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Students will become lifelong learners as they gain understandings of how to properly and confidently read, write, and speak the English
language, specifically Shakespearean English. They will use these skills throughout their entire lives and to further their understanding of the
English language in future language classes. Students will gain a sense of self, community, and place as they try to understand the struggles
endured by Romeo and Juliet and the familial and locational influences that acted against them. Finally, students will become engaged
citizens as they analyze the power of language and its influence towards relationships, love, and loyalty in the play and how these influences
can lead to dire consequences for everyone involved.
Cross-Curricular Competencies
How will this unit promote the CCC?
This unit will challenge students to develop thinking by exploring and understanding the central issues present in the play: loyalty, love, and
relationships. Students will develop their identities and concepts of interdependence through studying the doomed lovers own struggles with
those ideas and what they could have done differently to avoid their tragic end. Furthermore, students will take a stance at the end of the unit
by voicing their individual opinions about themes in the play via a Socratic Circle class activity. Students will develop literacies by
completing multiple assignments throughout the unit that test their proficiency of basic and complex representation methods. The main goal
of these assignments is to encourage students to think critically and creatively while maintaining a clear message. Finally, students will
develop social responsibility by discussing the events and characters morals in the play to see if there was anything that could or could not
have been done differently to positively contribute to the physical, social, and cultural environments that are present in the play. This
competency will be fully developed when students present their critical scene interpretations at the end of the unit.
Learning Outcomes
What relevant goals will this unit address?
(must come from curriculum; include the designations e.g. IN2.1)
Note: Outcomes that are italicized will be the primary focus of this unit.
CR9.1b View, listen to, read, comprehend, and respond to a variety of texts that address identity (e.g., Exploring Loyalty, Love, and
Relationships), social responsibility (e.g., Equal Opportunity), and efficacy (e.g., Surviving and Conquering).
CR9.3b Use pragmatic (e.g., language suitable for intended audience), textual (e.g., authors thesis or argument, how author organized text to
achieve unity, coherence, and effect), syntactic (e.g., parallel structures), semantic/lexical/morphological (e.g., connotation and denotation),
graphophonic (e.g., common spellings and variants for effect or dialect), and other cues (e.g., fonts, colour) to construct and to confirm
meaning.
CR9.5b Listen purposefully to understand, analyze, and evaluate oral information and ideas from a range of texts including directions and
speeches, recognizing train of thought, main points, and presentation techniques.
CR9.8b Read grade 9 appropriate texts to increase fluency and expression (150+wcpm orally; 215-260 silently).
CC9.1b Create various visual, multimedia, oral, and written texts that explore identity (e.g., Exploring Loyalty, Love, and Relationships),
social responsibility (e.g., Equal Opportunity), and efficacy (e.g., Surviving and Conquering).
CC9.3b Select and use appropriate strategies to communicate meaning before (e.g., considering and valuing own observations, experiences,
ideas, and opinions as sources for ideas), during (e.g., shaping and reshaping drafts with audience and purpose in mind), and after (e.g.,
ensuring that all parts support the main idea or thesis) speaking, writing, and other representing activities.
CC9.4b Use pragmatic (e.g., inclusive language that supports people across cultures, genders, ages, and abilities), textual (e.g., strong leads,
coherent body, and effective endings), syntactic (e.g., subordination to show more precisely the relationships between ideas),
semantic/lexical/morphological (e.g., both the denotative and connotative meaning of words), graphophonic (e.g., knowledge of spelling
patterns and rules to identify, analyze, and correct spelling errors), and other cues (e.g., combine print and visuals to enhance presentations) to
construct and to communicate meaning.
CC9.6b Use oral language to interact purposefully, confidently, and appropriately in a variety of situations including participating in one-to-
one, small group, and large group discussions (e.g., prompting and supporting others, solving problems, resolving conflicts, building
consensus, articulating and explaining personal viewpoint, discussing preferences, speaking to extend current understanding, celebrating
special events and accomplishments).
CC9.7b Use oral language intentionally to express a range of information and ideas in formal and informal situations including dramatic
readings of poems, monologues, scenes from plays, and stories and presenting reasoned arguments of opposing viewpoints.
