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Dynamic Instructional
Design/Lesson Plan/Action Plan
Honors English I
Unit II: Shakespeare

September 18, 2015

Nicole Matute-Villagrana
Group 2

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Dynamic Instructional Design
Page 2: The 1st page of DID
Step 1: Know the Learner
Describe your students in your classroom:
-Grade Level, Race, Ethnicity & Gender: 9th, Diverse, and both genders
Socioeconomic characteristics that may impact learning:
-Middle class
-Moderate knowledge of technology
-Moderate resources (reading materials, technology and tutors)
Styles (learning and cognitive):
- Auditory, Visual, and Kinesthetic/Textile
Multiple intelligences:
-Linguistic, bodily-kinesthetic, interpersonal
Cultural and language diversity:
-Languages: English and ESL students (Spanish, Arabic)
-Cultural: Different races and ethnicities
Special needs:
-Talented and Gifted students (TAG), ADD/ADHD, Visually Impaired, Deaf
Step 2: Articulate Objectives and Standards
List at least 2 standards:
-(CCSS.ELA-LITERACY.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.
-(CCSS.ELA-LITERACY.RL.9-10.9) Analyze how an author draws on and transforms
source material in a specific work (e.g., how Shakespeare treats a theme or topic from
Ovid or the Bible or how a later author draws on a play by Shakespeare).
List at least 3 objectives: with Common Core or NC Essentials Standard/objective number:
-(CCSS.ELA-LITERACY.RL.9-10.2) Student will make inferences about Romeo and
Juliet based on previous knowledge of Shakespearean literature.
-(CCSS.ELA-LITERACY.RL.9-10.3) Student will be able to follow complicated plots
and differentiate characters.
-(CCSS.ELA-LITERACY.RL.9-10.9) Students will be able to write their own sonnets
drawing skills used by Shakespeare in his literature.
Step 3: Identify Teaching and Learning Strategies
List at least 2 teaching strategies
-Socratic seminar
-Group work

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-Presentations
List at least 2 learning strategies
-Brainstorming
-PowerPoint and Prezi
-Educational Games (Jeopardy, Kahoot, Socrative)
Step 4: Identify and Select Support Technologies
Technologies and materials needed for the lesson
-Computers
-Recorded books
-Screen monitors
-Word processors
-Clickers
-Smartboards
Step 5: Evaluate and Revise the Design
How will you evaluate and revise the design?
-By giving the students a test or quiz, with questions that are related to the local standards
and/or objectives.
-A group project that involves presenting in class about a specific topic the students
learned.
-Portfolio that contains important projects that we did throughout the unit

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Lesson Plan
Step 1: Ready the Learner
How will you review learner characteristics and entry skills to ensure all are ready for the
lesson?
-The students will receive a rubric that they should only be filled out on "K-W-H-L
Strategy" worksheet about Shakespeare. They will analyze their response and view the
Biography of Shakespeare video, taking notes and gathering information from it.
-Students should be able to explain the difference between a soliloquy and monologue.
-Make sure to include something with the three main learning styles

Step 2: Target Specific Objectives

-EQ #1: Who is Shakespeare? Why is he so important to British Literature?
-EQ #2: What is the pattern of a sonnet? What type of structure is used?
-EQ #3: Understand the old English writing.
-EQ#4: Understand the universal themes in Romeo and Juliet.
-EQ#5: How is Shakespearean literature related to the Bible?
Two of the objectives from DID plan
-Student will make inferences about Romeo and Juliet based on previous knowledge of
Shakespearean literature.
-Student will be able to follow complicated plots and differentiate characters.
Step 3: Prepare Students
-Class will use computers to search information on Shakespeare.
-Have "The K-W-H-L Worksheet prepare for students
-Summarize daily plan using steps of the pedagogical cycle
1) Structure: Students will have a brief background on Shakespeare's life.
Afterwards, we will focus on the structure of his writing and read one of his
famous plays, Romeo and Juliet. Students will then analyze the play and write
their own.
2) Question: Why is learning about Shakespeare, and his works, important?
3) Respond: Learning about Shakespeare is important because, not only has he
stood the test of time, but he has influenced many people along the way.
Knowledge of Shakespeare and his works are considered basic, and mandatory, in
college.
4) React: While the aforementioned is true, there are also many references of
Shakespeare and his works in pop culture.
-Have students in groups of 4 read "Romeo and Juliet." Take turns in understanding
what it is about and take notes on the significant events and themes.
-Identify technologies and materials

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1) Shakespeare Biography Video
https://www.youtube.com/watch?v=geev441vbMI

2) Iambic Video
http://study.com/academy/lesson/iambic-pentameter-definition-examples-q
uiz.html

3) Storyboard example
http://bit.ly/1KlBXT3
-Check for Success: methods to determine lessons success
1) Kahoot (http://bit.ly/1KWsg0L)
2) Test
(http://wappingersschools.org/cms/lib01/NY01001463/Centricity/Domain/1535/Romeo%20and%20Juliet
%20Test%20MC.pdf)

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Action Plan
1-List what you will do to Identify learner preparation activities for the lesson
-I will have material for all types of learners.
-There will be projects for the tactile learners. Storyboards with pictures for the visual
learners and read aloud in class for the auditory learners.
-I will identify how each student learns on quizzing them using an online game
called, "Kahoot."
2-List what you will do to ready the classroom for the lesson
-Get the Romeo and Juliet books prepared
-Get the desk prepared in groups of four
-Have all worksheets on their desk that will be needed that particular day
-Have any technology material that will be used in class ready for the students
-Have special technology for the students who need it
3-List teaching and learning activities for the lesson
-Group work
-Comparing and Contrasting Primary Documents on Romeo and Juliet
-Character Map
-Shakespearean vocabulary concept maps
-K-W-H-L Worksheet
-Make a mini skit with your group to present to the class.
-Project: Create a storyboard. Be creative! You may work with someone else, but
it is not required.
-We will listen and watch videos about Romeo and Juliet
-Have open discussions in class about the reading
-Socratic Seminar
4-List personal prompts
-Write a two paragraphs about yourself in old English, like in Romeo and Juliet.
-Write a reflective essay on Romeo and Juliet about your opinion on this book.
-Make a short sonnet related to their guiding reading of Romeo and Juliet and
connect it a real life occurring situation.
-Write your own tragic story using the Shakespearean format. Make sure to write
in old English. Must be at least a page.
5- Support technologies checklist
-Computers to understand the vocabulary better
-Writing assignments for students with special needs will use Word processing
programs, concept mapping, word prediction, text-to-text speech, talking
spell-check applications.
-Reading assignment for students with special needs will use recorded books,
electronic texts, scan/read systems, iBooks.
-Depending on what needs the student needs we will use input and output devices.
-Quizzes on the computer on the Shakespearean vocabulary
-After an act or a scene have a quiz on the computer

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6-List feedback instruments
-Computers
-Screen readers, voice input, one-handed keyboards, expanded keyboards, braille
printers
-All sorts of technology that will help students with and or without special needs
7-List follow-up activities
-Online Quizzes
-Unit study guide to fill out while reading the book
-Unit test after finishing the whole book

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