1. Unit: Romeo and Juliet vs. West Side Story
Subject: Performing Arts
Grade: Eighth Grade
Instructional Goal: Students will compare Romeo and Juliet to West Side Story.
Created by: Mrs. Danielle LeNoir

2. Music Standards: Standards and Grade Level Expectations
Music Standard VII: Evaluating music and musical performances
GLE 7.4 Discuss and evaluate the relationship between music and human emotions
Music Standard VIII: Making connections between music, the other arts, and other curricular areas
GLE 8.3 Make connection with other disciplines as they relate to music
Music Standard XI: Understanding music in relation to diverse cultures, times, and places
GLE 9.6 Identify and explain the characteristics that cause a musical work to be considered culturally, historically and/or geographically significant.

3. Theatre Standards, Dance Standards, and Grade Level Expectations
Theatre Standard VII: Responding to, describing, analyzing, interpreting, and evaluating theatre works and performances
GLE 7.4 Explain how dramatic elements (plot, character, action, diction, music, spectacle, Aristrotle’s “Poetics”) combine to make a whole.
Theater Standard VIII: Understanding theatre works in relation to cultures, times, and places
GLE 8.2: Analyze dramatic works in the context of the culture, times, and places
Dance Standard III: Understanding dance as a way to create and communicate
Meaning
GLE 3.1 Take an active role in a class discussion about interpretations of and reactions to a dance
GLE 3.2 Observe and explain how different accompaniment (such as sound, music, spoken text) can affect the meaning of a dance
GLE 3.7 Formulate and answer questions about how movement choices communicate abstract ideas in dance

4. Reading and Writing Common Core State Standards
Reading Standards for Literature Grade 8
Key Ideas and Details
1.Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
2. Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.
Reading Standards for Informational Text 8
1. Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
2. Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.
Writing Standards 8
Text Types and Purposes
Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g., headings), graphics (e.g.,charts, tables), and multimedia when useful to aiding comprehension.

5. ROMEO AND JULIET DAY 1
Students need to:
sit in assigned seats.
have their folder, paper, and pencil on their desk.
WARM UP: Turn and Talk: What do you know about the story Romeo and Juliet?
Essential Question: Who are the two quarrelling families and why are they at odds?
Today students will:
review the essential question.
read Romeo and Juliet-individually.
discuss the character’s, plot, and facts pertaining to the story.
take notes and answer questions about the story.

6. DAY 1: Activating Strategy
Turn and Talk: What do you know about the story Romeo and Juliet?

7. DAY 1: Essential Question
Who are the quarrelling families and why are they at odds?

8. Please take out two pieces of paper and write the following headings.

9. Day 1 Instructional Activity: Silent Read Page 1
Students will silently read PAGE 1
Students will:
write down any unfamiliar words on the Romeo and Juliet word list.
determine the setting for Romeo and Juliet.
determine who are the quarrelling families and why are they at odds.

10. Italy

11. ROMEO AND JULIET NOTES A
Took place 500 years ago in Verona-North Italy
( 1500’s)
Families are Montague and Capulet
Romeo-17 year old Montague
Benvolio- is a
Montague & loyal friend
Mercutio- non-member of either family-joker
Rosaline- is the woman Romeo is in
love with (not a Montague or Capulet)

12. Who are the quarreling families and why are they at odds?
DAY 1 Summarizing Strategy: Exit Ticket: Answer the question in your learning log.
Who are the quarreling families and why are they at odds?

13. ROMEO AND JULIET DAY 2
Students need their music folder, R&J notes, and a pencil on their desk.
Warm-up Question: Who are the quarreling families in Romeo and Juliet and why are they at odds?
Essential Question: Who is Juliet and what is her circumstance?
Today students will:
pair-read Romeo and Juliet (bottom of page 1 to bottom of page 3).
discuss the character’s, plot, and facts pertaining to the story.
take notes and answer questions about the story.
complete the R&J setting portion of the comparison chart.

14. DAY 2 Activating Strategy: Learning Log Answer the question in your learning log.
Who are the quarrelling families in Romeo and Juliet and why are they at odds?

15. Students will complete the Romeo and Juliet setting portion
DAY 2 Comparison Chart:
Students will complete the
Romeo and Juliet setting portion
of the R&J vs. WSS Comparison Chart.
Area of Comparison
Romeo and Juliet
Setting
(What is the time period and location of the story?)

