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 explore thematic topics and motifs in Act III.
Week of Mar 11 – Mar15

2. 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

3. 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.

4. 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

5. 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

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. 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.

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. 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.

10. 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).

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...
For example, (the article/author) states...
This can clearly be seen as (author’s name) reveals...
When discussing...(author’s name) explains that...

12. 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.”

13. 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...

14. 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....

15. 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.

16. 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).

17. 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...

18. 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” ( ).

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

20. 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.

21. 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

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

23. 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.

24. 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” ( ). 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.

25. 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!!!

26. 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.

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

28. 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!!!!

29. 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!

30. 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

31. 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!

32. 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

33. 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.

34. 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.

35. 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

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

37. 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

38. 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.

39. 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

40. 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.

41. 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?

42. 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

43. Thursday, March 14
HOMEWORK

44. 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