Lesson Plan Instructor: _Rebecca Fundator_________ Lesson Objective/s: During this lesson, students will analyze complex themes

and characters within the text (the medieval ballad Get Up and Bar the Door). They will also examine how the authors choice to camouflage serious themes (regarding marriage and interactions between men and women and expectations of gender roles) beneath humor impacts their understanding of the work. Students will write narratives of imagined events to further their understanding of characters, themes, and events within the ballad to extend and challenge their perceptions of the issues detailed within the poem. State Standard/s: ELA Reading Standards #5: Analyze how an authors choice concerning how to structure specific parts of a text contributes to its overall structure and meaning as well as aesthetic impact. #10: By the end of grade 11, read and comprehend literature, including stories, dramas, and poems in grades 11-CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. ELA Writing Standard #3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. ELD Standard/s Formative Assessment/s: Students will be formatively assessed throughout the in-class reading of the ballad to check for understanding, as well as being monitored by the teacher for their progress as they prepare to present their group counseling session to the class. Summative Assessment/s: Students will perform their counseling session to the class, which assesses their understanding of the characters within the text, as well as asks them to interpret the themes and issues within the text and detail if they believe the two characters

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are capable of resolving their issues. Topic: Farcical Ballad Get Up and Bar the Door Subject: _Analyzing serious themes involving marital relationships in the farcical ballad, Get Up and Bar the Door Check box if part of a larger unit: _X_ Where does the lesson fit in: Middle Duration of Lesson: _50 minutes__ Grade_12_ Other adult involved in instruction: (Check appropriate) Paraeducator _N/A___ co-teacher__N/A_____ volunteer __N/A___ Understanding Your Learners through contextual details (ELLs & ELD levels, IEP/IDP, 504, GATE, Gender, Ethnicity) In a snapshot narrative paragraph, describe the context of the instructional group. Describe major areas such as cultural, family structures, ELL levels. SES, etc.? What are the most important details that may inform your instruction and support your learners? This lesson plan was taught in a class composed of 15 Senior/grade 12 students in Catlin, IL. Catlin is a rural town in Vermillion County, population 2,000. The students in the classroom are all white children of local farmers or people who work/have ties with the farming industry. A few of the students have serious familial issues, such as abuse and severe economic problems; one student, Mackenzie, has had the DCFS come to school twice during our five-week observation to check on her well-being. This senior class is composed of 9 females and 6 males. There are a few very intelligent girls in the class, one of whom is a self-described expert in medieval literature. Most of the students in this ELA 12 class read between the 9th and 12th grade reading level. However, they have demonstrated difficulty in the past reading medieval poetry because of the unfamiliar middle English language; therefore, a primary goal for this lesson is to read the short poem as a class, and break it down by stanza with accompanying discussion questions to formatively assess student understanding and check for comprehension. IEP Goals Directions: List students goals as they apply to this lesson. Large Group/Whole Class Instruction Select 2-4 students for instructional focus. Small Group / Individualized Instruction (< 5 students) Student(s) **My cooperating teacher did not reveal any students with IEPs. There has never been a lesson where she has made any accommodations to any students, so there were no specific objectives for certain students. While this is definitely problematic, surprisingly, there did not appear Revised 7/29/2011 IEP Goal/Objective (standards based)

to be any particular students who struggled too much during the reading of the poem or small-group activity. Furthermore, informal and formative assessments through constant checks for understanding and elaborative instructions ensured all students understood the lessons content.**

LESSON PLAN & PROCEDURES Lesson Elements Identify Formative Assessment as it occurs in the lesson Tim e What are the students doing? The students will enter the classroom and arrange their notebooks for the class while watching the 3 minute YouTube video from Monty Python and the Holy Grail. The Students will listen as What is other Check adult doing? for Understandi ng N/A The teacher will ask if any students need clarification after receiving the definition of farce and before moving on to read Get Up and Bar the Door. Materials

Lesson Introducti on (connect & build background knowledge)

