English I Lesson Plans Fourth 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 Jan 28 – Feb 1

Please take a grammar worksheet from the tray Monday, January 28 Today we will: Continue 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 (page Pen or pencil BELLRINGER: Please take a grammar worksheet from the tray and complete lesson 1

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

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 As we read, don’t forget to add notes to the following characters on your 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).

Read Aloud – Act I, Scene 1 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

Monday, January 28 HOMEWORK Complete any unfinished class work Work on Romeo & Juliet Vocabulary Assignment #1(due Thursday)

Please take a grammar worksheet from the tray Tuesday, January 29 Today we will: 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 from the tray and complete lesson 2.

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?

Tuesday, January 29 DUE TODAY HOMEWORK Different Artistic Medium handout Complete any unfinished class work Work on Romeo & Juliet Vocabulary Assignment #1 (due Thursday)

Please take a grammar worksheet from the tray Wednesday, January 30 Today we will: Continue to read 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 (page Pen or pencil BELLRINGER: Please take a grammar worksheet from the tray and complete lesson 3

Review Yesterday, we compared two different film versions of Act I, Scene 1. Today, we will continue to read Act 1 and take notes on the characters and motivations chart as we read.

Read Aloud – Act I, Scene 2 & 3 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 2-3: Assign Parts The following characters have larger speaking roles: Lord Capulet Paris Benvolio Romeo Lady Capulet Nurse Juliet The following characters have smaller speaking roles: Servant

Wednesday, January 30 HOMEWORK Complete any unfinished class work Work on Romeo & Juliet Vocabulary Assignment #1 (due Thursday)

Please take a grammar worksheet from the tray Thursday, January 31 Today we will: Continue to read 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 (page Pen or pencil BELLRINGER: Please take a grammar worksheet from the tray and complete lesson 4

Read Aloud – Act I, Scene 4 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 4: Assign Parts The following characters have speaking roles: Romeo Benvolio Mercutio

Thursday, January 31 DUE TODAY HOMEWORK Romeo & Juliet Vocabulary Assignment #1 Complete any unfinished class work

Friday, February 1 BELLRINGER: Today we will: You will need: Continue to read 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 (page Pen or pencil BELLRINGER: Take out a sheet of loose-leaf paper and prepare to respond to a journal question.

Is love at first sight possible? Friday, February 1 BELLRINGER: Respond to the following in at least 2-3 sentences. Is love at first sight possible?

Read Aloud – Act I, Scene 5 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 5: Assign Parts The following characters have larger speaking roles: Lord Capulet Tybalt Romeo Juliet The following characters have smaller speaking roles: Butler First Servant Second Servant Third Servant Capulet Cousin Nurse

Friday, February 1 Complete any unfinished class work HOMEWORK