|Lesson Plan ID:
Romeo and Juliet "What if......?"
Student groups will be assigned separate acts of Romeo and Juliet where they will read and interpret the original version; then, remake it using a modern spin but keeping the same basic plot.
|ELA(9) ||1. Identify genre, tone, and plot in short stories, drama, and poetry and identify organizational structure in essays and other nonfiction text to comprehend recreational reading materials. |
|ELA(9) ||4. Identify literary components that contribute to authors' styles. |
|ELA(9) ||16. Evaluate a speech for use of presentation skills, including use of visual aids. |
|ELA2013(9) ||8. Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare). [RL.9-10.9] |
|ELA2013(9) ||9. By the end of Grade 9, read and comprehend literature, including stories, dramas, and poems, in the Grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range. [RL.9-10.10] |
|ELA2013(9) ||10. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [RI.9-10.1] |
|ELA2013(9) ||11. Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. [RI.9-10.2] |
|ELA2013(9) ||12. Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them. [RI.9-10.3] |
|ELA2013(9) ||15. Determine an author's point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose. [RI.9-10.6] |
|Primary Learning Objective(s):
What if the decisions you make had consequences?
|Additional Learning Objective(s):
|Approximate Duration of the Lesson:
|| Greater than 120 Minutes|
|Materials and Equipment:
A copy of Romeo and Juliet
|Technology Resources Needed:
Laptops, PowerPoint, Video Camera,
Students will need to have a general understanding of the play and its plot.
Step One: Students will be assigned to read the play Romeo and Juliet. A class discussion will be held and quizzes will be given at the end of each act and again once the entire play is finish.
Step Two: Students will be divided 5 in groups, and each group will be given an act of the play. Students will be required as a group to read the assigned act again to recheck for understanding, then write/type a summary of the act.
Step Three: Students will remake the play into modern day. They must rewrite/type it so that it is written/typed like a play but keeps the same basic plot and happens in modern day. (they can change the language, activities, etc...)
Step Four: Students groups will act out and record their remade version of the play.
Step Five: Students will create a short PowerPoint presentation to discuss and present their act to the class. At the end of the PowerPoint presentation, students will show the class an acted out recorded version of their play.
|Attachments:**Some files will display in a new window. Others will prompt you to download.
- Act Quizzes
- End of Play Test
- Group Presentation Grade
Students will be grouped to include low/high performing students, as well as low/high technology comfort levels to allow students to support other group members.
Each area below is a direct link to general teaching strategies/classroom
for students with identified learning and/or behavior problems such as: reading
or math performance below grade level; test or classroom assignments/quizzes at
a failing level; failure to complete assignments independently; difficulty with
short-term memory, abstract concepts, staying on task, or following directions;
poor peer interaction or temper tantrums, and other learning or behavior problems.
|Presentation of Material
||Using Groups and Peers
|Assisting the Reluctant Starter
||Dealing with Inappropriate
Be sure to check the student's IEP for specific accommodations.
|Variations Submitted by ALEX Users: