Lesson Plan Title: Introduction of Romeo and Juliet

Date: Sometime in the second semester Time: 60 minutes

Subject: ELA 9 (second semester) Grade: 9
Topic(s): Introduction of author, themes, and end-of-unit assignment
Essential Question: Which type of relationship romantic, familial, or friendship is most important for
human beings to have?
Materials: William Shakespeare video links: https://www.youtube.com/watch?v=wVF8Q-zZz00 AND
https://www.youtube.com/watch?v=hVtQxp8i9OM, copies of Romeo and Juliet, author info sheets, end-
of-unit assignment sheets

Stage 1- Desired Results

What do they need to understand, know, and/or able to do?
Students need to understand what it takes to be a critical thinker and how ELA helps them
accomplish that. They should know how to construct thoughtful paragraphs when they are tasked to
respond to questions, and I expect to see some level of this in their first formative writing assignments
that they will complete during the lesson.

Broad Areas of Learning:

Students will develop lifelong learning skills through their continued study and practice of the English
language and the different forms it can take. They will develop senses of self, community, and place
by analyzing and understanding the themes in the text and how they can relate to themselves and to
the world. Furthermore, they will also build community with each other as they work together to
understand the text. Students will become engaged citizens by learning how powerful language can be
as a mediator between group conflicts.

Cross-Curricular Competencies:
Students will develop thinking by exploring and forming opinions about the questions posed from the
text and the themes found in it. They will develop identity and interdependence by reflecting on their
prior knowledge with their peers. They will develop literacies by reading, speaking, and
comprehending Shakespearean English. Students will develop social responsibility through partner
and individual reflection periods when they can think about their own understandings and knowledge.

Outcome(s) & Indicators:

Outcome: CR9.1b View, listen to, read, comprehend, and respond to a variety of texts that address
identity (e.g., Exploring Loyalty, Love, and Relationships), social responsibility (e.g., Equal
Opportunity), and efficacy (e.g., Surviving and Conquering). Indicator: e. Describe and give
examples to explain personal criteria for assessing and responding to what is viewed, heard, and read.

PGP Goals:
2.2 Proficiency in the language of instruction.
3.2 The ability to use a wide variety of responsive instructional strategies and methodologies to
accommodate learning styles of individual learners and support their growth as social, intellectual,
physical and spiritual beings.
4.1 Knowledge of Saskatchewan curriculum and policy documents and applies this understanding to
plan lessons, units of study and year plans using curriculum outcomes as outlined by the
Saskatchewan Ministry of Education.

Stage 2- Assessment

Assessment FOR Learning (formative) Assess the students during the learning to help determine next
steps.
The think-pair-share activity will inform me of their prior knowledge of William Shakespeare, which
will help me determine how much detail I need to include as I talk about him and his work. Later,
students will write a discussion paragraph about the question Which type of relationship romantic,
familial, or friendship is most important for human beings to have? During this time I will monitor
their progress and assist those who need guidance or ideas. At the end of the lesson, I will read them
my own paragraph so they get a sense of what the expectations are for a grade nine level.
Assessment OF Learning (summative) Assess the students after learning to evaluate what they have
learned.
This lesson does not warrant a summative piece to be handed in.

Stage 3- Learning Plan

Motivational/Anticipatory Set:
After students finish reading to themselves (5 minutes), the unit begins with me asking the students
how many of them know something about William Shakespeare. If many of the students respond
positively, then I will have them do a think-pair-share activity in which they brainstorm what they
know about the playwright: What do you know about William Shakespeare? [LEAD] (10 minutes)
Then, we will discuss this as a class with me writing their responses on the board. If not many
students know things about the author, then I will just begin a brief introductory discussion about who
he is and why we are studying him. I will then show them short, animated summary videos of the
playwrights life, which will segue into the units main focus on Romeo and Juliet:
https://www.youtube.com/watch?v=wVF8Q-zZz00 AND https://www.youtube.com/watch?
v=hVtQxp8i9OM. (10 minutes)

Main Procedures/Strategies:
Hand out author information sheets and then the texts, and explain the general format of
Shakespearean plays. (5 minutes)
I will explain how they are being assessed in this unit, both formatively and summatively. Basically,
students will be assessed formatively through various activities and informal assignments: group
discussions, think-pair-share activities, 3-2-1 forms, exit slips, and paragraph writing. They will be
assessed summatively through four assignments: quizzes, role on the wall sheets, their end-of-unit
major assignment, and a comprehension exam. The quizzes are worth 20 marks altogether (10 each);
the role on the wall sheets are worth 15 marks; the end-of-unit assignment is worth 90 marks
altogether; and the comprehension exam is worth 50 marks altogether. (5 minutes)
Hand out the end-of-unit assignment sheets and briefly go through them so students understand what
they will need to do at the end of the unit and the steps we will take together to prepare for the
assignment. (5 minutes)
Discuss the texts main themes (relationships, love, loyalty) and issues (how these themes get
thwarted into being misused and how they lead to disastrous outcomes for the characters) so students
get a solid background of what to expect in the text. These questions will be used to spur discussion:
Why do you think Shakespeare focused the text on the themes of relationships, love, and loyalty?
[GUIDE] AND Why are these themes still relevant today? [HOOK] (5 minutes)
Students complete the lesson with their first formative assignment responding to the units essential
question: Which type of relationship romantic, familial, or friendship is most important for
human beings to have? (10 minutes)

Adaptations/Differentiation:
I will write in large legible writing on the board so all students can see effectively. For those who
become distracted during the lessons discussions and remain quiet, I will ask them to voice their
opinions or to help me summarize other students comments. Students who need one-on-one help
when they are writing their paragraphs will receive it from me and any other adults in the room.

Closing of Lesson:
I will read them my own paragraph that I write during the time allotted so they get a sense of what I
expect at a grade nine level. Thus, they will be doing informal self-assessment of their writing and
critical thinking skills. (5 minutes)

*Adapted from Understanding by Design (McTighe and Wiggins, 1998)

William Shakespeare Biography [EXAMPLE]-

- Son of John Shakespeare and Mary Arden.

- Born in Stratford-upon-Avon, Warwickshire, England, and he was baptized there on April 26th,

1564. His actual date of birth remains unknown, but it is traditionally observed on April 23rd. He

was the third child of eight and the eldest surviving son.
- Most likely attained a high-quality education in grammar.
- Married Anne Hathaway (twenty-six) at the age of eighteen. Six months after the marriage Anne

gave birth to a daughter, Susanna, baptized May 26th, 1583. Twins, son Hamnet and daughter

Judith, followed almost two years later and were baptized February 2nd, 1585. Hamnet died of

unknown causes at the age of eleven and was buried August 11th, 1596.
- It is not known definitively when Shakespeare began writing, but contemporary allusions and

records of performances show that several of his plays were on the London stage by 1592. His

most popular works include Romeo and Juliet (1591-1595), Hamlet (1599-1602), and A

Midsummer Nights Dream (1595-1596).

- Died on April 23rd, 1616, at the age of fifty-two. He wrote at least thirty-seven plays and 150

sonnets during his lifetime.