Lesson Plan Template

Name: Ashley Storey

Grade: 9
Subject: English (93 minute block) Lesson Date: 10/17/2013
Lesson Objectives

2 or 3 student outcomes
Begin with verb

Natl / State Standards

AL College & Career

Ready Course of Study Common Core
Learning Targets / District
Standards
National Standards
(NCTM; NCTE; etc)

Pre-Instructional Activities

Review
Formative Assessment
Introductory Set
Prior Knowledge
Essential Questions
Problem Question
Writing Prompts
Predictions / Purpose
Vocabulary

Students will compare and contrast character views on marriage

with the marriage customs of the sixteenth and seventeenth
century.
Alabama Standards:
Analyze a particular point of view or cultural experience reflected
in a work of literature from outside the United States, drawing on
a wide reading of world literature. [RL.9-10.6]
Propel conversations by posing and responding to questions that
relate the current discussion to broader themes or larger ideas;
actively incorporate others into the discussion; and clarify, verify,
or challenge ideas and conclusions. [SL.9-10.1c]
Learning Target: I can explain the similarities and differences of
marriage customs during Romeo and Juliet's time period and my
own time period.
*Instruct students to answer the following writing prompt in
their literary journals:
For the males: If you were Romeo, would you accept Juliet's
marriage proposal? Why or why not?
For the females: If you were Juliet, would you ask Romeo to
marry you? Why or why not?
*I will activate prior knowledge by encouraging students to
consider what they know up to this point about each character and
their families as well as perceived character defects.
*I will then ask volunteers to share their answers and reasoning
out loud.

Teaching

Direct Teaching
Graphic Organizers
Reading Instruction
Tech Integration
Teacher Demonstration
Guided Practice
Independent Practice
Small Group Activities
Experiential Activities
Research / Study
Simulations
Problem Solving Activities
Differentiated Instruction
Accommodations
Ongoing Assessment

*Read Act II, Scenes 4-6 aloud alternating with me reading and
me calling on students to take turns. (4th block we will use the
audiobook.) I will periodically stop to point out vocabulary words
and check for understanding of figurative language used.
*After reading, I will ask the students to help me summarize what
has happened in scenes 4-6, and ensure understanding by asking
these questions aloud:
What were Friar's motives to marrying the young
couple?
How has Juliet changed from the last scene we read
compared to the wedding scene?
How do Friar Laurence and Lord Capulet differ?
*Then I will ask: How many of you have been to a wedding,
been in a wedding or have at least seen a wedding performed,
even if only on TV? Assuming most of them answer yes, I will

then ask, Would you say that weddings are a big deal in our
culture? Have volunteers expand on why or why not.
*Then I will ask students to consider the question: What are
some wedding customs, traditions, or practices in your family
and/or culture? When I call on a student, I will have them
individually walk up to fill in their responses on the left side of the
T-chart I'll have on the board.
I will start with a suggestion or two of my own (white dresses,
tossing the bouquet), and I hope to get some of the following...(if
not, I will ask questions to probe them.. such as what are some
things we traditionally do at the wedding reception?)
1) in American culture, it's very important to
some people that the boyfriend asks his
girlfriend's father for permission to marry
her before he proposes.
2) something old, something new, something
borrowed, and something blue.
3) Wedding rings, garter throwing, cake
smashing..
*Small group activity: divide students into groups of four and
pass out one or two customs from the Historical Background of
Marriage handout to each group. (Pages 1 and 2 in this PDF:
http://www.folger.edu/documents/marriagenew.pdf)
Explain to students that the custom(s) they have were taken from
documents dating back to the early sixteen and seventeenth
centuries, which includes the time at which Shakespeare was
writing his famous plays, including Romeo and Juliet. (Hoping
some of the absurdity of these customs will engage students.)
I will instruct each group to work together to translate their
custom(s) into modern-day language so we can understand them.
I'll visit each group to help them clarify the meaning of their
custom or steer them towards the right direction if they are having
trouble. When they are finished translating their customs, I will
call on each group to choose one person to read their rule aloud
and explain it.
As each group explains their custom in plain English, I'll
summarize it on the right side of the T-chart.
Accommodations: I will use the audiobook for fourth block.. I
will still stop it periodically to check for understanding.
For group work in fourth block, I will put special education
students in a group together so their aide can assist them.

Closure

Summary / Conclusions
Ret-teaching
Formative Assessment
Review
Reflection

Formative assessment: Using the information on the board as a

reference, instruct students to write a page on the similarities and
differences between marriage customs in Shakespeare's time and
marriage customs in our own time.
In writing their page, I will ask them to consider these points to hit
on, (they don't have to hit on all of them. I just want to give them
a starting place if they're stuck):
Who was in charge of the marriage process then, and who
is in charge of it now?
What was the girls role in the marriage process back
then, and what is her role now?
What was the engagement process then and how does it
differ from how it's done today?