CC9.9b Experiment with a variety of text forms (e.g., debates, meetings, presentations to unfamiliar audiences, poetry, prcis, short script,
advice column, video documentary, comic strip) and techniques (e.g., tone, persona, point of view, imagery, dialogue, figurative language).
AR9.1b Assess personal strengths and needs as a viewer, listener, reader, representer, speaker, and writer and contributions to the community
of learners, and develop goals based on assessment and work toward them.
AR9.2b Assess own and others work for clarity, correctness, and impact.
Enduring Understandings Essential Questions
What understandings about the big ideas are desired? (what you want What provocative questions will foster inquiry into the content?
students to understand & be able to use several years from now) (open-ended questions that stimulate thought and inquiry linked to
What misunderstandings are predictable? the content of the enduring understanding)
Students will understand that... Content specific.
People will form many relationships throughout their lives. Some of Which type of relationship romantic, familial, or friendship is
these will cause them to grow into better people while others may most important for human beings to have? (Lesson 1)
prove to be detrimental to who they are and the kind of people they
wish to be. All relationships have moments when people can walk away Was the right decision made to banish Romeo from Verona based
from them for the betterment of their lives. However, there may be on his actions? (Lesson 4)
other influencing factors that make it difficult for people to end those
relationships, factors such as loyalty to certain people and feelings of How would you describe Juliets actions to fake her own death:
love and happiness with people involved in the relationships. loyalty to Romeo or selfish disservice to her family? (Lesson 5)
b. View, listen to, and read a variety of texts related to the theme or d. Paraphrase texts content, purpose, and point of view.
topic of study and show comprehension and demonstrate response by:
e. Describe and give examples to explain personal criteria for
Understanding the ideas: Effectively summarize and explain the ideas assessing and responding to what is viewed, heard, and read.
in texts; cite details that support the main ideas; make logical
inferences; interpret obvious themes or authors message logically. f. Identify and explain connections between what is viewed, heard,
and read and personal ideas and beliefs.
Understanding, using, and evaluating the text structures and
(language) features to construct meaning: Evaluate key text features l. Determine creators, speakers, writers purpose, attitude, and
(e.g., headings, diagrams, paragraphs, plot); evaluate organization and perspective.
structural cues (e.g., problem/solution, compare/contrast, cause/effect,
order of importance, time order) within texts; evaluate techniques in v. Interpret and report on information from texts viewed, heard, or
texts (e.g., symbolism, personification, irony, hyperbole, parallelism, read.
colour, repetition); make thoughtful and critical response to craft in a
variety of texts; identify how texts were constructed, shaped, and Outcome: CC9.1b, Indicators:
produced.
b. Create and present speeches, writing, and other representations
Responding to and interpreting texts: Offer reactions and opinions that feature the following qualities:
about texts; make, explain, and justify reactions and personal
connections to texts; make explicit and deliberate connections with Message Content or Ideas (Meaning): Focuses on main ideas and
previous knowledge and experiences; give opinions and make information for audience and purpose; provides relevant details,
judgements supported by reasons, explanations, and evidence; make examples, and explanations; is accurate, complete, and uses own
judgements and draw conclusions about ideas on the basis of evidence; words; shows some individuality or originality in literary texts;
make logical interpretations of the authors message; make and support contains ideas and images that create an impact.
inferences about characters feelings, motivations, and point of view;
organize response and interpretation around several clear ideas or Organization and Coherence (Form): Introduces the topic and
premises. purpose; provide context; sticks to the topic; easy to follow with
related ideas grouped together (sequence is logical); uses a variety
c. View, listen to, read, and respond to a variety of engaging, age- of connecting words; creates a logical ending; includes appropriate,
appropriate texts related to the theme or topic of study that support the and required text features (e.g., titles, headings, diagrams,
development of critical and creative thinking and analysis skills and illustrations) is correctly constructed; uses paragraphs that have
enrich classroom discussion. main ideas and supporting details.
