Digital Leading and Learning

Digital Tool- Twitter in the Classroom

In the lesson plan below, I have formatted a set of objectives and instructions for students to use Twitter in the classroom to help bring a classic, Romeo and Juliet, to life in this digital era.The lesson is included, and please feel free to check here for the actual Twitter account I created as an example for my students.


Students will be able to:

  • Identify important characters and their thoughts, feelings, and behaviors from the play Romeo and Juliet
  • Analyze multiple characters’ thoughts, feelings, and behaviors
  • Engage in modernizing the play and its themes to help promote relevancy of the play and themes.


L.F.2.3.4:  Explain, interpret, compare, describe, analyze, and/or evaluate theme in a variety of fiction

L.F.2.3.3:  Explain, interpret, compare, describe, analyze, and/or evaluate plot in a variety of fiction

L.F.2.3.1:  Explain, interpret, compare, describe, analyze, and/or evaluate character in a variety of fiction


Students find it difficult to connect to Shakespeare and his plays; they seem outdated, they are difficult and confusing, and student cannot see the relevancy to their lives. This lesson helps to bring the characters and themes from the play Romeo and Juliet to contemporary times. This is a formative assessment because students will be Tweeting throughout the play- I will have access to their accounts (because I will be “following them on Twitter!) and I will be able to gauge their understanding of the play, its characters, and Shakespeare’s purpose. Students will also be allowed to follow each other’s accounts to allow for collaboration and communication.

Overview of Lesson:

Students will choose one character to focus on; they will then decide which three events from each act (there are five acts total) are the most significant or enlightening event for that particular character. Then, they will create an actual Twitter account to post the characters’ thoughts and reactions to said events. They must integrate the text such that they will have to post the citation from where the event takes place, and they will also have to decipher when the event actually takes place (between Sunday morning and Thursday night/Friday morning). Then, the rest is up to them. They may speak in modern day English, and they are required to use creative hashtags (at least three per post) to help display the situation and its significance, as well as to provide insight into the characters’ personality. To aid them in their analysis, they must also include Tweets from other characters, and this will help them explore the relationships from one character to another, which is a major piece of the play. When creating the Twitter account, students must incorporate profile pictures and pictures from each event. At the end of the assignment, students must hand in a separate Works Cited page for the play citations as well as any images taken from any website.


Example Twitter account (Teacher-created):


Name: _____________________________ Date: ___________Period: ______________

In order to begin to think about analyzing characters’ decisions and Shakespeare’s purpose, you must be able to understand exactly what happens in the play.

Create a Twitter feed in pairs or groups of three. It must be very specific and include all of the important events.

Minimum requirements:

-Events must display which day of the week the event occurs on

– Must be in chronological order

– Must have at least 3 events from each act

– Each event must have the following:

1) Event title

2) Picture

3) Caption about event

4) Labeled with day/time of day (morning, afternoon, evening, night)

5) Must be from the perspective of ONE character, but must include Tweets from

at least 3 characters.

6) Citation from where the event takes place



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