Winthrop University

Richard W. Riley College of Education

Middle Level Lesson Planning Sheet
Name: Autumn Hawkins
Grade level: 8th Grade Subject: English 1H
Title of Lesson: Shakespeare’s Romeo and Juliet
Objective(s) Assessment of objective (s)
The student will also be able to take notes The objective is assessed through class discussion
regarding the features of a Shakespearean participation and completion of the sonnet activity.
sonnet.
The activity allows students to practice decoding and
Connection to SC Content Area Standards: reading sonnets.

➢ RL.5 Determine meaning and

develop logical interpretations by
making predictions, inferring,
drawing conclusions, analyzing,
synthesizing, providing evidence, and
investigating multiple interpretations
➢ RL.6.1 Determine a theme of a text
and analyze 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
➢ RL.8.1 Analyze how characters or a
series of ideas or events is
introduced, connected, and developed
within a particular context
➢ RL.9.1 Determine the figurative and
connotative meanings of words and
phrases; analyze the impact of
specific word choices on meaning
and tone
➢ RL.11.1 Analyze and provide
evidence of how the author’s choice
of point of view, perspective, and
purpose shape content, meaning, and
style
➢ RL.12.1 Determine the significance
of the author’s use of text structure
and plot organization to create the
effects of mystery, tension, or
surprise citing support from the text.
➢ RL 12.2 Analyze how an author’s
choices concerning how to structure a
text, order events within the text, and
manipulate time create different
effects.
➢ C.1 Interact with others to explore
ideas and concepts, communicate
meaning, and develop logical
interpretations through collaborative
conversations; build upon the ideas of
others to clearly express one’s own

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 views while respecting diverse
perspectives.
How are you addressing the contextual factors of your students in this lesson?

I picked this activity because it allows students to interact with Shakespearean text fully. The sonnet activity
allows students to decode sonnets in order to determine what popular song inspired the lyrics. This allows
them to connect modern media with the language used, in hopes of making it easier to read Middle English.
Academic Language
● Language Function: Describe
● Language Demands (Vocabulary): Shakespeare, Verse, Iambic, Pentameter, Sonnet
● Language Demands (Discourse): Completing sonnet exercise
● Language Demands (Syntax): Using critical reading skills to decode a series of sonnets/identify
their origin
● Language Supports: Guiding students through the sonnet decoding activity

Rationale:
This lesson is important because it will introduce students to Middle English and, consequently, Romeo and
Juliet. This lesson also allows students to practice how to understand and translate sonnets/text written in
iambic pentameter before they are expected to read a full play written in this style.
Materials
For this lesson, students will need a copy of the sonnet activity, their Chromebook, and access to Google
Classroom.
Instructional Procedures: Analysis
Introduction (~5minutes) Facts
At the beginning of the class, students will be expected to read Concepts
independently for seven minutes in order to build reading stamina. Skills of Inquiry

1/11 introduction: Students will be expected to complete an online

IXL quiz within the allotted time frame. They will need to make at
least an 80% on the quiz, and will be expected to retake it until they
receive a passing score.
Instruction (~20 minutes) Facts
1/10: Once the students have read, we will begin with a quick review Concepts
of the sonnet rhyme scheme and iambic pentameter. After briefly Skills of Inquiry
summarizing it (~2 minutes), we will move onto the sonnet activity. Analyzing Sources
Students are expected to decode sonnets in order to determine what
popular song inspired the sonnet’s lyrics. The sonnets are written in
Middle English and in iambic pentameter, so that students gain
confidence reading texts written in this way. Students will work with
their table groups (teams of five) to be the first to translate the sonnet
and identify the title of the song as well as the name of the musical
artist. The team who gets the most correct will win a ticket/”dollar”
of our classroom currency.

1/11: After the students have completed their IXL, they will work
within the same groups as yesterday. Students will collaborate on an
analysis activity that takes a look at the sonnets from yesterday’s
game. They will need to identify the rhyme scheme and illustrate
what syllabus are stressed in each line (as seen in 1/9’s embedded
activities). Each group will complete a PowerPoint assignment that
allows simultaneous collaboration that asks students to analyze the
parts of a sonnet. After finishing and submitting their group analysis,
students will be asked to individually write their own sonnet
following the traditional rhyme scheme and iambic pentameter.

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 Closure Facts
I will remind students that they need to buy a copy of Romeo and Concepts
Juliet by next Monday if they have not already. Skills of Inquiry
Assessment
Homework assigned: Facts
If students did not finish the work, then they will be asked to do so in Concepts
their free time -- their sonnets are due by Friday. Students are also Skills of Inquiry
expected to study a set of stems and complete an assessment based
on these stems by next Tuesday.
Extension Facts
As students can take this home/work on it during their remediation Concepts
period, there is not a need for a formal extension. Skills of Inquiry

Accommodations/Modifications:
GT services are not needed, as this class is inherently a gifted class that students are receiving high school
credit for. For all students the annotation and deconstruction exercises are beneficial, as they help build
critical reading skills and knowledge of poetry. For students who have attention deficits, verbal redirections
and nonverbal cues will be used as a way to manage their behavior. Students who are ELs/need assistance
in reading/writing directly benefit from the translation exercise, as it allows them to decode language until
it makes sense for their reading comprehension level.

Reflections:
This lesson would allow me to see how well the students are able to complete decoding, annotation, and
reading comprehension assignments. During the lesson, I would spend more or less time explaining how to
translate each sonnet depending on student needs. This would also allow me to see how to adjust future
lessons where we read Shakespeare because I may need to come back to the basics of decoding Middle
English if the majority of students do not fully understand.

Spring 2023