Lesson Plan 3
Romeo and Juliet Group Roles/Expectations Provided to Each Group
Lesson Reflection
This was the first interaction the students had with Elizabethan language after the Prologue. The premise of the assignment was to incorporate cooperative learning in a collaborative group activity. More scaffolding was needed in this activity as not all students understood their role. Each student needed to be responsible for a writing component and each student needed to participate in the reading. Roles 3-5 allowed for students to feel like they were not required to read and did not have to follow along during the reading. Additionally, students in Roles 1-2 suggested that they were not required to write or paraphrase the Acts. Chunking and scaffolding would have helped provided clarify and understanding in this activity. Students who worked collaboratively were more successful than others who struggled understanding their roles. This activity would have been more affective by frontloading information and directions at the beginning.