16. DAY 2 Essential Question
Who is Juliet and what is her circumstance?

17. Day 2 Instructional Activity: pair-read page 1 last paragraph to the bottom page 3
Students will pair-read page 1 last paragraph to the bottom of page 3 with their assigned partner.
Students will:
write down any unfamiliar words on the Romeo and Juliet word list.
describe each new character introduced.
indicate who Juliet is marrying in their notes.
answer why and what party is Romeo, Benvolio, and Mercutio planning to attend in their notes.

18. ROMEO AND JULIET NOTES B
Juliet- 14 year old beautiful Capulet
Nurse - older Capulet woman who takes care of Juliet
Paris - relative of the Prince who wants to marry Juliet
Tybalt- Juliet’s cousin- strong and fearless- Capulet family

19. DAY 2 Summarizing Strategy: The Important Thing/Idea
Complete this statement in your learning log.
The three important things/ideas from the lesson today are ____,_______,______, but the most important thing I learned today is_________.

20. ROMEO AND JULIET DAY 3
Students need their music folder, RnJ notes, comparison chart, and a pencil on their desk.
Warm-up Question: Who is Juliet and what is her circumstance?
Essential Question: Why did Romeo risk in going to the party? What happened at the engagement party?
Today students will:
pair-read Romeo and Juliet (top of page 4 to the bottom of page 7).
discuss the character’s, plot, and facts pertaining to the story
take notes and answer questions about the story.

21. Who is Juliet and what is her circumstance?
DAY 3 Activating Strategy: Learning Log Complete this question in your learning log.
Who is Juliet and what is her circumstance?

22. DAY 3 Essential Questions
Why did Romeo risk going to the party? What happened at the engagement party?

23. DAY 3 Instructional Activity pair-read top of page 4 to the bottom of page 7
Students will pair-read page 4 paragraph 1 to the bottom of page 7 with their assigned partner.
Students will
write down any unfamiliar words on the Romeo and Juliet word list.
describe the engagement party (1st meeting)
Who was the party for?
Who attended the party?
Why did Romeo attend the party?
What happened at the party?
Who discovered Romeo’s true identity?
What happened after the party?

24. ROMEO AND JULIET NOTES C
Engagement Party
Capulet costume party-for the engagement of Juliet to Paris
Mercutio dares Romeo and Benvolio to attend the party
Romeo dressed as a Palmer (traveler) to the Capulet party
Romeo gets into the party and dances with Juliet
Nurse is the first to find out Romeo’s true identity
Romeo meets Juliet at her house after the party and decide to get married the next morning

25. Why did Romeo risk going to the party?
DAY 3 Summarizing Strategy: Exit Ticket Answer the questions in your learning log.
Why did Romeo risk going to the party?
What happened at the engagement party?

26. ROMEO AND JULIET DAY 4
Students need their music folder, RnJ notes, comparison chart, and a pencil on their desk.
Warm-up Activity: Students will complete the “First Meeting” portion of R&J vs. WWS Comparison Chart.
Essential Question: How will Romeo and Juliet’s marriage be problematic?
Today students will:
pair-read Romeo and Juliet (top of page 8 to the bottom of page 10).
discuss the character’s, plot, and facts pertaining to the story
take notes and answer questions about the story
complete the RnJ first meeting portion of the comparison chart.

27. Students will complete the Romeo and Juliet 1st meeting portion
DAY 4 Comparison Chart:
Students will complete the
Romeo and Juliet 1st meeting portion
of the R&J vs. WSS Comparison Chart.
Area of Comparison
Romeo and Juliet
First Meeting
(Who is the meeting between? Where is the meeting taking place? What happened?)

28. describe the Plan/Marriage: Who is getting married and by whom?
DAY 4 Instructional Activity: pair-read the top of page 8 to the bottom of page 10
Students will pair-read page 8 paragraph 1 to the bottom of page 10 with your partner.
Students will:
write down any unfamiliar words on the Romeo and Juliet word list.
describe the Plan/Marriage:
Who is getting married and by whom?
What is symbolic about the ring?
Where does Juliet put the ring and why?
describe what happened at the Tavern:
Why is Tybalt furious?
Who dies and how?

29. ROMEO AND JULIET NOTES D
Marriage of Romeo and Juliet:
(Morning after Party)
Old Priest: Friends with Montague Family- Romeo requests Priest to marry Romeo and Juliet that day – Priest agrees
Nurse met Priest at 9:OO a.m. to discuss plan

30. ROMEO AND JULIET NOTES E
Marriage of Romeo and Juliet:
(Morning after Party)
Romeo and Juliet get married at Chapel by the Priest
Romeo gives Juliet a silver ring (Romeo’s Mothers Ring-Montague)
Juliet put the ring in her pocket-then-around her neck
Juliet had to go home after the wedding

31. ROMEO AND JULIET NOTES F
Street/Tavern
Tybalt- Juliet’s cousin- strong and fearless- Capulet family
Mercutio and Benvolio bragged how they got into the Capulet’s party and mentioned about Romeo dancing with Juliet
Tybalt over heard the conversation and went looking for Romeo

32. Romeo and Juliet’s marriage will… because….
DAY 4 Summarizing Strategy: Complete the Sentence in your learning log.
Romeo and Juliet’s marriage will… because….

