Secondary English Language Arts: Revised ed:TPA Lesson Plan Template

Name: Rachel Fredette

Lesson Title: Romeo and Juliet Intro
Grade Level: 9th
Lesson Goals: Understanding Romeo and Juliets Prologue and Shakespeares style
Central Focus: Describe the central focus (of the unit) and explain how this lesson reflects the central focus.
The central focus of the unit is to have students uncover themes in Shakespeares text as they work to develop an understanding of
diverse writing styles and forms such as: drama, Shakespearean sonnets, iambic pentameter. There is also a focus on helping
students understand the language in which Shakespeare is writing and be able to use their understanding to draw conclusions from
Romeo and Juliet and a supplementary choice of their own that centers around tragedies in todays society such as LeAlan Jones
Our America: Life and Death on the South Side of Chicago. This lesson then helps the students gain more background knowledge of
the writing style of the texts so that they can read the text more fluidly and develop understanding. This lesson introduces them to the
Shakespearean sonnet as well as the complexities of the language that Shakespeare uses. Figurative language is one of the primary
focuses in Freshman English classes; therefore, Shakespeare provides solid opportunities for students to grapple with these concepts
and interpret the complexities of these language styles.
William Shakespeares Romeo and Juliet centers around two feuding families. From these two families come two kids, Romeo and
Julie, who fall in love with each other at first sight. While they keep their love hidden from their families, the families go on at war with
each other. The couple makes a plan to meet up again and marry each other, this time involving the Friar of the town as well as
Juliets nurse. Together they find a way to be together. However, due to miscommunications, both of the lovers kill themselves in the
end because they think the other is dead. This death brings a momentary peace to the family feud during the plays ending. The play
is written in iambic pentameter. Shakespeare also uses sonnets and a lot of figurative language, which requires practice to identify
and interpret. This gives students a great place to practice analyzing and understanding the way in which figurative language is used
and the way it can change the meaning of a phrase or passage.

Conceptual/Theoretical Framework (draw from research and readings in CI and English coursework):
When talking about Romeo and Juliet, we are essentially talking about a story that centers around two white, heterosexual, children
from pretty privileged families. That alone is not something that most of my students can relate to. While this story doesnt include
characters that are explicitly queer or from a race other than white, I think its important to note that there are students in my
classroom who identify with these communities. I think that in schools where the curriculum is predetermined, there has to be a way to
teach for social justice within these texts. So, using a text that deals with particularly all white heterosexual themes, I must find a way
to change my lessons to allow for all students to be included and relate to the text. To do this, this unit includes outside texts in partner
to canonical texts. As the article by Autumn Dodge and Paul Crutcher, Inclusive Classrooms for LGBTQ Students states, We
suggest that texts that reflect the identities and experiences of LGBTQ youths can be paired with canonical texts to provide

opportunities for constructive discussion and development of important literacy skills (HermannWilmarth & Ryan, 2013) (Dodge,
2015). By bringing in other, more modern and relatable, texts we are allowing students to think critically about both texts and how they
are in relation with one another thematically but still have a multitude of differences that allow students to make connections between
the texts and themselves. While the article only mentions LGBTQ youths, this can be applied for any student that finds himself or
herself unable to relate to canonical texts. This allows for students who may typically feel removed or silenced in a literature
classroom to make meaningful connections.

Standard(s) Addressed (use examples from both the Common Core State Standards and the Illinois Professional Teaching
Standards):
CC.9-10.L.4.a.
CC.9-10.R.I.4.

Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word's position or function in a
sentence) as a clue to the meaning of a word or phrase
Determine the meaning of words and phrases as they are used in a text, including figurative, connotative,
and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone
(e.g., how the language of a court opinion differs from that of a newspaper).

6E) The competent teacher knows and models standard conventions of written and oral communications;

Recall your central focus and explain how the standards (above) and learning objectives (below), that you have identified, support
students learning:
This lesson was developed for students in a typical 9th grade English classroom. By using students prior knowledge about figurative
language that we have used in class, we will further expand on those lessons by then using their prior knowledge to convey meaning
of passages. We will look at the style Shakespeare writes in and gain understanding as to why the diction and syntax of his play
enhance the meaning of the words as well as the performance of them. We will further explore the way Shakespeare uses puns and
figurative language to propel the conflict of the play and the characterization of the characters. I will be able to model the work that my
students do and give my own examples so that students can embrace the patterns and be submerged into the content. I will model
the way in which certain assignments should be written and the way discussions should flow. This will help my students so that when
they are assessed on their knowledge of thematic content, their knowledge is not being overlooked due to convention errors or failure
to understand directions. Along with that, students are also building on their prior knowledge of terms such as metaphor, simile, pun,
allusion, and malapropism. Students are not required to read any of the play at home so that the teacher can work with the students
on developing their reading and cognitive processes such as analysis and extrapolating meaning. Class discussion, partner work, and
individualized work is included throughout the course of reading to engage students as well as ensure their understanding before

moving on.
Materials/ Instructional Resources:
White board, projector, students notebooks, writing utensils, Romeo and Juliet books, supplementary books, and prologue handout.

