10 Day Lesson Plan

Component II: On Second Thought

Mary Richmond

Grand Canyon University

SED 455

January 21, 2012

EEI Lesson Plan Template Client Organization: Grand Canyon University Telephone: Main Contact: Mary Richmond Fax: _________________________________________________ Email Address: [email protected] Date: August 22, 2011

VITAL INFORMATION Day 1Author Mary RichmondSubjects Language ArtsTopic or Unit of Study

Shakespeare’s A Midsummer Night’s Dream

Grade/Level 12thSummary Students will read A Midsummer Night’s Dream and discuss the work. The

students will compare the written work with a film version. The students will then rewrite one scene from the story and describe how the change they made will affect the outcome of the story.

STANDARDS AND DIFFERENTIATED INSTRUCTION:Standards Reading Applications: Literary Text

1. Compare and Contrast motivations and reactions of literary characters confronting similar conflicts (e.g., individual vs. nature, freedom vs. responsibility, individual vs. society), using specific examples of characters’ thoughts, words and actions.2. Analyze the historical, social and cultural context of setting.6. Recognize and differentiate characteristics of subgenres, including satire, parody and allegory, and explain how choice of genre affects the expression of theme or topic.

Differentiated Instruction

Special needs students and ELL learners will be supported through kinesthetic, spatial, auditory and visual support. Students will read and discuss the story. Graphic organizers will be used to compare characters and plots. Students will take notes on characters and themes.

EEI (ESSENTIAL ELEMENTS OF INSTRUCTION)-LESSON PLAN ELEMENTS REQUIRED:Objective Analyze and evaluate the five elements (e.g. plot, character, setting, point

of view and theme) in literary text. Explain ways characters confront similar situations and conflict. Recognize and analyze characteristics of subgenres and literary periods. Analyze how an author uses figurative language and literary techniques to shape plot and set meaning. Critique an author’s style.

Anticipatory Set

The teacher will ask if students have ever had a miscommunication with a friend that turned a situation into something more than it should have been. The teacher will ask if the students have ever tried to interfere with a friend’s problem and actually made it worse. The teacher will ask the students if they have ever wished they could control someone else’s emotions. The teacher will ask the students if they have heard of William Shakespeare’s A Midsummer Night’s Dream. The teacher will ask the students if they have watched a play from William Shakespeare.

Teach Lesson/Model

The students will be given a background on William Shakespeare and the importance he has had in literature. The students will be given a list of his most popular plays and a copy of the play A Midsummer Night’s Dream. The teacher will show the students how the language is different from today’s language. The teacher will show the students how to read a play, differencing between dialog and background descriptions.The teacher will introduce vocabulary to the students in a graphic organizer

format on the board.Guided Practice

The teacher will display a graphic organizer to show the differences between the dialog and background or narrative descriptions. The students will copy this graphic organizer into their journals. The teacher will display vocabulary words pertaining to the play on the board and the students will provide the definitions in their journals. The class will discuss each vocabulary word.

Independent Practice

The teacher will assign students to different characters of the play and the students will read the play out loud in class. As different words come up in the reading the teacher will discuss these with the students.

Closure Near at the end of class the students will give a brief summary of the characters they have read about in class.

Evaluation Assessment/ Rubrics

The teacher will informally observe the students with discussions during the reading.

MATERIALS AND RESOURCESInstructional Materials(Handouts, etc.)

Vocabulary words, smart board, copies of A Midsummer Night’s Dream, journals, dictionaries

Resources A Midsummer Night’s Dream, dictionary










of view and theme) in literary text. Explain ways characters confront similar situations and conflict. Recognize and analyze characteristics of subgenres and literary periods. Analyze how an author uses figurative language and literary techniques to shape plot and set meaning. Critique an author’s

style.Anticipatory Set

Teacher will ask students if what they have read so far mirrors any real life situations they have been in. Students will give examples of situations they can compare with play. The teacher will ask the students which characters appeal to them and to tell why.

Teach Lesson/Model

The teacher will summarize what has been read so far and which vocabulary words the students should have in their journals. The teacher will display new vocabulary words that will be discussed. The students will copy them into their journals.

Guided Practice

The teacher will display the vocabulary words and the students will copy them and define them. The students will discuss what the words mean in modern times compared to what they meant in Shakespeare’s time period.



Closure Near at the end of class the students will give a brief summary of the characters they have read about in class. Students will predict what will happen in the next reading.














