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Lesson Plan Thursday, February 28th: English 202, 3rd and 7th hour

Lesson Objective/s: Students will continue to get used to Shakespearean language, and will gain an appreciation for the literary devices he uses. They will begin to see the larger themes and significance of the work, while understanding the individual scenes specific details. State Standard/s: CC.9-10.SL.1.c Comprehension and Collaboration: Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. CC.9-10.SL.1.d Comprehension and Collaboration: Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented. CC.9-10.R.L.6 Craft and Structure: Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature. CC.9-10.L.5.a Vocabulary Acquisition and Use: Interpret figures of speech (e.g., satire, sarcasm) in context and analyze their role in the text. CC.9-10.L.5 Vocabulary Acquisition and Use: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. ELD Standard/s: Reading, writing, understanding literary devices, making predictions, and analyzing themes. Formative Assessment/s: Students comprehension will be monitored through discussion and through their Anticipation Guide responses and the language activities in the packet. Summative Assessment/s: Students will be asked to pick out literary devices and other unique elements of Shakespeares writing as we read the play. They will do this on page 10 of the Act 1 packet together as a class, but eventually they will be tested on this individually. Instructor: __________Alexandra Bell__________________ Topic: ________A Midsummer Nights Dream___________ Subject: ____English_______ Check box if part of a larger unit: _X_ Where does the lesson fit in: Begin _X_ Middle __ End __ Duration of Lesson: ________50 minutes___________ Grade__10___ Other adult involved in instruction: (Check appropriate) Paraeducator ____ co-teacher_______ volunteer _____

Understanding Your Learners through contextual details (ELLs & ELD levels, IEP/IDP, 504, GATE, Gender, Ethnicity)

In a snapshot narrative paragraph, describe the context of the instructional group. Describe major areas such as cultural, family structures, ELL levels. SES, etc.? What are the most important details that may inform your instruction and support your learners?

3rd hour has 6 students 5 girls and 1 boy - and 7th hour has 7 students 5 girls and 2 boys. Most students have grown up in Paxton or a surrounding town. All of the students in both classes are white. There are no students with a 504 plan or IEP. The socioeconomic statuses of the students are mixed, along with their family structures. The school-wide low income level is 26%. As a school in 2012, 53% of students met or exceeded the subjects on the PSAE. The school has not made Adequate Yearly Progress.

LESSON PLAN & PROCEDURES


Lesson Elements
Lesson Introduction (connect & build background knowledge) Identify Formative Assessment as it occurs in the lesson Time What are the students doing? What is other adult doing? Check for Understanding Materials

1. Play Mendelssohns A Midsummer Nights Dream Overture as students walk into class. (music: http://www.youtube.com/watch?v=SUDvZaMl4RU, iTunes, or from the library) 2. Put up the Vitamin on the projector. 3. Take attendance. 4. Give students the trivia question. 5. Go over the Vitamin. 1. Play English is Cuh-ray-z and talk about language as a whole how often it changes, how impactful slang can be, and yet how similar our language has been over time as well! We think Shakespearean language is weird, but they would think OURS was! Then again, we would all be able to communicate and understand each other (for the most part)! 2. Go over Shakespearean language, first with the information in the Act 1 packet (pages 6 and 7). 3. Next, move on to the Language PPT. Have students take notes on the bottom of page 8 and top of page 9 in their packets for Act 1. 4. Go over the Language activity on page 7 and let them know that

5 mins

Coming into class and beginning to write down the Vitamin and answer the trivia question.

Observing

Music Vitamin Trivia Question

Lesson Body Direct Instruction

20 mins

Students will be discussing language, collaboratively reading about Shakespeares language from the packet, and listening to a short description of literary devices used in

Observing

Music Act 1 Packet Language PPT

Guided Practice

they should bring a rough draft to Fridays class. 1. Facilitate a short discussion summarizing Scene 1 and discussing the Anticipation Guide from Wednesday. 2. Have students turn to page 3 in their Act 1 packets and brainstorm and make predictions about the themes and plotlines of Midsummer, now that they have read Act 1, Scene 1. Ask them to pull out a quote from Scene 1 that supports their predictions and analysis. 3. Ask for students to pose any questions they wrote down on the 7 Strategies worksheet about Scene 1, or contribute their predictions and analysis. 2. Begin reading Act 1, Scene 2 as a group. Assign roles or let students volunteer. Stop at various points in the reading to ask reading comprehension questions. 1. If there is any time left, let students work with a partner to discuss the scene with a partner. They should try to fill out the appropriate parts of the character map sheets with the new information gathered. If there is no time, we will do this Friday. 1. Have students complete a rough draft of the Midsummer language activity for homework. They should also finish Scene 2 if we did not finish it in class.

2025 mins

Independent Practice

0-5 mins

Lesson Closing

the play. Students will be elaborating on their Anticipation Guide responses and what they have already learned from Scene 1 that relates to those questions. They will then read Scene 2 as a group. Discussing the scene and filling out the character map handout. Students will be completing a short dialogue in Shakespearean language.

Observing

Act 1 Packet Midsummer

Observing

Character maps

Observing

HW written on board

LEVELS OF STUDENT OUTCOMES Remember the model of instruction, the instructional setting and the students needs, goals and objectives. All students will participate in a discussion about All language and take notes on the Language PPT in their Act 1 packets. All students will find a quote or element of Scene 1 that supports or changes their predictions about the plays possible themes. All students will participate in the reading of Scene 2. Some students will participate in a discussion Some summarizing Scene 1. Some will share their predictions

Few

about theme and any quotes that they thought were significant and relevant. A few students will answer the comprehension questions during the reading of Scene 2, and a few will probably pose their own questions.