1. 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 Feb 4 – Feb 8

2. Monday, February 4 BELLRINGER: Today we will: You will need:
Continue reading Act I of The Tragedy of Romeo and Juliet by William Shakespeare
Record any final character traits and descriptions
Locate motifs in Act I
You will need:
Your copy of The Tragedy of Romeo and Juliet by William Shakespeare
Characters and Motivations handout for Act I (page
Group folder with instructions on locating motifs
Pen or pencil
BELLRINGER:
Please take out your grammar worksheet from last week (Lessons 1-5) and prepare to review.

3. 1 Lesson One: Parts of Speech - Concrete and Abstract Nouns
A noun is a word that names a person, place, thing, or idea.
Examples: musician, studio, guitar, hope
Nouns can be concrete or abstract. The examples listed above
are all concrete except the noun hope.
Based on the examples listed above, explain the difference between a concrete
and an abstract noun.
Think about some concrete and abstract nouns in your daily life. Make a list.
Concrete Abstract 1

4. 2 Lesson Two: Parts of Speech - Concrete and Abstract Nouns
A concrete noun names a person, place, or thing that can
be sensed with one of the five senses.
An abstract noun names an idea or quality and cannot be sensed
with one of the five senses.
For each of the following nouns, write C on the line if it is a concrete noun or A if it is an abstract noun.
_______ 1. ocean
_______ 2. aviary
_______ 3. sorrow
_______ 4. communication
_______ 5. Earth
_______ 6. beauty
_______ 7. grandmother
_______ 8. justice
_______ 9. ability
_______ 10. Miami
_______ 11. bracelet
_______ 12. belief 2

5. 3 Lesson Three: Parts of Speech Common and Proper Nouns
A common noun names a person, place, or thing. A proper noun names a particular person, place, or thing.
Common nouns: teacher, school, calendar
Proper nouns: Mrs. Ramirez, Riverdale High School, September
Read the following sentences. Underline the common nouns once. Underline the proper nouns twice.
1. My grandmother came to the United States from Ireland before the Great Depression.
2. My brother usually drives us to school in his Toyota Camry.
3. Ryan works nights and weekends at Parker’s Restaurant.
4. Aunt Hilda bought me an iPod for my birthday.
5. When I graduate from high school, I’m going to college at Boston University. 3

6. Lesson Four: Parts of Speech Making Proper Nouns
Remember that a common noun names a person, place, or thing.
A proper noun names a particular person, place, or thing.
Make each of the common nouns below into proper nouns. The first one has
been done for you.
1. road ______________________
2. river ______________________
3. store ______________________
4. teacher ______________________
5. aunt ______________________
Thompson Road
6. park ______________________
7. month ______________________
8. school ______________________
9. car ______________________
10. holiday ______________________ 4

7. 5 Lesson Five: Parts of Speech Compound or Collective?
A compound noun is a noun that includes more than one word.
Compound nouns may contain two or more words, hyphenated words,
or two words that are combined as one.
Examples: dining room, babysitter, turtleneck
A collective noun names a group of people or things.
Examples: team, class, flock
Below is a list of compound and collective nouns. Create a two-column chart, labeling one column “Compound” and one column “Collective.” Write the words in the appropriate columns.
first aid
gang
home run
post office
group
washing machine
sleeping bag
crew
league
paperback
crowd
tribe
fish tank
family
bystander
orchestra
greenhouse
herd
Motorcycle
software
committee 5

8. Review
Last week, we read Act I of The Tragedy of Romeo and Juliet by William Shakespeare and explored the conflicts the main characters face and how those conflicts advance the plot of the play.
This week, we will explore motifs (patterns and contrasts in the language) and how they help develop themes in the text.

9. Themes and Motifs in Romeo & Juliet
A theme is a main or central ideaof the story (the moral or lesson one can learn) …themes in Romeo and Juliet include love, conflict, family, fate vs free will, individuals versus society, duality
(see writing journal slides for intro)Their love is this powerful, overwhelming, transformative force, “star-crossed” and all the foreshadowing, near misses= is it fate? “I defy you stars, shake the yoke of inauspicious stars” What do you owe your family, what can they require of you? “an you are mine”, tragic results of conflict, duality= light vs dark, Montagues vs Capulets, “o loving hate”- idea of hate and love being two sides of same coin of powerful emotion, ex passion leads to Juliet’s wedding and Tybalts’ death, lovers’ suicide and family peace 9

