BAD

B-D-A Instructional Framework

Romeo and Juliet is a unit taught in English 9. The unit will take place over 4-5 weeks with an introduction to William Shakespeare and Elizabethan theater. The following lessons will have students reading the play over the next class periods. Most of the reading will take place in class. Students will have already read about William Shakespeare and the background information and history of the theater. Other conventions of Shakespeare’s theater have been discussed. Students can relate to the plot of the play, but will need scaffolding for the language and difficulty of the play. The reading process for Romeo and Juliet will have three parts. These will consist of before reading, during reading, and after reading. This lesson will begin the reading of the play with Act 1. The following lessons will continue in the same general format. At the end of unit, students will have a choice of extending activities. Although the unit is taught towards the end of the year, students will find the language of the play difficult and scaffolding will be necessary. The instruction will differentiated for English language learners (ELLs) and other students with some types of sheltered instruction through visuals, before reading discussion, and both large and small group discussions. ELL students will also benefit from the oral discussions that take place before reading, and group discussions that take place after reading. Also with the group activities, ELL students will have the opportunity to have conversations about the play that will enhance their comprehension.

B-D-A LESSON/PLAN, English

Unit: Romeo and Juliet

Grade: 9

Materials and Resources:

· Instructional materials:

Before Reading – Romeo and Juliet handout #1 focusing activity – Small group discussion questions in Prologue and Act 1.

Romeo and Juliet handout #2 – Vocabulary

Romeo and Juliet handout #3 – Plot summary

During Reading – Romeo and Juliet handout #4 – Response journal

After Reading – Romeo and Juliet handout #5 – Critical thinking questions

Romeo and Juliet handout #6 – Vocabulary in context

· Resources:

Romeo and Juliet: A Parallel Text; Overhead pictures that illustrate

Elizabethan Age, Shakespeare’s theater, setting of Romeo and Juliet,

vocabulary words; Student response journals; Overhead projector;

LESSON OBJECTIVES (with STANDARDS)

Upon completion of this lesson, students will be able to

· Analyze and interpret the elements of drama in Romeo and Juliet.(2.e. The students will analyze (e.g., interpret, compare, contrast, evaluate, etc.) literary elements in multiple texts from a variety of genres and media for their effect on meaning.)

· Use critical thinking and reading strategies to gain a fuller understanding of Romeo and Juliet. (2. The students will comprehend, respond to, interpret, or evaluate a variety of texts of increasing length, difficulty, and complexity.)

· Use the context to find the meaning of words used in Romeo and Juliet. (1.d. The students will analyze text to determine how the author’s use of connotative words reveals and /or affects the purpose of the text.)

· Use Romeo and Juliet as a springboard for writing imaginatively. (2.e. The student will analyze (e.g., interpret, compare, contrast, evaluate, etc.) literary elements in multiple texts from a variety of genres and media for their effect on meaning.)

LESSON PROCEDURES

Before Reading: Into (DRA) (TPRC)

1. Teacher begins with a brief introduction to William Shakespeare and Romeo and Juliet.

1. As a focusing activity, the teacher gives each group copies of Romeo and Juliet handout #1 - discussion questions. These questions ask the students to activate their prior knowledge (think) about Romeo and Juliet, and make predictions (predict). The students will discuss the questions. They will make notes about the discussion to be able to share with the other groups and refer back to them after they’ve read the scene.

1. The teacher will introduce students to Shakespeare’s language with emphasis on the structure of the lines and the differences between those and normal English speech, use of apostrophes, and rarely used forms of words.

1. Preteaching vocabulary using direct instruction: Teacher writes the ten vocabulary words on the board. Students also have the vocabulary handout. Students list as may related words that they can. The students discuss possible meanings for the vocabulary words. The teacher will guide the students toward the final definitions. Students will note the context of the vocabulary.

1. The teacher will share with the student the plot summary handout #3. Students are directed to move to their preselected heterogeneous reading groups.

During Reading: Through (Reading response groups)

1. The students in each group will have character assignments for oral reading groups. The students will begin reading the play.

1. The students will use the response journal as a writing-to-learn activity. The students will make four types of responses either while they read or immediately upon completing the reading of a particular scene. (Romeo and Juliet handout #4 – Response journal)

After Reading: Beyond ( DRA) (TPRC)

1. In small groups the students will discuss the major events of Act 1 with handout #5 to check their understanding and to think critically about the play. The students will share their answers with other students. (Critical thinking questions)

1. Students will now return to their focusing activity – small group discussion questions, and check their predictions for Act 1 and connect the predictions with the reading.

1. The teacher will give students a handout with vocabulary in context. The students will now examine the before reading vocabulary within a specific passage of the play. The students can apply the appropriate meaning and use this to develop a specific interpretation within context. Students can review an entire scene in order to establish a more complete context. Students will then turn their vocabulary in context. (Handout #6).

LESSON ASSESSMENT(S)

· Before Reading – Discussion Questions – guidelines for assessment: Does the student participate in discussion? Does the student share ideas willingly? Does the student provide explanation or support for ideas?

· During Reading – Response journals – guidelines for assessment: Does the student record an entry for each reading session? Does the student respond emotionally, associatively, figuratively? Does the student demonstrate an accurate understanding of the literary facts of Romeo and Juliet?

· After Reading – Critical thinking questions – guidelines for assessment: Does the student attempt to answer both the exploration questions as well as the focus question? Does the student address the issues of each question appropriately? Does the student use specific information to support ideas?

· Vocabulary in context – guidelines for assessment: Does the student review the definitions of the words? Does the student make an effort to apply the meaning of the word to the lines in the play? Does the student review the passage within the broader context of the individual speech, scene, or play? Does the student provide specific support of interpretation?

· Language Assessment – Check to see how all students are able to read the play. Notice how ELL students are comprehending the play with the help of the discussion questions, plot summaries, and vocabulary preteaching.

· Other Assessment - Develop end-of-unit test, including vocabulary.