Teachers name: Sarah Pottle

Unit: Romeo and Juliet- Love and Friendship

Howard County Secondary Language Arts English

Lesson Plan Format
Grouping Determined by previous data and student strengths:
Each group has one student who is very strong in developing highlevel questions, and one student who provides great feedback and
analysis on questions. Behaviors are also taken into account with
grouping.
Date: Wednesday 2/6/13
Lesson Topic: Higher-Level Questioning in Romeo and Juliets
Act IV
Essential Objective(s): SWBAT
-Use Romeo and Juliet vocabulary words in context with a
partner to increase familiarity with the words to clarify
textual meaning and also to use everyday.
CCSS.ELALiteracy.L.8.4aUsecontext(e.g.,theoverallmeaningofa
sentenceorparagraph;awordspositionorfunctioninasentence)asa
cluetothemeaningofawordorphrase.
-Develop higher-level thinking questions based on the
events, culture, and connections to Romeo and Juliet, and
answer classmates questions in a group setting.
CCSS.ELALiteracy.SL.8.1cPosequestionsthatconnecttheideasof
severalspeakersandrespondtoothersquestionsandcommentswith
relevantevidence,observations,andideas.
CCSS.ELALiteracy.SL.8.1dAcknowledgenewinformationexpressedby
others,and,whenwarranted,qualifyorjustifytheirownviewsinlightof
theevidencepresented.
Materials/Equipment:
-Blooms Taxonomy Handout (students should have, make
copies for those who no longer have it)
-Romeo and Juliet discussion worksheet
AGENDA:
-Copy HW into warm-up book, copy chart, discuss
objectives, (3 min)
-Vocabulary Warm-up with Partners (8 min)
-Quick Review of events in Act 4- popsicle sticks (5 min)
-Higher-level thinking questions review (5 min)
-Create one solid discussion question (5 min)
-Break into groups, group silent discussion (10 min)
-Closure: built in to the worksheet, group discuss (5min)

Anticipatory Strategies

___
X
___
___

Anticipation/Reaction Guide
Journal
Three-Step Interview
Value Line

Instructional Strategies

___
___
X
___
___
___
___
___
X

Concept Attainment
Cornell Notes
Graphic Organizers
Jigsaw
Independent/Group Project
Interactive Lecture
Roundtable
Simulations
Think-Pair-Share

Grouping Strategies

X Ability (they have already

been placed in these seats and in
these groups based on original
seating charts)
X Interest (warm-up)
___ Learning Modalities
___ Multiple Intelligences
X Random (warm-up)

Technology Integration

___ Computer Lab

___ Mobile Lab
X Video/Audio (as a
presentation device)

Teachers name: Sarah Pottle

Unit: Romeo and Juliet- Love and Friendship

(8 min) Anticipatory Set/Context Setting:

Students will read the following slide
Create the following chart in your Warm-up, leaving 3
spaces beneath each one:
Reasons you might __________ a parent.
The type of ___________ held at a Waste Treatment Plant.
Common __________ for a cold.
Warm-up continued: Display
-Reasons you might beseech a parent.
-The type of discourse held at a Waste Treatment Plant.
-Common remedies for a cold.
Students will have 30 seconds to fill in each category with
three answers. They will need to rotate to a new partner
each time.
TRANSITION:
Now, I beseech you, lets have some discourse about the
events that happened, just for clarification, so far in Act IV.

(5 min) Development/Procedures:
Instruct students to open books to Scene one.
(Draw names from popsicle sticks for questions):
1. Scene 1- Who is at the church when Juliet arrives?
2. Scene 1- What does Juliet show the friar as a warning of
something she may do?
3. Scene 1- What does the friar hand Juliet? What does it
do?
4. Scene 1- When should she take the potion?
5. Scene 2- What is Capulets new decision about the
wedding day?
6. Scene 3- Why does Juliet say farewell to the Nurse?
7. Scene 3- What is Juliet most afraid of?
Transition:
What do all of these questions have in common? Have
students come up with a possible answer in their warm-up
journal.
They are all basic knowledge questions with basic
recall information- no higher-level thinking
questions here.

