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This lesson provided by:
Author: Chastity Cosby
System:Lauderdale County
School:Lauderdale County Board Of Education
Lesson Plan ID: 33226
Title:

A Good Reason to be Mad

Overview/Annotation:

Students will be able to apply problem solving strategies similar to problems they will encounter while reading Romeo and Juliet.  This lesson should be used as a pre-reading activity before reading the play. Students will rank reasons (good and bad) to be angry.

This is a College- and Career-Ready Standards showcase lesson plan.

Content Standard(s):
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]
Local/National Standards:  
Primary Learning Objective(s):

Students will work in groups to decide on good or bad reasons to be mad at another person.  Students will be able to set the stage for reading the tradegy Romeo and Juliet by having a better understanding of problems they will encounter through the characters in the drama.

Additional Learning Objective(s):  
Approximate Duration of the Lesson: 31 to 60 Minutes
Materials and Equipment:

copy of Romeo and Juliet

paper/pencil

a good reason to be mad activity

chart paper

 

Technology Resources Needed:

computer with internet access

digital interactive interface (optional)

Background/Preparation:

Teacher should have knowledge of Shakespeare and his tragedy Romeo and Juliet.  Students will just be introduced to the idea of problems occuring through literature. Teacher should preview the following website as a teaching aid:

http://novelinks.org/uploads/Novels/RomeoAndJuliet/Problematic%20Situation.pdf

Procedures/Activities:

1. Journal:  Can you remember a time when you had a problem that you could not solve alone?  What did you do?

2. Discuss teacher answer to journal topic

3. Teacher should allow students to talk about responses with a partner in turn and talk

4. Then allow volunteers to explain their journal reflections to class

5. Teacher will place students in groups of 3 or 4 then give out  one activity per group of  a good reason to be mad and in love

6. Groups must come to a consensus on activities (give 7 to 10 minutes)

7. Pick a speaker from each group and record answers on chart paper

8. Decide as a class (back to whole group instruction) which is the "best and worst" reason to be mad and in love

9. Then give students examples (as time allows) of the different problems listed might occur in the play

10. Provide assessment (see below)


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Assessment Strategies:

Each student should write a paragraph (five sentences) on the worst reason to be mad at a person or the worst reason to fall in love.  As a follow up activity tomorrow, have the students to write another paragraph on the best reason

Extension:

Students could write two paragraphs.

Remediation:

Students could be given a graphic organizer for writing a paragraph.

Each area below is a direct link to general teaching strategies/classroom accommodations 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 Environment
Time Demands Materials
Attention Using Groups and Peers
Assisting the Reluctant Starter Dealing with Inappropriate Behavior

Be sure to check the student's IEP for specific accommodations.
Variations Submitted by ALEX Users:
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Alabama Virtual Library

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The Malone Family Foundation
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