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Ryland Luciano Lesson Plan The Nightingale, A Conversation Poem and Shakespeare: Days 2 & 3 Stage 1: Subject Area:

English Grade Level: 9th Time: Two 45-minute class periods Standards: -PA Standards -Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. -Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences and conclusions based on an authors explicit assumptions and beliefs about a subject. -Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. - Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade level reading and content, choosing flexibly from a range of strategies and tools. -ISTE Standards

-Research

and information fluency: Students apply digital tools to gather,

evaluate, and use information. - Communication and collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. - Technology operations and concepts Students demonstrate a sound understanding of technology concepts, systems, and operations. Behavioral Objectives: -Recall facts about Shakespeare that we went over yesterday. -Summarize, interpret, analyze, and discuss The Nightingale, A Conversation Poem -Demonstrate knowledge of the poem and vocabulary by involving in class activities and take a quiz and a test. Enduring Understanding: -Be able to dissect and construct meaning about the information being communicated by an author within a print or non-print medium. -Expand vocabulary to put new words into use in their everyday communication. Essential Questions: -Why do we need to evaluate what we read? -What impact do reading strategies have? -What are the benefits and limitations of using technology? Stage 2: Assessments: -Formal traditional formative: Vocabulary test, quiz on basic Shakespeare knowledge and the poem -Informal alternative formative: Asking questions, class discussion, vocabulary review game Stage 3:

Materials: iPads with itunes u, smart board, writing utensils, lined paper, white board, markers Procedures: -Day 2: -Hook: -I will have the class discuss for a minute with the person to their left recalling what they learned about Shakespeare and the poem from yesterday. After that minute, they will do the same with the student to their right. T: Be sure that the students stay on topic. S: Be prepared to recall and share what they learned yesterday

-Lesson: -As a class, we will then listen to the poem and briefly discuss it, for we did so yesterday. This should just be a refresher. T: Be prepared to facilitate conversation and keep it on track. Be sure that we touch on the key points. This is for me to know that the students understood it. If they did not, I will lead them to the answers, but not simply tell them. S: Be prepared to share and listen to the main themes and ideas about the poem aloud to the class.

-Also to review, I will facilitate conversation about the Shakespeare facts we covered the day before. T: Facilitate conversation, and be sure we cover all major facts. If not, I will lead the students to the answers. S: Share and take in facts that they may have forgotten.

-After being sure that everything from the poem and Shakespeare was covered, I will have the students count off by twos, and separate into two teams to participate in the smart board activity I have prepared for the vocabulary from the poem. At the end, the winner shall be declared by who has the most points. T: I will alternate teams in having a student come up and move the words to the correct categories while keeping score on the white board. S: Be prepared categorize the words properly on the board. Also, the students not at the board can earn their team extra points by writing the

correct answer on a sheet of paper, and showing it to the class after the students upfront answers. -Closer: -To leave class, each student must hand in a piece of paper with a vocabulary word on it, including part of speech and definition. T: Stand at the door and collect each students paper. S: Write the word, definition, and part of speech on a piece of paper and hand it in to me as they leave.

-If there time left over, iPads will be distributed for the students to research Shakespeares Romeo and Juliet, Hamlet, Macbeth, or Othello. -Day 3: -I will hand out both the quiz on Shakespeare and The Nightingale, A Conversation Poem vocabulary test. Both are to completed and turned in before the end of class. T: Have the quiz and test ready to hand out. Be ready to answer students appropriate questions while they take the quiz and test. Also, I will keep an eye on the students to make sure they are not cheating. To add to that, I will write a list splitting the students into work groups of 4-6. Each group will be assigned a different Shakespearean works (Romeo and Juliet, Hamlet, Macbeth, and Othello) to read, analyze, discuss, and eventually present to the class in a project. When they hand in the assignments, I will tell them which play they are assigned. S: Be prepared to complete the two assignments within the class period. If not, they may possibly be able to finish at a later time if they consult with me. Each student should remember which play theyre assigned, so they can familiarize themselves with it for next class. T: Have iPads ready to distribute and make sure the students are on task. S: Research one of the four Shakespeare plays.

-If there is time left over, the students are to retrieve an iPad from me, and research the play are assigned to be familiar with for next class. T: Distribute the iPads to those with extra time, and be sure they are on task with the iPads. S: Research and take notes on their assigned play.