Differentiation Strategies

___
___
X
___
___
X
___

Cubing
Curriculum Compacting
Flexible Grouping
Learning Centers
Tiered Assignments
Tiered Questioning
Independent Projects

Learning Modalities

___ Visual
___ Auditory
X Tactile/Kinesthetic

Modifications

X Adapt the skill level (since

they are creating their own
question, it pushes them at their
own level).
___ Adapt the number of items
___ Adapt materials

___Provide audio/video/digital
Access (typically, but not
necessary for this assignment)
X Preferential Seating/
consistent breaks:
Yash Shah, Kobe Singleton

IEP Goals/Accommodations
(Based on Student IEP/504 )

NoIEP/504Studentsinthis
class

Teachers name: Sarah Pottle

Unit: Romeo and Juliet- Love and Friendship

Development/Procedures:
(5 min)
1. Instruct students to take out their Blooms
Taxonomy question sheet from the beginning
of January. Provide extras for students who
may need another copy.
2. Review the importance of asking higher-level
thinking questions in English class and in life,
in general. Why do we do this?
3. Remind students that they starred question
starters on the back of their sheet from last
time (pass out discussion worksheet) and that
they are trying to come up with the best
possible questions they can.
(10-12 min)
4. Break students into groups of four.
5. Students will receive a scaled amount of
minutes to answer their classmates questions.
(1.5 min for to respond the first time, 2 min
the second time, 2.5 the third time, 3 min to
respond on their own.
(3-5 min)
6. Students assess their own ability to write a
higher-level thinking question by reflecting on
the back of the sheet.
7. Students select the best question from their
group to share with the class.
8. Students write down the questions in their
notebook to use for future discussions.
Transition:
So weve gone over a lot today to sum it all up:

Reading Strategies
Text Type
X Literary
___Informational
___Non-print

Before Reading
___ K-W-L-S
___ P.L.A.N.

During Reading
___
___
___
___
___

Chunk
Reread
Talk to the Text
Annotating the text
Very Important Points

After Reading

___ Two Words

___ Summarize or Paraphrase
X
Answer Comprehension
Questions
X Create own discussion
questions

General

___ Reciprocal Teaching

___ SQ3R

Writing
___ 6+1 Traits of Writing
___ Big6

Summary/Closure:
Students move desks back to original seat and
review the best questions that were asked in
their group- answer exit ticket
1)What made this question the best, and how
can they apply those principals to increase
their personal level of questioning.
2) Rate their performance in the discussion
based on level of participation, acknowledging
new evidence, and using the text and analysis
to answer questions

___ Brainstorming
___ Peer Review
___ Writing Process

Mode of Writing
___ analysis
___ description
___ exposition
___ narration
___ persuasion/argument

Teachers name: Sarah Pottle

Unit: Romeo and Juliet- Love and Friendship

Assessment: (formative/summative)
Essential Objective(s):
-Use Romeo and Juliet vocabulary words in context with a
partner to increase familiarity with the words to clarify
textual meaning and also to use everyday.

Assessment/Closure
Strategies
Formative
___ 3-2-1
X

Exit Slip

___ Fortune Teller

Assessment: formative- observation, think-pair-share, warmup journal

In-Class Check

___ Informal Assessment

X

Journal/Learning Log

-Develop higher-level thinking questions based on the

events, culture, and connections to Romeo and Juliet, and
answer classmates questions in a group setting.

Peer/Self Assessment

Assessment: formative- question-forming sheets, observation,

and class discussion.
Homework/Enrichment:
-TBD (depending on their learning on Monday and Tuesday
with SV agreement)

___ Essay

Summative
___ Collect and Grade
___ Presentation
___ Quiz
___ Test