Romeo & Juliet
Grade Level: 9
Subject: Literature & Composition
Overview: Through thoughtful and disciplined dialogue, students will present clear and
cohesive arguments in response to three key questions tied to William Shakespeare’s
“The Tragedy of Romeo and Julie”. Their deepened understanding of the events of the
play and their ability to apply their knowledge will lend itself to a Socratic Seminar
discussion format. Students will analyze their preparatory materials, including quotes
from the play, in order to evaluate the tragic ending of the text.
Apply Socratic Seminar procedural knowledge to a new topic.
Recall specific roles played by characters from the play.
Analyze the level of responsibility of characters.
Critique characters’ responsibilities through developing a hierarchical diagram.
Evaluate others’ comments and use evidence to support these responses.
Using metacognition to guide responses and discover one’s own values.
“Elements of Literature” text
Socratic Seminar preparatory packet—completed
Candy (for discussion chips)
Ball, or other object, to designate speaker
Smartboard, projector, computer (if available) or television and computer
Traditional, written tests
Desks must be arranged in a circular form
Teacher spot-checks for completion of Socratic Seminar preparatory packet (students
with incomplete packets will not participate in the Seminar and will instead take a written
1. Review of rules/guidelines for a Socratic Seminar (1.3)—3 min.
2. Teacher asks the first question (located in preparatory packet) and students lead the
discussion, taking turns to speak; share materials from packet as supportive
statements (1.3, 2.5)—approx. 15 min.
3. Proceed with second question (10.1)—approx. 15 min.
4. Proceed with third question (10.1)—approx. 15 min.
5. Ask for additional comments.
Students’ grades will be determined based on their quantity and quality of responses to
the three prompt questions—both in the preparatory packet and oral responses.
Preparatory packet= ______ / 35 points
Participation in Socratic Seminar= ______ / 35 points
Grading of participation:
The list below is a guideline for how you will be graded. These grades are
subject to change dependent on the quality of comments that a student
A: a minimum of three comments that include the use of quotations from
B: two comments that include the use of quotations from the play OR
three comments that include no textual support
C: two comments without textual support from the play
D: one comment
F: no participation
Michigan Content Standards and Draft Benchmarks
1.3—Meaning and Communication—Selectively employ the most effective strategies to
construct meaning, such as generating questions, scanning, analyzing, and evaluating for
specific information…and deciding how to represent content through clustering,
1.5—Meaning and Communication—Employ the most effective strategies to construct
meaning while reading, listening to, viewing, or creating texts. Examples include
generating focus questions; deciding how to represent content through analyzing,
clustering, and mapping.
9.3—Depth of Understanding—Develop and extend a thesis by analyzing differing
perspectives and resolving inconsistencies in logic in order to support a position.
10.1—Ideas in Action—Use themes and central ideas in literature to generate solutions to
problems and formulate perspectives on issues in their own lives.