1. 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 25 – Mar 1

2. Monday, February 25 BELLRINGER: Today we will: You will need:
Take a RAGES worksheet/checklist from the top tray. Take out your annotated teen brain article and teen brain claims sheet and prepare to begin class.
Today we will:
Construct a response using The Tragedy of Romeo and Juliet by William Shakespeare and “Teen Brains”
You will need:
Your copy of The Tragedy of Romeo and Juliet by William Shakespeare
Teen Brain claims article and worksheet
Loose-leaf paper
Pencil and pen

3. Review
Last week, we read and annotated various articles on the function of the teen brain.
Today, we will construct a well-written response linking the development of the teenage brain with the decisions and behavior of Romeo and Juliet.

4. Constructed Response
Respond to the following question on loose-leaf paper:
Is Romeo and Juliet’s age a factor is their decision making? Why?
Be sure to include textual evidence from both the play and the article in your response.

5. CONSTRUCT A WELL-WRITTEN RESPONSE
Read the prompt and make sure you understand it.
Follow the RAGES strategy.
Complete checklist
Write your final response on loose-leaf paper in blue or black ink following all the rules of MLA and formal writing.
Turn in your final response with the article and claims worksheet

6. 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

7. 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
Is Romeo and Juliet’s age a factor is their decision making? Why? Explain.

8. 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

9. Answer: Use one of these to transition
For example...
For instance...
In fact...
To explain...

10. G = Give Evidence RAGES Strategy
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).

11. 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...
This can clearly be seen as (author’s name) reveals...
When discussing...(author’s name) explains that...

12. 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...

13. 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....

14. 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

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

16. 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

17. Formal Written Response
MLA Heading
Original Title
Indent 1st line
Double-spaced
Blue or Black Ink Only
Do not write on back

18. 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, )

19. Question: Is Romeo and Juliet’s age a factor in their decision making
Question: Is Romeo and Juliet’s age a factor in their decision making? Why?

20. Question: Is Romeo and Juliet’s age a factor in their decision making
Question: Is Romeo and Juliet’s age a factor in their decision making? Why?

21. 1. Restate the question. (Turn it around in the form of a statement.)

22. 1. Restate the question. (Turn it around in the form of a statement.)
Romeo and Juliet’s age could be a factor in their careless decision making.

23. 1. Restate the question. (Turn it around in the form of a statement.)
Romeo and Juliet’s age could be a factor in their careless decision making.

24. 2. Answer the question in a complete sentence. (States why or how)

25. 2. Answer the question in a complete sentence. (States why or how)
Romeo and Juliet are teenagers and because their brains are still developing, it can cause them to act impulsively and not think things through.

26. 2. Answer the question in a complete sentence. (States why or how)
As teenagers, their brains are not completely mature which can cause them to make decisions that might be irrational and emotional.

27. 3. Give evidence (direct quote) from the text to support your answer.

28. 3. 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.” This could explain Romeo and Juliet’s decision to get married so quickly. In the Capulet’s orchard, only hours after they met, Juliet says to Romeo “If that thy bent of love be honourable/Thy purpose marriage, send me word to-morrow/By one that I'll procure to come to thee/Where and what time thou wilt perform the rite/And all my fortunes at thy foot I'll lay/And follow thee my lord throughout the world” ( ).

29. 4. Explain the quote or the example you used
4. Explain the quote or the example you used. (How does it support your answer?)

30. 4. Explain the quote or the example you used
4. Explain the quote or the example you used. (How does it support your answer?)
In other words, Juliet is willing to give up her family and her way of life to marry Romeo. It is clear that Juliet is acting impulsively out of emotion and not planning ahead to consider the consequences of her hasty decision.

31. 4. Explain the quote or the example you used
4. Explain the quote or the example you used. (How does it support your answer?)
In other words, Juliet is willing to give up her family and her way of life to marry Romeo. It is clear that Juliet is acting impulsively out of emotion and not planning ahead to consider the consequences of her hasty decision.

32. 5. Summarize your answer. (Restate in different words)
Therefore, the fact that Juliet is still a teenager with an undeveloped teenage brain could definitely factor into her spur-of-the-moment decision to marry Romeo.