*Learning Objectives (Add additional objective boxes as

needed):

*Assessment (both formal and informal)- Evidence of Student

Understanding:

Objective 1:
Students will be able to understand what iambic pentameter
and the sonnet rhyme scheme is and how it is used in
Shakespeares writing.

Related Assessment:
Students will work as a class and contribute to discussion about the
rhyme scheme that Shakespeare uses and how his prologues
sonnet helps to amplify the plot of the play. Students will also
compose their own Sonnet.
During discussion student will help students to further explain their
understanding by guiding them through their answers and asking
questions about how they came to their conclusions. I will thank
students and acknowledge what it is they answered. I will ask the
other students to raise their hand if they agree. If they dont I will let
the students work in pairs to discuss it, then as a class return and
explain why one line might be labeled C instead of D.
When students write their own sonnet I will provide written feedback
that confirms when they have successfully written the rhyme
scheme and at what line they had write, and maybe what line
wasnt quite following the rhyme scheme of a Shakespearean
sonnet. I will also write to students what lines were missing or had
too many syllables. I will also praise students by pointing out which
lines were right and followed the line scheme.

Objective 2:
Students will be able to uncover the meaning of and interpret
what Shakespeare is saying in his writing in students own
words.

Related Assessment:
Students will share aloud the way that they are thinking about what
Shakespeare might be trying to say in his sonnet. This class
discussion will provide means for an informal assessment as we
develop basic skills to uncover the meaning of the text.
More formal assessments would come in later during the unit as
students would be given a passage from the text and asked to
explain what Shakespeare is saying here in their own words and how
what he is saying relates to the rest of the plot.
Students will also be asked to write a journal entry the next day
reflecting on what it is that the prologue was about and what
predictions they made from the prologue.
During class discussion I will provide verbal feedback as I guide
students, through questions, to the meaning of his prologue. I will
explain where they are right about their interpretations, but offer
questions that would lead them to complete interpretations.
During the formal assessment, most feedback will come by written
feedback on how students interpretations were accurate and
whether or not they were correct in how it related to or propelled the
plot.
The journal will allow for written feedback as well, but it will also
allow for conversation with the student. I am able to write in their
journal what I appreciate about their predictions and interpretation of
the text. It will also allow for individualized conversation between
teacher and student to discover why a student might interpret what
Shakespeare is saying differently. It also allows for me to individually
praise students for their involvement the day before and explain to
them that they are on the right track.

Lesson Considerations

Pre-Assessment:
Prior Academic Learning and Prerequisite Skills: Students have encountered different types of poetry before in the classroom.
This means that they are familiar with different poetry styles and different rules that are involved in each. They have studied sonnets
before and have briefly gone over Shakespearean sonnets. Students have been provided with different vocabulary definitions as well
as terms and phrases that they will encounter throughout each Act. This will help them move past some of the language barriers so
that they can focus on extracting meaning from the passages and text as a whole instead of focusing primarily on the language.
Students are aware of the time period that Shakespeare is writing in as well as the set up of the globe theatre. They know what the
play may have looking like in the 1600s and what the audience and actors would have been like. Students have been shown
understanding of different examples of figurative language such as similes, metaphors, and puns. Students are all able to read
adequately in the English language. Not all students feel comfortable writing in the English language.

Personal, cultural, and community assets related to the central focusExplain what you know about your students everyday
experiences, cultural and language backgrounds and practices, and interests.
Some students in my class have come from communities where they see or hear of violence and feuds that play out in their area or
neighborhoods. Students come from very diverse cultural backgrounds, and sometimes come from families who hold prejudices
against others. One student has mentioned how their parents wouldnt approve of them dating outside of their race. These students
will be able to relate to the feud that takes place between the two families and can bring a different reading of the text to the
classroom. Some of my students come from families who do not speak English at home and the students are still developing their
knowledge of the English language. Students are also between 14 and 15 years of age, and the main characters in the play are
about 17 and 13 years old. This allows for the students to engage in answering questions about marriage, death, and family issues
while placing themselves in the shoes of the main characters.
Misconceptions:
Students are sometimes confused by figurative language terms and how to extrapolate meaning from examples of figurative
language. For example during the prologue when it states Two households, both alike in dignity a student may ask if that would be
an example of a simile. I then have to further explain, review, and patch up holes in my students learning before continuing. So
instead of moving on, we review what a similes function is. If it is to compare two things, what would be the thing being compared
and how? I would also have to explain the differences between the words like and alike as they are being used in similes and the
prologue, respectively.
Students may also confuse Shakespearean sonnets with Petrarchan sonnets. Students have briefly went over the latter in an earlier
unit. In order to combat these misconceptions if they arise, I will place a Petrarchan sonnet next to our Shakespearean sonnet and
allow students to compare and contrast the two.

