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Flippedlesson 2

This lesson plan aims to have students compare and contrast a filmed version of Romeo's soliloquy from Act II of Romeo and Juliet with the written text. Students will watch a video of the soliloquy before class as preparation. In class, the teacher will lead a discussion about the differences between the written play and film adaptation. Students will then be split into groups to rewrite a scene from Act II as a movie script. The lesson aims to fulfill Florida standards around analyzing dialogue, character development, and comparing adaptations to the original text.

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38 views

Flippedlesson 2

This lesson plan aims to have students compare and contrast a filmed version of Romeo's soliloquy from Act II of Romeo and Juliet with the written text. Students will watch a video of the soliloquy before class as preparation. In class, the teacher will lead a discussion about the differences between the written play and film adaptation. Students will then be split into groups to rewrite a scene from Act II as a movie script. The lesson aims to fulfill Florida standards around analyzing dialogue, character development, and comparing adaptations to the original text.

Uploaded by

api-325447920
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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Romeo & Juliet: Act II Scene II Flipped Lesson

Purpose/rationale:
As our students are beginning to read the second act of Shakespeares Romeo and Juliet,
they will be reading the well-known but soft, what light Romeo soliloquy. As this is
one of Shakespeares best pieces of writing, I thought it would be appropriate to see the
scene acted out, so Ive assigned them to watch a video clip of the soliloquy prior to
coming to class (students should also have finished reading act II before coming to class).
During class we will discuss the differences and similarities between reading the passage
and watching the play, as well as writing down how the soliloquy affects the rest of act II.
Romeo and Juliet is a play that is pretty simple to follow with some teacher assistance but
will still challenge the eighth graders. This activity fulfills standards LAFS.8.RL.3.7 and
LAFS.8.RL.1.3 by requiring students to compare and contrast filmed and written
productions of the same work as well as analyzing how Romeos soliloquy affects the rest
of the play.
Florida Standards:
LAFS.8.RL.1.3 Analyze how particular lines of dialogue or incidents in a story or drama
propel the action, reveal aspects of a character, or provoke a decision.
LAFS.8.RL.3.7 Analyze the extent to which a filmed or live production of a story or
drama stays faithful to or departs from the text or script, evaluating the choices made by
the directors or actors.

Objectives:
Students Will Be Able To:
1. Compare and contrast the filmed production of Romeos soliloquy with the text
version of Romeos soliloquy
2. Analyze how Romeos soliloquy affects the overall story
Materials:

Class set of hardcopy DVDs of flipped lesson content:


https://www.youtube.com/watch?v=H3MiaSG1SMQ

o Distributed prior to this class


o Students may also write the link down if they do not want to take a DVD,
but they will still be responsible for watching
Class set of Romeo and Juliet

Anticipatory set:
As an entry ticket, students will have been assigned to write a brief reaction (2-3
sentences) to the video version of Romeos soliloquy. Students should also have already
read all of Act II.
Teaching Strategy/Procedure/Activity:
Time

Student is doing

Teacher is doing

5 minutes

Reviewing entry tickets with


their neighbor.

Making sure students are on


task, recording any students
who did not complete the
entry ticket, taking attendance.

15 minutes

Participating in class
discussion.

Holding a class discussion on


the difference between reading
the soliloquy versus watching
it. Which did they prefer?
Why? What was different?
Was it the same? Does the
tone change? What did you
like/dislike about the actors
portrayal? Would you change
anything about the film scene?
Why?
ALSO: What does this
soliloquy tell us about
Romeo? How does the
soliloquy affect the play?

3 Minutes

Being put into groups by


teacher.

Explaining group activity to


students: In groups of three
(and one group of four),
rewrite one part of scene two
into a modern movie script,
include stage directions.

15 minutes

Creating movie script

Browsing the room,


facilitating activity, keeping
students on task, answering
student questions

10 Minutes

Sharing movie scripts/


replying to presentations by
saying what the group

Critiquing movie scripts,


calling groups to present,

2 Minutes

changed from the original


story.

keeping class orderly.

Turning in movie scripts as


exit slips.

Collecting movie scripts.

Summary/Closure:
After sharing their movie scripts, students will turn in their scripts so that the teacher can
make sure each group member did their share.
Assessment:

Formal assessment:
o Entry Ticket
3 Participation points (if done correctly)
Informal assessment:
o Discussion about video vs. text
Ensure students have actually watched the video
Students should note differences in tone, pace, mood, or imagery.
o Movie scripts
Completion grade (5 points)
Ensure students are connecting how film and text about the same
story can still be different.

Homework/follow-up assignment:
None.
Accommodations/adaptations:
For Herbert Millner, our student with ADHD, he will be seated near the teachers desk.
During the activity, if Herbert gets distracted switch him to a group with on-task,
responsible students.
For Paten Vanderour student with speech impairment should not be required to
speak in front of the class, unless she wants to. Additionally, be sure to let her finish her
thoughts before attempting to correct her (if necessary), try not to interrupt mid-sentence.
For Lya Gross (our student with mild dyslexia), she will be provided an audiobook
version of Romeo and Juliet. Lya will also be placed in a group where she will not be
required to write anything unless she wants to (but she still must provide verbal support
for the group).

For Oliver Fore, who is our student with mild autism, be sure to provide the days agenda
on the whiteboard, structure will help him make smooth transitions. Oliver should also
be placed into the group of four, just for a little bit of extra support.
Since some students may not have the ability to access the Internet at home, hard copy
DVDs of the flipped lesson content will be provided.

Plan B:
If this activity concludes too quickly, have students journal on what other scenes from the
story they would want to see performed live and why. If students are struggling with the
lesson, do the group activity as a class.

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