Virtual Field Trip Lesson Plan

Project #5:  Virtual Field Trip Lesson Plan

 “A Virtual Field Trip to fair Verona where we lay our scene”

Content area: English 1

Grade level: 9^th Grade

Lesson Length: 1-hour period

Education standards or framework addressed:

CCSS.ELA-Literacy.W.9-10.2a Introduce a topic or thesis statement; organize complex ideas, concepts, and information to make important connections and distinctions.

CCSS.ELA-Literacy.W.9-10.7 Conduct short as well as more sustained research projects to answer a question or solve a problem; narrow or broaden the inquiry when appropriate.

Content background:

Students will participate in this virtual field trip after they have read Acts 1 and 2 of Shakespeare’s Romeo and Juliet.

Purpose:

With this activity I hope students will grasp that while Romeo has scenes outside the home with his friends (such as the very first scene), Juliet's scenes without Romeo are all confined to her home. This shows the difference in their two worlds from the start. When Romeo comes to her balcony, their two settings collide. Romeo is outside, Juliet inside, but their worlds are beginning to intersect.

The intersection of the two rival families is what the entire play hinges on, as it is the family rivalries which ultimately lead to Romeo's and Juliet's deaths. Another interesting setting is Friar Lawrence's cell which is a place for all parties to come together in a neutral setting and speak freely. It is where Romeo and Juliet’s plans are devised in secret from both of their respective worlds. 

Objectives:

Students will be able to:

o   Conduct a short Virtual Field Trip to answer a predetermined research question.

o   Introduce a thesis statement and organize complex ideas.

Materials:

o   Virtual Field Trip Website: http://booksinthetub.blogspot.com/p/start-here.html

o   A class set of laptops/tablets

Procedures:

1.     Students choose one of the two questions for Assessment to research while on the Virtual Field Trip

o   How does Shakespeare use setting to enhance his storytelling?

o   What do the differences in Romeo’s settings versus Juliet’s settings in Romeo and Juliet tell us about gender roles in Shakespeare’s time period (1589-1613)?

2.     Students visit the Virtual Field Trip site: http://booksinthetub.blogspot.com/p/start-here.html

3.     Students read and interact with the pages contained on the site making notes as to their answers to at least 3 of the questions listed in Red on specific pages.

4.     Students may also take time to explore the links to Google Earth, Google Maps, and the 360 degree panorama of Juliet’s tomb.

Post-Virtual Experience:

5.     Class discusses the Red reflection questions as seen on the field trip:

• Why do you think so many of Romeo's scenes take place outside? What do you think this says about him?

• Romeo bridges the two worlds (of Romeo's and Juliet's) by crashing the Capulet party! What are some CLUES Shakespeare has hidden in his play to let us know this is a BIG DEAL?

• Notice in the balcony scene how Juliet is INSIDE and Romeo is OUTSIDE. What might that say about the differences of men's and women's roles in Shakespeare's time period?

• Why do you think the church is a setting for scenes for BOTH Romeo and Juliet? What could this place represent?

• What thoughts come into your mind when viewing Juliet’s tomb? 

6.     Assessment (see below)

Assessment:

After the Virtual Experience, students will choose one of the following questions to answer in paragraph format (focusing on meeting the requirements for standard W10.2a: Introduce a topic or thesis statement; organize complex ideas, concepts, and information to make important connections and distinctions.)

1.     How does Shakespeare use setting to enhance his storytelling?

2.     What do the differences in Romeo’s settings versus Juliet’s settings in Romeo and Juliet tell us about gender roles in Shakespeare’s time period (1589-1613)?