Language Objectives and Demands

Identify a Language Function:

Language Function. Using information about your students language assets and needs, identify one language function essential
for students within your central focus. Listed below are some sample language functions. You may choose one of these or another
more appropriate language function for this lesson.
Analyze

Argue

Describe

Evaluate

Explain

Interpret

Justify

Synthesize

I will ask students to interpret throughout the entirety of the lesson. Students will need to be able to interpret not only the entirety of
the prologue, but also the literary devices within it. Shakespeare writes in a way that feels foreign to most students. Sometimes his
language feels like an entire foreign language. Thats why it is necessary for them to be able to interpret what Shakespeare is saying
into a language that best makes sense to them. When they are successfully able to make sense of what Shakespeare is saying, only
then can they further delve into the meaning of the text and make connections between texts, the world, and themselves. These
interpretations serve as the basis for students to be able to analyze the text and further explore the implications of text. Through
interpreting the text, students will also gain knowledge about how to read a variety of texts and styles that might seem foreign to
them. By practicing this skill, they will be able to apply it to other pieces of writing that may appear in other subjects and throughout
their lives.
Vocabulary:
Iambic pentameter
Couplet
Rhyme scheme
Sonnet

Students will already have been taught these terms in a previous lesson, but they will be able to finally use these terms in discussion
with a text. These terms are terms that are crucial to understand Shakespeares writing style and flow. These terms will further help
them when they read the rest of the play. Students will be able to use this vocabulary to accurately talk about Shakespeares
intending meanings and how he uses certain aspects such as rhyme scheme and couplets to emphasize important parts of
characters speeches.
Learning and Linguistic Accommodations:
All material that the students work on in class can be found on Google classroom, including handouts, worksheets, and
presentations. Students can use technology to then increase the sizing of the text, or change the visual presentation of things such
as color. This also allows students the option to type or handwrite their assignments. Students typically work in both small groups and
large groups so that they can develop their thoughts and articulate themselves thoroughly in an intimate setting before they express
themselves in front of the whole class. This also allows for students to gain information and understanding from each other.
Accommodations for students with Special Needs:
I have three students with specialized IEP plans that require students to be given extra time to read or complete assignments.
However, I have discovered that one of these students doesnt always need extra time but rather a quieter or emptier environment
with less distractions and someone to help keep him focused. Because of being in a classroom with a co-teacher, one teacher will
sometimes take him out in the hallway to work on assignments alone, without the distraction of other students in the classroom. For
this lesson, this student sat in the front of the classroom with the co-teacher beside him. Two of my other students with IEP plans do
typically need extra time to read and complete assignments so I extended time on their journal activity and allowed for students to
read their independent books when they finished early. This ensured that all students had a chance to complete the journal and
werent behind when we moved on to the lesson on deciphering the prologue. I also made copies for each student of the prologue so
that as we marked up the prologue on the board, they had their own that they could look over and read throughout the lesson. I have
also designed ways for students to gain support from their peers as well as the teacher by allowing them to work in pairs and small
groups. This encourages all students to participate in a low stakes environment and discuss the text without feeling pressured to
come up with an answer immediately.
Accommodations for students who are not proficient uses of Standard English:
While all of the teaching of the content is in English, I allow for students to turn in assignments in their native languages. For
example, with the sonnets that students write themselves, they are allowed to turn them in written in Spanish if they feel more
comfortable doing so. However, this requires the teacher to be knowledgeable of the Spanish language so that they can successfully

assess if the students have met the requirements or not. Students are allowed to use their technologies to translate the work that
they do. Students have access to Google Classroom which has uploaded versions of all their assignments and handouts. Students
are allowed to translate these assignments using online translators and work on them that way. Students also work often times in
smaller groups and pairs before they share answers out loud. This allows for students to practice their English language learning in
small and intimate settings before they speak in front of the whole class.
Explain your instructional decision-making and the way you plan to support student learning when using whole class, small groups,
and individualized assignments. In addition, explain accommodations for students who have special needs and students
who are not proficient users of Standard English as part of whole class and small group arrangements
I typically differentiate between whole class and small group or partner work so that students are able to have different means to
work through their thinking. By using large groups, you allow for students to be heard by the whole class, so that if someone has
something important to add to class discussion, the whole class can benefit from it. It also allows for the teacher to have more of a
centered role. So when I am teaching them to interpret something that they may think is way over their head I can ensure that it is
broken down piece-by-piece for students and that all students have access to the same information. Small group and partner work
allows for students to engage on a deeper level with the text as they have more time to work through things with someone else.
Partner work and individual work helps in holding students accountable for their contribution to the class and for displaying their
knowledge. Individual work is where a lot of assessment happens. This allows for me to see who in the classroom really understands
what it is we are learning and if they can apply it. Individual work allows me to be in constant conversation with all of my students as I
give them feedback. When we do break into group work I allow for students to work with the people around them and choose their
own groups. This allows for students to work with people they feel comfortable with. When students work with people who are
comforting, they are more likely to participate and engage and display their thinking to one another despite whether or not they
struggle with English or have difficulty understanding the readings. However, when I allow students to work with whom they are more
comfortable with I must also moderate their discussions by ensuring that all students are truly on task with the assignment.

