation first and before they write their first draft.
Self-Reflection for Students
As the students come to an end with their daily journals, the final entry will be a self-reflection on the journal process. There are many questions you may ask them, or could give them the choice of answering any they choose. Have them reflect on the journal as a process. Has it helped their writing evolve? Did it help them understand the story? What did they like and dislike about the process? Did they like the questions pertaining to them? What questions would they have liked to be asked? Did they like the free-write days? How will this journal experience help you in your future? Will you continue to use it? All of these questions will help them understand the importance of daily journals, but will also help you as a teacher how to improve journal topics.