Title: English (World Literature)
Subject: Poetry – Romeo & Juliet by William Shakespeare
Grade Level: High School 10th Graders
Analyze Learners
General Characteristics
Participants in this class are 10th graders in high school. The class consists of 20 students – 12 boys and 8 girls. Ethnicities of the students include a majority of Chamorros, Filipinos, and Caucasians. Other ethnicities included are that of Micronesians, Chinese, and Black. There is one exceptional individual with speech impairment.
Learning Styles
The lesson will use methods catering to the different learning styles of each student. There will be opportunities to work individually as well as in groups. The students will be exposed to multimedia devices for the lesson. Student with speech impairment will be given more time to speak during his/her turn and certain modifications will be accepted in regards to the homework assignment.
Objectives
Following this lesson, students should be able to:- Define and explain poetic terms presented in class when given a quiz.
- Identify and clearly describe poetic elements when given various poetic forms.
- Perform/present their song by the next week demonstrating comprehension of the five (5) core poetic elements.
Methods, Media, and Materials
Methods
The instructor will start off the lesson with a video of a classic depiction of William Shakespeare’s Romeo and Juliet as well as a modern adaptation. The focus of the lesson will be on Act II, Scene II: The Balcony. The instructor will define terms and use them in examples to demonstrate their usage in poetry. The instructor will also present poetic elements in the form of song.
Media
The students will be shown a video via laptop and projector. An iPod and speakers will be used to present song examples of poetry.
Materials
- Video
o Laptop
o Projector
- Worksheets
- Audio
o iPod
o Speakers
Utilize Media and Materials
Prepare the Materials
The instructor must make sure that all the multimedia is functioning properly. They must be tested in advance to ensure smooth transitions during the lesson. Handouts of the poetry examples should be copied and ready to distribute after the core poetic elements are defined. White board and markers will be used in the event that the video projector or other multimedia devices malfunction. Instructor will have student volunteers to act out the Balcony Scene, modern and classic versions.
Prepare the Environment
The classroom should be checked for things such as working outlets, correct amount of chairs or desks for ample work space. Should the outlets not work, the instructor will have batteries for the audio system.
Require Learner Participation
Initial Activity
After the video introduction of Romeo and Juliet, students will be given poetic terms to define. They will also be given an example poem for them to interpret as a class. They will then be separated into groups. Each group will receive the same poem, “37” by Emily Dickinson and will be instructed to interpret the poem using the core elements. After ten minutes the students will present their findings along with their personal justification behind the elements they state.
Evaluate and Revise
Homework
Students will be asked to create a song addressed to his/her Romeo or Juliet. Students must be prepared to exhibit their composition with optional accompaniment and/or performance (i.e. skit, dance, song, etc.). Song must incorporate all core elements discussed in class.
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