CEP Lesson Plan Form

Teacher: Ms. M Date: 11/4/2021

Grade Level: 9th grade Content Area: English

Title: Romeo & Juliet Playlist Activity

Lesson Idea/Topic and Rational/Relevance: I am going to be leading students in a playlist activity

What are you going to teach and why is this for the play, Romeo and Juliet. Students have just
lesson important to these students? What finished reading through the play and are now going to
has already happened in this classroom begin working on analyzing the text. This activity will
surrounding the subject you will be help prepare students for their unit assessment.
teaching? What do students already know?
Why are you going to teach this topic now
(how does it fit in the curricular sequence)?
What teaching methods/strategy will you
be use and why?

Content Standard(s) addressed by this lesson: (Write Content Standards directly from the standard)
 Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text. (CCSS: RI.9-10.1)
 Determine a theme or central idea of a text and analyze in detail 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. (CCSS: RL.9-10.2
 Analyze the representation of a subject or a key scene in two different artistic mediums,
including what is emphasized or absent in each treatment (for example: Auden’s “Musée
des Beaux Arts” and Breughel’s Landscape with the Fall of Icarus). CCSS: RL.9-10.7)

Understandings: (Big Ideas)

Students will develop an understanding of theme and be able to cite textual evidence to back up their
theme choice.

Inquiry Questions: (Essential questions relating knowledge at end of the unit of instruction, select
applicable questions from standard)

What is a theme?

How can I identify a theme in a text?

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Evidence Outcomes:

I can: read and analyze a scene from the text and choose a song that represents the theme of a specific
scene.

This means: I can cite strong textual evidence to support my choices.

List of Assessments: (Note whether the assessment is formative or summative and which LT each
assessment meets)

 Song assignment—Engages learning

 Exit ticket—Enhances learning

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Name and Purpose of Lesson
Should be a creative title for you and the students
to associate with the activity. Think of the purpose
as the mini-rationale for what you are trying to
accomplish through this lesson. What will answer
the “Why” are we doing this question?
Approx. Time and Materials
How long do you expect the activity to last and
what materials will you need?
Anticipatory Set
The “hook” to grab students’ attention. These are
actions and statements by the teacher to relate the
experiences of the students to the objectives of the
lesson, To put students into a receptive frame of
mind.
 To focus student attention on the lesson.
 To create an organizing framework for the
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Planned Lesson Activities
Romeo and Juliet Playlist Activity
This lesson
 Google Form for pre-assessment
- https://forms.gle/9RiGxgJBBY4ZpXCs5
 Romeo and Juliet Playlist Activity sheet
- https://docs.google.com/document/d/1M1-
RLUjjB5VGl4JJG7vUVKtKIRIG5qfA4UKadagszXo/edit?usp=sharing
 Romeo and Juliet text
 James Corden/Emily Blunt clip of Romeo and Juliet “Pop musical”
Emily Blunt/James Cordon clip
 Group assignments (Attach here)
 Zefferelli Film (Romeo and Juliet)
 Google form for exit ticket
- https://forms.gle/PgREahFJ4oJDQQyC9
 Projector
 Laptops
Headlines activity. I will direct students to go to google classroom and open up the form
labeled “Headlines”. I will briefly explain to students that I would like them to come up
with a news headline that captures a theme of Romeo and Juliet and then give brief
textual evidence to back this up. (5 minutes)
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CEP Lesson Plan Form

ideas, principles, or information that is to

follow (advanced organizers)
An anticipatory set is used any time a different
activity or new concept is to be introduced.
How do you intend to engage your students in
thinking during the Anticipatory Set? The strategy I intend to use is ___Headlines_____
I am using this strategy here because: It helps focus student attention in on what we are
Why are you using it at this point in your lesson? going to be doing during this lesson as well as allows me to collect some pre-assessment
data.

Procedures (5 Minutes) Headlines activity

(Include a play-by-play account of what students (2 Minute) Quick share outs of headlines and textual evidence
and teacher will do from the minute they arrive to (2 Minutes) Emily Blunt/James Corden Clip
the minute they leave your classroom. Indicate the (2 Minutes) Share reactions to the video—what did we think? Share thoughts
length of each segment of the lesson. List actual (4 Minutes) Give instructions for activity
minutes.) (2 Minutes) Work together on Act 1 Scene 3
Indicate whether each is: (1 Minute) Assign groups and release to work on assignment
-teacher input (20 Minutes) Students work on project.
-modeling (2 minutes) Briefly share out
-questioning strategies (5 Minutes) Mini lesson on theme
-guided/unguided: (15 Minutes) Write a theme statement
-whole-class practice (5 Minutes) Share out
-group practice (5 minutes) Exit ticket
-individual practice
-check for understanding
-other
How do you intend to engage your students in
thinking during the PROCEDURE? The strategy I intend to use is __Partner Work________

Why are you using it at this point in your lesson? I am using this strategy here because: it will allow students to collaborate in order to
share ideas and begin meeting the learning targets for the day.

Closure Exit Ticket—

Those actions or statements by a teacher that are - Students will define in their own words what a theme is

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CEP Lesson Plan Form

designed to bring a lesson presentation to an - Students will identify a theme in Romeo and Juliet
appropriate conclusion. Used to help students
bring things together in their own minds, to make
sense out of what has just been taught. “Any
Questions? No. OK, let’s move on” is not closure.
Closure is used:
 To cue students to the fact that they have
arrived at an important point in the lesson
or the end of a lesson.
 To help organize student learning
To help form a coherent picture and to consolidate.
How do you intend to engage your students in
thinking during CLOSURE? The strategy I intend to use is ____Exit Ticket_________

Why are you using it at this point in your lesson? I am using this strategy here because: This strategy will allow me to gather data on
students in order to determine whether or not they have achieved the learning target.

 Students choose song

 Students choose which part of the scene they would like to pair with a song
Differentiation:
 Exit ticket allows for student choice of themes
Differentiation should be embedded
throughout your whole lesson!!
This is to make sure you have met the
needs of your students on IEP’S or 504’s
To modify: If the activity is too advanced for a
child, how will you modify it so that they can be
successful?
To extend: If the activity is too easy for a child, how
will you extend it to develop their emerging skills?
Assessment Reflection: (data analysis)  Student responses to exit tickets will allow me to understand if they met
How will you know if students met the learning learning targets
targets? Write a description of what you were  Students responses to assignment will allow me to know if they met the learning
looking for in each assessment. target

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CEP Lesson Plan Form

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Post Lesson Reflection

1. To what extent were lesson objectives achieved? (Utilize assessment data to justify
your level of achievement)

The lesson objectives were met to a low extent. Students seemed to do a really good job of
choosing songs that fit the scene they were assigned, as well as giving a solid justification of
why they chose the song for the scene. However, when looking at student responses to the exit
ticket, very few of them seemed to understand or grasp the concept of theme.

2. What changes, omissions, or additions to the lesson would you make if you were to
teach again?

If I were to teach this lesson again, I would spend a little bit more time explaining Theme to
students. I would also change my pacing of the lesson a little bit, giving a little bit less time for
students to come up with a song and a little bit less time for students to think about themes.

3. What do you envision for the next lesson? (Continued practice, reteach content, etc.)

For the next lesson, I envision reteaching themes and going a little bit more in depth with them
as well as giving them some more practice.

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