Outcome: CR9.3b, Indicators: Language Conventions (Style and Language Choices): Uses
clear purpose and language; shows a good sense of audience;
a. Recognize and comprehend the particular purpose, intended contains description and variety in diction; contains a variety of
audience, register (pragmatic cues), textual structures and patterns sentence lengths and varied sentence beginnings; demonstrates the
(textual cues), sentence patterns (syntactical), word patterns and use of several different conjunctions; formulates simple, compound,
meanings (lexical/semantic/morphological), sound patterns and complex sentences (avoiding run-ons and fragments); applies
(graphophonic cues), and other cues in visual, oral, print, and the conventions of oral and written language, including correct
multimedia (including digital) texts. spelling, correct punctuation (including use of colon, dash, and
hyphen), syntactically complete and correct sentences (avoiding
b. Use language cues and conventions to construct, monitor, and run-ons and fragments), uses legible cursive handwriting and clear
confirm meaning including: representations which are visually accurate, legible, and neatly
presented.
Pragmatic: Recognize and understand how language of text was
chosen to suit intended audiences and purposes; recognize and explain c. Create original texts to communicate and demonstrate
function and purpose of texts including informing, persuading, understanding of forms and techniques.
narrating, describing; recognize use and register of language (e.g.,
formal, informal, colloquialism, jargon, slang, clichs); detect use of d. Use speaking, writing, and other forms of representing to
emotional appeal or persuasive language (e.g., testimonials, emotional respond to experiences and to texts.
appeals, bandwagon effects); recognize variations in language, accent,
and dialect in community, country, and texts; discern Outcome: CC9.3b, Indicator:
authors/presenters overall intent.
b. Progress through stages/phases of the creating process (i.e.,
Textual: Recognize and explain how structures and features of texts before [pre-], during [drafting], and after [revising] presenting) as
can work to shape understanding including form/genre, artistic devices needed.
(e.g., personification, figurative language including similes and
metaphors, exaggeration, symbolism), elements (e.g., point of view, Outcome: CC9.6b and CC9.7b, Indicators:
conflict, theme, supporting arguments) and text features (e.g., credits,
headings, diagrams, columns, sidebar, pull-quotes); understand range of a. Use talk to explore own and others ideas and to express
standard forms for texts including paragraphs and multi-paragraph understanding.
compositions; recognize point of view employed (including third
person) for a particular purpose; recognize organizational patterns c. Participate in dramatic speaking experiences such as role plays
within texts (e.g., chronological, enumerative, procedural, and dramatic readings.
problem/solution, cause/effect, comparison/contrast); recognize how
language and techniques create a dominant impression, mood, tone, d. Give oral presentations to different audiences for various
and style. purposes, such as summaries, narratives, persuasive topics, inquiry
projects, and impromptu and dramatic speeches.
Syntactical: Recognize and comprehend sentences that are complete,
and interesting; recognize and comprehend sentence structures e. Demonstrate respect for the needs, rights, and feelings of others.
including compound and complex sentences used for variety, interest,
and effect; recognize how effective co-ordination, subordination, and f. Establish a controlling impression or coherent thesis that conveys
apposition of ideas make sentences clear and varied; recognize parallel a clear and distinctive perspective on the subject and maintain a
structure or balanced sentences; recognize active (versus) passive consistent tone and focus through the presentation.
verbs; recognize effective capitalization and punctuation including
periods, commas, semicolons, quotation marks, colons, dashes, and g. Support a position acknowledging opposing views.
hyphens.
h. Organize ideas in appropriate format and sequence ideas and
Semantic/Lexical/Morphological: Recognize and comprehend words information clearly and logically.
that are appropriate for audience, purpose, and context and capture a
particular aspect of intended meaning; recognize and interpret the i. Move smoothly and logically from one point to another.
denotative and connotative meaning of words; use context, prefixes,
suffixes, root words, sounds, and reference tools including dictionaries, j. Adjust language and tone to suit audience, purpose, and situation.
thesauri, and handbooks to determine meaning of words; use the
knowledge of Indigenous, Norse, Greek, Roman, and other narratives k. Adjust volume, tone, pitch, and pace of speech to create effect
to understand the origin and meaning of words. and enhance communication.