EEI (ESSENTIAL ELEMENTS OF INSTRUCTION)-LESSON PLAN ELEMENTS REQUIRED:

Objective Analyze and evaluate the five elements (e.g. plot, character, setting, point of view and theme) in literary text. Explain ways characters confront similar situations and conflict. Recognize and analyze characteristics of subgenres and literary periods. Analyze how an author uses figurative language and literary techniques to shape plot and set meaning. Critique an author’s style.

Anticipatory Set

The teacher will ask the students what their thoughts are on the story line so far. The teacher will ask the students if their opinions of characters have changed since the reading the day before. The teacher will ask the students what has been their favorite scene in the play so far. The teacher will ask the students to predict what will happen in the play in today’s reading.

Teach Lesson/Model

The teacher will display the vocabulary words the students should have in their journals so far and display the new vocabulary words for the students to write down and discuss. The teacher will give a summary of what has been read so far in the play.

Guided Practice

The students will discuss the vocabulary words they have written down in their journals. They will discuss with the teacher the meanings of the words. The teacher will discuss the recurring theme of the play and the consequences of some of the characters’ decisions and actions.



Closure Near at the end of class the students will give a brief summary of the characters they have read about in class. Students will predict what will happen in the next reading.











1. Compare and Contrast motivations and reactions of literary characters confronting similar conflicts (e.g., individual vs. nature, freedom vs.

responsibility, individual vs. society), using specific examples of characters’ thoughts, words and actions.2. Analyze the historical, social and cultural context of setting.6. Recognize and differentiate characteristics of subgenres, including satire, parody and allegory, and explain how choice of genre affects the expression of theme or topic.





Anticipatory Set

The teacher will ask the students what their thoughts are on the story line so far. The teacher will ask the students if their opinions of characters have changed since the reading the day before. The teacher will ask the students what has been their favorite scene in the play so far. The teacher will ask the students to discuss the characters and what may happen in present day times. The students will discuss the morals and values of Shakespeare’s time and modern times.

Teach Lesson/Model

The teacher will show students examples of how values have changed since Shakespeare’s time period and modern times. The teacher will give examples of how choices affect more than just the person making the choice. The teacher will display new vocabulary words for the students to copy to their journals. The teacher will remind the students they will be finishing up the play today and there will be a vocabulary test on the next day. The students will finish reading the play today.

Guided Practice

The teacher will display the vocabulary words on the smart board and the students will copy them into their journals. The students will use dictionaries to define them. The teacher will ask for discussion about the vocabulary words. The teacher will explain how the vocabulary test will be administered tomorrow. She will remind the students to study for the test.


The teacher will assign characters to the students and they will read the rest of the play together. Vocabulary words will be discussed as they appear.

Closure The teacher will remind the students of the vocabulary test for the next day. The teacher will ask the students to summarize what they have read in today’s reading and to summarize the key points of the play. The teacher will ask what the students thought about some of the choices the characters have made in the play and if they were the right choices.


The teacher will informally assess the students during the reading and discussion of the play.














Anticipatory Set

The teacher will ask the students about choices and how one choice and decision could change the outcome of an entire event. The students will give examples of events that could be changed with a different decision. The teacher will ask the students to think of a scene in the play they would like to change and how the outcome would change.

Teach Lesson/Model

The teacher will give the students the vocabulary test. Students will finish the vocabulary test and wait to receive their next assignment. After the students have taken the vocabulary test the teacher will explain the next assignment for the class. The students will watch a version of A Midsummer Night’s Dream and compare the film with the play. The students will take notes while watching the film to write a short essay of differences and similarities between the two.

Guided Practice

Students will take the vocabulary test and then start watching the film.


The students will watch the film and take notes to compare the film to the play.

Closure The teacher will explain to the students they will watch the film on the next two days and on the third day the students will begin to write their comparative essay.


The teacher will formally assess the vocabulary test. The teacher will informally assess the students during class discussions of the play.

MATERIALS AND RESOURCESInstructional Materials(Hand outs, etc.)

Vocabulary tests, video of A Midsummer Night’s Dream, pens, pencils, computer, projector, speakers.

