TiffanyHineEnglish


 * Lesson Topic and Description:** English 9 Honors Shakespeare/Elizabethan TimesRomeo and Juliet/Relevance of Shakespeare

**__Focus on Concepts__**
Connotation/Denotation Effectiveness of Dramatic Purposes Study of Figurative Language Elements of a Shakespearean Tragedy World of Poetry in ‍Shakespeare's Day ‍What Makes Literature Great? Character Development (characterization)

**__Provision for Acceleration and Compression of Content__**
Spend 4-6 weeks on the actual reading of the play (as opposed to 7-8 weeks for grade-level students) Do not belabor standards they have already mastered. Use more advanced standards if they are ready for them. Push students to write using Shakespearean language

**__Enrichment__**
Introduce Pre-AP Terminoloogy and Terms Explore music, art, society of that time period. Find modern day equivalent to Shakespearean characters Compare representation of themes in media (modern Romeo and Juliet movies)

**__More Advanced Reading and Vocabulary__**
Assign a non-tragedy by Shakespeare. Emphasize vocabulary more heavily, games, extra credit, use in other writing. Literary criticism of Shakespeare and Romeo and Juliet

**__Use of Primary Sources, Artifacts, and Real World Objects__**
Shakespeare's Folios Tax Histories of the time Shakespearean-style clothing (hats, shoes, etc.) Women's rights- documentation

**__Interdisciplinary Connections__**
Art, music, history, psychology, sociology, architecture, geography

**__Includes In-Depth and Critical Analysis__**
Analyze development of a character throughout the play

**__Fosters Creative Expression__**
Adapt a scene into modern day Write sonnets or monologues

Define metaphor, simile, personification, and hyperbole

Paraphrase the Queen Mab speech without use of No Fear Shakespeare

Summarize Act 3.

Compare/Contrast Romeo's love for Rosaline versus his love for Juliet

Evaluate the Friar's choice to marry and aid Romeo and Juliet

Still need this one. ..

Assess

Higher Level Assessment

Writing an EPILOGUE SONNET to Romeo and Juliet in the form of a Shakespearean sonnet that summarizes the action of the play. It must have the same tone and style of the Act I and Act II prologue

Show sections of Gnomeo and Juliet and compare/contrast it to the play. Then have them create a mini cartoon to illustrate one scene or act of Romeo and Juliet.

Graph use of rhyming couplets, use of certain types of imagery, etc. to determine repetition, emphasis and effect of imagery and symbolism

**Lesson/Project Plan Title: Film Proposal Portfolio for Romeo and Juliet**
(include appropriate citations and copyright permissions if not original work)
 * Author: Grade and Subject: Tiffany HIne/9th Grade Honors English**

Culminating Activity for Romeo and Juliet to show understanding of dramatic effect and character analysis. Students will create a portfolio of materials that would be presented to a specific audience -- a possible producer -- in order to have their film created. They must include a persuasive letter trying to convince the producer to buy into their rhetorically effective ideas. They must include visuals (electronic or otherwise) to show the setting and time period plan, the sound design plan, the costume plan, and the casting plan.
 * Annotation:**

**Student Learning Outcomes or Objectives:** (as a result of this lesson, what will the students will be able to KUD? must include how outcomes relate to overall unit objectives, standards, and Big Ideas/ concepts)

My students would have to KNOW the plot and development of the play and its characters My students would have to UNDERSTAND the characters and rhetorically effective

(likely some or all will be above grade, may be from more than one subject, includes skills)
 * Standards:**

(gives time in days and minutes per day)
 * Total Duration:**

(include numbers of items needed, all technology needed, titles and authors of any materials needed)
 * Materials and Equipment Needed:**

**Lesson and Learning Activities:**
 * **Steps including time for each:** (logical progression, clear teaching instructions with good detail; how students are working; type of learning)
 * **Lesson attachments or weblinks:** (for particular steps with guidance for what, who and how to use it)
 * **Differentiation within High Ability Group:** (for students who have already mastered material or who can work at a higher level than other high ability students )

**Assessment:** (measures identified Student Learning Outcomes; clear directions for students; evidence of higher level thinking is included; written materials attached; scoring system attached including any rubric, checklist, etc. )