Outcome: CR9.5b, Indicators: l. Use gestures, facial expressions, visual aids, and other non-verbal
cues effectively to enhance meaning of talk.
a. Demonstrate effective, active listening behaviours including listening
with clearly identified purpose in mind; adapting listening and focus to m. Hold audiences attention.
purpose and situation; keeping an open mind and considering ideas that
differ from own; making notes to assist recall and inquiry; recognizing n. Present ideas and opinion in response to a topic or presentation.
overall organization, transition cues, and key ideas and issues;
interacting appropriately for clarification; recalling and summarizing o. Apply rules for co-operative or whole class debate and discussion
main ideas and conclusions. on controversial issues.
b. Examine others ideas in discussion to extend own understanding. p. Solve a problem or understand a task through group co-
operation.
c. Demonstrate an understanding of the main ideas, events, issues, or
themes in a variety of oral, literary, and informational texts. q. Define group roles using consensus to ensure task is understood
and completed.
d. Participate constructively in individual conversations, and small
group and whole class discussion and debate. r. Analyze oral statements made by self and others.
e. Recognize the effects of significant verbal and non-verbal language s. Generalize from several comments and points made.
in effective communication.
Outcome: CC9.9b, Indicators:
g. Analyze the speakers viewpoint and argument for validity and
supporting evidence. a. Prepare compositions (including essays), reports, presentations,
and inquiry or research projects with adequate detail for audience
h. Enhance understanding by discussing interpretations with others. understanding.
i. Ask probing questions to elicit information including evidence to b. Experiment with and use memorable language effectively.
support presenters claims and conclusions.
g. Write response to texts to demonstrate a comprehensive grasp of
k. Evaluate the overall effectiveness of an oral or multimedia the significant ideas of literary texts and support important ideas
presentation. and viewpoints through accurate and detailed references to the text,
and demonstrate awareness of the authors use of language.
Outcome: CR9.8b, Indicators:
i. Write texts that relate clear ideas or events in a coherent manner
a. Demonstrate the behaviours of an effective, active reader including using specific details.
preparing to read by previewing, asking questions, setting purpose,
considering what is known and what needs to be known, adjusting rate l. Create descriptive texts (a profile of a character) as follows:
to specific purpose, making connections, and making inferences based
on text and prior knowledge, re-reading, summarizing, and - present a clear and colourful picture of the person
paraphrasing.
- include sensory details and vivid words
b. Locate and analyze the elements of setting, characterization, and plot
to construct understanding of how characters influence the progression - use dialogue when appropriate
and resolution of the plot.
- develop a logical order (e.g., background, physical description).
c. Analyze the authors form, technique, and use of language.
m. Create persuasive texts (e.g., a persuasive essay, a letter to the
e. Analyze and evaluate the ideas presented in texts. editor) as follows:
g. Draw and support conclusions and opinions about authors message, - include a well-defined thesis (i.e., one that makes a clear and
values, point of view, and craft. knowledgeable judgement)
h. Recognize how text contributed to own understanding of self, roles - state a position clearly and convincingly
in society, and relationships with others.
- provide support by fact, reasons, examples, explanations, and
i. Respond critically to text ideas and authors craft by using textual evidence to support position
evidence to support interpretations.
- differentiate fact from opinion and support argument with detailed
j. Identify and analyze techniques and elements such as figurative reasoning and examples
language and rhetorical and stylistic features of texts.
- structure ideas and arguments in a sustained and logical fashion
k. Consider more complex and alternative interpretations.
- maintain a reasonable tone
Outcome: CC9.4b, Indicators:
- address viewers, listeners, or readers concerns, biases,
b. Use and apply language cues and conventions to communicate expectations, and counterclaims.
meaning including:
Outcome: AR9.1b and AR9.2b, Indicators:
Pragmatic: Demonstrate confidence in using language in a variety of
formal and informal contexts, both inside and outside the classroom; a. Evaluate and modify own roles in group interactions in a variety
use inclusive language that supports and demonstrates respect for of contexts.
people across cultures, genders, ages, and abilities; use appropriate
language to participate in public events, occasions, or traditions; adjust b. Establish and use relevant criteria and relevant vocabulary to
use of language to suit audiences and purposes; use appropriate register evaluate group process and personal contributions and propose
of language (i.e., formal, informal, colloquial); avoid jargon, slang, and suggestions for development.
clichs; use emotional appeal or persuasive language (e.g., testimonials,
emotional appeals, bandwagon effects); use standard Canadian English c. Use criteria/rubric to evaluate oral presentations including
that follows accepted rules of usage; avoid the personal I/you in purpose, delivery techniques, content, visual aids, body language,
formal communication; use appropriate register, role, tone, and usage; and facial expressions.
address communication to a specific audience; ensure voice/tone is
appropriate to audience and text type. d. Monitor progress in achieving language communication goals.
