Pre-AP English Lesson Plans Unit: Romeo and Juliet Monday ...

Pre-AP English Lesson PlansUnit: Romeo and JulietMonday, February 28, 2011Lesson: Act 1 Scene 5Objectives:To identify and analyze examples of dramatic foils in a Shakespearean textTo read for comprehension by dramatizing a text with appropriate tone and gestures1. Warm-Up: Move the desks to the edges of the room. Teach students the steps of the Pavan, atraditional Elizabethan dance. (10 minutes)2. Debrief Scene 4 before beginning Scene 5. In small groups with whiteboards, make a hypothesisabout what the Queen Mab speech means. Discuss. (5 minutes)3. Assign parts to dramatize 1.5. Direct the scene and continue straight through. After the scene,discuss what happened and highlight the interaction between Romeo and Juliet.4. Homework: Complete study guide questions for the quiz tomorrow on Act 1.Assessment: FormativeTuesday, March 11. Answer any questions students may still have about Act 1.2. Take the Act 1 Quiz.3. Read Act 2 Chorus and Scene 1 independently when finished. Complete study guide questions iftime remains before the end of the period.4. Finish reading and answering questions for homework if needed.Assessment: Quiz (25 points)Wednesday, March 2Lesson: Motifs / Act 2 Scenes 2Objective: Students will be able to read and analyze characters and literary devices.1. Review the Chorus by reading it aloud and discussing the cultural tension between moderationand extremity. (5 minutes)

2. Review the definition of motif. Take brief notes on the importance of astrology in Elizabethanculture, going back to Plato’s ideas on the order of the universe. Any aberrations to the order ofthe universe (orbit of the planets…) would cause chaos on Earth, while disruptions to the socialorder among humans would cause chaos in the Heavens. Ex: Butterfly effect. Ask students tolisten for examples of this motif in Act 2 Scene 2. (5 minutes)3. Assign roles for Act 2 Scene 2 and dramatize it. Before beginning, make sure studentsunderstand the dramatic convention aside. Keep track of students who have played a role, sinceall must do this at least once to get participation points for the unit. (15-20”)4. Complete study guide questions for the rest of the period. Read 2.3 for homework by Friday.Assessment: FormativeThursday, March 3Lesson: Visual Interpretations of the Balcony Scene in MoviesObjectives: Students will be able to analyze a pair of visual texts and outline the argument for acompare/contrast essay.1. Entrance Slip: Identify three motifs in Act 2 Scene 2 (other than astrology).2. View two versions of the balcony scene which students dramatized yesterday. During each clip,record observations about how the director visually interpreted Shakespeare’s text.3. Pass out the graphic organizer for the essay students will plan to write, but not actually write.They will focus on three aspects of the scene that are interpreted differently in both versions.By organizing the essay in this fashion, they will take a more sophisticated approach to acompare/contrast essay.4. Homework: Finish the graphic organizer for tomorrow.Assessment: Graphic Organizer (10 points)Friday, March 4Lesson: Puns / Act 2 Scene 4Objectives:Students will read and identify literary elements and devices in a Shakespearean text.Students will define puns and analyze Shakespearean language for examples.1. Listen to the audio recording of 2.4.2. Discuss the following characters from Scene 4:a. Mercutio- Characterized by Romeo in lines 132-134. He represents manhood,impropriety, and idleness.

. Nurse- Characterized by her speech in lines 144-152. She represents propriety and playsthe role of protective guardian over Juliet; however, she represents Juliet’s interestsmore than her parents. She’s an emissary.3. Introduce a new literary term: Pun. The nurse has no patience with them, while Mercutiodefines himself by these displays of wit and verbal skill. Define in notes.4. Guided Practice: Show students how to read certain words in two ways, thus finding humor orirony. Use “roe” from line 33 as an example. Without “roe,” his name is a mournful wail, “Meo”(woe is me); additionally, without “his roe” refers to his returning without Rosaline, his “roe,”or female deer.5. Comedy Club: Read a couple of puns, using the PowerPoint. Then, ask students to write 3 punswith a partner. Ask for volunteers to share one pun with the class, speaking into the EXPOmarker/microphone.6. Exit Slip: Find 2 examples of puns in Scene 4 and explain the different ways to read the sameword or phrase. Remind students to use the margin notes to help them identify these.7. Homework: Finish study guide questions.Assessment: Puns (5 points)Monday, March 7Lesson: Act 2 Scenes 5-61. Listen to 2.5 and check for understanding of plot development. Then, contrast Juliet’s tone withthe Nurse’s tone in the scene.2. Dramatize 2.6.3. Discuss Friar Lawrence’s role in the play so far. He is the voice of moderation (relate back to thechorus and Scene 3). Do you approve or disapprove of what has happened?4. Exit Slip: Write original lines for the chorus to recite at the beginning of Act 3. Remember thepurpose of the chorus and deliver your opinion of the characters and their actions.Tuesday, March 8Lesson: Act 3 Scene 1 / “Turning Points”Objectives:Students will read and dramatize scenes from a Shakespearean play.Students will identify and analyze examples of foreshadowing and other literary elements.1. Take the Act 2 Quiz.2. Choose parts and dramatize Act 3 Scene 1.3. Discuss the following:

What curse does Mercutio repeat? How many times? Explain Elizabethans’ fascination withwitchcraft and the supernatural. Think, “Three times is the charm.” Romeo’s lines 110-112, “thy beauty hath made me effeminate.” What are the primarymasculine and feminine virtues? (Aggression versus Reconciliation) Analyze the Prince’s monologue. What’s the tone? Why use strict rhyming couplets?4. Homework: Read Scenes 2 and 3 for homework.Assessment: Act 2 Quiz (25 points)Wednesday, March 9Lesson: Act 3 Scenes 4-51. Define oxymoron and identify examples in Juliet’s lines in Scene 2.2. Answer any questions students have about Scene 3.3. Listen to Scenes 4-5. Check for understanding afterwards.4. Pass out copies of Scene 5 from the graphic novel version. Discuss how this visual interpretationreflects motifs in the scene and shifts in tone.5. Homework: Finish study guide questions for the Act 3 Quiz tomorrow.Assessment: FormativeThursday, March 10 –Friday, March 11Lesson: Acts 4 and 51. Listen to the audio recording of Act 4. Finish the rest for homework. (Thursday)2. Listen to the audio recording of Act 5. Finish the rest for homework. (Friday)Assessment: Formative (Acts 4-5 Quiz will be Tuesday after spring break)Fr