Romeo and Juliet

By William Shakespeare

Reading for Understanding

Tia Svardahl
EDUC580
Multimedia Final Project
Synthesis
1. Outcomes: The following lesson plan was designed to meet the objectives of Wisconsin Common Core State
Standards listed on the next two slides.

2. Significance: This unit lesson plan was designed using the original text version of Romeo and Juliet by William
Shakespeare.

3. Code Breakers: The ideas presented include several code breaker activities that can be chosen independently or in
conjunction with other activities.

4. Meaning Makers: Meaning maker activities are included to help with comprehension of the text while reading.

5. Text Users: Text user activities are meant to extend from the meaning maker activities to demonstrate student
understanding of the text and generate ideas, to listen, and speak about the play.

6. Text Critics: The text critic activities give students the opportunity to share opinions about the play and give
Outcomes: Common Core State
Standards
RL.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences
drawn from the text.

RL.9-10.2 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.

RL.9-10.3 Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a
text, interact with other characters, and advance the plot or develop the theme.

RL.9-10.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative
meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a
sense of time and place; how it sets a formal or informal tone).

RL.9-10.5 Analyze how an authors choices concerning how to structure a text, order events within it (e.g., parallel plots),
and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.

RL.9-10.9 Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats
a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare).
Common Core State Standards
RL.9-10.10 By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9-
10 text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 10, read
and comprehend literature, including stories, dramas, and poems, at the high end of the grades 9-10 text complexity band
independently and proficiently.

W.9-10.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and
accurately through the effective selection, organization, and analysis of content.

W.9-10.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
Key Understanding
Romeo and Juliet is a story of star-crossed lovers that ends doomed from the very
beginning. Initially thought to be a love story, Romeo and Juliet is ultimately a
tragedy.

Romeo and Juliet is a classic piece of literature that many classrooms across the
country use as part of their high school curriculum.

This unit was created for a 9th grade English class and could be used for an entire
class book study or in a small group unit student. Visual media is used in many
areas to enhance student engagement and support higher level thinking.
Code Breaker
Activities
Code Breaker
1. Vocabulary search - Read aloud Act I
vocabulary. Next, give students 5 minutes to do
an internet search to research the words on the
given list. Students submit an answer and identify
what text the class is reading next at
https://todaysmeet.com/NLEnglish9
2. Prediction - Using the Virtual Corkboard
at www.Padlet.com, students can participate in a
prediction session. After each act or scene is read
aloud, students can post what they think will happen
next.
3. Newsela-Multilevel news
https://newsela.com/articles/bio-author-
shakespeare/id/19273/
Code Breakers
4. Inferencing text - have students examine the 5. Inferencing Photo- Have students examine photo.
various representations of Romeo and Juliet
provided (original play in book format, graphic 1. Who/what is in the photograph?
novel, No Fear Shakespeare) and answer the
following questions 2. Why are they sitting close to each other?

1. What do you think this play is about? 3. What time period is this from?
2. What words in the prologue are
4. What does her facial expression tell you?
interesting/difficult?

3. Which representation of the play is most 5. What might happen here?

appealing to you?

4. Can you predict how the play ends after

briefly reading the prologue?
Code Breaker
5. Vocab Study - student will use the Read,
Write, Think Crossword tool to study the
vocabulary for each act. Teachers can preload
the appropriate vocabulary and students can
practice in and out of the classroom.

http://www.readwritethink.org/files/resources/inte
ractives/crossword/
Meaning Maker
Activities
Meaning Maker
1. Questions for understanding - ask students to 2. Story Map - As students read the play, they will fill
answer the following questions in their writing out the storymap to help identify the rising action, falling
notebook. action, climax, conflict, etc.

In Act 1, 2, 3, 4, 5 What message is

Shakespeare presenting?

Does this act remind you of something that has

happened to you?

What might happen in the next scene?

What would you do in this situation?

What does the picture make you feel?

What other information does it give you?

Meaning Maker
3. Differences/Similarities - After watching the video
here https://myshakespeare.com/romeo-and-
juliet/shakespeares-life, and perusing the websites,
students will complete a venn diagram identifying the
values and beliefs of Shakespearean time, modern, and
both that includes: Shakespeares time/the students
current time/both.
4. Close read - After reading a scene aloud to the class,
students will be asked to reread and identify anything
that wasnt clear to them. Students will have post it
notes to write comments/questions about what they
read.
Use the following website to re-listen to the scene and
use the thought bubbles on the side to help with
comprehension. This also offers contemporary words in
italics above the more challenging vocabulary and
character interviews.
https://myshakespeare.com/romeo-and-juliet/act-3-
scene-2
Meaning Maker
5. Think/Pair/Share - Students need opportunity to
share with each other about what they are learning.
Once they have finished a close read, give them the
appropriate times (1 minute think, 2-3 minute pair, 5
minute share for the class) have them turn and discuss
the items that did not make sense to each other. Have
students jot in their notebooks any unresolved questions
before sharing with the class.
Text User
Text User
1. Masquerade Attire Activity - Students will be
asked to create a mask or clothing for the ball.
Students will need to write a 200 words or less
description of their finished project.
Students can choose from 3 options:
2. Create Fake Texts - Students will go to the
http://ifaketext.com/index.php website and make 2 texts
per scene as an exit ticket at the end of each class
period when play is being read aloud in class. This will
identify any students that arent understanding the play.

Write a description of your costume including color,

jewelry, buckles, swords, etc

Draw a picture of yourself in the costume and color it.

