Do you need for powerful lessons to make Romeo and Juliet relevant to your students?
If you want to teach a successful unit on Shakespeare’s classic play, it is essential that your students make connections to the ideas and issues that matter to them.
This unit focuses on many of the most important themes of the play: teens, gangs, violence, death, and revenge.
Get your students writing, discussing, analyzing, and working through the most important and challenging essential questions of Romeo and Juliet
with these powerful and complete lesson plans. As they explore sources that range from a 17th century essay to a compelling TED Talk, from a jazzy poem to a powerful article in The New York Times, from an iconic poem of the 20th century to popular music from 2017, and from a photographic essay from 1948 to recently published non-fiction and opinion pieces, students will deepen and broaden their own ideas about these important issues.
When you teach Romeo and Juliet with these activities you will:
• help your students make connections between Shakespeare’s play and other times and places
by analyzing multiple genres and art forms
• conquer your students’ writers block with engaging and relevant writing prompts
• have multiple options for ready-to-go activities for when you need to fill a little extra time
• bring your students’ critical thinking, writing, and close reading skills to the next level
with ready-to-go lessons on rigorous poetry and nonfiction
• push your classes to question their assumptions about violence, gangs, and street culture by engaging them with contemporary nonfiction
• teach fun, low-key classes while still fulfilling common core requirements
• watch your classes explore, enjoy, and analyze photography, poetry, nonfiction, and radio journalism
• give your students scaffolding to work through challenging texts
by utilizing the proven questions and graphic organizers included here
• quickly and easily grade your assessments by using the rubrics provided
In all, there is enough here for two weeks of rigorous, engaging, and fun lessons.
***The following resources are included in this bundle, all at a discount when you buy them together***
Gangs, Teens, & Youth Violence: A Thematic Unit | Informational Text | TED Talk (normally priced at $7.97). You can view the full-priced version of this resource by clicking here
Shakespeare Activity: Revenge | Visual Art | Nonfiction | Romeo & Juliet, Hamlet (normally priced at $4.97) You can view the full-priced version of this resource by clicking here
"We Real Cool" Gwendolyn Brooks & Popular Music | Analyzing Unintended Messages (normally priced at $2.97) You can view the full-priced version of this resource by clicking here
Texts Included in This Resource:
“Rules to Live By” a radio story excerpted from This American Life’s show on Harper High School in Chicago, 2016
“We Real Cool,” a poem by Gwendolyn Brooks, 1959
“Harlem (A Dream Deferred)” a poem by Langston Hughes, 1951
“Harlem Gang Leader” a photo essay by Gordon Parks, 1948
“Judith and Holofernes” a painting by Artemisia Gentileschi, completed between 1614–20
“Of Revenge” an essay by Francis Bacon, 1625
“Bored, Broke and Armed: Clues to Chicago’s Gang Violence” an article by John Eligon, published in The New York Times, 2016
“How We Cut Youth Violence in Boston by 79 Percent” a TED Talk by Jeffrey Brown, 2015
“There's Another Solution To Gang Violence” an opinion piece by Don Williamson, published in The Seattle Times, 1990
“We Are Reclaiming Chicago One Corner at a Time” an opinion piece by Tamar Manasseh, published in The New York Times, 2017
“Editorial: A Chicago alderman finally speaks truth to gang violence” an opinion piece by Editorial Board, published in The Chicago Tribune, 2017
“The Wrong Way to Fight Gangs” an opinion piece by Lauren Markham published in The New York Times, 2017
not included in any of the individual resources: a suggested schedule, a graphic organizer for a synthesis essay, a guide to freewrites, and a guide to teaching with interactive notebooks.
There are no lectures or power points here—students will do the work themselves, with guidance from you.
Rather than telling them what the texts mean, you will empower your students with the confidence and skills to tackle these challenges on their own.