33. ROMEO AND JULIET DAY 5 Today students will:
Students need their music folder, RnJ notes, comparison chart, and a pencil on their desk.
Warm-up Activity: Students will complete the “marriage” portion of the Romeo and Juliet on the Comparison Chart.
Activating Strategy: Act of the Fight Scene and complete the “Conflict/Rivalry” description for Romeo and Juliet on the Comparison Chart.
Essential Question: How would you describe the fight at the Tavern? How will the event that happened at the Tavern have an impact on Romeo and Juliet relationship?
Today students will:
silent-read Romeo and Juliet (top of page 11 to the bottom of page 13).
discuss the character’s, plot, and facts pertaining to the story
take notes and answer questions about the story.
complete the RnJ marriage and rivalry/conflict portions of the comparison chart.

34. DAY 5 Activating Strategy: Comparison Chart
Students will complete the
Romeo and Juliet marriage portion
of the R&J vs. WSS Comparison Chart.
Area of Comparison
Romeo and Juliet
Marriage
(Who is getting married and by whom? When and where are they getting married?
Who knows?)

35. Day 5 Activating Strategy: Act out the fight Scene at the Tavern.
How would you describe the fight at the Tavern?
Romeo, Tybalt, Mercutio, and Benvolio are all characters present at the fight.

36. ROMEO AND JULIET NOTES G
The Fight
Tybalt challenged unwilling Romeo
Mercutio steps in and attempts to stab Tybalt-Romeo tries to stop them
Tybalt stabbed and killed Mercutio
In rage Romeo stabbed and killed Tybalt

37. ROMEO AND JULIET NOTES H
The Fight
Benvolio meets with the Prince
Prince listens to Benvolio’s explanation of the fight in the Tavern
Prince banishes Romeo from Verona-if he returns he would be beheaded

38. DAY 5 Instructional Activity: Comparison Chart:
Students will complete the
Romeo and Juliet rivalry/conflict portion
of the R&J vs. WSS Comparison Chart.
Area of Comparison
Romeo and Juliet
Rivalry/Conflict (What is the conflict? Who is the conflict/ rivalry between?

39. DAY 5 Instructional Activity: silent-read the top of page 11 to the bottom of page 13
Students will read Page 11 paragraph 1 to the bottom of Page 13 with your partner.
Students will:
write down any unfamiliar words on the Romeo and Juliet word list.
describe what happens after the fight.
Why does Benvolio meet with the prince?
What does the prince tell Benvolio?
How does Romeo tell Juliet what happened at the Tavern?

40. How would you describe the fight at the Tavern?
Day 5 Summarizing Activity: Turn and Talk to your partner about the essential questions.
How would you describe the fight at the Tavern?
How will the event that happened at the Tavern have an impact on Romeo and Juliet’s relationship?

41. ROMEO AND JULIET DAY 6
Students need their music folder, RnJ notes, comparison chart, and a pencil on their desk.
Activating Strategy: Turn and Talk: How do you predict the story will end?
Essential Question: : Why and who is sending the messages to Romeo? What do the messages reveal?
Today students will:
pair-read Romeo and Juliet (top of page 14 to the bottom of page 18).
discuss the character’s, plot, and facts pertaining to the story.
take notes and answer questions about the story.

42. How do you predict the story will end?
Day 6 Activating Strategy: Turn and Talk to your partner about the essential questions.
How do you predict the story will end?

43. DAY 6 Instructional Activity: pair-read the top of page 14 to the bottom of page 18
Students will pair-read page 14 paragraph 1 to the bottom of Page 18 with your partner.
Students will:
write down any unfamiliar words on the Romeo and Juliet word list.
describe the message.
describe the deaths.
describe the resolution.
describe why the deaths are tragic.