10. Themes
A theme is a main or central idea of the story (the moral or lesson one can learn).
It is a universal truth about something that can be applied to all of human nature (anyone, anywhere, anytime).
Some common themes in Romeo and Juliet include:
Love/Hate
Fate
Conflict
Vengeance
Rivalry
Religion
Loyalty
Responsibility
(see writing journal slides for intro)Their love is this powerful, overwhelming, transformative force, “star-crossed” and all the foreshadowing, near misses= is it fate? “I defy you stars, shake the yoke of inauspicious stars” What do you owe your family, what can they require of you? “an you are mine”, tragic results of conflict, duality= light vs dark, Montagues vs Capulets, “o loving hate”- idea of hate and love being two sides of same coin of powerful emotion, ex passion leads to Juliet’s wedding and Tybalts’ death, lovers’ suicide and family peace 10

11. Examples of Motifs
In “The Most Dangerous Game,” we saw several motifs throughout the story
Strong vs. Weak
General Zaroff states, "Life is for the strong, to be lived by the strong, and if need be, taken by the strong. The weak of the world were put here to give the strong pleasure."
Instinct vs. Reason
General Zaroff claims that "Instinct is no match for reason" when speaking to Rainsford
Red
The color red symbolizes blood, violence, and death on Ship-Trap Island. For example, Rainsford falls off his yacht into the “blood-warm waters” of the sea.
Darkness
As Whitney and Rainsford converse on the deck of the yacht in the opening passages, the moonless sultry night surrounds them with its “moist black velvet.”
“more light and light it grows” “come gentle night” “keeps thee here in the dark” 11

12. Locating Motifs Group Instruction
Take out the instructions sheet in your group folder
Read the instructions and follow each step
Step 1: Read the assigned quotes from Act I
Step 2: Discuss with the other members of your group and come up with a motif or pattern of ideas, words, or phrases that are repeated in all of the quotes.
Step 3: Next, determine the significance of this motif to the story. Why does Shakespeare use the repetition of this idea? How do you think it will affect the events and outcome of the story?

13. Monday, February 4 HOMEWORK
Complete any unfinished class work for Act I
Prepare for quiz on Act I tomorrow
Work on Romeo & Juliet Academic Vocabulary Part One (due next Thursday)

14. Please prepare for your quiz on Act I
Tuesday, February 5
Today we will:
Take a quiz on Act I
Share results of locating motifs from yesterday’s lesson
You will need:
Your copy of The Tragedy of Romeo and Juliet by William Shakespeare
Group folder with instructions on locating motifs
Pen or pencil
BELLRINGER:
Please prepare for your quiz on Act I

15. Act I Quiz
ASSESSMENT
This is an assessment and counts as a quiz 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 One or any other incomplete assignments for Romeo and Juliet..

16. Review
Yesterday, we explored motifs in Act I of The Tragedy of Romeo and Juliet by William Shakespeare.
This week, we will share our findings with the class and determine how they help develop themes in the text.

17. Locating Motifs Group Instruction
Take out the instructions sheet in your group folder
Read the instructions and follow each step
Step 1: Read the assigned quotes from Act I
Step 2: Discuss with the other members of your group and come up with a motif or pattern of ideas, words, or phrases that are repeated in all of the quotes. Write it in the box below.
Step 3: Next, determine the significance of this motif to the story. Why does Shakespeare use the repetition of this idea? How do you think it will affect the events and outcome of the story? Write it in the box below.
Step 4: Have a member of your group write the motif, at least two of the quotes and the explanation in the appropriate place on the board.

18. Motif
Quotes and citation
Interpretation/commentary
Group 1
Group 2
Group 3
Group 4
Group 5
Group 6

19. Interpretation/commentary
Motif
Quotes and citation
Interpretation/commentary
Group 1
Group 2
Group 3
Group 4
Group 5
Group 6
Group 7

20. Individual Response
Copy motifs, quotes, and explanations from the board on to your Dialectic Journal for Act I (page 19 in your Guidebook Reader)
Be sure to include proper citation after each quote
Choose one of the motifs and on a separate piece of loose-leaf paper, explain what that motif can teach the reader about the characters or events in the story.

