English I Lesson Plans Third Nine Weeks Unit 3: Romeo and Juliet Overview: Students continue their study of The Tragedy of Romeo and Juliet as they explore thematic topics and motifs in Act III. Week of Mar 11 – Mar15

Take out your Guiding Questions handout for Act III. Monday, March 11 BELLRINGER: Take out your Guiding Questions handout for Act III. Today we will: Read Act III, Scenes 4-5 Take notes on the Guiding Questions and Motifs handout You will need: Your copy of The Tragedy of Romeo and Juliet by William Shakespeare Guiding Questions handout Pen or pencil

Review Last week, we read Act III and examined factors that influence the behavior of teens. This week, we will complete Act III and read Act IV while we search for motifs and explore the themes of fate and responsibility.

Review Act II Constructed Response PROMPT: Romeo acts somewhat impulsively when it comes to decisions about love. How might his age factor into his seemingly irrational behavior? Most common mistakes made: Did not include evidence from BOTH the play and the readings. The play, the article, or both were not properly cited. Failed to properly explain evidence and/or connection. Failure to use transitions

CONSTRUCT A WELL-WRITTEN RESPONSE A well-written short response should follow the RAGES strategy R = Restate the question or prompt A = Answer WHY or HOW G = Give evidence (quote) X2 E = Explain the evidence/connection X2 S = Summarize your answer

R = Restate RAGES Strategy Restate the question as a statement This means turn the question around to create a sentence stating your position DO NOT rewrite the question DO NOT begin with “yes” or “no” DO NOT leave out any significant words or change the meaning in any way

PROMPT: Romeo acts somewhat impulsively when it comes to decisions about love. How might his age factor into his seemingly irrational behavior? 1. Restate the question. (Turn it around in the form of a statement.) Romeo’s age could be a factor in his seemingly irrational behavior when it comes to decisions about love.

A = Answer RAGES Strategy Answer the question by stating WHY or HOW (in other words, explain your position) Write your answer in one complete sentence DO NOT repeat any part of the question in this step DO NOT introduce a new idea or topic – simply give reason for your answer/position

2. Answer the question in a complete sentence. (States why or how) Romeo is still a teenager and his brain is not fully mature which can cause him to act impulsively and make irrational decisions.

G = Give Evidence (from article) RAGES Strategy G = Give Evidence (from article) Provide a direct quote as evidence to support your answer Quote the source WORD – FOR – WORD (do not paraphrase) Place quotation marks around the quote Include the source title and author. (use parenthetical citation or source lead-in).

Give Evidence: Use one of these to introduce According to the article... In the article (title) the author (name of author) states... (Author name) points out that... For example, (the article/author) states... This can clearly be seen as (author’s name) reveals... When discussing...(author’s name) explains that...

From supporting research article or text... 31. Give evidence (direct quote) from the text to support your answer. For example, the article “Teenage Brains: Still Under Construction” points out that “parts of the brain responsible for more "top-down" control, controlling impulses, and planning ahead...are among the last to mature.”

E = Explain RAGES Strategy Clearly explain what the quote means and HOW it proves or connects to your answer DO NOT simply repeat your answer DO NOT announce or use any of the following or similar phrases: I chose this quote because... The quote supports my answer... The quote explains...

Explain evidence: Use one of these to explain In other words, the author is saying ..... In this case, the author is referring to.... Clearly, the author is suggesting that... This statement reveals that... This clearly demonstrates that... From this, one can infer that....

From supporting research article or text... 41. Explain the quote or the example you used. (How does it support your answer?) From this, one can infer that the part of his brain that would normally cause Romeo to think twice about his choices is not fully matured causing him instead to make hasty decisions.

G = Give Evidence (from play) RAGES Strategy G = Give Evidence (from play) Provide a direct quote as evidence to support your answer Quote the source WORD – FOR – WORD (do not paraphrase) Place quotation marks around the quote Include the source title and author. (use parenthetical citation or source lead-in).

SET UP THE SCENE When quoting a piece of literature such as a short story, novel, or play you must explain the scene and the characters involved. Use a transition For example... For instance...

