Crystal Sharp

1/ 29/2015 Romeo and Juliet Stations

Stage 1 Desired Results
Established Goals (Include ACOS standards in this section):

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.9-10.4
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). [RL.9-10.9]

Understandings (Students will understand that ): Shakespeare often uses short

stories as the inspiration for his plays. Shakespeares language is more formal that that of
todays, but the meaning is still the same.
Essential Knowledge (Students will know ): Ovid, Pyramus, Thisbe, Compare,
Contrast,
Paraphrase
Essential Skills (Students will be able to ): Compare Shakespeares use of
language to that of today by parapohrasing and rewriting the text. Compare and contrast
Shakespeares use of Ovids short stories.
Essential Question(s): How does Shakepeare adapt Ovids short story to develop a five
act play?
How does the language from Shakepeares time compare to the language we use today?
Stage 2 Assessment Evidence
Performance Task(s):
Other Evidence: At each station, the students will discuss and complete writing activities
to formatively assess the standards for this lesson.
Stage 3 Learning Plan (Include approximate time for each activity in the learning plan)
Review of relevant, previously learned information: Review Act 1, 2, and 3 with the
students. Have them discuss and summarize what they know so far about the play.
Body of the lesson:
Station 1: Students will be given a copy of Ovids Pyramus and Thisbe tale from his
collection of stories The Metamorphoses. They will analyze how it compares to what they
have read so far of Shakespeares Romeo and Juliet and write their analysis to turn in at
the end of class.
Secondary Education Lesson Plan Template
Adapted from Understanding by Design Professional Development Workbook 2004

Crystal Sharp
1/ 29/2015 Romeo and Juliet Stations

Station 2: Student will be given an instruction sheet to locate the balcony scene in Romeo
and Juliet (Act 2, Scene 2). They will rewrite the balcony scene as if Romeo and Juliet are
texting. The text messages must follow the storyline.
Station 3: Students will be given a list of important quotes from the text. Beside the woute
they will write what each quote means and how it relates to the story as well as who spoke
the text.
Description of co-teaching strategy used in this lesson. If co-teaching was part of
this lesson, describe: co-teaching model used, how and why this particular
strategy was employed, role (lead teacher/secondary teacher), and details of the
implementation of the co-teaching model.
Station teaching will be used for this lesson. Students will rotate stations to complete the
separate activites.

Secondary Education Lesson Plan Template

Adapted from Understanding by Design Professional Development Workbook 2004