Romeo and Juliet Character Map
1 Hook/Bell Ringer
The teacher will have the students take a socrative quiz (three questions) asking them how different characters from the play are connected.
The students will take a short quiz on socrative, based on how the characters from the play are all connected.
2 Direct Instruction
The teacher will play the tellegami to instruct the students what to complete for the assignment that day. The tellagami will tell the students to go to Mindmeister and create a character link chart demonstrating how each character is linked together.
After, using sorting cards the students will be split into groups of two to complete the activity.
The students will watch the tellagami and take notes on the assignment being described.
3 Independent Practice
The teacher will observe students working on their mindmeister.
Students will work in their pairs on linking the different characters from the play to each other, using the social media assignments they completed earlier in the week.
4 Exit Ticket/Wrap up
The teacher will instruct the students to share their mindmeister with the teacher through the classrooms wiki page, then they are to write on an exit ticket one connection they made character wise they had not made before this lesson.
The students are being assessed on the connections they made with other characters in the play through their submission of their mindmeister on the wiki page and through the exit slip.
The students will share their mindmeister on the classes wiki space and then write on an exit ticket one connection they made character wise they had not made before the lesson.
Key Standards Supported
|RL.9-10: Key Ideas and Details|
|RL.9-10.1||Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.|
|RL.9-10.2||Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.|
|RL.9-10.3||Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.|
|Craft and Structure|
|RL.9-10.4||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.9-10.5||Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.|
|RL.9-10.6||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.|
|Integration of Knowledge and Ideas|
|RL.9-10.7||Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden’s “Musée des Beaux Arts” and Breughel’s Landscape with the Fall of Icarus).|
|RL.9-10.8||(Not applicable to literature)|
|RL.9-10.9||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).|
|Range of Reading and Level of Text Complexity|
|RL.9-10.10||By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range.|