. lesson plan format for elementary, middle school methods, inclusive classrooms, secondary methods and reading in the content area - gu

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Lesson Plan Format for Elementary, Middle School Methods, Inclusive
Classrooms, Secondary Methods and Reading in the Content Area -
Gustavus Adolphus College
NAME: EDU 363 English Methods DATE: 12/2/14
GRADE LEVEL: High School SUBJECT AREA: Intro to Shakespeare/Early
Modern Dialect
UNIT /SEQUENCE TITLE: Shakespeare LESSON TITLE: To Be or Not To Be: A
Study in Dialect
TIME NEEDED FOR LESSON: 50 minutes
Academic Standards & Rationales
MINNESOTA ACADEMIC STANDARDS (MAS): 11.4.7.7 Analyze multiple
interpretations of a story, drama, or poem (e.g., recorded or live
production of a play or recorded novel or poetry), evaluating how each
version interprets the source text. (Include at least one play by
Shakespeare and one play by an American dramatist.)
Justification: This Minnesota Academic Standard is embedded in the
lesson in that students will analyze four different versions of the
Hamlet Soliloquy “To be or not to be” (Shakespeare). In the process,
students will note how they were able to make sense of each text.
Instructional Goals & Objectives
GOAL/PURPOSE: The goal of this lesson is expose students to different
dialects, including the Early Modern English used by Shakespeare, and
through understanding the dialects, gain an appreciation of different
dialects, as well as the work of Shakespeare as relevant to readers
today.
INSTRUCTIONAL OBJECTIVE (S) FOR STUDENTS: (1) The student will
identify and apply strategies for reading text in unfamiliar dialects.
(2) The student will evaluate the importance of dialects.
ACADEMIC LANGUAGE OBJECTIVES FOR STUDENTS: The student will define
soliloquy, dialect, Early Modern English, and Ebonics as part of a
large-group discussion process.
CONSIDERATIONS FOR DIFFERENT TYPES OF LEARNERS:
*
Lesson topic appeals to verbal linguistic learners, as does the
reading and writing involved.
*
Individual reflection and partner/small/large group configurations
meet the needs in intrapersonal and interpersonal learners.
*
Written prompts/materials appeal to visual learners.
Lesson Implementation
MATERIALS:
*
Copies of each of the following translations/versions of the
Hamlet Soliloquy, “To be or not to be”
VERSIONS: Early Modern English (traditional), Ebonics, No Fear
Shakespeare: Hamlet (Spark Notes), and txtspeak
*
Pens and highlighters
*
4-square strategies and jigsaw sheet
PRIMING: Launching the Lesson
Hook: “To be or not to be” Quick Write
Have “To be or not to be” written on the board. Have students complete
a quick write answering these questions: Where have you heard this
phrase before? What do you think it means?
Have students share their ideas with a partner and solicit a few large
group responses.
Display and review content and language objectives.
5/50 minutes
Prompt on the board is helpful for visual learners.
Quick Write gives a sense of prior learning/knowledge of the
soliloquy.
Partner/small group discussion addresses needs of interpersonal
learner.
Review of objectives provides a learning target.
Processing: Main Body of the Lesson
Have students individually journal in response to this prompt: What is
dialect? (written on the board)
Divide students into three groups. Have the groups come together to
formulate their own definition of dialect. Choose one person to write
each group’s definition on the board.
Discuss definition as a class, coming to agreement and eliminating
misconceptions or misinformation.
15/50 minutes
Review other vocabulary words: soliloquy, Early Modern English,
Ebonics.
Explain task to students, noting that each group will receive a
different version of the Hamlet Soliloquy, which was originally
written in Early Modern English. Answer questions regarding the task.
25/90 minutes
Assign each group a different version/dialect of the Hamlet Soliloquy.
Have each group read its soliloquy, highlighting, underlining, and
attempting to translate the text. Monitor groups.
35/90 minutes
Create jigsaw groups, including one representative from each
dialect/version group. Have students take turns sharing their
interpretations of the soliloquy and strategies they used to interpret
their soliloquies.
As each person presents, other group members write down the WHAT and
the HOW in their 4-square jigsaw sheets (what they interpreted as the
meaning and how they interpreted the meaning).
50/90 minutes
Come together as a large group, discussing what they have written and
what strategies they used to interpret dialects with which they are
unfamiliar. Have students record additional strategies on their
4-square sheet. Strategies to highlight: reading aloud, using context
clues, looking up unfamiliar words, listening to recordings, viewing
recordings.
65/90 minutes
Have students individually read the No Fear Shakespeare (Standard
American English) version of the soliloquy, taking notes on what their
original interpretation was versus their interpretation of the No Fear
piece.
Discuss as a large group, creating a Venn Diagram on the board to
highlight similarities and differences. Discuss how reading the
soliloquy in an unfamiliar dialect changed their view of the content.
Though the No Fear is easier, what is the benefit of the dialect
version?
80/90
Visual prompt
Partner/small group--interpersonal
Monitoring of group discussions provides glimpse into student thinking
and allows teacher to identify and address misinformation.
Academic language objective
Questions will provide formative information on student understanding.
Monitoring groups will reinforce positive group interactions and
provide insight regarding understanding.
Jigsaw configuration creates positive interdependence.
4-square provides individual accountability.
Large group discussion meets needs of verbal linguistic and
interpersonal learners.
Individual work is positive for intrapersonal learners.
Higher order thinking discussion—analysis and evaluation. Provides
insight into student thinking.
Retaining for Mastery: Concluding the Lesson
Have students individually review their original definitions of
dialect and journal about
how reading the unfamiliar version changed their definition of dialect
what the value is in reading different dialects, and
with which dialect do they most strongly identify and why (if they
don’t identify with any of these dialects, why not)?
NOTE: Write the above questions on the board.
Ask two or three students to share their ideas with the class, probing
for what they learned today.
As students leave, collect 4-square sheet.
Formative data addressing content objective and personalizing the
learning for each individual student. Compare with initial journal
response on definition of dialect.
Intentional lesson closure
Formative data
Revised Fall 2014 Page 4

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