This lesson plan aims to teach students about William Shakespeare's play Romeo and Juliet through a series of interactive activities over 1-3 weeks. Students will first try to guess the play based on pictures and discuss its genre. They will then work in groups to fill in missing lines from passages in both original and modern English. Next, students will analyze the characters of Romeo and Juliet and act out the famous balcony scene. Finally, they will rewrite parts of the play or update it to modern times while keeping the core plot and events the same. The goal is to improve students' vocabulary, conversation skills, and understanding of comparing original and modern English.

1. By William Shakespeare
Presented by T.Tekinoglu

2. Target Language: English Language Level: intermediate
Target Ss: (ELL)Literature Classroom: 15/Turkish Ss
Novel: William Shakespeare Time: 45 minutes
Materials: Video, Blackboard, Pdf of Poem. Length: 1-3 weeks
 LINK TO PDF OF PLAY NEW AND
OLD ENGLISH
 http://nfs.sparknotes.com/ro
meojuliet/page_78.html

3. Aim: Ss, would be able to predict words which are missing in the
gaps, use & see the new vocabulary and the way it is used.
Compare Old English and New English. This is will improve their
use of words also the acting out part will improve their
conversation skills along will body language too.

4. Introduction to the drama;
Students are told what will happen in the lesson step–by-step.
First step will to guess the play by its title & its genre.
Second step is to look a dialogue which has lines missing.
Third step analysis of the characters
Fourth step students are asked to rewrite either of the characters lines
Fifth step students have to direct a play
FINALLY update the drama/play to 2015.

5. 1st step 2mins
Students are asked to look at a few pictures relating to the scene/s of
the drama and try to guess the genre and title of the play. The aim is
to awaken the interest and use it as an ice breaker for a smooth
transition to what is to follow.

6. 1st step continued – feed back 3mins
After analysing the pictures and trying to guess the genre and title also
what it could be about we will get a feed back.

7. 2ND step 8mins group work
A dialogue will be presented to each group one side will have the old
version(English) the other will have the New English lines but will an
extra catch the lines will be missing from either Romeo, Juliet or both
and students will have to try and guess or work out the lines by context
or by looking at the old version and try to use their cognitive group
discussion to try and solve the gaps.

8. JULIET
O, swear not by the moon, th' inconstant moon,
That monthly changes in her circle orb,
Lest that thy love prove likewise variable.
JULIET
Don’t swear by the moon. The moon is _____changing. Every month its
position in the ___ shifts. I don’t want you to turn out to be that
inconsistent too.
Continued>>
5mins

9. JULIET
What man art thou that, thus bescreened in night,
So stumblest on my counsel?
JULIET
Who are you? Why do you ___ in the darkness and listen to my private
thoughts?

10. JULIET
O Romeo, Romeo! Wherefore art thou Romeo?
Deny thy father and refuse thy name.
Or, if thou wilt not, be but sworn my love,
And I’ll no longer be a Capulet.
JULIET
(not knowing ROMEO hears her) Oh, Romeo, Romeo, why do you
______Romeo? Forget about your father and change ____ name. Or
else, if you won’t change your name, just swear you love me and I’ll
stop being a Capulet.

11. ROMEO
(aside) She speaks.
O, speak again, bright angel! For thou art
As glorious to this night, being o'er my head,
As is a wingèd messenger of heaven
Unto the white, upturnèd, wondering eyes
Of mortals that fall back to gaze on him
When he bestrides the lazy-puffing clouds
And sails upon the bosom of the air.
ROMEO
(to himself) She speaks. Oh, speak again, bright angel. You are as
glorious as an angel tonight. You shine above me, like a _____
messenger from heaven who makes mortal ___ fall on their backs to
look up at the __. watching the angel walking on the clouds and ____
on the air.

12. ROMEO
O, wilt thou leave me so unsatisfied?
ROMEO
Oh, _______ to leave me so unsatisfied?

13. ROMEO
Th' exchange of thy love’s faithful vow for mine.
ROMEO
I would be satisfied if we made each other true promises of love.

14. 3rd step analysis of the characters 3mins
How is Romeo presented? What is it that makes Romeo ,Romeo?
Brave , “macho”...?
Selfless?
Sensual, sexual?
Determined to marry Juliet?
Very poetic?
Lovable?
Charming?
Silly?
Funny?
Hansom?
Dreamer?

15. 2nd step continued...
Students have to try and find out if he is any of these by reading to
what and the way he conveys his love for Juliet

16. How is Juliet Presented?
Very troubled by family feuds?
Worried about Romeo’s Safety/life?
Does she think Romeo would think she is easily wooed?
Is she more playful & imaginative than Romeo?
Does she think they are moving at a good pace or fast with Romeo?
What is that makes her different from Romeo’s character to love and
the situation over all.

17. Students are asked to consider the next step, the stage layout,
costumes, gestures, body language, lighting ,stance(appearance on
stage), the characters and how they would of been. E.g. When one
reads a book the characters begin to come alive and you have concept
an idea of who , what and how they may look like using this to perform
either character on stage.
6 mins

18. Students are now asked to act the balcony scene according to the set
they have made this is done in groups.
There may be students who maybe shy, timid, unwilling ,but this will
be over come by help and encouragement by telling them that there is
a play and then words are on paper all you have to do is read and do
your best.
15 mins

19. Finally 4mins
Students will rewrite the play by changing the words but not the
meaning, or the play so it isn’t anything different from the genre or
they have a choice of updating the costumes and buildings and setting
but still staying loyal to the plot and events. E.g. Romeo coming alive
in 2015 along with Juliet, this will be a pair and group work as choirs
will be divided among students in the group.