We will spend the first 10 minutes of class today reviewing the answers to the study guide homework. Students were to complete the R&J Study Guide Act 1 from this website for homework. I am having students exchange papers and grade their peers' responses. I usually don't have them do this, but I think we are at the point that we should be able to score our peers' work fairly and correctly. Also, when students grade their peers work, they can learn from them and correct any missteps in comprehension. I will ask each student to write his/her name at the bottom of the quiz they are scoring. This way, if any questions arise, I will be able to ask the person that scored it. I am reviewing the study guide responses because we will be taking a quiz shortly, and this will also serve as a review for the quiz.
For this part of the lesson, I will give my students the Romeo-Juliet Quiz (Act I portion) that I found by doing a Google search of Act 1 resources for Romeo and Juliet. I am giving them this quiz in order to see whether they have comprehended this chunk of the play. This can also be used as a study guide for future assessments and conversations about Romeo and Juliet. If students were listening during the review, they will do well on the quiz. I have chosen this quiz because it requires students to show that they understand character motivations, conflicts (CCSS.ELA-Literacy.RL.9-10.3) and words and phrases (CCSS.ELA-Literacy.RL.9-10.4) in Act I. In the future, students will be required to take selected response quizzes on the PARCC assessments and on our Maryland High School Assessment, so I try to provide frequent exposure to these types of test questions. We also do a lot of writing, but this is a quick way to assess whether students have completed the reading/comprehended Act I.
Today, we will be reading Act II of Romeo and Juliet. You guessed it, we have a set of RJ Act II study guide (CCSS.ELA-Literacy.RL.9-10.1 and CCSS.ELA-Literacy.RL.9-10.3)to help us as we read the play.
Students will be taking on character roles in the play as we read it aloud and work our way through the study questions. We are reading the act out loud because drama makes more sense when acted out or read aloud. Also, my students are anxious to take on roles in the play.
Before we begin our reading, I will have students orally summarize (CCSS.ELA-Literacy.RL.9-10.2) what has happened in Act I so that any students that are not caught up on the reading will be able to follow the action today. I will also allow students to pose and respond to their peers' questions about the text (CCSS.ELA-Literacy.SL.9-10.1.c). Here's a clip of the balcony scene of Act II.
If students get too bored with reading as a whole group (which mine never do) I will allow them to read independently or read in smaller groups (CCSS.ELA-Literacy.RL.9-10.10)
At the end of class, I will assign an Act III study guide and have students read up to scene 3 of Act III before the next class session. This is an answer key that I found at the link above, so you will need to create a student version before giving it to students. I am having them read this part at home because this is a short week for us, and we will only meet once this week. My students need to be able to read independently for understanding (CCSS.ELA-Literacy.RL.9-10.10) in order to remain on pace with our lessons. The older English version of the play appears in the McDougal Littell 9th grade English anthology, but I am also posting the side by side link to No Fear Shakespeare for students that would prefer to read the modern version side by side with the classic version. The study guide questions focus on CCSS.ELA-Literacy.RL.9-10.1, CCSS.ELA-Literacy.RL.9-10.2, and CCSS.ELA-Literacy.RL.9-10.3.