This SDAIE strategy uses a mystery character activity to engage 9th and 10th grade English students in analyzing how character interactions affect the plot in Romeo and Juliet. Students each get a character name card taped to their back and must ask yes/no questions of their peers to determine their character's identity. This gets students actively discussing the characters and story events. After identifying their character, students write a paragraph analyzing how their character's interactions with another character impacted the plot. The goal is for students to critically think about how relationships influence a character and story's development.

1. SDAIE “INTO” StrategySDAIE “INTO” Strategy
“Bridging Social Boundaries”“Bridging Social Boundaries”
Romeo & JulietRomeo & Juliet
Sara KrohnSara Krohn
EDSU 530EDSU 530
Summer Session 1Summer Session 1

2. IntroductionIntroduction
 Content AreaContent Area
• English Language ArtsEnglish Language Arts
 Grade LevelGrade Level
• 99thth
& 10& 10thth
 TopicTopic
• Analyzing how character interactions affect a storyAnalyzing how character interactions affect a story
plotplot
 GoalGoal
• To engage students in critical thinking and analysis ofTo engage students in critical thinking and analysis of
the effects that character interactions have on thethe effects that character interactions have on the
development of a character and the plot of the story.development of a character and the plot of the story.

3. Common Core Content StandardsCommon Core Content Standards
 Reading Standard for Literature:Reading Standard for Literature:
1.1. Analyze how complex characters (e.g., those withAnalyze how complex characters (e.g., those with
multiple or conflicting motivations) develop over themultiple or conflicting motivations) develop over the
course of a text, interact with other characters, andcourse of a text, interact with other characters, and
advance the plot or develop the theme.advance the plot or develop the theme.
 Speaking and Listening Standard:Speaking and Listening Standard:
1.1. Initiate and participate effectively in a range ofInitiate and participate effectively in a range of
collaborative discussions (one-on-one, in groups,collaborative discussions (one-on-one, in groups,
and teacher-led) with diverse partners on grade 9and teacher-led) with diverse partners on grade 9
topics, texts, and issues, building on others’ ideastopics, texts, and issues, building on others’ ideas
and expressing their own clearly and persuasively.and expressing their own clearly and persuasively.

4. English Language Development StandardsEnglish Language Development Standards
 Listening and SpeakingListening and Speaking
• Organization and Delivery of Oral CommunicationOrganization and Delivery of Oral Communication
• Level: AdvancedLevel: Advanced
• Grades 9Grades 9thth
-12-12thth
• Negotiate and initiate conversations by questioning,Negotiate and initiate conversations by questioning,
restating, soliciting information, and paraphrasing therestating, soliciting information, and paraphrasing the
communication of others.communication of others.

5. Student Learning & Language ObjectivesStudent Learning & Language Objectives
 Learning ObjectiveLearning Objective
• Using evidence from the text, students will be able toUsing evidence from the text, students will be able to
analyze how character interactions in Romeo & Julietanalyze how character interactions in Romeo & Juliet
affect character development and develop the plot.affect character development and develop the plot.
 Language ObjectiveLanguage Objective
• Identify and describe the main ideas and characters inIdentify and describe the main ideas and characters in
a text to demonstrate comprehension.a text to demonstrate comprehension.

6. DiscussionDiscussion
 Before beginning the Mystery CharacterBefore beginning the Mystery Character
activity, we will discuss as a class:activity, we will discuss as a class:
• In what ways do we interact with peopleIn what ways do we interact with people
everyday?everyday?
• How can those interactions affect the day?How can those interactions affect the day?
• How can interactions affect people long-term?How can interactions affect people long-term?
• How can your relationship or interactions withHow can your relationship or interactions with
someone change you as a person?someone change you as a person?
• How does this apply to our readingHow does this apply to our reading
of Romeo and Juliet?of Romeo and Juliet?

7. Strategy DescriptionStrategy Description
 You will need:You will need:
• Character Note CardsCharacter Note Cards
• TapeTape
 ““INTO” StrategyINTO” Strategy
• Mystery Character ActivityMystery Character Activity
 As students walk into class, the teacher will tape a note card ontoAs students walk into class, the teacher will tape a note card onto
their back that reads the name of a character.their back that reads the name of a character.
 We will begin the activity by having a quick discussion aboutWe will begin the activity by having a quick discussion about
character interactions and their role in the plot.character interactions and their role in the plot.
 Students will ask yes/no questions to figure out their identity. TheseStudents will ask yes/no questions to figure out their identity. These
questions should involve story events, character interactions, andquestions should involve story events, character interactions, and
development.development.
 Students will circulate the room asking each of their peers oneStudents will circulate the room asking each of their peers one
yes/no question until they are able to identify their character.yes/no question until they are able to identify their character.
Juliet

