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Lesson 3 - Romeo and Juliet - Lesson Plan

This lesson plan focuses on introducing 5th-grade primary students to Acts 0 - II of Romeo and Juliet, aiming to develop reading habits, scanning skills, and vocabulary related to the text. Activities include character recognition, text scanning, vocabulary guessing, and practicing famous quotes through dialogues. The lesson concludes with a reflection on the students' feelings and a summary of the phrases learned.

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Roxi Chincui
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15 views3 pages

Lesson 3 - Romeo and Juliet - Lesson Plan

This lesson plan focuses on introducing 5th-grade primary students to Acts 0 - II of Romeo and Juliet, aiming to develop reading habits, scanning skills, and vocabulary related to the text. Activities include character recognition, text scanning, vocabulary guessing, and practicing famous quotes through dialogues. The lesson concludes with a reflection on the students' feelings and a summary of the phrases learned.

Uploaded by

Roxi Chincui
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Shakespeare Festival - Lesson 3 - Romeo and Juliet - Acts 0 - II

Lesson plan

Topic

Adapted script Acts 0 - II - The tragedy of Romeo and Juliet

Aim

● To introduce students to longer texts to foster reading habits


● To teach students scanning skills
● To give students the tools to fully understand the text
● To get students to remember short dialogues in the text
● To teach famous quotes
● To teach vocabulary related to the relevant acts
● To encourage students to express themselves using different emotions
and voices

Age group

Primary - 5th form

Level

A1

Time

45 minutes

Materials

Flipchart - Adapted script for Acts 0 - II


Procedure

Before the Students will need to have the texts at hand for the class, either in paper or in Crea. If for
lesson any reason this is not possible, we suggest RT carries on with regular CEI classes.

Greeting Greet students and CT. Ask students how they are feeling. Encourage the use of happy,
2 minutes angry and sad since they will be using them later on in the class.

Revision 4 As a whole class activity ask students to say the names of the characters and drag the
minutes magnifying glass over the images to reveal the answers. Remind them that our version of
the play is different from the video they saw last class and that there are extra characters.
Explain who they are and model their names.
Anticipated problems: Mispronunciation of /

As an option, you can play the memotest to match characters and names.

Overview In pairs, ask students to scan the text and answer the questions. Do a whole-class
6 minutes correction. The objective of this task is for students to have an overview of the acts.
Students will probably not be familiar with this activity, so to make sure their affective filter
is down, the RT might want to spend a minute or so doing the first questions as a whole-
class activity. Then elicit and check the correct answers.

If time, ask students to sort out the characters into Acts I and II.

Vocabulary Although students haven’t been presented with the new material, ask them to guess the
multiple choice correct option in pairs. Either because of previous knowledge or because some of the
6 minutes words are cognates, you should safely expect most students to get most answers right.
Set a time limit, monitor and help if needed.

Then check the right answers as a whole-class activity. Model and drill. Anticipated
problems: Mispronunciation of /ˈ

As an optional activity, play the chain game: Student 1 says a word, student 2 repeats that
word and adds another one, student 3 repeats the previous 2 and adds another one, etc.

Checking Separate your students in 2 groups. Each group will read a different Act and answer the
understanding: corresponding questions in their acts. To make sure both groups are listening, tell them
Questions that after the correction the pink Group will have to answer the questions of the yellow
and information group and vice-versa. Do a whole-class correction and then do the information gap.
gap
7 minutes

Famous Remind students that Shakespeare coined many of the words and expressions that are
phrases Part 1 still used today and that many have even survived across different languages. Show them
Oral practise: the phrases and ask them who said it. Anticipated problem: Remember students are not
Production used to working with metaphors, so ask them the concept questions on the flipchart to
expression and make sure they understand their meaning.
pronunciation
6 minutes Then model and drill the phrases.

Ask students to work in pairs and take it in turns to practise those expressions first at
normal speed, then slowly and then fast. Then ask them to practise in pairs using different
emotions. Model when necessary to help students overcome their shyness.
Ask three or four pairs to show their work to the rest of the class.

Famous Tell students that now you are going to practise the same expression in a mini dialogue.
phrases Part 2 Model and drill the dialogues. Ask students to work in pairs and take it in turns to practise
Oral practise: both dialogues first at normal speed, then slowly and then fast. Then ask them to practise
Production using different emotions. Model when necessary to help students overcome their
expression and shyness.
pronunciation
8 minutes Ask three or four pairs to show their work to the rest of the class.

Setting Use ICQs to make sure students understand their homework. Guide them through Crea to
homework show them where the new Shakespeare folders are and how to record their audios or
4 minutes videos in the “My audios” folder.

Summary As a whole class, ask them to mention the two famous phrases they have learnt today
about Romeo and Juliet.

Reflection Ask students how they felt during the lesson and why.
2 minutes

Greetings Greet goodbye and thank students and CT.


A few seconds

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