Textual: Use structures and features of texts including form/genre, e. Reflect on attainment of personal goals for effective language
artistic devices (e.g., personification, figurative language including learning and use.
similes and metaphors, exaggeration, symbolism), elements (e.g., point
of view, conflict, theme, supporting arguments) and text features (e.g., f. Review and refine speaking, writing, and other representing skills
credits, headings, diagrams, columns, sidebar, pull-quotes); use a range and strategies, through reflection, feedback, and self-assessment.
of standard forms for texts including paragraphs and multi-paragraph
compositions; use appropriate point of view (including third person) for g. Determine personal language strengths.
purpose; use organizational patterns within texts (chronological,
enumerative, procedural, problem/solution, cause/effect, h. Determine personal language learning goals.
comparison/contrast); craft strong leads, coherent bodies, and effective
conclusions; maintain focus and ensure unity and coherence in text i. Articulate performance related to viewing, listening, and reading
from beginning to end; use effective transition words; include covering processes and strategies and reflect on growth as viewer, listener,
page and list of references; use language and techniques to create a and reader of texts of increasing complexity.
dominant impression, mood, tone, and style.
j. State appropriate and achievable improvement goals based on
Syntactical: Ensure that sentences are complete, interesting, and on self-analysis; choose and apply strategies appropriate to
topic; use clear sentence structures that contain a verb and its subject improvement goals and reflect on progress in achieving those goals.
(average spoken sentence length 10.5 words; average length of
sentences in freewriting 10.2; in rewriting 9.8); combine sentences k. Use criteria to examine qualities of own and others work.
to form compound and complex sentences for variety, interest, and
effect; use complete sentences with appropriate subordination and
modification; use subordination to show more precisely the relationship
between ideas (e.g., because, although, when) and to avoid a string of
compound sentences; make sentences more precise by reducing a main
idea (clause) to a subordinate idea (clause); reduce, when appropriate, a
subordinate clause to a phrase or single word; recognize that effective
co-ordination, subordination, and apposition of ideas make sentences
clear and varied; recognize and use parallel structure or balanced
sentences for parallel ideas; use active versus passive verbs; vary
sentence beginnings; ensure agreement of subjects, verbs, and
pronouns; use correct pronouns acting as subjects or objects (e.g., Him
and his brother); correctly place qualifiers; use effective
capitalization and punctuation including periods, commas, semicolons,
quotation marks, colons, dashes, and hyphens; punctuate correctly titles
of various media.
Our first lesson in the unit will begin with me asking the students how many of them know something about William Shakespeare. If many of
the students respond positively, then I will have them do a think-pair-share activity in which they brainstorm what they know about the
playwright. Then, we will discuss this as a class with me writing their responses on the board. If not many students know things about the
author, then I will just begin a brief introductory discussion about who he is and why we are studying him. I will then show them short,
animated summary videos of the playwrights life, which will segue into the units main focus on Romeo and Juliet:
https://www.youtube.com/watch?v=wVF8Q-zZz00 AND https://www.youtube.com/watch?v=hVtQxp8i9OM. We will discuss in an open and
collaborative manner so students feel like their opinions are wanted and respected in the classroom environment. This in return should help
engage them because they are being equipped with the necessary background information to guide them as they progress through the text,
which should lead to less confusion and a lesser chance of them withdrawing from the text.
What events will help students experience and explore the enduring understandings and essential questions in the unit? How will you
equip them with needed skills and knowledge?
# Lesson Title Lesson Activities CCCs Resources
From: Wiggins, Grant and J. McTighe. (1998). Understanding by Design, Association for Supervision and Curriculum Development, ISBN #
0-87120-313-8 (pbk)
Lesson Plan Title: Introduction of Romeo and Juliet
Date: Sometime in the second semester Time: 60 minutes
Subject: ELA 9 (second semester) Grade: 9
Topic(s): Introduction of author, themes, and end-of-unit assignment
Essential Question: Which type of relationship romantic, familial, or friendship is most
important for human beings to have?