8. Mystery Character ActivityMystery Character Activity
 Students each get a name card taped to the back of theirStudents each get a name card taped to the back of their
shirtshirt
 Students will walk around the room and can ask eachStudents will walk around the room and can ask each
student only one question at a time until their Mysterystudent only one question at a time until their Mystery
Character is identified.Character is identified.
• Must ask at least five questions before first guessing their identity.Must ask at least five questions before first guessing their identity.
• To guess identity, students must submit their guess to the teacher.To guess identity, students must submit their guess to the teacher.
 Students ask questions about the events their characterStudents ask questions about the events their character
may have been involved in, who they interacted with,may have been involved in, who they interacted with,
and how they developed throughout the story.and how they developed throughout the story.
Tybalt

9. Anchor ActivityAnchor Activity
 After each student guesses theirAfter each student guesses their
character, they will sit at their desk andcharacter, they will sit at their desk and
write a short journal entry (1 paragraph)write a short journal entry (1 paragraph)
answering the followinganswering the following
question:question:
• How did your character’sHow did your character’s
interactions with oneinteractions with one
other character (chooseother character (choose
one) affect the plot?one) affect the plot?
How do you know?How do you know?

10. Key Cognitive SkillsKey Cognitive Skills
 The key cognitive skills addressed by this strategy are:The key cognitive skills addressed by this strategy are:
• Listening: Students will need to listen and respond appropriatelyListening: Students will need to listen and respond appropriately
to the answers their peers give them during the activity. Studentsto the answers their peers give them during the activity. Students
will also need to listen and engage in discussion before thewill also need to listen and engage in discussion before the
activity to bridge their way into the day’s lesson.activity to bridge their way into the day’s lesson.
• Speaking: Asking key questions will give students the upperSpeaking: Asking key questions will give students the upper
hand in identifying their mystery character.hand in identifying their mystery character.
• Reading: Comprehension of previous readings is necessary forReading: Comprehension of previous readings is necessary for
students to participate in this “INTO” activity. Applyingstudents to participate in this “INTO” activity. Applying
knowledge of the reading will make asking the right questions anknowledge of the reading will make asking the right questions an
easier task.easier task.
• Kinesthetic: This activity gets students collaborating with theirKinesthetic: This activity gets students collaborating with their
peers as they walk around the room and “hunt” for the answerspeers as they walk around the room and “hunt” for the answers
to their identity. Students are actively searching for answersto their identity. Students are actively searching for answers
during the Mystery Character activity.during the Mystery Character activity.

11. Strategy RationaleStrategy Rationale
 Students, having already read the script and seen the movie ofStudents, having already read the script and seen the movie of
Romeo & Juliet, will play a game in which each student has aRomeo & Juliet, will play a game in which each student has a
different character taped to their back. Students will circulate thedifferent character taped to their back. Students will circulate the
room and ask their peers YES/NO questions to try to discover theirroom and ask their peers YES/NO questions to try to discover their
identity. Students will be given hints to ask about their personality,identity. Students will be given hints to ask about their personality,
what they did in the story, who they interacted with, etc. Not only iswhat they did in the story, who they interacted with, etc. Not only is
this a review game, but it is a game that will introduce students tothis a review game, but it is a game that will introduce students to
the lesson by getting them to think about characterization andthe lesson by getting them to think about characterization and
details about individual characters. This game also elicits an initialdetails about individual characters. This game also elicits an initial
understanding of how interactions affect future events. The way inunderstanding of how interactions affect future events. The way in
which students interact with their peers to find their identity canwhich students interact with their peers to find their identity can
affect how quickly or effectively they figure out who they are. Theseaffect how quickly or effectively they figure out who they are. These
thinking skills will be necessary for the lesson as students need tothinking skills will be necessary for the lesson as students need to
think about character traits and actions that contribute to characterthink about character traits and actions that contribute to character
interactions. Also, these skills will be necessary for thinking aboutinteractions. Also, these skills will be necessary for thinking about
how those same traits and actions may be contribute to a realistichow those same traits and actions may be contribute to a realistic
but creative change in plot if alternative character interactions hadbut creative change in plot if alternative character interactions had
taken place.taken place.

12. Application to the ClassroomApplication to the Classroom
 Students have bridged their prior knowledge to the newStudents have bridged their prior knowledge to the new
lesson to be able to use critical thinking and analyticallesson to be able to use critical thinking and analytical
skills.skills.
 Students have begun thinking about how characterStudents have begun thinking about how character
interactions affect character and plot development.interactions affect character and plot development.
 Students have worked with their peers to increaseStudents have worked with their peers to increase
collaboration and team work skills that will be necessarycollaboration and team work skills that will be necessary
for the remainder of the lesson.for the remainder of the lesson.
 Students have been involved in aStudents have been involved in a
kinesthetic learning experience inkinesthetic learning experience in
which students actively acquirewhich students actively acquire
knowledge through a questionknowledge through a question
and response activity.and response activity.