Resources Video of A Midsummer Night’s Dream






1. Compare and Contrast motivations and reactions of literary characters confronting similar conflicts (e.g., individual vs. nature, freedom vs. responsibility, individual vs. society), using specific examples of characters’ thoughts, words and actions.2. Analyze the historical, social and cultural context of setting.6. Recognize and differentiate characteristics of subgenres, including satire, parody and allegory, and explain how choice of genre affects the expression of theme or topic.Communication: Oral and Visual1. Apply active listening strategies (e.g. monitoring message for clarity, selecting and organizing essential information, noting cues such as changes in pace.3. Critique the clarity, effectiveness and overall coherence of a speaker’s key points.4. Evaluate how language choice, diction, syntax and delivery style (e.g. repetition, appeal to emotion, eye contact) affect the mood and tone and impact the audience.



EEI (ESSENTIAL ELEMENTS OF INSTRUCTION)-LESSON PLAN ELEMENTS REQUIRED:Objective Students will use a variety of strategies to enhance the listening

comprehension. The students will evaluate the clarity, quality, effectiveness and overall coherence of a speaker’s key points, arguments, evidence, and organization of ideas, delivery, diction and syntax.

Anticipatory Set

The teacher will ask if the students have read a book and then watched a movie made from the book. The students will give examples of works they

have read and watched. The teacher will ask if the students liked the book or movie better. Students will give opinions and discuss the difference of watching a movie compared to reading a book.

Teach Lesson/Model

The teacher will have the students give examples of books made into movies they liked. The teacher will explain Shakespeare was made to be watched, not really read. The teacher will explain why it is important to read the play before watching the play.

Guided Practice

The students will write in their journals their observations of similarities and differences of the movie and play.


The students will watch the movie.

Closure The teacher will remind the students they will be finishing up the movie the next day and will begin their essays comparing the movie and the play.


The teacher will informally assess the students during class discussions.


Video of A Midsummer Night’s Dream, pens, pencils, computer, projector, speakers, journals.







1. Compare and Contrast motivations and reactions of literary characters confronting similar conflicts (e.g., individual vs. nature, freedom vs. responsibility, individual vs. society), using specific examples of characters’ thoughts, words and actions.2. Analyze the historical, social and cultural context of setting.6. Recognize and differentiate characteristics of subgenres, including satire, parody and allegory, and explain how choice of genre affects the expression of theme or topic.Communication: Oral and Visual1. Apply active listening strategies (e.g. monitoring message for clarity, selecting and organizing essential information, noting cues such as changes in pace.3. Critique the clarity, effectiveness and overall coherence of a speaker’s key points.4. Evaluate how language choice, diction, syntax and delivery style (e.g.

repetition, appeal to emotion, eye contact) affect the mood and tone and impact the audience.





Anticipatory Set

The teacher will ask the students how they feel about the movie compared to the play so far. The students will give opinions and discuss some of those opinions. The teacher will ask students what some of the differences they have found so far in the film.

Teach Lesson/Model

The teacher will discuss some of the differences between the film and the written play. The teacher will have the students discuss if the changes they have seen so far have made a difference in the way the play has been portrayed. The teacher will remind the students they will be finishing up the movie today and starting their essays.

Guided Practice

The students will write in their journals their observations of similarities and differences of the movie and play.


The students will watch the movie.The students will begin their essays after receiving the rubric about the essay.

Closure The teacher will remind the students their essays are due in class tomorrow at the beginning of the period. The teacher will explain the next project the students will be working on. The teacher will tell the students about making a short skit of one scene where the students change the outcome of one decision being changed.


The teacher will informally assess the students’ understanding of the differences of the film to the written play during discussions in class.


Video of A Midsummer Night’s Dream, pens, pencils, computer, projector, speakers, journals.












Anticipatory Set

The teacher will ask the students what they thought was the greatest difference between the written play and the film version. The students will give examples. The teacher will ask the students which scene they would change in the written play. The students will give examples of what they would change and why they would change it. The teacher will ask the students if they have ever made a decision about a situation and wished they could go back and change it. Students will give examples of decisions they wished to change. The teacher will ask the students if they could think of different outcomes for the film if one decision was changed in one scene in the written play.

Teach Lesson/Model

The teacher will explain that decisions affect many different people, not just the person that has made the decision. The teacher will give examples of decisions that affect many people, (e.g. football coaches, parents, siblings, friends). The teacher will explain to the students they will be broken into groups of five and they will choose one scene from the written play (not the opening scenes) and they will have a character from that scene change a decision. The students will then predict how the change would change the outcome of the scene and play. The group will write a short skit of their change and the outcome. The group will perform the skit in front of the class. The teacher will hand out the rubric for the assignment.

