describe the emotions -White Board Markers A3, A4, Act 2 Scene 6 -Review last day A8, A9, based on first -Projector -Read Act 2, Scenes 5 & 6, and watch the Juliet’s soliloquy. -Lurhmann’s Romeo and B1, B6, March 15 film. -With the final scenes of Act 2, we finally see Juliet B7, Juliet get a soliloquy. Have students break -Romeo and Juliet down the soliloquy as a class, answering -Soliloquy worksheet Juliet is and is “what saying” “why she saying these the basic questions, things”. Ask Who, What, When, Where and Why and Why is it important to the play. Do this as a class, have students provide external examples of any/all references. B11 Students will be able to -Do Act 1 and Act 2 Test -White Board Act 3 Prologue answer the questions of -White Board Markers Scene 1 -Have students sign up for roles of speakers. content from Act 1 and -Projector -Review last day Act 2 of Romeo and -Lurhmann’s Romeo and March 16 -Read Act 3, Prologue, Scene 1, and watch Juliet. Juliet the film. -Have students work on daily journal. -Romeo and Juliet -Act 1 and 2 Test Students will be able to -White Board A2, B1, Act 3 Scene 2 -Have students sign up for roles of speakers. write a prediction scene -White Board Markers B7, B8, -Review last day of Romeo and Juliet. -Projector March 26 -Read Act 3, Scene 2, and watch the film. - Given what we know happened so far, have -Lurhmann’s Romeo and students create the next scene in the play. Juliet What they think will happen, and who will be -Romeo and Juliet there. They must try and use Shakespearean -Exemplars of good and language, and can use whatever characters bad. they deem. Use character sketches, scene rewrites, etc. A1, A2, Students will be able to -White Board Act 3 Scene 3 -Have students sign up for roles of speakers. explain their predictions -White Board Markers A3 -Review last day
Act 2 Scene 6 March 15 A3, A4, A8, A9, B1, B6, B7, describe the emotions based on Juliet’s first soliloquy. -Review last day -Read Act 2, Scenes 5 & 6, and watch the film. -With the final scenes of Act 2, we finally see Juliet get a soliloquy. Have students break down the soliloquy as a class, answering “what Juliet is saying” and “why she is saying these things”. Ask the basic questions, Who, What, When, Where and Why and Why is it important to the play. Do this as a class, have students provide external examples of any/all references. -White Board Markers -Projector -Lurhmann’s Romeo and Juliet -Romeo and Juliet -Soliloquy worksheet Act 3 Prologue Scene 1 March 16 B11 Students will be able to answer the questions of content from Act 1 and Act 2 of Romeo and Juliet. -Do Act 1 and Act 2 Test -Have students sign up for roles of speakers. -Review last day -Read Act 3, Prologue, Scene 1, and watch the film. -Have students work on daily journal. -White Board -White Board Markers -Projector -Lurhmann’s Romeo and Juliet -Romeo and Juliet -Act 1 and 2 Test Act 3 Scene 2 March 26 A2, B1, B7, B8, Students will be able to write a prediction scene of Romeo and Juliet. -Have students sign up for roles of speakers. -Review last day -Read Act 3, Scene 2, and watch the film. - Given what we know happened so far, have students create the next scene in the play. What they think will happen, and who will be there. They must try and use Shakespearean language, and can use whatever characters they deem. Use character sketches, scene rewrites, etc. -White Board -White Board Markers -Projector -Lurhmann’s Romeo and Juliet -Romeo and Juliet -Exemplars of good and bad. Act 3 Scene 3 A1, A2, A3 Students will be able to explain their predictions -Have students sign up for roles of speakers. -Review last day -White Board -White Board Markers
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