Objectives During this lesson, students will analyze complex themes and characters within the text (the medieval ballad Get Up and Bar the Door), as well examine how the authors choice to camouflage serious themes (regarding marriage and interactions between men and women and expectations of gender roles) beneath humor impacts their understanding of the work. Students will also write narratives of imagined events to further their understanding of characters, themes, and events within the ballad to extend and challenge their perceptions of the issues detailed within the poem. Anticipatory Set/ Front loading concepts Show 3 minute YouTube video from Monty Python and the Holy Grail while taking attendance. http://www.youtube.com/watch?v=kCU2yWXyWg8 The students have just completed reading Sir Gawain and the Green Knight, which is about King Arthur, and todays lesson will focus on a farcical medieval Scottish ballad. Since the

4 min

The students will need their class notebooks , a writing utensil, and their copy of Prentice Halls Literature : Timeless Voices, Timeless Themes. The teacher

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students have demonstrated issues understanding satire and humor in other medieval poems, such as The Nuns Priests Tale, providing an attention-grabbing introductory video that demonstrates the meaning of farce will be a useful way of introducing the days lesson while I take attendance. Define Farce/farcical for the class: 1. A light humorous play (or other work) in which the plot depends upon a skillfully exploited situation rather than upon the development of character. 2. A ludicrous situation or action. As mentioned earlier, the students have previously failed to grasp the comedy in medieval writings, specifically poems. Therefore, directly giving students a definition of farce before beginning to read the poem, Get Up and Bar the Door will enhance students motivation to read the play, as well as their comprehension that the poem is humorous in nature.

the teacher provides the definition of farce to the class before beginning the days lesson.

will use the Smart Board to project the YouTube Video, the classroom textbook, as well as worksheet s to provide to the students for the independe nt practice group activity.

Lesson Body Direct Instruction

The teacher will instruct students to open their textbooks to page 172-173 (Get Up and Bar the Door). The teacher will read through the entire poem without stopping.

2 min

The students will open their textbooks to pages 172173 and read along as I read through the short poem aloud. The students will participate in

N/A

Guided Practice

The teacher will ask student volunteers to read aloud through one stanza at a time, asking for students to participate in responding to whole-class discussion questions.

N/A

The teacher will ask students to open their textbooks, and she will read through Get Up and Bar the Door orally to the whole class. The teachers discussion questions will

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Stanza1: Whats going on in this stanza? What is the wife doing? Stanza2: Whats going on in this stanza? What is the husband doing/asking his wife to do? Does this say anything about their relationship? Stanza3: What is the wifes explanation for not barring the door? Does her refusal to bar the door say anything about her personality or their relationship? (perhaps that she is a strong woman who can and will stand up to her husband) Stanza4: What is their agreement? Is this poem serious in tone or farcical? How so? Stanza5: Why do you think the two gentlemen are calling at midnight? Why might it be important for the author to mention that there are no lights on? Stanza6: Whats going on in this stanza? Why are the two men asking each other if the house is a rich mans house, or whether it is a poor? Who do you think these two men are? Stanza7: What do the robbers do in this stanza? What does the wifes refusal to speak up when the robbers eat her puddings tell the audience about her? Stanza8: What do the robbers say they are going to do in this stanza? Stanza9: What do the robbers say they are going to do in this stanza? Stanza10: Why does the husband get so angry by what the robbers said? What does shaving a mans beard mean? What does kissing his wife mean? What does the husbands reaction tell you about him? Revised 7/29/2011

reading aloud individual stanzas and responding to discussion questions particular to each stanza (formative assessment). Students who are not orally reading will follow along to their classmates reading each stanza and listen respectfully to their classmates responses to discussion questions.

reveal students understanding of the poem. If students appear to be struggling, the teacher will prompt students to reveal where they are confused and reiterate themes and concepts to bring student comprehensio n back on track.