From literary work being analyzed... 32. Give evidence (direct quote) from the play to support your answer. For instance, only hours after he and Juliet met, Romeo goes to see Friar Lawrence to ask him if he will perform their wedding: “plainly know my heart’s dear love is set on the fair daughter of rich Capulet/When and where and how we met, we wooed and made exchange of vow, I’ll tell thee as we pass, but this I pray: That thou consent to marry us today” (2.3.57-64).

Explain evidence: Use a transition to explain Clearly... In other words.... This statement reveals that... This clearly demonstrates that... From this, one can infer....

From literary work being analyzed... 42. Explain the quote or the example you used. (How does it support your answer?) Clearly, Romeo is acting impulsively out of emotion and not considering the possible consequences.

S = Summarize RAGES Strategy Summarize your position and answer into one concise concluding sentence Begin with a concluding transition (therefore, in conclusion, as a result...) Basically, combine step one (R) with step two (A). DO NOT simply rewrite your answer

Summarize: Use one of these to conclude Therefore, ... Ultimately, ... In conclusion, ... To sum things up, ... All things considered, ...

Combine steps 1,2,&4 5. Summarize your answer. (Restate in different words) Therefore, the fact that Romeo is still a teenager with an undeveloped teenage brain could definitely factor into his irrational spur-of-the-moment decisions when it comes to love.

Final Response... Romeo’s age could be a factor in his seemingly irrational behavior when it comes to decisions about love. Romeo is still a teenager and his brain is not fully mature which can cause him to act impulsively and make irrational decisions. For example, the article “Teenage Brains: Still Under Construction” points out that “parts of the brain responsible for more "top-down" control, controlling impulses, and planning ahead...are among the last to mature.” From this, one can infer that the part of his brain that would normally cause Romeo to think twice about his choices is not fully matured causing him instead to make hasty decisions. For instance, only hours after he and Juliet met, Romeo goes to see Friar Lawrence to ask him if he will perform their wedding: “plainly know my heart’s dear love is set on the fair daughter of rich Capulet/When and where and how we met, we wooed and made exchange of vow, I’ll tell thee as we pass, but this I pray: That thou consent to marry us today” (2.3.57-64). Clearly, Romeo is acting impulsively out of emotion and not considering the possible consequences of his hasty decision. Therefore, the fact that Romeo is still a teenager with an undeveloped teenage brain could definitely factor into his irrational spur-of-the-moment decisions when it comes to love.

DUE WEDNESDAY!!! REWRITE YOUR RESPONSE Formal Writing Rules DO NOT use any personal pronouns (I, me, you, we, etc.) DO NOT use any contractions (don’t = do not) DO NOT begin sentences with and, but, or so. These are conjunctions, not transitions DO NOT use abbreviations or symbols of any kind (& = and) DO NOT include any questions DUE WEDNESDAY!!!

Let’s Read Please open your book to Act III, scene 4, page ??? You may take notes on your guided reading as we read. If you have questions or would like to pause for a moment, please raise your hand.

Act III, Scenes 4 & 5: Assign Parts The following characters have speaking roles: Lord Capulet Lady Capulet Paris Juliet Nurse

HINT: DO THE WORK!!!! TOMORROW – ROUND ROBIN Please be advised that tomorrow morning, while the Juniors are doing ACT pre-coding, you will participate in a round-robin preparation activity for the LEAP 2025. All English work done during this activity will be collected at the end of the activity and given to your English teacher (ME) to be graded. Grades will go into JPAMS as a quiz grade. HINT: DO THE WORK!!!!

Monday, March 11 DUE WEDNESDAY DUE THURSDAY Act III Quiz Wednesday! Redo Act II Constructed Response (typed) Complete Act III Guided Reading Questions Independent Reading Book Review due Thursday Act IV Pre-Seminar Text & Questions Act III Quiz Wednesday!

