Teacher Candidate: ____ _______ Unit Title: __ ___ Lesson Title/Number Context and Class Pro ile

Date: ____________________________ Subject: _______________ Grade Level:

Use of REAP to teach the students how to gather meaning from reading, prior to reading The Merchant of Venice, and other works. In this regard, I would use this strategy to help students find and remem er meaning in the works of literature we are going to read in my class. !or that reason, I think this strategy is something that should e taught right off, since it can help in almost e"ery other piece of reading. Assessed: !eadin" Standards or Literature #$%&: #tandard $. %ite strong and thorough te&tual e"idence to support analysis of what the te&t says e&plicitly as well as inferences drawn from the te&t, including determining where the te&t lea"es matters uncertain. #tandard '. (etermine two or more themes or central ideas of a te&t and analy)e their de"elopment o"er the course of the te&t, including how they interact and uild on one another to produce a comple& account* pro"ide an o +ecti"e summary of the te&t. #tandard ,. (etermine the meaning of words and phrases as they are used in the te&t, including figurati"e and connotati"e meaning* analy)e the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or eautiful. -Include #hakespeare as well as other authors.. #tandard /. Analy)e multiple interpretations of a story, drama, or poem -e.g., recorded or li"e production of a play or recorded no"el or poetry., e"aluating how each "ersion interprets the source te&t. -Include at least one play y #hakespeare and one play y an American dramatist.. S'ea(in" and Listenin" Standards #$%&: #tandard $. Initiate and participate effecti"ely in a range of colla orati"e discussion -one0on0one, in groups, and teacher0led. with di"erse partners on grades 11-12 topics, texts, and issues, uilding on others1 ideas and e&pressing their own clearly and persuasi"ely. $. . 2ork with peers to promote ci"il, democratic discussions and decision0 making, set clear goals and deadlines, and esta lish indi"idual roles as needed. $. c. Propel con"ersations y posing and responding to 3uestions that pro e reasoning and e"idence* ensure a hearing for a full range of positions on a topic or issue* clarify, "erify, or challenge ideas and conclusions* and promote di"ergent and creati"e perspecti"es.

Common Core Standards Include literacy standards

Practiced:

)nterdisci'linar* Connections

4his strategy could work o"er a "ariety of different disciplines. 4he message that the reader has to find doesn1t ha"e to e a theme* it can e a main idea. In that regard, there is a lot of reading that can e done using the REAP strategy. 4he historical aspects of these plays can also relate to a historical era, thus touching on the history content.

&%st Centur* S(ills &%st Centur* S(ills: $. %olla oration -group work, small and large.. '. Pro lem sol"ing -using the we to sol"e unknown words.. 5. 6lo al Awareness -in a sense, since the plays are from a different culture and a out different cultures..

Lesson +bjectives $. #tudents will e a le to9 ,-loom.s Taxonom*/ $. Interpret the author1s message in a passage -the theme.. '. 4ranslate the author1s message in their own words -what they elie"e the theme Label is.. ,-loom.s Taxonom*/ 5. (uplicate their interpretation of the theme -in their words., in their notes. Must be ,. :uestion the message, y themsel"es, in small groups, and in large group. numbered.

0cce'table 1vidence
7%ould e collected for accounta ility8auditing purposes.

$. E"idence that students ha"e achie"ed o +ecti"e ; $9 4he students1 interpretation of the message, on a worksheet, along with the other steps of the REAP strategy. 4his will also pro"ide the teacher with feed ack of how the strategy worked and whether it can e made etter or more accommodating for students. 4he note ooks for the students, with the duplication of the interpretation of the theme will show practicing with this strategy.

Procedure <
4eacher input, de"elopment, instructional method-s., modeling, guided practice, independent practice, and8or acti"ities

74he teacher will94he students will9 -chronological. )ntroduction to Lesson: $. 4he teacher will start the lesson with an e&planation of the coming literature -The Merchant of Venice.. '. 4he teacher will tell the student that they will e learning a strategy that will help them make sense of the play, since it is difficult in nature.