44. ROMEO AND JULIET NOTES I
The Drug/The Message
MESSAGE #1:Priest sent a messenger with a note telling Romeo about Juliet taking a drug to make her sleep while she appeared dead
Priest’s messenger did not get the message to Romeo because there was a plague and he could not get into Mantua
The Drug: Priest gave Juliet a drug so her family would think she was dead
She took drug-did not tell nurse
Nurse found her dead

45. ROMEO AND JULIET NOTES J
The Drug/The Message
MESSAGE #2: Nurse wrote note telling Romeo about Juliet’s death
Nurse met with Priest, Priest sent Nurse’s note to Romeo confident that Romeo DID receive first note (from Priest)
Romeo receives note from the Nurse, purchases a deadly poison and goes to see Juliet

46. Day 6 Summarizing Strategy: Exit Ticket: Answer the questions in your learning log.
Why and who is sending the messages to Romeo?
What do the messages reveal?

47. discuss the character’s, plot, and facts pertaining to the story.
ROMEO AND JULIET DAY 7
Students need their music folder, RnJ notes, comparison chart, and a pencil on their desk.
Activating Strategy: Turn and Talk: In what ways do the messages impact the conclusion of the story?
Essential Question: In what ways do the messages impact the conclusion of the story? Who are the characters in Romeo and Juliet, and how do they contribute to the deaths in the play?
Today students will:
discuss the character’s, plot, and facts pertaining to the story.
take notes and answer questions about the story.
complete RnJ message portion of the comparison chart.
finish taking Romeo and Juliet notes.

48. Day 7 Activating Strategy: Entrance Ticket Answer the question in your learning log.
In what ways do the messages impact the conclusion of the story?

49. DAY 7 Instructional Activity: Comparison Chart:
Students will complete the
Romeo and Juliet message portion
of the R&J vs. WSS Comparison Chart.
Area of Comparison
Romeo and Juliet
Message/Letter
(Who sent the letter(s)/message? What did it say? Why was it important to the story’s plot?

50. ROMEO AND JULIET NOTES k
The Deaths of Paris, Romeo, and Juliet
Juliet was in the tomb
Romeo comes to the tomb-is confronted in the court yard by Paris who he kills
Romeo puts the ring on Juliet’s finger then uses poison to kill himself
Juliet awakes and realizes Romeo’s dead and kills herself using Romeo’s dagger
Priest finds Romeo, Juliet, and Paris dead in the tomb
The deaths bring both families together after realizing Romeo and Juliet were married

51. Day 7 Summarizing Activity: Think-Discuss-Write
Who are the characters in Romeo and Juliet, and how do they contribute to the deaths in the play?
Hint:
The characters in Romeo and Juliet are:….(which family does each character belong to)
The following character(s) contribute to …. death because….
Characters: Nurse, Priest, Old Capulet, Benvolio
Character Who Die: Mercutio, Tybalt, Paris, Romeo, and Juliet

52. ROMEO AND JULIET DAY 8
Students need their music folder, RnJ notes, comparison chart, and a pencil on their desk.
Activating Strategy: Turn and Talk: How is the conflict resolved between the two quarrelling families?
Essential Questions: How is the conflict resolved between the two quarrelling families? Suppose you could have changed the outcome of Romeo and Juliets’ fate what would you have done?
Today students will:
discuss the character’s, plot, and facts pertaining to the story.
take notes and answer questions about the story.
complete the Romeo and Juliet portion of the comparison chart.

53. Day 8 Activating Strategy: Turn and Talk
How is the conflict resolved between the two quarrelling families?

54. DAY 8 Instructional/Summary Activity
Students will complete the Romeo and Juliet side of the Romeo and Juliet vs West Side Story Comparison Chart
Area of Comparison
Romeo and Juliet
Deaths
(Who died?
How? Where?)
Tragedies
(Explain the tragedy in the story. Look back at death and/or conflicts.)
Resolutions
(How is the tragedy resolved? What conflict is resolved?)
Important Scene
(What is the important scene and why?)

55. Comparison Chart Setting
Area of Comparison
Romeo and Juliet
Setting
(What is the time period and location of the story?)
First Meeting (Who is the meeting between? Where is the meeting taking place? What happened?)
Marriage
(Who is getting married and by whom? When and where are they getting married?
Who knows?)
Rivalry/Conflict (What is the conflict? Who is the conflict/ rivalry between?
Message/Letter (Who sent the letter(s)/message? What did it say? Why was it important to the story’s plot?
Deaths
(Who died?
How? Where?)
Tragedies
(Explain the tragedy in the story. Look back at death and/or conflicts.)
Resolutions
(How is the tragedy resolved? What conflict is resolved?)
Important Scene
(What is the important scene and why?)

56. Day 8 Summarizing Strategy: Exit Ticket: Answer the questions in your learning log.
Suppose you could have changed the outcome of Romeo and Juliet’s fate what would you have done?