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Class Critique - Romeo and Juliet

Last Updated: May-06-2010

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Developed By

  Laura Leyrer
Stacy Waterous

Lesson Title

  Class Critique - Romeo and Juliet

Length of Lesson

  2 class periods (150 minutes)

Lesson Unit

  Romeo and Juliet (Drama)






  Literature and Culture

Grade 2


Subject 2


Strand 2

  Reading, Listening, and Viewing

Michigan Content Expectations

  ELA3.2; ELA3.3


  Romeo and Juliet, Shakespeare, Drama, Acting, Video



Copies of Romeo and Juliet Text

Video version of Romeo and Juliet

Video Camera

Student provided props


Performance Rubrics





Students will read an act from Romeo and Juliet after which they will be assigned a scene.  They may choose groups of four or five to develop a dramatic recreation of their scene in modern style.  Students will have a class period to plan and rehearse.  Groups will be video taped as they perform. Teacher will assign a grade from 1-4 based on understanding and accuracy and effectiveness in their performance..  Fellow students will rate the performance using the same criteria from 1-4 using the clickers.  Individual group members will rate their group members' effectiveness.Teacher will record group grades after considering both his or her own grade and that of the overall class. After all students have performed, the videos will be played back as a continuous scene to help students improve their skills during this project at the end of the next act.


Big Idea(s)


choices and consequences, relationships, equality, responsibility.


Essential Questions


• Who am I and how do I find my place in the world?

• What influences gender roles in our society?

• What stereotypes exist in our world?

• What is equality? How can we work to achieve it?

• Why is it so difficult for people to stand up and do what is right?

• Do I have the courage to do what is right?

• Is it possible for one person to make a difference?


Learning Objectives


Students will interact with a classic text and understand the meanings, not only of the words, but of the themes of the plot.

Students will practice their public speaking skills in front of the class.

Students will display their learning in a unique and interesting manner.

Students will constructively critique with sensitivity to help others produce a better product in the future.


Summative Assessment


Students will produce a scene from Shakespeare's Romeo and Juliet in modern terms. Students must show understanding of the text, summarization of the plot, interpretation of the meaning, and confidence in displaying this knowledge through acting out the scene in front of a video camera.  Student assessment will be based on how well students do each of the above. Possibly offer a digital storyboard or podcast to those who could use a prop when public speaking.

Character maps - Helps students organize who's in the play and how they're related to each other.

Resource(s) available for this section

Lesson Opening



Students will view a video version of the act previous to the one they will be acting out to "bring them up to speed" and refresh their memories about the action to date.  A traditional depiction is available in the Olivia Hussey (1960s) version and an alternative interpretation in the DiCaprio (1990s) version.  (Depending on the result you'd like to see from your student, etiher can be used as the opener.)






Students will use each other to define and summarize text. 

Students will refer to the text as they prepare their scene.

Students will be required to complete the "Planning and Organization" worksheet to assist them in their progress.
Character maps - sociogram. Used to help them understand who’s who in the play
Student notes - guided notes
Option to listen to the scene on mp3 - one sentence summary on Lit 2 Go

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Check for Understanding


Teacher walks among the groups and takes notes of the level of engagement and accuracy of interpretation.  Major errors in understanding will be corrected at this time by redirection to a more accurate interpretation.






We will use checklists to be certain that students are on task.

If inaccuracies are found, teacher will focus students on the segment of text that is presenting a problem, then help each student reach the correct interpretation by asking leading questions.

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Check for Understanding (2)


Teacher and co-teacher will watch a "dress rehearsals" of the groups' presentation and make suggestions for clarity.


Extended Practice


Students may present their scene in front of the other individual groups before presenting to the class.




Students will watch as each group presents its assigned scene.  Comments and notes may be written down as the performance proceeds so peers may share constructive criticism at the end.  After each scene is complete, the whole group will evaluate the presenting group's effectiveness in presentation by answering a "clicker question."  The individual scene members will then take a "clicker assessment" to express evaluation of themselves and their peers.  Teacher takes whole group scores into consideration when giving the group grade and pro-rates each student's grade according to the score given to him or her by his or her peers.

*Example: The teacher, after considering whole group feedback, assigns a score of 25 of 30 points to the entire group's performance.  Student #2 in the group garners the highest score from his peers. He receives a score of 25.  Student #5's score comes in 2nd. His score will be 23 or 24 (depending on how much lower than the top score his score is) and so forth.

Once all performances are complete, the video can be "spliced" together and shown as a continuous Act. This serves as a teaching device to help all students peform better in their succeeding acts and as a record of the accomplishments of the class as a whole.