Label: Bell inger

Also may e called: set induction, anticipatory set, introduction8re"iew, (o =ow, 2rite =ow, #ilent #tarter

Label: Transitions

Label: !isual, auditory, and "inesthetic Accommodations for learning modalities

Transitions to 2odelin" Codin" Strate"*3 2odelin" Strate"*3 and Student Practic: 5. 4he teacher will transition the lesson into teaching the reading strategy to impro"e their understanding of the main idea ehind #hakespeare1s play. >I would now like to model a reading strategy to help you all gain meaning from the play. 4his new strategy is called REAP and I elie"e it will e e&tremely "alua le for understanding the play. ,. 4he teacher will model the reading strategy, using a passage from another of #hakespeare1s plays, -(enry V.. ?. 4he teacher will stop and ask students for 3uestions on the REAP strategy. If the students ha"e them, the teacher will answer them, to the est of their a ility. @. 4he students will practice REAP on a passage from The Merchant of Venice -also working to interest the readers in the play.. /. 4he students will discuss, in small groups -'05. the use of REAP and how it worked for them. A. 4he teacher will walk around the class in order to monitor participation of students in these small discussion groups. B. 4he teacher and students will then, in a large group, discuss these "iews on REAP as a whole. $C. 4he teacher will write down opinions of the students, and file them away to remem er them. Chec(in" or Understandin": $$. 4he teacher will end the class with a recap of the skills re3uired for REAP and the enefits of using it as they read literature. Directions or Chec(in" or Understandin": If students ha"e any 3uestions or comments a out the strategy, they will raise their hands and ask their 3uestions of all of us -teacher and students..

Label: #hec"s for $nderstanding% directions, procedures8routine s, and8or content -formati"e.

E&. -%!U < directions.

1vidence o CS1: Label: E"idence of #ogniti!e &tudent 'ngagement -%#E. #tudents are acti"ely participating in their discussions -signals are: nodding, eye contact, facing each other, asking 3uestions, refraining from interrupting, etc... #tudents ha"e answered the 3uestions on the worksheet. #tudents ha"e written down their "iews on the use of REAP as a reading strategy. Closure: 4eacher recaps the REAP strategy, highlighting areas where it helps in comprehension, why it1s important, and stressing that there are many more strategies that may help readers.

Label: %losure

0ssessment/ 1valuation Label: formati!e or summati!e, descri e purpose, and pro"ide grading8feed ack method. Technolo"*
(escri e type and purpose. Include a ack0up plan.

0ssessment 4orms: $. 4he worksheet with the REAP 3uestions and skills practice -!ormati"e.. '. 4he use of the portion of REAP in their note ooks -#ummati"e.. 5. Participation points for student comments in small group and large group, taken through o ser"ing them -!ormati"e..

=o technology is re3uired for this lesson. 4he only technology necessary is to make the worksheet and lesson. Potentially, I could use technology to do a 3uick ell ringer to see what students think they know a out strategies for reading8writing8study skills.

0cademic Lan"ua"e !e5uired or Lesson 0ccommodations and/or )nteractions 6ith Co$Teachers and/or Su''ort Sta !esources/ 2aterials

REAP -Read, Encode, Annotate, Ponder.. Encode -2rite message in their own words.. Annotate -Rewrite message in a summary8thesis83uestion for their notes.. Ponder -2onder8think a out the meaning of the message, y yourself or with others..

!or "isual learners, I could use "ideo presentations of the play, The Merchant of Venice. In a similar sense, I could also ha"e people >playD parts and we could read the play "er ally for "er al learners. Einesthetic learners would enefit from actually getting up and acting out the play.

$. %opies of passages from The Merchant of Venice. '. Pens, pencils, papers, and handouts. 5. Farker for the oard. I elie"e this lesson should take etween $? and '? minutes, depending on amount of discussion and 3uickness of mastery of the REAP strategy. 6oing o"er the strategy shouldn1t take more than ?0/ minutes, pro"ided they rainstorm successfully. Practicing the strategy, y themsel"es, should take another ?0/ minutes. 4hen the discussion should take the last ? minutes. Recap should only take '0, minutes again, depending on if the students ha"e 3uestions a out the strategy.

Time !e5uired

!e lection ,Use 0PP! "uidin" 5uestions/:

Goals and/or Pro essional Develo'ment Needs/)nterests: $. ACG of my class will show mastery of the REAP strategy. '. $CCG of my students will pro"ide a democratic and safe discussion en"ironment.