Students are participating in Round Robin LEAP 2025 Prep Tuesday, March 12 MORNING: Students are participating in Round Robin LEAP 2025 Prep AFTERNOON: Students will be allowed to continue to work on Dialectic Journal, Guided Reading or watch Baz Luhrmann’s Romeo & Juliet. Today we will: Complete Act II Guiding Questions and Patterns of Language, Scene 4 Read Act II, Scene 5 & 6 You will need: Your copy of The Tragedy of Romeo and Juliet by William Shakespeare Act II Guiding Questions and Patterns of Language Handout

Tuesday, March 12 DUE WEDNESDAY DUE THURSDAY Act III Quiz Wednesday! Rewrite Act II Constructed Response and type Complete Act III Guided Reading Questions Independent Reading Book Review due Thursday Act III Quiz Wednesday!

Wednesday, March 13 BELLRINGER: Today we will: You will need: Please take an Act IV Pre-Seminar Text & Questions packet from the tray and turn in your Act III Guiding Questions & Motifs handout then prepare to take the Act III Quiz. Today we will: Take a quiz on Act III Read Act IV and prepare for Socratic seminar tomorrow You will need: Your copy of The Tragedy of Romeo and Juliet by William Shakespeare Pre-Seminar Text & Questions Pen or pencil

Review Monday, we read the conclusion of Act III, continuing to examine motifs in the play. Today, we will take a quiz on Act III and read Act IV focusing on the references to fate and responsibility for ones actions.

Act III Quiz ASSESSMENT This is an assessment and counts as a test grade. You will have only this class period to complete the quiz. 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 you may work on any incomplete assignments.

Silent Reading Individually read Act IV, Scenes 1-2 and answer the guiding questions in your Pre-Seminar Text & Questions handout We will read Scene 3 together as a class

Wednesday, March 13 HOMEWORK Complete Act IV Pre-Seminar Text & Questions for Socratic Seminar tomorrow Independent Reading Book Review due tomorrow

Thursday, March 14 BELLRINGER: Today we will: You will need: Please turn in your Independent Reading Book Review then take out your Act IV Pre-Seminar Text & Questions and prepare to begin. Today we will: Discuss the presence of fate in Act IV Discuss the topic of taking responsibility as seen by the characters in the play You will need: Act IV Pre-seminar packet An observation handout Pen or pencil A good, confident attitude

Rules of the Seminar Every student must participate in the seminar a minimum of two but no more than five times. Look at other students when you are speaking. When you want to speak, you have to do it without raising your hand or interrupting another speaker. If you don’t understand, ask a question. No side conversations. Respond to others Stay focused on the topic and Guiding Questions. Refer to the text(s) as much as possible. If you don’t agree, express yourself respectfully by asking follow-up questions, asking for evidence, or stating alternatives.

Students in the Outer Circle Pay close attention to the discussion. Record notes on the Observation handout Be prepared for your turn to discuss Half way through, we will swap

Introduction Act 4 begins the build up towards the seemingly inevitable and tragic conclusion as Juliet goes to Friar Lawrence to try to find a way out of the marriage to Paris. Friar Lawrence proposes taking a potion that will stop her heart for 42 hours. In the meantime, he will convince the parents to bury her the following day and he will send a message to Romeo to meet them in the Capulet’s tomb and take Juliet away. For this discussion, you should consider whether or not the people in Romeo’s and Juliet’s lives unintentionally push events forward. Also, think about who might be responsible for their tragic situation.

Let’s Begin! Essential Questions How would you describe Juliet’s behavior in the first scene? Why does Friar Lawrence agree to help Juliet by giving her the potion? What could he have done instead? How has Juliet’s character changed over the course of the story? How does Lord & Lady Capulet’s feelings about their daughter contrast to their feelings earlier? What is Shakespeare suggesting about the relationship between parents and their children? Is it fair to hold parents accountable for the behavior of their children? How does Shakespeare maintain the audience’s interest even though the outcome was already given away in the Prologue? How does Shakespeare continue to build on the idea that fate has inevitably guided the events that lead to the tragic conclusion?

Wrap UP! On a sticky note, write one of the following: Something that you learned during the seminar An important point made during the seminar Anything you wished you said during the seminar that you didn’t get the chance to

Thursday, March 14 HOMEWORK

END OF 3RD NINE WEEKS RECORD’S DAY NO SCHOOL FOR STUDENTS Friday, March 1 END OF 3RD NINE WEEKS RECORD’S DAY NO SCHOOL FOR STUDENTS