Time

*Lesson Plan Details

15
minute
s

I greet the students as they walk in. Engage with them by asking how they are, about things they did over the weekend,
and how things went. I remind students to grab their journals before the bell rings. As the bell rings I go over the journal
writing response that is already on the board: What would you do if your parents did not approve of the person you were
dating? Would you give up your family? Why?
Students will begin writing in their journals. As students work I will walk around the classroom. I will make sure that
students who seem to be off task are clear of what they are being asked to do and to respond to.

32
minute
s

7
minute
s

2
minute
s

This is intended to help to introduce them to the themes that will be presented as they read Romeo and Juliet.
When students finish writing in their journals, they will read their independent reading books (These are their
supplementary texts to Romeo and Juliet. Students will complete an end of the unit project that asks them to see how the
books are in conversation with each other).
At the end of the 20 minutes, my co teacher and I will read over their journal entries and mark them for completion. These
journal entries will be what help us guide the book discussions and other lessons.
After checking journals, I will return to the front of the classroom. I will ask students to take out their notes from the day
before where they learned about the style in which Shakespeare writes his plays. They talked about Shakespearean
sonnets.
I will project the prologue on the white board. Together, we will dissect the meaning of the prologue in attempts to
understand not only Shakespeares language but also how his sonnets help with the pacing of the play.
I will pass out a sheet of paper with the sonnet on it for each student. As we go through, they are expected to make note
of what we are saying and what I am writing on the white board.
Students will take turns reading one line out loud in class. I will ask students after each line what Shakespeare might be
saying. As we come to the conclusion of what each line or phrase means, I will write it on the board so that students can
see it. We will discuss how he uses inverted sentences sometimes.
After each line we will assign that line a letter in hopes to reveal the rhyme scheme of the prologue.
I will ask students to do a quick think-pair-share activity where they explain in full, what it is the prologue is saying, and
from the prologue what can we predict will happen in the play. So students will talk with a partner talk what they think at
first, and then after 3 minutes I will call attention back to the class. I will do so by clapping my hands three times and the
students will repeat it.
Then I will ask students to share with the whole class one thing each pair had concluded might happen based on the
prologue. I will thank each of the students that shares their ideas, and possibly follow up with a question about what from
the prologue lead them to that conclusion, or ask them to further expand their predictions.

I will briefly review what we did today: Today we went over the prologue so that we can understand the plot of the play and
what we can expect to happen during the play.
Then I will explain what we are doing tomorrow: Tomorrow we will be looking at Act One and read the first two scenes
together. Be prepared to talk more about Iambic Pentameter and read more of the play, which uses it.
Students will then return their journals and prologue sheets that they worked on and be dismissed.
Extension
Students will write their own Shakespearean sonnets on anything they feel passionate about. They will follow the

ABABCDCDEFEFGG rhyme scheme and Iambic Pentameter. I will share a Shakespearean sonnet of my own so that
they can see an example of one that isnt so intense in language and hopefully easier to understand.

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References
Dodge, A. M., & Crutcher, P. A. (2015). Inclusive classrooms for LGBTQ students: Using Linked Text Sets to challenge the
hegemonic "Single Story." Journal of Adolescent and Adult Literacy, 59(1), 95-105.
English Language Arts Standards Writing Grade 9-10. (n.d.). Retrieved November 05, 2016, from
[Link]
Illinois Professional Teaching Standards - 2013 - ISBE. (n.d.). Retrieved November 5, 2016, from
[Link]

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Attachments:
PROLOGUE
Two households, both alike in dignity,
In fair Verona, where we lay our scene,
From ancient grudge break to new mutiny,
Where civil blood makes civil hands unclean.
From forth the fatal loins of these two foes
A pair of star-cross'd lovers take their life;
Whose misadventured piteous overthrows
Do with their death bury their parents' strife.
The fearful passage of their death-mark'd love,
And the continuance of their parents' rage,
Which, but their children's end, nought could remove,
Is now the two hours' traffic of our stage;
The which if you with patient ears attend,
What here shall miss, our toil shall strive to mend.

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