Materials: William Shakespeare video links: https://www.youtube.com/watch?v=wVF8Q-zZz00
AND https://www.youtube.com/watch?v=hVtQxp8i9OM, copies of Romeo and Juliet, author
info sheets, end-of-unit assignment sheets
Cross-Curricular Competencies:
Students will develop thinking by exploring and forming opinions about the questions posed
from the text and the themes found in it. They will develop identity and interdependence by
reflecting on their prior knowledge with their peers. They will develop literacies by reading,
speaking, and comprehending Shakespearean English. Students will develop social
responsibility through partner and individual reflection periods when they can think about their
own understandings and knowledge.
PGP Goals:
2.2 Proficiency in the language of instruction.
3.2 The ability to use a wide variety of responsive instructional strategies and methodologies
to accommodate learning styles of individual learners and support their growth as social,
intellectual, physical and spiritual beings.
4.1 Knowledge of Saskatchewan curriculum and policy documents and applies this
understanding to plan lessons, units of study and year plans using curriculum outcomes as
outlined by the Saskatchewan Ministry of Education.
Stage 2- Assessment
Assessment FOR Learning (formative) Assess the students during the learning to help
determine next steps.
The think-pair-share activity will inform me of their prior knowledge of William Shakespeare,
which will help me determine how much detail I need to include as I talk about him and his
work. Later, students will write a discussion paragraph about the question Which type of
relationship romantic, familial, or friendship is most important for human beings to have?
During this time I will monitor their progress and assist those who need guidance or ideas. At
the end of the lesson, I will read them my own paragraph so they get a sense of what the
expectations are for a grade nine level.
Assessment OF Learning (summative) Assess the students after learning to evaluate what they
have learned.
This lesson does not warrant a summative piece to be handed in.
Motivational/Anticipatory Set:
After students finish reading to themselves (10 minutes), the unit begins with me asking the
students how many of them know something about William Shakespeare. If many of the
students respond positively, then I will have them do a think-pair-share activity in which they
brainstorm what they know about the playwright. (10 minutes) Then, we will discuss this as a
class with me writing their responses on the board. If not many students know things about the
author, then I will just begin a brief introductory discussion about who he is and why we are
studying him. I will then show them short, animated summary videos of the playwrights life,
which will segue into the units main focus on Romeo and Juliet:
https://www.youtube.com/watch?v=wVF8Q-zZz00 AND https://www.youtube.com/watch?
v=hVtQxp8i9OM. (10 minutes)
Main Procedures/Strategies:
Hand out author information sheets and then the texts, and explain the general set-up of
Shakespearean plays. (5 minutes)
Hand out the end-of-unit assignment sheets and briefly go through them so students
understand what they will need to do at the end of the unit and the steps we will take together
to prepare for the assignment. (5 minutes)
Discuss the texts main themes (relationships, love, loyalty) and issues (how these themes get
thwarted into being misused and how they lead to disastrous outcomes for the characters) so
students get a solid background of what to expect in the text. (5 minutes)
Students complete the lesson with their first formative assignment responding to the units
essential question: Which type of relationship romantic, familial, or friendship is most
important for human beings to have? (10 minutes)
Adaptations/Differentiation:
I will write in large legible writing on the board so all students can see effectively. For those
who become distracted during the lessons discussions and remain quiet, I will ask them to
voice their opinions or to help me summarize other students comments. Students who need
one-on-one help when they are their paragraphs will receive it from me and any other adults in
the room.
Closing of Lesson:
I will read them my own paragraph that I write during the time allotted so they get a sense of
what I expect at a grade nine level. Thus, they will be doing informal self-assessment of their
writing and critical thinking skills. (5 minutes)
26th, 1564. His actual date of birth remains unknown, but it is traditionally observed on
April 23rd. He was the third child of eight and the eldest surviving son.
- Most likely attained a high-quality education in grammar.