21. Tuesday, February 5 DUE TOMORROW HOMEWORK
Act I Character Motivations Chart
Act I Different Artistic Medium handout
Complete any unfinished class work
Act I Dialectic Journal
Response to motifs

22. Prepare for a daily grammar quiz on Lessons 1-5: Nouns.
Wednesday, February 6
Today we will:
Read Act II, scenes 1-2 of The Tragedy of Romeo and Juliet and continue to study the conflicts the characters are facing as the plot advances.
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 II (page 29)
Pen or pencil
BELLRINGER:
Prepare for a daily grammar quiz on Lessons 1-5: Nouns.

23. Review
Yesterday, we shared our findings on motifs with the class and responded to how they help develop themes in the text.
Today, we will read Act II and take notes on the characters and motivations chart as we read.

24. Act II, Scenes 1-2: Assign Parts
The following characters have larger speaking roles:
Romeo
Juliet
Nurse
The following characters have smaller speaking roles:
Benvolio
Mercutio

25. Read Aloud – Act II, Scenes 1-2
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

26. Work with a partner
With a partner, add notes to the Characters and Motivations handout for Act II (pages 29-30):
Romeo
Juliet
15 minutes

27. Wednesday, February 6 DUE TODAY HOMEWORK
Act I Character Motivations Chart
Act I Different Artistic Medium handout
Work on Academic Vocabulary Part One (due next Thursday)

28. Thursday, February 7 BELLRINGER: Today we will: You will need:
Compare two different film versions of Act II, Scene 2
You will need:
Different Artistic Mediums handout for Act II (page 31)
Loose-leaf paper
Pen or pencil
BELLRINGER:
Please get your two pocket folder and Guidebook Reader.
Turn to page 31 and prepare to begin class.

29. Review
Yesterday, we read Act II, Scenes 1&2 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 II, Scene 2 and take notes on how each director chose to portray the characters and events.

30. Before Viewing
Turn to the Different Artistic Medium handout on page 31 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

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

32. After Viewing Complete the Different Artistic Mediums handout.
On a separate sheet of loose-leaf, answer the following question:
What motifs and/or patterns did you notice in either or both of the versions?

33. Thursday, February 7 HOMEWORK
Complete any unfinished class work (Different Mediums Response)
Work on Academic Vocabulary Part One (due next Thursday)

34. Friday, February 8 BELLRINGER: Today we will: You will need:
Read Act II, Scene 3 of The Tragedy of Romeo and Juliet by William Shakespeare
Annotate and analyze Friar Lawrence’s soliloquy
You will need:
Your copy of The Tragedy of Romeo and Juliet by William Shakespeare
Act II, Scene 3 Soliloquy handout (pages 32-35)
Loose-leaf paper
Pen or pencil
BELLRINGER:
Take out a sheet of loose-leaf paper and prepare to respond to a journal question.

35. Is love at first sight possible?
Friday, February 8
BELLRINGER:
Respond to the following in at least 2-3 sentences.
Is love at first sight possible?

36. Review
Yesterday, we watched two different film versions of Act II, Scene 2 and took notes on how each director chose to portray the characters and events.
Today, we will read Act II, Scene 3 and examine a soliloquy , focusing on how the language and structure of the text develops a central idea of the play.

37. Act II, Scene 3: Assign Parts
The following characters have larger speaking roles:
Friar Lawrence
Romeo

38. Annotating Friar Lawrence’s Soliloquy
A soliloquy is a speech that an actor gives while he or she is alone onstage and allows for the audience to hear the character’s innermost thoughts
Follow along with me as I read the soliloquy aloud.

39. Annotating Friar Lawrence’s Soliloquy
Using the “No Fear Shakespeare” provided text, complete “Step Three” on the instructions sheet – summarize in your own words what the Friar is saying.
Complete “Step Four” on the instructions sheet – create a list of abstract nouns that indicate what the Friar is discussing
Highlight sections of the text that support these ideas.
In the right column (at the end), write the poetic device Friar Lawrence is using to make his point.
Write a thematic statement based on Friar Lawrence’s soliloquy.

40. Write a Thematic Statement
In your thematic statement, you should cover the following:
What type of poetic device does Friar Lawrence use?
Why does he use this device? What is his purpose? What is he trying to say?
What is the overall effect? What can we learn from his soliloquy?

41. the ability to do good or evil depending on their choices
the use of a metaphor
convey
like plants, men have
the ability to do good or evil depending on their choices

42. Friday, February 8 HOMEWORK
Complete any unfinished class work (Friar Lawrence’s Soliloquy)
Work on Academic Vocabulary Part One (due next Thursday)