CEP Lesson Plan Form

Teacher: Kasic Date: 2017

School: Berthoud High School Grade Level: 9
Content Area: English
Title: Romeo and Juliet Musical Chairs Observation #: 4 of 8

CCSS Standard(s):
2.1.a. Determine a theme or central idea of a text and analyze in detail its development over the
course of the text, including how it emerges and is shaped and refined by specific details; provide
an objective summary of the text.
2.1.b. Analyze how complex characters (e.g., those with multiple or conflicting motivations)
develop over the course of a text, interact with other characters, and advance the plot or develop
the theme.
Understandings:

Characterization in Romeo and Juliet

Themes in Romeo and Juliet

Inquiry Questions:
Who are the characters in Romeo and Juliet?
What are some of the themes in Romeo and Juliet?
Evidence Outcomes:
Learning Target: To examine themes and characterization within Romeo and Juliet.
Success Criteria: Complete a graphic organizer that breaks down important quotes and
discussing their meaning.
List of Assessments:
Class Discussion

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Planned Lesson Activities

Name: Romeo and Juliet Musical Chairs

Purpose: To help students understand characters and themes in the play Romeo and Juliet

Approx. Time: 90 minutes

Materials:
- Quote Strips
- Prezi:
- Warm Up Sheet

Anticipatory Set:
I. Warm Up (particularly the quote)
a. VOCAB: saucy (adj.) - bold, impudent, insolent
b. ROOT WORD: miso-, mis-, -misia (Greek: hate, hater, hatred; disgust for)
c. QUOTE: FRIAR LAURENCE: Romeo, come forth; come forth,
thou fearful man: Affliction is enamourd of thy parts, And thou art wedded to calamity.
1. Students start by paraphrasing the quote
2. Students then write about the importance of the line and how it can connect to bigger things.
Procedures
I. Anticipatory Set: Warm Up (15 minutes, teacher input/ questioning strategies)
a. See Above
II. Instructions (3 minutes, teacher input)
a. Brief overview of what is about to happen
1. We are going to play musical chairs and examine quotes at the same time
2. Each student will tape a quote to their desk and use what they already know about Romeo and Juliet to decode the
quote
i. Each quote should be paraphrased, and students write notes about what they think it reveals in the graphic
organizer
III. Group Students and Move Desks (2 minute, other)
a. Separate students into groups of six (counting off)
1. P.3 three groups of six
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2. P.8 no groups, one big circle

IV. Play 6 rounds (18 minutes, individual practice)
a. Students examine the quote and fill in their graphic organizer for a few minutes whale the music plays, when the
music stops they move to the next desk and quote (no desks or quotes are eliminated)
b. I walk around helping students, checking for understanding, and managing the music (3 minutes per round) check for
understanding
V. Replace Desks (2 minutes, other)
a. Students move desks back to their original place
b. I collect quotes
VI. Group Discussion (10 minutes, questioning strategy)
a. In small groups (students who are around each other so that they saw the same quotes)
1. Compare observations, what similarities do you see between your answers?
2. For each quote, what conclusions can you draw about the character speaking it? Who is making dirty jokes?
3. What themes do you see emerging?
b. I walk around, helping students when needed
VII. Closure: Discussion (20 minutes, check for understanding)
a. See Below
IV. Watch Act 1 (approx. 16 minutes)
Closure:
I. Discussion (20 minutes, check for understanding)
1. Starting with each character (Romeo, Juliet, Nurse, Lady Capulet, Capulet, Tybalt, Mercutio, Benvolio, Fryer
Laurence) have groups explain what they came up with.
i. Not all groups will have looked at every character, so students should jot down notes as other groups share
II. Groups then share themes they came up with
1. Looking for: love and its connection to violence, ideas of family loyalty, fate

Differentiation:
- Large font, so that students who have trouble seeing can read the quotes
- Movement, so students who have trouble paying attention when stilling still have an opportunity to use their energy
- Because students will be looking at quotes independently they can assess them at their own pace, allowing those who are still
struggling with paraphrasing to get some practice and those who are ready to move deeper into the text can move forward.

Assessment

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The discussion at the end of class will allow me to assess how well students are able to paraphrase and understand Shakespeares
words.

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