English I Honors Lesson Plans Third Nine Weeks Unit 3: Romeo and Juliet Overview: Students continue their study of The Tragedy of Romeo and Juliet as they complete their close read and annotation of the prologue, explore thematic topics introduced, and read Act I focusing on conflicts the characters face. In addition, to support their understanding of the play, students will view two different versions of Act I and compare.. Week of January 21 - 25

Monday, January 21 NO SCHOOL Martin Luther King Day

You have 5 minutes to look over your poetry notes. Tuesday, January 22 Today we will: Test our knowledge of poetic devices Read and annotate the prologue of The Tragedy of Romeo and Juliet by William Shakespeare You will need: The “Romeo & Juliet” Prologue A dictionary Highlighters Pen or pencil * POETRY TEST TODAY * You have 5 minutes to look over your poetry notes.

Review Last week, we learned about the Shakespearean sonnet, practiced using meter in reciting a poem, and reviewed poetic devices. Today, we will apply what we’ve learned about poetic devices and begin Romeo and Juliet by reading and annotating the prologue.

Poetry Test ASSESSMENT This is an assessment and counts as a test grade. You will have only this class period to complete the test. You must do your own work. If you talk to a neighbor, you will receive a zero. If you look at a neighbor’s test, you will receive a zero and be written up. When you are finished, bring your test to the teacher and take out your Romeo & Juliet prologue. You may work on completing any unfinished class work or vocabulary.

Work with a group or partner… Listen carefully as I read the prologue aloud, then work with your group or partner to annotate the prologue of The Tragedy of Romeo and Juliet by William Shakespeare Follow the steps on your annotation guide. Step 1: Write a synonym above each underlined word (use a dictionary if needed) Step 2: Annotate (or paraphrase) each stanza on the right side of the text Step 3: Using two different colored highlighters, highlight words with a positive connotation and words with a negative connotation. Look for a pattern and respond to the questions on the handout.

Example Your annotation should look something like this:

Tuesday, January 22 DUE TODAY HOMEWORK Independent Reading Approval Form Complete prologue annotation Work on Poetry Project (due Thursday) Romeo & Juliet Vocabulary #1 (due next week)

Wednesday, January 23 BELLRINGER: You will need: Today we will: Complete the annotation of the Prologue to The Tragedy of Romeo & Juliet by William Shakespeare and rewrite the summary Learn how word choice and syntax effects the meaning and understanding of a text. Explore thematic topics of The Tragedy of Romeo and Juliet You will need: Prologue handout Summary Draft 2 handout Highlighters Sticky notes Pen or pencil BELLRINGER: Please take a grammar worksheet Unit 5 from the tray and complete the first activity.

Review Yesterday, we read and annotated the prologue from The Tragedy of Romeo and Juliet by William Shakespeare which is the first and most famous sonnet in the play. Today, we will analyze Shakespeare’s use of syntax and word choice to determine a possible theme of the play based on the prologue.

Whole Class Discussion Reread Romeo & Juliet prologue Write down any questions you may have about the play. Discuss: Who are the characters involved? What is the situation? Where does the story take place? When do you think the story takes place? Why do you think the families are fighting? What can we expect to learn from the play? 5 minutes

On Your Own… 5 minutes Rewrite summary for the prologue on the Summary Draft 2 Handout Your summary should be 5-8 sentences (no more, no less) with at least one compound or complex sentence. Be sure to use proper grammar, spelling, mechanics, etc. and follow all rules of formal writing including: No personal pronouns No contractions Sample summary starters: The main purpose of the prologue is to …. In the prologue, the reader learns that… The prologue informs the reader that the play is about…

Work with a group… With your group, review the highlighted words in your annotation of the prologue. These are words that direct the tone of the prologue. 5 minutes

Work with a group… Now look at the Tone Words in your Guidebook Reader (page 15) Highlight tone words that you feel best describe the tone of the prologue 2 minutes