33. 5. Summarize your answer. (Restate in different words)
Therefore, the fact that Juliet is still a teenager with an undeveloped teenage brain could definitely factor into her spur-of-the-moment decision to marry Romeo.

34. 5. Summarize your answer. (Restate in different words)
Therefore, the fact that Juliet is still a teenager with an undeveloped teenage brain could definitely factor into her spur-of-the-moment decision to marry Romeo.

35. Romeo and Juliet’s age could be a factor in their careless decision making. As teenagers, their brains are not completely mature which can cause them to make decisions that might be irrational and emotional. 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.” This could explain Romeo and Juliet’s decision to get married so quickly. In the Capulet’s orchard, only hours after they met, Juliet says to Romeo “If that thy bent of love be honourable/Thy purpose marriage, send me word to-morrow/By one that I'll procure to come to thee/Where and what time thou wilt perform the rite/And all my fortunes at thy foot I'll lay/And follow thee my lord throughout the world” ( ). In other words, Juliet is willing to give up her family and her way of life to marry Romeo. It is clear that Juliet is acting impulsively out of emotion and not planning ahead to consider the consequences of her hasty decision. Therefore, the fact that Juliet is still a teenager with an undeveloped teenage brain could definitely factor into her spur-of-the-moment decision to marry Romeo.

36. 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!!!!

37. Monday, February 25 HOMEWORK
Complete teen brains response (due tomorrow)
Academic Vocabulary & Sentences Part Two (due Thursday)

38. 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

39. Tuesday, February 26 HOMEWORK
Academic Vocabulary & Sentences Part Two (due Thursday)

40. Wednesday, February 27 BELLRINGER: Today we will: You will need:
Retrieve your guided reading workbook then take out the following assignments and turn them in:
“Teen Brain” article w/claims worksheet
Romeo & Juliet Teen Brain Formal Response
Today we will:
Read Act III, Scenes 1-2
Take notes on the Guided Reading Questions handout
You will need:
Your copy of The Tragedy of Romeo and Juliet by William Shakespeare
Guided Reading Questions
Pen or pencil

41. Review
Monday, we completed a constructed response on whether or not Romeo and Juliet’s age factored into their decision making using information aquired from various articles on the development of the teenage brain.
Today, we will continue to read the play and take notes on the actions and motivations of the main characters.

42. Get Ready Please open your book to Act III, scene 1, page ???
Take out your guided reading questions as we begin to read.
You will be responsible for taking notes on your chart as we read.
If you have questions or would like to pause for a moment, please raise your hand.

43. 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

44. Wednesday, February 27 HOMEWORK
Academic Vocabulary & Sentences Part Two (due tomorrow)
Study for vocabulary test on Friday!

45. Thursday, February 28 BELLRINGER: Today we will: You will need:
Turn in your Academic Vocabulary Part Two. Staple your sentences to the back of the worksheet. Make sure your name is on the front.
Today we will:
Read Act III, Scenes 3-4
Take notes on the Guided Reading Questions handout
You will need:
Your copy of The Tragedy of Romeo and Juliet by William Shakespeare
Guided Reading Questions
Pen or pencil

46. 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.

47. 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 patterns of language on your handout

48. Thursday, February 27 HOMEWORK: Complete any unfinished class work
Study for Academic Vocabulary Quiz tomorrow!

49. Take out your vocabulary terms and study.
Friday, March 1
BELLRINGER:
Take out your vocabulary terms and study.
You have 10 minutes.
Today we will:
Take a quiz on Academic Vocabulary
Complete Act III reading and guided questions
You will need:
Your copy of The Tragedy of Romeo and Juliet by William Shakespeare
Act III Guided Questions
Pen and/or pencil

50. Act II 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 begin reading Act III, scene 5

51. Friday, March 1 HOMEWORK HAVE A SAFE & HAPPY MARDI GRAS!
Read Act III, Scene 5
Complete any unfinished guided reading questions
HAVE A SAFE & HAPPY MARDI GRAS!