Stanza11: How did the wife win the agreement that they had? (was she more patient, more sly, etc?) Whole class post-reading Discussion questions 1. Whom do you like betterthe goodman or the goodwife? Why? 2. Which character, the husband or the wife, is more stubborn? Which is more foolish? Explain. 3. What serious point does this farcical poem make? Group Activity: Dr. Phil counsels the goodman and goodwife 15 1. Show video as an example of what Dr. Phils show looks like. min Students should be aware that Dr. Phil is not a legitimate counselorhis show is funny and hokey. The poem is farcical, so their counseling session between the goodwife and goodman can be fun and farcical, like the poem. (http://www.youtube.com/watch?v=1ON33CFXgVM&feature=rel mfuu) 2. Divide class into groups of 3. Have one student represent the goodman, one student represent the goodwife, and one student represent the counselor, Dr. Phil. Students will have 15 minutes to compose a 2 minute counseling session in which Dr. Phil attempts to reconcile the bickering husband and wife. Students have creative freedomif they believe that the couple cannot reconcile their differences, thats fine, but they must demonstrate an understanding of their character, as well as vocalize his/her motives and reactions to the events presented in Get Up and Bar the Door. 3. Students will present their counseling session to the class in the last few minutes of class.

Independen t Practice

The students will quietly watch the 2 minute Dr. Phil counseling session example and listen to the teachers instructions for the group in-class mini project. The students will work with their peers in groups of 3. Each student will select a character to be (the goodman, the goodwife, or Dr. Phil) to represent and work

N/A

The teacher will show the short YouTube video to the class while passing out worksheet that the students can reference and write their script for the counseling session on. The teacher will monitor student progress on the in-class group mini project to ensure understanding and answer any questions the students may have.

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together to create a 2 minute counseling session, aiming to portray how the married couple will work through their problems (or if they cant work through their problems, explain why this is the case). Students will listen attentively as their classmates present their counseling sessions to the class. Students will work independentl y to write a letter to either the goodman or goodwife explaining

The teacher will call on groups to present their counseling session to the class.

Follow-up activity/ Homework 1. Write a letter as either the goodman or goodwife to his/her wife. Explain how your opinions have changed (or not changed) after your counseling session with Dr. Phil. Can your marriage be salvaged? How do you plan on moving forward as a couple after this counseling session? What changes will you make as an individual to improve your relationship? Do you have any requests that your partner change to improve your relationship? (Your letter must be at least one substantial paragraphi.e. 4-6 sentences). Revised 7/29/2011 Extended Practice

Take hom e assig nme nt

N/A

The teacher will ask students to complete the letter-writing assignment while she passes out the worksheets

how they can salvage their marriage.

Lesson Closing

Wrap up 1. The teacher will explain the extended practice letter-writing activity to the class and elaborate that it is due at the beginning of class the next day.

2 min

Students will take any remaining class time to read the directions for their letterwriting takehome assignment.

N/A

with instructions that the students can write the letter on. The teacher will read the directions on the letterwriting activity and elaborate any further details to the class, as well as answer any potential questions the students may have. The teacher will also pass out the letterwriting worksheet to the class.

All

LEVELS OF STUDENT OUTCOMES Remember the model of instruction, the instructional setting and the students needs, goals and objectives. All students will have the opportunity to actively participate in the whole class reading and discussion of Get Up and Bar the Door. All students will use their understanding of the goodman and goodwife that they developed from the reading and apply it to their small group Dr. Phil Counseling Session activity. All students should turn in their letter writing extension activity at the beginning of the next days class.

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Some

Few

Some students will participate in whole-class discussion reading more fully. Some students will take on the particular personas of their selected character during the Dr. Phil Counseling Session activity to enhance their understanding of that characters motives and how he/she will resolve the goodman and goodwifes marital troubles. Some students will elaborate more on how they will resolve the goodman and goodwifes marital troubles by giving examples of how he/she will improve their relationship and what he/she expects from his/her spouse. A few students will struggle creating and/or performing the persona of their character during the small group activity. Some students may experience difficulty overcoming some of the middle English vocabulary (ex: sae, cauld, etc. A few students did not complete or turn in their extension letter-writing activity.

Attach Classroom Profile (Highlight students in lesson for instructional focus

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