Work with a group… Knowledge Freedom Technology With your group, generate a list of abstract nouns that address ideas portrayed about the play through the prologue. Record at least three ideas on your sticky notes. Place your sticky notes on the board. Here are some examples from Fahrenheit 451: Knowledge Freedom Technology 10 minutes

On your own… Choose one of the ideas on the board and create a thematic statement. Remember, a thematic statement… should be a declarative sentence. should be universal (able to apply to anyone, anywhere, at any time). should reveal a truth about human nature. should not include the author’s name, text title, or character name. Record your final thematic statement on your prologue handout Here is an example from Fahrenheit 451: Relying too much on technology can cause people to lose the ability to think for themselves. 15 minutes

Wednesday, January 23 HOMEWORK Complete any unfinished class work Complete final poetry project (due tomorrow) Work on Romeo & Juliet Vocabulary

Thursday, January 24 BELLRINGER: Today we will: You will need: Begin reading Act I of The Tragedy of Romeo and Juliet by William Shakespeare Record character traits and descriptions of some of the main characters as they are introduced. You will need: Your copy of The Tragedy of Romeo and Juliet by William Shakespeare Characters and Motivations handout for Act I Pen or pencil BELLRINGER: Please take a grammar worksheet Unit 5 from the tray and complete the second activity.

Review Yesterday, we learned how use of syntax and word choice to determine a possible theme of the play based on the prologue. Today, we read Act I, Scene I of The Tragedy of Romeo and Juliet by William Shakespeare. We will explore the conflicts the main characters face and how those conflicts advance the plot of the play.

Read Aloud Everyone will eventually be given the opportunity to read aloud as a character in the play. Students will be assigned new roles each time we complete an act.  Students who are not reading aloud should follow along silently. As we read, if you hear details about character descriptions or motivations, you can add them to your character chart. 20 minutes

Act I, Scene 1: Assign Parts The following characters have larger speaking roles: Benvolio Tybalt Lord Montague the Prince Romeo The following characters have smaller speaking roles: Sampson Gregory Abram Officer Lord Capulet Lady Montague

Work with a partner With a partner, add notes to the Characters and Motivations handout for Act I (pages 16-17): Romeo Benvolio Tybalt 15 minutes

Work with a partner When recording quotes, be sure to cite using the proper MLA format: Act, scene, lines (1.1.1-4). Also, place backslashes (/) between each line of verse. Example: "O Romeo, Romeo, / wherefore art thou Romeo?" (2.1.74-75).

Thursday, January 24 DUE TODAY HOMEWORK Poetry Project Complete any unfinished class work Work on Romeo & Juliet Vocabulary #1

Friday, January 25 BELLRINGER: Today we will: You will need: Compare two different film versions of Act I, Scene 1 You will need: Different Artistic Mediums handout for Act I (page 18) Pen or pencil BELLRINGER: Please take a grammar worksheet Unit 5 from the tray and complete the third activity.

Review Yesterday, we read Act I, Scene I of The Tragedy of Romeo and Juliet by William Shakespeare and learned about some of the conflicts the main characters face. Today, we will view two different film versions of Act I, Scene 1 and take notes on how each director chose to portray the characters and events.

Before Viewing Turn to the Different Artistic Medium handout on page 18 in your Guidebook Reader Draw a line down the middle of the handout. On the left side, take notes on the 1996 Baz Luhrmann version. On the right side, take notes on the 1968 Zeffirelli version 1996 Baz Luhrmann 1968 Franco Zeffirelli

Viewing Take notes on your handout as you view each version of the play 10 minutes

After Viewing Complete the Different Artistic Mediums handout. At the bottom of the handout, answer the following questions: Why do you think Luhrmann chose to depict the characters and events in the way he did? Why did he retain the original language of the play? Which version do you find more effective?

Friday, January 25 DUE TODAY HOMEWORK Prologue Handout with Summary Draft 2 Complete any unfinished class work Work on Romeo & Juliet Vocabulary #1