The document outlines the daily objectives and activities for an English Language Learner class focusing on Shakespeare's Romeo and Juliet. The objectives are to compare a modern "Romeo and Juliet" story to the original, complete a character study and matching activity for Acts 3-4, and make inferences about what happens in Act 4 Scene 1 by discussing important details. Warm-up activities include reading about the real-life story and filling out a compare-contrast chart.

1. Wednesday August 3, 2011
Hubbs Center - ELL 7
Agenda and Objectives

2. Today’s objectives...
• We will read and discuss how a real life Romeo and
Juliet story is similar to and different from
Shakespeare’s Romeo and Juliet.
• We will do a "Who Said What?" match-up activity
between characters from Act 3 & Act 4 and lines they
spoke.
• We will read and discuss Act 4, Scenes 1 and 2
together.
• We will make inferences about what happens in Act
4, Scene 1.

3. Warm up:
Romeo and Juliet...in Miami?
• For our warm up activity, please read the
article “Missing ‘Romeo and Juliet’ Teens
Return Home”.
• While you are reading, think about how this
modern story is similar to and different from
Shakespeare’s Romeo and Juliet.
• Fill out the Compare-Contrast sheet on the
back of the article when you finish reading.
• We will discuss your comparisons of the two
articles and any questions you might have at
9:30 or so.

4. Shakespeare’s Miami’s
Romeo and Juliet Romeo and Juliet story
Different from the other Similar to the other Different from the other
story: story: story:

5. “Who Said What?”
• We will complete a Character Study handout to help us remember who did
and said what in Act 3.
• Then, we will do a matching activity between the names of characters from
Act 3 and Act 4 and the lines they spoke.
• You will get a card with either a character’s name or a line of dialogue from
Act 3 and Act 4.
• When I say go, mingle around the room to try to find the person whose card
matches yours.
• When you find your partner, sit down together and write down why you think
the quote on your card is important.
• Example: If my card says, “There is no world outside Verona. Everything I
love is here”, I should look for someone with a card that says “Romeo”.

6. Read and Discuss:
Act 4, Scenes 1 and 2
• Let’s continue to •Choose parts:
use the –Scene 1 (page 74):
summarizing •Friar
and synthesizing •Juliet
strategy to help •Stage Directions
us understand –Scene 2 (page 74):
•Stage Directions
what we are
•Capulet
reading. •2nd Servant
• What are the •Nurse
most important •Juliet
details? •Lady Capulet

7. Understanding Inferences
• What is a prediction?
– A guess that might be right or wrong. We
find out the correct answer.
• What is an inference?
– Logical ideas or an argument for
something using evidence and background
knowledge. There are no right or wrong
answers, and it’s not a guess.
http://conclusionsinferencing.blogspot.com/

8. How to make an inference:
• Ask yourself:
– “What do I already know about this topic?”
– “What would I see, hear, smell, feel, taste with this
topic?”
– “What else is happening in this situation that can
help me understand more than what these
words/this picture shows me?”
• Use clues from the words or pictures + your
own experiences = a logical conclusion or
idea.

9. http://www.slideshare.net/angelamaiers/making-inferences-presentation

10. http://4.bp.blogspot.com/_a1WqrZsEZxA/SvpWJf-2zxI/AAAAAAAACAY/eaHOCR-7Rsk/s320/sad+people.png
http://thesunnygirl.files.wordpress.com/2010/11/happypeople.jpg
Make inferences about these pictures...
http://courses.moodleshare.com/file.php/64/Images/reading_thinking.jpg
http://philmaharg.files.wordpress.com/2011/06/angry_people_at_work3.jpg
http://www.studyzone.org/testprep/ela4/o/j0092127.gif

11. Make inferences about R+J
• Let’s look at some of the important things that
happened in Act 4, Scenes 1 and 2.
• What happened?
• Why do you think this happened?
• What evidence or clues does the story give
that helped you make your inference?