Bailey Hirsch

1/24/17
Malcolm High School
Ninth Grade - Periods 5 & 6

LESSON PLAN

Standards
LA 10.1.6 Comprehension: Students will construct meaning by applying prior knowledge, using
text information, and monitoring comprehension while reading increasingly complex grade-level
literary and informational text.
LA 10.1.6.a Evaluate the meaning, reliability, and validity of text considering authors purpose,
perspective, and contextual influences.
LA 10.1.6.f Interpret and evaluate information from print and digital text features to support
comprehension.
LA 10.1.6.l Build background knowledge and activate prior knowledge to clarity text, deepen
understanding, and make connections while reading complex text.

Objectives
-We will activate our prior knowledge about Shakespeares R omeo and Juliet.
-We will show our effort by actively following along with the activities and the reading.
-We will respect our classmates by actively listening when fellow students are answering or
discussing questions.

Anticipatory Set:
-Students will engage in a Small Circle/Big Circle partner discussion of opinion questions related
to themes from Romeo and Juliet. (4U)
-Teacher will guide students in class discussion based on partner discussion answers. (4U)

Direct Instruction:
-Teacher will introduce major themes of Romeo and Juliet, provide insight into why we are
reading the play, and explain Shakespeares influence.
-Teacher will introduce Elizabethan English vocabulary (ex. Wherefore art thou, Romeo).

Guided Practice:
omeo and Juliet Act II:Scene II, students will
-While watching/listening to the movie clip of R
annotate a printed copy of the scene. (4U)
-Teacher will guide students in class discussion based on events from the scene. (4U)

Closure
-Students will complete exit ticket asking them to consider what they learned about the scene,
the play, or Shakespeare. (4U)