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The IPG

Interns Name: Kerry Nichols

Date: March 6, 2015

Subject: English

Grade Level: 9

1. TEKS: 110.31 B 4
Reading Comprehension of Literary Text/Drama.
Students understand, make inferences, and draw
conclusions about the structure and elements of
drama and provide evidence from text to support
their understanding. Students are expected to
explain how dramatic conventions (e.g.,
monologues, soliloquies, dramatic irony) enhance
dramatic text.
Objective: The students will learn about
characterization and how the authors of Drama use
dramatic conventions to bring those characters to
life, reveal their thoughts, and make audiences feel
connected to them.

2. Big Understandings:
It is important to understand how to
view the world from somebody elses
perspective.
Adults have to be able to empathize
and sympathize with many differing
points-of-view. Learning to do so with
characters is a good way of learning
to do this.
Characterization is one of the major
components of literature. Learning to
understand and connect with
characters is a lesson that they can
use now and in future classes.
Shakespeare is relevant in modern
society.

3. Assessment Evidence
Now that you understand the purpose of literary devices and how authors use those devices to draw in
readers and audience members, making them feel connected to characters, you will write a 3-5 page essay.
This essay will focus on one character from Romeo and Juliet. Your main idea will focus on how this
character is relevant in modern times and how he or she compares and contrasts with you and your life. Be
creative on how you choose to prove your main idea. Find evidence within the text to prove each point. You
must,
Use a 12 point Ariel or Times New Roman font, have 1 inch margins, double space
Cite your evidence using the MLA format and have a Works Cited page
Give examples of how Shakespeare used dramatic elements
Have at least three main topics which discuss how the character compares or contrasts with you.
4. Opening Hook
Romeo, Romeo, wherefore art thou Romeo? / Deny thy father and refuse thy name. Can anyone tell me
what play this line is from? Who wrote Romeo and Juliet? Does anybody know what scene this line is from?
This line is from the balcony scene in Act 2, Scene 2. O, that I were a glove upon that hand, / That I might
touch that cheek! What do you think is one reason some people do not like reading Shakespeare? Is it hard
to understand? Do the characters talk funny? Does it seem embellished or maybe even irrelevant to modern
times? We are going to do a quick activity. We are going to divide into eight groups. I will give each group a
few lines from this scene. Working together, interpret and rewrite those lines into something that teenagers
today might say. Try to keep the basic meaning, but make the lines fit into our society. Then, one person from
each group will come to the front and we will read our new scene, using your translations.
5. Instructional Strategies / Student Activities
Teacher Input/Modeling: Go over literary devices. Write a Comparison Outline using one of the two patterns
shown (the block pattern or the point-by-point pattern).
Guided Practice: Draw a Venn Diagram on the board and show the students how to list similarities and
differences between themselves and one character from the play.
CFU (Checking for Understanding): Comprehension check worksheet and Vocabulary worksheet
Independent Practice: Read Act 1 and Act 2 of Romeo and Juliet and do the Romeo and Juliet vocabulary and
literary terms worksheet
6. Materials / Resources

Worksheet (vocab), worksheet (comprehension), example of compare and contrast outlines, example of a
Venn diagram, Physical or electronic copy of Romeo and Juliet.
7. Grouping Patterns
Hook Group: Divide the class into eight groups (2-3 students each)
CFU Group: Divide the class into groups of 4 students each
8. Ending, Summary / Reflection
What character from Romeo and Juliet is most like you? What literary devices or tools do authors use in
dramas to help us understand characters, their thoughts and actions? Can any of you predict what
characters other members of the class will choose to compare themselves with?
After you have finished writing your essays and I have returned them to you, we are going to publish them in
our online classroom, so make sure you are proud of your work.
A great way to understand a play is to see a play, so we will be watching a video of a live performance of
Romeo and Juliet, after you complete your essays.
9. Technology
The Shakespeare Digital Library offers all of Shakespeares works for free. Students can use this website to
access and read Romeo and Juliet on any electronic device that has internet access. The works have
numbered lines and include a search feature where students can quickly and easily search for lines using key
words or phrases.
www.folgerdigitaltexts.org (Shakespeare Digital Library)
Librivox contains thousands of free audio recordings that are in the public domain. Students can use these
audio recordings to listen to in conjunction with their reading assignments. This will help build fluency and
aid students, especially auditory learners, comprehend what they read.
www.librivox.org (free audio recording of Romeo and Juliet)
It is important that students understand the importance and the correct way to cite the sources that they use
when writing their essay. This site offers information on the three most common citation styles. For this
essay, students will be able to use this site to find the correct way to cite sources in MLA.
https://owl.english.purdue.edu/owl/resource/747/01/ (Purdue MLA Guide)

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