- Married Anne Hathaway (twenty-six) at the age of eighteen. Six months after the
marriage Anne gave birth to a daughter, Susanna, baptized May 26th, 1583. Twins, son
Hamnet and daughter Judith, followed almost two years later and were baptized February
2nd, 1585. Hamnet died of unknown causes at the age of eleven and was buried August
11th, 1596.
- It is not known definitively when Shakespeare began writing, but contemporary allusions
and records of performances show that several of his plays were on the London stage by
1592. His most popular works include Romeo and Juliet (1591-1595), Hamlet (1599-
Materials: Copies of Romeo and Juliet, prologue video link, exit slips
Cross-Curricular Competencies:
Students will develop thinking by exploring and forming opinions (even if they are not
spoked) about the characters and themes encountered in the play. They will develop identity
and interdependence by reflecting on the characters and themes in the text, and they will
support those who demonstrate intellectual courage. They will develop literacies by reading,
(hopefully) speaking, and comprehending Shakespearean English. Students will develop social
responsibility through the end-of-lesson reflection period when they can think about their own
understandings of the characters and the attributes assigned to them.
PGP Goals:
2.2 Proficiency in the language of instruction.
3.2 The ability to use a wide variety of responsive instructional strategies and methodologies
to accommodate learning styles of individual learners and support their growth as social,
intellectual, physical and spiritual beings.
Stage 2- Assessment
Assessment FOR Learning (formative) Assess the students during the learning to help
determine next steps.
This lesson will establish a supportive environment for students to voice their thoughts and
opinions about what is explored in the play. Thus, any student comments will give me a sense
of how they are feeling about the plays events and what they may be confused about. This
lessons ends with exit slips that students must complete, and they will tell me if students have
understood basic character details that were presented to them.
Assessment OF Learning (summative) Assess the students after learning to evaluate what they
have learned.
Because this is their first lesson dealing with the content of the play, it is too soon to assess
them summatively.
Stage 3- Learning Plan
Motivational/Anticipatory Set:
After students finish reading to themselves (10 minutes), I will show them a video recording
of the plays prologue: https://www.youtube.com/watch?v=_qEKkdcTVEM. The speakers
voice is very engaging and mysterious, and my goal is that his voice captures their attention
and draws them into what will be explored in the plays succeeding acts. Then, I will ask
students why they think it is important to speak with variance when reading out loud. I will
then ask if any of them want to try reading the prologue with the same ominous tone that the
video had; this should be a very humourous and stress-free activity for the students. If no one
wants to volunteer, then I will read it myself to try to create humour amongst them. This
modelling strategy should appeal to their speaking anxieties as a way to alleviate them, and the
humour should create a supportive and non-judgmental atmosphere that I will help establish by
assuring everyone that no cynical judgments will be made when people speak in class. (10
minutes)
Main Procedures/Strategies:
I will continue creating this supportive atmosphere by explaining that I will be reading Act 1.1
so students can hear how Shakespearean English is pronounced. The copies of the play, which
will have modern translations, are for students to follow along as I read. Occasionally, I will
ask students to translate certain passages for me, and they can refer to the modern translation if
they need to (either way, students still need to decode what language is in front of them and
paraphrase in their own words). This instructional scaffolding benefits EAL students or anyone
who has never read Shakespearean English before. No students will be forced to answer, but I
will encourage those who I feel are adapting well to the content to speak up. Any student
responses or questions will receive responsive feedback to invite them back for more inquiry.
Overall, we will discuss characters, plot details, and the beginnings of themes and conflict as I
take them through this scene. (20 minutes)
Then, I will ask student volunteers to take over reading characters for Act 1.2. If no one
volunteers, then I will just continue reading myself. (15 minutes)
Adaptations/Differentiation:
I will be utilizing modelling, instructional scaffolding, and responsive feedback throughout
this lesson, the details of which are provided in each of the three sections of the lessons
learning plan.
Closing of Lesson:
Once I or other students are done reading, they must complete exit slips that briefly discuss the
characters presented thus far and what attributes characterize them. I will assess these
formatively to gauge students understanding of the characters, and I will be sure to provide
them with responsive feedback so they can develop new understandings of what they are
learning. (5 minutes)
1. What would you say about Romeo and the kind of person he seems to be at this point in the
play?