Romeo Juliet Setting Lesson Plan

7/29/2019 Romeo Juliet Setting Lesson Plan

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Romeo & Juliet Setting Lesson Plan

9th

Grade English

Aim:

How do we analyze the characteristics of setting and their impact on a play?

Thinking aim:

How do we discuss and uncover the impact of setting on a play?

Performance objective:

Students will be able to reinterpret the text in different settings to discover how setting

informs a play.

Students will be able to write, edit, present, and reflect on their work.

Standards:Standard#1: Students will read, write, listen, and speak for information & understanding.Standard # 2: Students will read, write, listen, and speak for literary response & expression.

Standard# 3: Students will read, write, listen, and speak for critical analysis and evaluation.

Do now: 5minutesWhat would you change to make the story more relevant to a person living in New York

City?

Ex. Character Names

Students will work independently to generate their list. After 3 minutes, the students will

turn and share their list with a classmate.

The teacher will start at one side of the room and have each student share an item onhis/her list. The teacher will record the responses.

Motivation:

Students will be shown the beginning scene of the Baz Lurhmann video of Romeo and

Juliet.How would the story change if Romeo had Facebook, or Juliet had a cell phone?

How would technology change the feud between the Montagues and Capulets?

Activities:25 Minutes: Students will be broken into 5 groups

Group 1: The opening fight scene (rewritten in the Roman days as if the characters weregladiators)Group 2: The fight scene where Mercutio and Tybalt are killed (rewritten as if the

characters were American Indians in the 1700s)

Group 3: The balcony scene (rewritten as if the characters were living in the Americansuburbs in the 1950s)Group 4: The party scene (rewritten in the year 2011 in the United States)

Group 5: The death scene (rewritten as if the characters were in a soap opera)


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Each group will pick a new time and place from one of the teacher provided choices, and

rewrite the scenes of Romeo and Juliet to fit with the new setting. Each student willchoose a specific role within the group to complete the assignment.

They will have 20 minutes to complete the task, after which, the class will reassemble

and present their work.

The students in each group may pick from the following jobs

(2) Reporter: Responsible for reading the report and presenting it/also responsible forgenerating ideas for the script.

(2)Writer: Responsible for recording ideas for the script and writing the first draft

(1)Editor: Responsible for editing the draft and typing up the final draft that is handed

in/also responsible for communicating with the teacher

10 minutes: Students will present their work

Summary:5 minutes: Respond to the following prompt: Ticket out

How does using different elements impact the story ofRomeo and Juliet?

Methods of assessment:

-Checklist for students ideas in part 1-Group performance

-Peer evaluation forms

Homework:Reflection

How is the language of your characters affected by the new setting?How are the actions of the characters affected by the new setting?

How are the reactions of the characters affected by the new setting?

How is the plot affected by the new setting?How do your opinions about the story change after your revision of it?

What did you like best about your project?

What did you find most difficult about the project?

What grade would you give yourself on the project?Evaluate your classmates using the following rubric:


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Name: ____________________________

Do Now:

Examine the setting of Romeo and Juliet Act I Scene I. On the right hand side of the chart

list specific elements of the setting that you feel has an impact on the story line. On theleft hand side of the chart using the elements you listed as important in Act I Scene Iadapt those elements to fit someone your age living in present day New York City.

Romeo and Juli et Act I Scene I New York City (Present day)

Briefly explain which factors you took into consideration as you tried to adapt each

element to fit the life of someone your age living in present day New York City.

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________________________________________________________________________________________________________________________________________________________

________________________________________________________________________


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9th

Grade Seating Plan

Tracking Di scussion Participation

Group 1 Group 2

Group 3

Group 4


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Name: ______________________ Date:_________________

Group #_____________________ Modern Medium:______________

Directions: Recreate your assigned scene from Romeo and Juliet using the modern means

of communication you have chosen to deliver the story.

Original text Reinterpretation

Questions to consider:1) How is the language of your characters affected by the new setting?

2) How are the actions of the characters affected by the new setting?

3) How are the reactions of the characters affected by the new setting?

4) How is the plot affected by the new setting?


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Name: ______________________ Date:_________________

9th

Grade English

Peer Evaluation

Directions: read each question and rate your fellow group members on the followingscale: 3) Excellent 2) Good 1) Poor

1. Did this student work well with all members of the group to evaluate the text and

effectively apply the concept that was learned?

