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Reflection

This document contains a lesson plan for teaching Romeo and Juliet. The plan includes activities for each of the 5 days: [1] a vocabulary activity where students find words in the text, [2] a character recognition activity, [3] students act out a scene from the play, [4] students create a "sound story" retelling a part without words, [5] a film review. The objectives cover vocabulary, character understanding, and elements of plays. While the author is not fond of Shakespeare, they recognize its importance to expose students to new vocabulary and understand plays as a classic work.

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43 views2 pages

Reflection

This document contains a lesson plan for teaching Romeo and Juliet. The plan includes activities for each of the 5 days: [1] a vocabulary activity where students find words in the text, [2] a character recognition activity, [3] students act out a scene from the play, [4] students create a "sound story" retelling a part without words, [5] a film review. The objectives cover vocabulary, character understanding, and elements of plays. While the author is not fond of Shakespeare, they recognize its importance to expose students to new vocabulary and understand plays as a classic work.

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api-489861652
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Burns 1

Summer Burns

Dr. Ian Nolte

English 419

20 April 2020

Romeo and Juliet: Teaching a Classic

When developing the plans for my Romeo and Juliet lesson plan, I found it difficult to

create primarily because of my lack of interest within Shakespeare. However, once I got into the

lesson and the possible activities that could go with it, I found myself enjoying the possibility of

potentially teaching this one day. Most of my ideas for my lesson revolved around the

understanding of the play itself. My activity on day one where I had it set aside for vocabulary,

derived from an activity I had chosen from the “Teaching Shakespeare to Young Adults” text. I

loved the idea, but I felt as though it needed to be more than just a vocabulary activity they look

at once. So, in order to make the vocabulary more inclusive, I made sure that students had to

actively read each day to find the vocabulary words, and that they would be working towards

something with those words: a test. There were also two other activities that came from this same

text which was my sound story on day 4, and the film review on day 5. For both of these

activities, I tried to maintain their integrity since they are both activities in which I have no

personal experience teaching. As for the other activities used throughout, most of them came

from my English 402 methods class, and my Shakespeare class. I felt that they were appropriate

tools to reflect back on as they implemented activities which I never would have considered.

The objectives I chose to teach were somewhat all over the place while also being

reasonable in the play learning process as they covered a range of auditory, presentation, writing,

and reading objective. For starters, I believe that to understand a play, you have to understand the
Burns 2

terminology that goes along with it. Having the first day include a standard and objectives that

revolve around vocabulary was the most reasonable beginning to this unit to ensure student

success in the following days. I then transitioned into character recognition and a standard about

how a character is impacted by a work because this play revolved around the characters. It is not

like a novel where it could revolve around the setting, or a mysterious object. It is a play that

must revolve around the characters if it wants to be lengthy and maintain interest. The days in

which I asked students to act out Act 4, and the sound story day were centered around the idea

that students would recognize what all goes into a play when taken out of the literary format. I

needed students to understand how important it is to have cues that tell you there is music, or that

someone is leaving because if not, readers will question the gap that was left open.

I think the only reason I find teaching Shakespeare important is because it exposes

students to plays, and a new range of vocabulary they would otherwise not come into contact

with. I am not a fan of Shakespeare simply because I get aggravated with the not understanding

of certain phrases or the gaps that are throughout his works; however, I would never neglect

teaching it to students because it is important for them to comprehend a classic artist who

remains relevant in today’s society. As far as improvements to my lesson go, I would try to make

better differentiated instruction notes that would be more realistic to the classroom I would have.

Another area I would change is that I would try to find some different reading strategies. I tried

to keep things different because it is easy for students to become bored; however, I didn’t want to

begin throwing crazy ideas all over the place out of fear that they would draw away the attention

of the students from the text itself.

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