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.
2. Todayâs objectives...
⢠We will read and discuss how a real life Romeo and
Juliet story is similar to and different from
Shakespeareâs 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 âMissing âRomeo and Julietâ Teens
Return Homeâ.
⢠While you are reading, think about how this
modern story is similar to and different from
Shakespeareâs 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. Shakespeareâs Miamiâs
Romeo and Juliet Romeo and Juliet story
Different from the other Similar to the other Different from the other
story: story: story:
5. âWho Said What?â
⢠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 characterâs 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, âThere is no world outside Verona. Everything I
love is hereâ, I should look for someone with a card that says âRomeoâ.
6. Read and Discuss:
Act 4, Scenes 1 and 2
⢠Letâs continue to â˘Choose parts:
use the âScene 1 (page 74):
summarizing â˘Friar
and synthesizing â˘Juliet
strategy to help â˘Stage Directions
us understand âScene 2 (page 74):
â˘Stage Directions
what we are
â˘Capulet
reading. â˘2nd Servant
⢠What are the â˘Nurse
most important â˘Juliet
details? â˘Lady Capulet
7. Understanding Inferences
⢠What is a prediction?
â A guess that might be right or wrong. We
find out the correct answer.
⢠What is an inference?
â Logical ideas or an argument for
something using evidence and background
knowledge. There are no right or wrong
answers, and itâs not a guess.
http://conclusionsinferencing.blogspot.com/
8. How to make an inference:
⢠Ask yourself:
â âWhat do I already know about this topic?â
â âWhat would I see, hear, smell, feel, taste with this
topic?â
â âWhat else is happening in this situation that can
help me understand more than what these
words/this picture shows me?â
⢠Use clues from the words or pictures + your
own experiences = a logical conclusion or
idea.
11. Make inferences about R+J
⢠Letâs 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?