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 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 Feb 18 – Feb 22

Monday, February 25 BELLRINGER: Today we will: You will need: Take a Guiding Questions handout for Act III from the top tray and turn in your Act II formal response with your Socratic seminar packet and observation notes. Today we will: Read Act III, Scenes 1-2 Take notes on the Guiding Questions 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 and annotated various text on the subject of love at first site. We then responded to a question regarding factors that may have contributed to Romeo’s impulsive behavior. This week, we will read Act III and continue to examine factors that influence the behavior of teens.

Get Ready Please open your book to Act III, scene 1, page ??? You may take notes on your guided reading as we read Act III. If you have questions or would like to pause for a moment, please raise your hand.

Act III, Scenes 1&2: Assign Parts The following characters have larger speaking roles: Benvolio Mercutio Romeo Tybalt Juliet Nurse The following characters have smaller speaking roles: Prince Lady Capulet Montague Citizen

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, February 25 HOMEWORK Read and annotate teen brains article for Thursday Academic Vocabulary & Sentences Part Two (due Thursday) Independent Reading Log #5 due Friday

Students are participating in Round Robin LEAP 2025 Prep Tuesday, February 26 MORNING: Students are participating in Round Robin LEAP 2025 Prep AFTERNOON: Students will be allowed to complete response on teen brains 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, February 26 HOMEWORK Read and annotate teen brains article for Thursday Academic Vocabulary & Sentences Part Two (due Thursday) Independent Reading Log #5 due Friday

Wednesday, February 27 BELLRINGER: Today we will: You will need: Take out your Guiding Questions handout and turn to page ??? in the play. Today we will: Read Act III, Scenes 3-4 Take notes on the Guiding Questions handout You will need: Your copy of The Tragedy of Romeo and Juliet by William Shakespeare Guiding Questions handout Pen or pencil

Review Yesterday, we read Act III, scenes 1-2 and completed questions on the guided reading worksheet. Today, you will read Act III, scenes 3-4 silently and complete questions on your guided reading worksheet.

Silent Reading Individually read Act III, Scenes 3-4 and answer the guided reading questions on your handout Work alone or in pairs to complete motifs from Act III

Wednesday, February 27 HOMEWORK Read and annotate teen brains article for tomorrow Academic Vocabulary & Sentences Part Two due tomorrow Independent Reading Log #5 due Friday

Thursday, February 28 BELLRINGER: Today we will: You will need: Turn in your Academic Vocabulary Part Two. Staple sentences to the back of the worksheet. Make sure your name is on the front. Take out your annotated teen brain articles, retrieve your guidebook reader and turn to page 81. Today we will: Discuss claims made in the article “The Teen Brain...” Complete Teen Brain Claims worksheet You will need: The Teen Brain article Teen Brain Claims handout Pen or pencil

Teen Brain Claims With a partner, complete the teen brain claims handout. In the left column, write major claims from the articles (cite the article) In the middle column, record examples of the characters’ behavior from Romeo and Juliet that support the claim In the right column, provide accurate and appropriate textual evidence (quote) with proper citation

How to Cite Make sure you cite both articles and the play Examples: (NIMH, “The Teen Brain: Still Under Construction”) (Hamilton, “Teenage Brains are Malleable and Vunerable”) (Romeo, 2.2.75-78)

Thursday, February 28 HOMEWORK Complete any unfinished class work Study for Academic Vocabulary Quiz tomorrow! Independent Reading Log #5 due tomorrow

Friday, March 1 BELLRINGER: Today we will: You will need: You have 5 minutes to review your vocabulary words before we begin the test. Please take out your guiding questions for Act III to prepare for the discussion. Today we will: Take a test on Academic Vocabulary Participate in a Socratic style discussion on events and characters in Act III You will need: Act III Guiding Questions Sentence Stems Partner Observation Notes

Academic Vocabulary Test ASSESSMENT Academic Vocabulary Test 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 your Academic Vocabulary Part Two or any other incomplete assignments for Romeo and Juliet..

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—don’t just share your ideas unless it’s the right time. 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.

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

Introduction In Act 3, the story moves from a romantic comedy to a romantic tragedy as Tybalt and Mercutio are killed, and Romeo is banished. In addition, Juliet is being forced to marry Paris, so Friar Lawrence must come up with a plan. As the tension builds, there is interplay between social forces (such as the behavioral expectations of men and women) and an underlying belief in fate. The reader must consider whether events are guided by an unseen hand or driven by human flaws.

Let’s Begin! Remember, everyone must talk at least three times but not more than five! Essential Questions In what ways is Act 3 a turning point for the play? Is it the responsibility of the parents to try to determine what is best for their children or the responsibility of the children to clearly express their needs and desires to their parents? How has Juliet’s character developed so far in the play? What do you notice about how Shakespeare represents masculinity and femininity in the play, particularly this Act? Do you feel that Juliet’s parents love her? Can parents love their children and still force them to do things they don’t want to do? Are Juliet’s parents trying to push her for her own good or are they thinking of themselves?

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

Friday, March 1 HAVE A SAFE & HAPPY MARDI GRAS! DUE TODAY HOMEWORK Independent Reading Log #5 Complete any unfinished guiding questions HAVE A SAFE & HAPPY MARDI GRAS!