Teacher: Harlan Gatlin Subject: ROMEO AND Grade Level: Freshman English

JULIET…TODAY (English I)
Overall Goal of Lesson: To introduce students to fictional writing, adaptation, and the concepts involved in this genre.

Instructional Objectives: By the end of this class, students should be able to:
1.) Write a fictional story which requires a well-developed plot, character development, and setting.
2.) Make connections between and analyzing different genres.

Texas Essential Knowledge & Skills: TEKS 110.36 Key Vocabulary: Adaptation, Drama, Fiction, Linear Plot,
(c)(1), (c)(4)(B,C,E,I), (c)(6),(c)(10)(A) Non-Linear Plot, Character Development, Setting

Higher Order Questions: What is fate? Is there such a thing as fate? If there is, can a person avoid his or her own fate?
Why might fate not exist? Is fate responsible for the deaths of Romeo and Juliet, or are other characters responsible?

Student Activities:
This is an activity that requires both independent, critical, and creative thinking as well as team building. Students
should make connections to previous knowledge by engaging in a play they have already read while incorporating
elements of fiction from previous lessons in this class and other literature classes. Students will also use their listening
skills and oral skills.
Modifications/ELL Strategies: Anticipatory Activity for Lesson: Students will pick out their
ELL students may be provided a translation favorite scene from Romeo and Juliet and explain why they liked it and
tool for their own stories. Students will not be what stood out to them.
required to type their stories using word, but
other applications including Google Sheets,
Adobe Spark, or Flipgrid.
Time Teacher Input/Lesson Activity: The students will begin by reflecting on what they learned from
Romeo and Juliet regarding character development, linear plot vs. nonlinear plot, and the importance of
10min setting in developing themes. This will be a widespread class discussion. Each student will have a
playing card on his/her desk, and I will draw cards from my own desk to choose who will speak.
Students will provide definitions of these words as well as provide examples from the text that
demonstrate them. This will then introduce them to the idea that they will be creating a story of their
own where they adapt the play of Romeo and Juliet by creating their own story. They must have
dynamic characters, a well-developed plot, and a well-described setting. The stories must be 2-4 pages.

Modeling: I will show the students my own example of a story that I have written. The class will then
discuss key elements of the plot, the development of my own characters, and my setting. The class will
5min explain how certain aspects of my story cross over with Romeo and Juliet.

Guided Practice: I will call on students to begin a story as a class. The class will come together and
5min collaborate to create a vivid setting and character names, building off of each other’s responses.

Independent Practice: I will give the students class time to independently finish writing the story we
15min began as a class where they will develop the characters we have created in their own way and provide at
least 3 creative examples for plot development. Students will have the option of using Word, Google
Docs, Google Slides, or even a video format such as Adobe Spark or Flipgrid.
5min Lesson Closure: I will choose 2 students to come up to the front of the class and share their own
stories.

5min Assessment Methods/Strategies: I will be able to determine if students grasp the concepts of plot
development, character development, and setting and how these can enhance the author’s text. I will
also be able to determine if students understood some important themes in Romeo and Juliet as they
adapt this play to their own fictional writing.
Resources (supplies, equipment, software, etc.): This lesson will include the following equipment:
• Laptops (to type their stories and to use certain websites)
• Sparknotes (website) will be used for Shakespeare translations and reinforcing the play’s themes.
• Outlet for writing/creating story (Word, Google Docs, Google Sheets, PowerPoint, AdobeSpark, or Flipgrid)

Reflection: This assignment would occur after the reading of Shakespeare’s Romeo and Juliet, and before our
assessment. The lesson is quite fun while also preparing students for an exam over this play by reinforcing some of the
play’s ideas and themes and reviewing key concepts and terms. Students are further engaged with the text and learn how
certain elements of genres can cross-over. Students have a chance to share their creative side while also remaining
analytical and can have fun with sharing their stories after they finish writing/creating them.