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Title: Unit Sketch Lesson Plan

Topic: Julius Caesar: Act I, Scene I

Grade: 10
Teacher: Amanda Adamek
Stage 1 Desired Results
Established Goals (Common Core Standards):

Determine a theme or central idea of a text and analyze in detail its development over
the course of the text, including how it emerges and is shaped and refined by specific
details; provide an objective summary of the text.

Students will understand that
Many themes exist within the play
Relevant themes exist in the play
Some higher order thinking concepts
may not have a right or wrong

Essential Questions:
Is reading Shakespeare relevant
How can you determine the meaning
of a word without looking it up?

Students will know

Information on Julius Caesar from a
historical context
New vocabulary in the act

Students will be able to

Work effectively in partners, small
group, and whole group scenarios
Discuss and support opinions
surrounding higher order thinking
Define vocab using context clues and
the morpheme analysis strategy

Stage 2 Assessment Evidence

Performance Tasks:
Other Evidence:
Exit slip
Partner, group, and whole class
Anticipation guides
Homework questions (see
vocabulary final)

Guided reading worksheet

Stage 3 Learning Plan

Learning Activities:
- Formative:
- Concept Map
- Anticipation guides
- Exit slip
- Julius Caesar questions worksheet
- Scene by Scene guided reading worksheet
- HW questions
- Summative:
- This lesson is the first in a unit on Julius Caesar. At the end of the unit,
students will write a narrative using one of the themes in the play and
incorporating literary elements devices throughout the unit. They will also
develop a character that shares similar traits with one of the characters in the
play and incorporate that person into their story.

Introduction (hook) Is there value in reading Shakespeare today?

- Students will participate in a turn and talk and answer the questions above. (5
- The teacher will write Julius Caesar on the board and ask the students to
share any information they may know. Next, the class will begin sharing

their responses. The teacher will create a concept map as the discussion
takes place. This is intended to gain some knowledge regarding the prior
knowledge of the students. (5-10 minutes)
- Students will read the Julius Caesar biography to set a historical context for the
play and answer the questions independently (20 minutes)
- The class will be given post-it notes and be asked to add new information to
the concept map on the board. A brief discussion will follow. (5 minutes)
- The teacher will pass out the anticipation guide and read it aloud. Students will
complete independently. (10 minutes)
- Students will get into ability-based, homogenous groups to complete the group
anticipation guide and discuss. (15 minutes)
- Students will move back to their original seats and the class will share what
they discussed in their groups. (10 minutes)
- The teacher will review and model the Morpheme Analysis Strategy using the
word, hyperbole. Students will be asked to copy the model into their own notes
to help complete their homework assignment for that night. The purpose of
modeling the process is to teach students the definition of hyperbole and to
also model the process so students are able to define words on their own when
they are reading independently later in the unit. (5 minutes)
- The class will read Act I, Scene I aloud and use the first section of the reading
guide. During this time the teacher will create a running list of vocab and
definitions on the board -- working together with students by using context
clues and morpheme analysis to define vocab before asking them to do it
independently. (10 minutes)

- Introduce homework assignment (see vocabulary final for example) (5

Closing Actvities:

Introduce homework assignment (see vocabulary final for example) (5


- The teacher will pass out an exit slip with comprehension questions to be
completed independently. (5 minutes)