LESSON PLAN

NAME: Bruno Camarena

Content Area:
Ninth Grade English • Key Ideas and Details:
 Common Core State Standard: CCSS.ELA-Literacy.RL 9-10.3 -Analyze how complex characters (e.g., those with multiple
or conflicting motivations) develop over the course of the text, interact with other characters, and advance the plot or
develop the theme.
SWBAT: (Objective)
The students will be able to identify how the characters Romeo and Juliet change through the development of the story?
How their involvement with one another changed or affected other character of the story? Students will also be able to
write or present about how the complexity of characters affect the over all story.

Anticipatory Set: (How to get their attention)

I will begin class with a couple of Shakespeare jokes:
Why did Shakespeare write with ink? Because he couldn’t decide which pencil to use 2B or not 2B.
Is there a word that contains all the vowel including “Y”? Unquestionably?
- If a propriate enough will show them how William Shakespeare was the first to write your mom jokes.

Direct Instruction/Guided Practice:

In order to have the students begin to analyze the character development I will lead the class in some pop corn reading to begin
the process. As a class we will unpack the key paragraphs that show the personalities of the main characters and how they begin
to change as they meet new characters. As students read and develop their ideas, as a class we will note the characteristics they
describe of the characters in the play on the board as reference for later use. At the end day after they have read the first 3-4
chapters of the play if needed I will present a copy of the Romeo and Juliet from SparkNotes that has easier translation for those
who have had trouble reading the play.

Day two will incorporate two forms of media to depict the play and so that the students can truly see how the characters of the
play interact with one another. For this I will first show them the an almost direct translation of the play into a film in the most
historical aspect as possible. While the film plays I will stop on specific scenes much like when reading to unpack what has
happened in the scene and how much further the characters have developed, as well as to see how the over all theme of the
play may have changed. On day three there will be a more modern representation of the play, one taking place in the 90’s while
posing a question, “Pay close attention the actions of the characters, dose having the play in modern times make these actions
change any development of the characters or theme of the play? If so, how and what kind of changes provoke these in the
characters development or in the development of the theme of the play? Give examples minimum 3.

Finally, on the third day I will assign for the students to either write a 2-3-page essay detailing the development of either a
character in the play or the over all them of the play. A second option would be to have the students develop the collage
representing the development of a character of their choice and/or how they changed the theme of the play. As a part of the
collage they will write a 2-page expert detailing how they came to realize what they are trying to convey in the collage with
example s from the text.

Instructional Strategy
- Direct instruction
- Effective questioning
- Identifying similarities and differences
- Lecture
- Read aloud
- Close read
- Cues, questions activating prior knowledge

Closure (Lesson Wrap-Up)

- To close the lesson, I will lead the class in a discussion an d pose the question what they have learned about Romeo and
Juliet, more important close with a joke that they will be more familiar than before like:
- Insert joke here (haven’t found a new joke yet)

Independent Practice (Homework/Classroom Activity)

For homework I will assign 2-3 chapter to read so they can continue to assess what makes the characters developed or the
theme. Will repeat process till the play is finished in as a whole, the use of the SparkNotes will help them they are stuck on
difficult translations.

Formative Assessment:
-in class circle map of what they
- give feed back and ask questions on a one on one if they know how to determine what events develop the character or change
the theme
- give small quizzes at the beginning of class to assess their understanding of the criteria, quizzes composed of a variety of
prompts asking of the events of the play and their consequences.

Materials Needed for Lesson:

- Pen or pencil
- Paper
- Copies of the SparkNotes
- A copy of the text Romeo and Juliet
- Old magazines to be used as material for collages
- Glue and butcher paper to create the collages.