Include descriptions of fabric, accessories

Create a costume and wear it to class

Text User
3. Elizabethan Poem - Students will use the Example:Come hither, Sirrah.
contemporary/Elizabethan word list to make a 4 line
poem. verily decree. Discourse nought!

http://www.readwritethink.org/files/resources/lesson_ima Dispatch thee hither.

ges/lesson1031/terms.pdf
 Text User
4 Facebook Post - For this activity, students are asked
to complete several tasks.

1. Write the name of the play at the top of the

Facebook page.

2. Draw a colorful picture about a favorite character

from the story.

3. Think of at least four "friends" that their character

would like to "invite" on his/her Facebook page
(one from the story read, one from another book,
one famous friend such as an athlete,
actor/actress, and one of their own friends).

4. Think of five activities that their character would

want to share with his/her four "friends". Students
will need to write the event name in the Facebook
page and include write 1 complete sentence
about the event.
Become A Reader-other books to try!
Title of Book Romeo and Juliet: The Graphic Novel Original Text and Quick Modern
English Text

Author Shakespeare, William; adapted by John McDonald

ISBN Original: 978-1906332617

Easy: 978-1906332631

Copyright Date/ 2009

Publisher Date

Description This inspired graphic novel version depicts every scene of the play in full-
color illustrations, accompanied by every word of the original text.
Authentic yet easy to follow, this exciting adaptation is ideal for purists,
students, and readers who appreciate Shakespeares matchless verse.
Also available are a Plain Text version, translated into modern U.S.
English, and a Quick Text version, with less dialogue for a fast-paced
read. (amazon.com)

Readability Level Original Text: none given

Easy English Text: GN380L
Become A Reader-other books to try!
Title of Book Who Was William Shakespeare?

Author Mannis, Celeste

ISBN 978-0448439044

Copyright Date/ 2006

Publisher Date

Description The beloved plays of Shakespeare are still produced everywhere, yet the
life of the world's most famous playwright remains largely a mystery.
Young Will left the town of Stratford to pursue theater in London, where
his work eventually thrived and made him a famous and wealthy man.
With black-and-white illustrations that include a diagram of the famous
Globe theater, Celeste Davidson Mannis puts together the pieces of
Shakespeare's life and work for young readers. (amazon.com)

Readability Level 690L (lexile)

Become A Reader-other books to try!
Title of Book No Fear Shakespeare: Romeo and Juliet

Author Shakespeare, William

ISBN 978-1586638450

Copyright Date/ 2003

Publisher Date

Description No Fear Shakespeare gives you the complete text of Romeo and
Juliet on the left-hand page, side-by-side with an easy-to-understand
translation on the right. (amazon.com)

Readability Level None given

Become A Reader-other books to try!
Title of Book/Website https://newsela.com/
https://newsela.com/articles/shakespeare-analysis/id/8654/

Author various

ISBN none

Copyright Date/ N/A

Publisher Date

Description Newsela offers news articles that are adjustable by lexile level. Students
that are struggling readers can access news articles related to Romeo and
Juliet and William Shakespeare and adjust accordingly.

Readability Level various

Become A Reader-other books to try!
Title of Book/Website The Fault in our Stars

Author Green, John

ISBN 978-0142424179

Copyright Date/ 2014

Publisher Date

Description Despite the tumor-shrinking medical miracle that has bought her a few
years, Hazel has never been anything but terminal, her final chapter
inscribed upon diagnosis. But when a gorgeous plot twist named Augustus
Waters suddenly appears at Cancer Kid Support Group, Hazels story is
about to be completely rewritten.

Insightful, bold, irreverent, and raw, The Fault in Our Stars is award-
winning-author John Greens most ambitious and heartbreaking work yet,
brilliantly exploring the funny, thrilling, and tragic business of being alive
and in love. (amazon.com)

Readability Level 850L

Text Critic
Text Critic
1. Play Trailer - Students will create a story
analysis/summary using one of the following tools
to demonstrate understanding, knowledge and
higher level thinking about the play.

Example - Romeo and Juliet RAP

https://www.youtube.com/watch?v=ygP1Vazgd1c
Text Critic
2. Questions for Understanding -
What would this story be like if the main characters
were from different cultural backgrounds?
(African American, Chinese, Indian)
3. Presentation - Students will be asked to create a
presentation by completing a compare/contrast,
analyzing a particular scene.
using one of the following tools:

Why do you think the author chose that particular

word/phrase/title/illustration?

How would the text be different if told in another place

or time or point of view?

Whom does the text favor or represent?

4. Compare/contrast- Have students watch video clips
of Romeo and Juliet and Fault in Our Stars. First Kiss- R & J
What is similar about these two stories?
What is different? https://www.youtube.com/watch?v=7f2Aq09t0i
Does the main male character in each story grow? E
How do the female characters interact with the
male characters in the story? Is it the same or
First Kiss- FIOS
different?

https://www.youtube.com/watch?v=0YIt0EwO
qcs

Romeo and Juliet and

Fault in Our Stars
Extension Activities
Take a Virtual Tour of the GLOBE THEATER

http://www.shakespearesglobe.com/about-us/virtual-tour

Try the Shakespearean Translator

http://www.shmoop.com/shakespeare-translator/
Resources
Common Core State Standards Teachers Pay Teachers

http://www.prufrock.com/Assets/ClientDocs/ccss/22X.pdf ROMEO AND JULIET Plot Chart Organizer Diagram

(Shakespeare) Freytag's Pyramid
Romeo and Juliet Rap
Fakebook - Create Your Own Facebook Profile
https://www.youtube.com/watch?v=ygP1Vazgd1c
Read, Write, Think
HyperDocs
http://www.readwritethink.org/classroom-resources/student-
http://www.hyperdocs.co/node/367 interactives/crossword-puzzles-30068.html

My Shakespeare Website Amazon (book descriptions)

https://myshakespeare.com/romeo-and-juliet http://www.amazon.com