Guided Practice

The teacher will break the students into groups and the students will choose which scene they will be working with. The students must get approval of the scene before they continue to write the skit. The students will have 3 days to write and practice the skit before they perform it before the class.

Independent Students will have essays turned in and work on their portion of the skit.

PracticeClosure The teacher will remind the students they have three days to finish this

project. The teacher will ask the students if they have any questions about the project.


The teacher will formally assess the essays from the students that compare the film and the written play of A Midsummer Night’s Dream. The teacher will informally assess the students through observing the students in group work.


Rubric for group project, pens, paper, journals

Resources A Midsummer Night’s Dream











Anticipatory Set

The teacher will ask the students how the skits are coming along and if they need any help.

Teach Lesson/Model

The teacher will remind the students what needs to be included in the skit. The teacher will remind the students about decisions affecting more than one person.

Guided Practice

The students will be in groups working on the skit to be performed in front of the class.


The students will be working on their portion of the skit.

Closure The teacher will remind the students they have one more day to work on the skit before it is due to be performed before the class.


The teacher will informally assess the students through observing the students in group work.









1. Compare and Contrast motivations and reactions of literary characters confronting similar conflicts (e.g., individual vs. nature, freedom vs. responsibility, individual vs. society), using specific examples of characters’ thoughts, words and actions.2. Analyze the historical, social and cultural context of setting.6. Recognize and differentiate characteristics of subgenres, including satire, parody and allegory, and explain how choice of genre affects the expression of theme or topic.Communication: Oral and Visual1. Apply active listening strategies (e.g. monitoring message for clarity, selecting and organizing essential information, noting cues such as changes in pace.3. Critique the clarity, effectiveness and overall coherence of a speaker’s key points.4. Evaluate how language choice, diction, syntax and delivery style (e.g.

repetition, appeal to emotion, eye contact) affect the mood and tone and impact the audience.





Anticipatory Set

The teacher will ask the students how the skits are coming along and if they need any help.

Teach Lesson/Model

The teacher will remind the students what needs to be included in the skit. The teacher will remind the students about decisions affecting more than one person.

Guided Practice

The students will be in groups working on the skit to be performed in front of the class.


The students will be working on their portion of the skit.

Closure The teacher will remind the students the performances will be performed the next day for the class.


The teacher will informally assess the students through observations of group work on the skits.




Assessments:

VOCABULARY TEST

NAME:______________________________ DATE:____________________ CLASS PERIOD:________

Section 1Write the definition of each word.

1. Steep:______________________________________________________________________________________

2. Derive: _____________________________________________________________________________________

3. Beguile: ____________________________________________________________________________________

4. Lodestars: __________________________________________________________________________________

5. Shrewd: ____________________________________________________________________________________

Section 2Explain each phrase from the play.

6. “O, take the sense, sweet, of my innocence! Love takes the meaning in love’s conference-“

7. “Of thy misprision must perforce ensue some true love turned, and not a false turned true.”

8. “And wherefore doth Lysander deny your love so rich within his soul, and tender me, forsooth, affection, but by your setting on, by your consent?”

9. “And since we have the vanguard of the day, my love shall hear the music of my hounds.”

10. “Come, trusty sword, come, blade, my breast imbrue.”

Section 3

Match the words to the definitions.

11. gait ____ 16. abide _____

12. fordone _____ 17. wonted ____

13. frolic ______ 18. amiable _____

14. fruitless _____ 19. wend _____

15. recreant _____ 20. quell _____

a. normal b. coward

c. lovable d. inconsequential

e. go f. wait for

g. kill h. exhausted

i. merry j. way

Key to Vocabulary test

Section 1:

1. plunge 2. Descend 3. Trick 4. Guiding stars 5. Mischievous

Section 2:6. You can trust me, I have made a pledge to you.7. The love that was turned to the wrong person must be turned back to the right person.8. Why do you say you don’t love me when you have already said you do love me.9. The beginning of the day, or dawn, is here and you will hear my music.10. The sword stabs her in the heart.

Section 3:

11. j 12. H 13. I 14. D 15. B 16. F 17. A

18. c. 19. E 20. G

10 Day Lesson Plan

Documents

Transcript of 10 Day Lesson Plan