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Lesson Plan Guide

Date: November 22nd, 2015

Teacher Candidate:

Quindolyn Chalmers

Grade and Topic:

9th grade; English Language Art

Mentor Teacher:

Jennifer Townes

Length of Lesson: 60 minutes: 2 days

School: The University of Memphis- IDT 3600

UNIT/CHAPTER OBJECTIVE/GENERALIZATION/BIG IDEA:


This lesson plan is a part of a unit plan on Shakespeare. Students will learn bout Shakespeare and his importance to
literature. They will identify important aspects to literature. Students will expand their knowledge of Shakespeares story
of Romeo and Juliet. They will build an understanding of the storyline of Romeo and Juliet. Students will produce
PowerPoint presentations which will compare and contrast the tragic deaths in Romeo and Juliet to the tragedies that
happen in todays relationships.

LESSON OBJECTIVE:
Students will be able to identify Shakespeare with 90% accuracy.
Students will be able to describe literature with 90% accuracy.
Students will be able to produce and evaluate aspects from Shakespeare with 75% accuracy.
STANDARDS ADDRESSED:
RL.9-10.3. Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course
of a text, interact with other characters, and advance the plot or develop the theme.
RL.9-10.10. By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 910 text complexity band proficiently, with scaffolding as needed at the high end of the range.
RL.9-10.5. Analyze how an author's choices concerning how to structure a text, order events within it (e.g., parallel plots),
and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.

Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and
media.
Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying
where each version reflects specific descriptions and directions in the text.

MATERIALS: .
Computers/ tablets
Internet
Paper and Pencils
Headphones
Microsoft PowerPoint
https://www.google.com/search?
q=romeo+and+juliet+shakespeare&oq=romeo+and+&aqs=chrome.2.0j69i57j0l3j69i60.4580j0j4&sourceid=chrome&es_s
m=91&ie=UTF-8#q=romeo+and+juliet+shakespeare+characters

http://nfs.sparknotes.com/romeojuliet/

http://www.shakespeare-online.com/plays/romeoscenes.html

http://www.cliffsnotes.com/literature/r/romeo-and-juliet/romeo-and-juliet-at-a-glance

BACKGROUND and RATIONALE:


By completion of lesson, students will be able to identify aspects of Shakespeare works.
W critical academic language (general and technical) used: Literature.
The lesson will connect with with and build on the previous lesson learn about how we connect with literature
in the past with todays life.
I expect to build on this lesson by identifying key factors that happened then verses tragic events happening
now.
Why will you need to plan differentiated activities or assessments? I will need to plan differentiated assessments
to make sure that students are will able to understand the compare and contrast aspects.

PROCEDURES AND TIMELINE:


Introduction: Introduce students to Shakespeare. Ask students if they have ever heard of Shakespeare and if so
what all do they know? Allow students the opportunity to response to question and begin a conversation.
Procedures:
Day One:
10:00-10:10 Introduce lesson of Shakespeare. Ask students if they know who Shakespeare is? Tell the
students that Shakespeare is an important figure in literature. Ask questions such as:
What do you think the famous Shakespeare play Romeo and Juliet is about? Do you think reading the play
would be interesting? Why or Why not? Do you think that the storyline of Romeo and Juliet is important to
your teenage lives, why or why not? Describe the term tragedy in our own words and give examples of
tragic events we face in our lives today? Would you consider the love that they shared to be tragic?
10:10-10:30 Have students to utilize the computers. Have each student to began to research on Shakespeares
Romeo and Juliet.
Students may use search engines or these websites to obtain information:
http://nfs.sparknotes.com/romeojuliet/
http://www.shakespeare-online.com/plays/romeoscenes.html
http://www.cliffsnotes.com/literature/r/romeo-and-juliet/romeo-and-juliet-at-a-glance
https://www.google.com/search?
q=romeo+and+juliet+shakespeare&oq=romeo+and+&aqs=chrome.2.0j69i57j0l3j69i60.4580j0j4&sourceid=c
hrome&es_sm=91&ie=UTF-8#q=romeo+and+juliet+shakespeare+characters

10:30-10:40 Have students to beginning writing down information that they have researched. Important Key
Factors.

10:40-10:55 Have students to pick partners. Once they have picked a partner, have students to identify key
elements of todays tragic events in relationships.
10:55-11:00 Have students to review important facts on what they just learned.
Day 2:
10:00-10:15 have students to begin working on where they left off last class period.
10:15-10:45 Tell students that they will then have to create a PowerPoint that will include: Who Shakespeare
is, Key factors of Romeo and Juliet, How their love was a tragedy, How love in todays world can be tragic
just like the love that Romeo and Juliet shared?

PowerPoint must include:


Minimum of 6 slides (Title slide; one slide per question: works cite)
3 pictures

10:45- 10:55 Have students go around and quickly tell what was the most important fact that they have
learned.
10:55-11:00 Thank students for their hard work and have students to turn their PowerPoints in via email.

Closure: Thank students for all their hard work. Tell students that you are very proud of all the effort they put
into their PowerPoint and you are excited to look over them all. Tell students that Shakespeare was an important
figure to the world back then and you are glad that they are able to see the comparison to the tragic love that
was encountered in Romeo and Juliet and in the world today.

ASSESSMENT EVIDENCE:

Was the student able to identify Shakespeare with 90% accuracy?


Was the student able to describe what literature was with 90% accuracy?
Was the student able to compare and contrast aspects with 75% accuracy?

MODIFICATIONS:

I am aware that modifications will be made for students who did not master the objectives and for
those ready for enrichment. However, modifications are not covered in this course and are not part
of this particular lesson.

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