SCORE: ______

How did he or she help the group?____________________________________________

________________________________________________________________________

________________________________________________________________________________________________________________________________________________

2. Did the student demonstrate self-control and respect to peers during this activity?

SCORE: _____

How did he or she provide encouragement and/or constructive criticism during thisactivity? ________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

3. Was this student vigorously engaged in the task that was assigned?

SCORE _____

Did this student remain focused and participate actively throughout the course of this

activity? ________________________________________________________________

________________________________________________________________________

________________________________________________________________________________________________________________________________________________

4. Overall, did this student put forth his/her best effort during this activity?

Overall Score: _____

Overall Score: Use your scores from # 1-3 to find the average


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Lesson Plan Rationale for Each Aspect of Plan

Aim objectives: How do we analyze the characteristics of

setting and their impact on a play?

This relates to the standards becausestudents will read to gain knowledge and

understanding. They will create a literary

response.

New York State Standards: - Standard#1: Students will read,write, listen, and speak for

information & understanding.

- Standard # 2: Students will read,write, listen, and speak for literary

response & expression.

- Standard# 3: Students will read,write, listen, and speak for criticalanalysis and evaluation.

By completing the lesson, the studentsare unknowingly analyzing how setting

impacts a play merely by editing the story

to conform to the new settings they were

assigned.

P.O.s: Students will be able to reinterpret the textin different settings to discover how setting

informs a play.

Students will be able to write, edit, present,

and reflect on their work.

The performance objectives in this

lesson are designed so that students will be

able to look at a piece of literature in thefuture and decipher how the setting informs

the story. By reinterpreting the text

themselves, the students will have writtentheir responses which will enhance their

understanding of setting.

Do Now anticipatory set: Based on what you read in Act I Scene 1

yesterday, list what would you change tomake the story more relevant to a personliving in New York City?Ex. Character Names

This is so the students are able to relateto the literature and become more involved.


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Motivation: Being able to adapt the text into modernlanguage and creating a modern setting for

the text will show that the students can

interpret the events of the story. Also, byusing modern means of communication

students will have to interpret events to

make sure they are updating the eventsproperly without changing the meaning.

This method is chosen so as to once

again have the student relate the literatureto their lives and become more involved.

Development teaching/presentationincluding input, modeling, checking forunderstanding, questioning, guided

practice, independent practice:

25 Minutes: Students will be broken into 5groupsGroup 1: The opening fight scene

(rewritten in the Roman days as if the

characters were gladiators)Group 2: The fight scene where Mercutio

and Tybalt are killed (rewritten as if the

characters were American Indians in the1700s)

Group 3: The balcony scene (rewritten as if

the characters were living in the American

suburbs in the 1950s)Group 4: The party scene (rewritten in the

year 2011 in the United States)

Group 5: The death scene (rewritten as ifthe characters were in a soap opera)

Each group will pick a new time and place

from one of the teacher provided choices,and rewrite the scenes of Romeo and Juliet

to fit with the new setting. Each studentwill choose a specific role within the group

to complete the assignment.They will have 20 minutes to complete the

task, after which, the class will reassemble

and present their work.

The students in each group may pick from

the following jobs


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(2) Reporter: Responsible for reading the

report and presenting it/also responsible forgenerating ideas for the script.

(2)Writer: Responsible for recording ideas

for the script and writing the first draft

(1)Editor: Responsible for editing the draftand typing up the final draft that is handed

in/also responsible for communicating withthe teacher

10 minutes: Students will present their

work

This method of development was chosen

because it is differentiated. The studentsare in cooperative learning groups which

will aid in the learning of their fellowstudents through discussion with peers.They will aid their fellow students

understanding and provide ideas which will

spark creativity.

Final Summary closure: 5 minutes: Respond to the following

prompt: Ticket outHow does using different elements impact

the story ofRomeo and Juliet?

Methods of assessment:-Checklist for students ideas in part 1

-Group performance-Peer evaluation forms

The students learn how to relateliterature to the modern world. They also

learn how plays are impacted by the

setting.

Homework independent practice: Reflection:How is the language of your characters

affected by the new setting?How are the actions of the characters

affected by the new setting?

How are the reactions of the charactersaffected by the new setting?

How is the plot affected by the new

setting?

How do your opinions about the story


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change after your revision of it?

What did you like best about your project?What did you find most difficult about the

project?

What grade would you give yourself on the

project?Evaluate your classmates using the

following rubric:

The homework reinforces the lesson.

The students are given a chance to evaluatetheir work. By answering the reflection

questions, the students will truly

understand how setting impacts a play.

The next day in class, the answers can bediscussed to reinforce the previous days

lesson and ensure the class is ready tomove on to the next lesson.

Documents

Romeo Juliet Setting Lesson Plan