Note: This lesson plan was developed with the help of ChatGPT.

Lesson title: Introducing "Romeo and Juliet" (60 minutes)

Learners: 14-15 year-olds, intermediate level at a language institute

Objectives

By the end of this lesson, Ss will be able to

• Identify and name central concepts of the play, such as main characters, core conflict and resolution.

• Express their opinion of the first scene using previously-known adjectives.

Warm-Up (5 minutes)

T will greet the Ss while setting up computer and projector, ask them how they are feeling and tell them to "get ready to read a classic!"

Pre-Task (15 minutes)

T will show the following three paintings related to Romeo and Juliet on the projector.

T will ask Ss to predict what we will be reading, pointing to specific details in the paintings and asking Ss to identify them (a couple, a fight, the Nurse, etc).  Once Ss guess it is Romeo and Juliet, T will ask Ss if they are familiar with the author and the play or have read it in Spanish, and what their preconcieved notions of it are. We will discuss the concept of "star-crossed lovers" and T ask Ss if they come up with modern cases that they relate this idea to.

Task (30 minutes)

T will share a reading guide (generated by NotebookLM) and ask the Ss to pay specific attention to these questions while reading. The reading guide will be projected for everyone (divided into slides by topic) but a QR code will also be provided so Ss can choose to access it on their own devices if it helps them. We will first watch a video of a live performance of the first scene (taken from a full-show performance) with subtitles. T will play the video one time all the way through so Ss can get an initial idea. The second time T will pause every few minutes to make sure that everyone is following along. We will then collaborately answer the questions on the following reading guide (which also includes a glossary), going back to the video as needed.

Romeo and Juliet Act 1 Scene 1 - Guiding questions

I. The Public Conflict: Brawl in the Street

1) Who are Sampson and Gregory, and what house do they belong to?

Think about: What is their initial attitude or goal at the very start of the scene?

2) How do Sampson and Gregory attempt to provoke Abram and another servingman from the rival house without explicitly breaking the law?

Focus on: Sampson's actions and words, particularly the gesture he describes.

3) Identify Benvolio and Tybalt. What does each character do when they enter the fight? What does this reveal about their personalities or intentions? [lines 65, 79-87]

Consider: Benvolio's lines, like "Part, fools, / Put up your swords; you know not what you do" [lines 65-66], versus Tybalt's "Peace? I hate the word, / As I hate hell, all Montagues, and thee" [lines 79-80].

II. The Prince's Intervention and Decree

1.) Why does Prince Escalus arrive on the scene? What does he tell the fighting families (Capulets and Montagues) about their repeated street brawls?

Look for: The Prince's strong condemnations of their "pernicious rage" [line 98].

2) What is the Prince's ultimate threat if the two families disturb the peace again? [lines 105-111]

Pay attention to: The severity of the punishment he declares.

III. Romeo's Introduction and Melancholy

1) After the brawl, how does Benvolio describe Romeo's recent behavior and mood to Lady Montague? [lines 122-124, 132-133]

Focus on: What Benvolio observes about Romeo's habits and disposition.

2) When Romeo enters, what is the source of his sadness? What literary device does he use when he describes his feelings with contradictory terms like "O brawling love, O loving hate" [line 182]?

Think about: What does this reveal about his current state of mind and understanding of love?

3) Who is Rosaline, and what is Romeo's specific complaint about her? [lines 212-218]

Consider: How does her decision impact Romeo?

IV. Glossary

"Colliers" [line 31]: Sampson mentions them in his boastful dialogue.

"Bite my thumb" [line 43]: A specific gesture Sampson makes.

"Pernicious" [line 98]: Used by Prince Escalus to describe the rage.

"Humour" [line 133]: Benvolio uses this term when discussing Romeo's state.

"Chaste" [line 211]: Romeo uses this to describe Rosaline's choice.

V. Deeper Understanding and Discussion

1) How effectively does Act 1, Scene 1, immediately establish the central themes of love and conflict in the play?

Think about: The contrast between the violent street brawl and Romeo's discussion of love.

2) Based on their actions and words in this scene, what potential roles do Benvolio and Tybalt seem poised to play in the ongoing feud as the play progresses?

Consider: One is a peacemaker, and the other is an instigator.

T will instruct the Ss to take down notes as we answer each question, announcing that these notes will later need to be put together as an individual marked assigment to be done as homework for next class (so they are motivated to pay attention).

Post-Task and Closure (10 minutes)

T and Ss will have a whole-class discussion about whether they have enjoyed delving into the play, their opinions on the first scene and what aspect of the play they are looking forward to (the love story, the violence, the Shakespearean language, the message, etc).