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LESSONPLAN

SUBJECT/Grade:Grade12UniversityEnglish(ENG4U) SuggestedTime:75min.
LESSONTITLE:StageDirectionsinKingLear

LESSONDescription:StudentswilllearnaboutKingLearfromadramaticperspectivetohelpthem
lookatthattheplayfromadifferentpointofviewandrememberwhenShakespearewrotetheplayit
wasoriginallymeanttobeviewed,notread.

PLANNING
Curriculum Connections
Overall Expectations:
Reading and Literature Studies
1. Reading for meaning
2. Understanding form and style
3. Reading with fluency

Writing
2. Using knowledge of form and style

Specific Expectations:
Making Inferences
1.4 make and explain inferences of increasing subtlety and insight about texts, including complex and
challenging texts, supporting their explanations with well-chosen stated and implied ideas from the
texts
Analysing Texts
1.6 analyse texts in terms of the information, ideas, issues, or themes they explore, examining how
various aspects of the texts contribute to the presentation or development of these elements
Text Features
2.2 identify a variety of text features and demonstrate insight into the way they communicate meaning
Developing Vocabulary
3.3 regularly use a variety of strategies to explore and expand vocabulary, discerning shadesof meaning
and assessing the precision with which words are used in the texts they are reading

Form
2.1 write for different purposes and audiences using a variety of literary, informational, and graphic
forms

Cross Curricular Links


Drama, History

Learning Goals: Agenda


Today I will learn Today we will
1. History of Shakespearean staging and 1. Make our own interpretations and analyze
performance. others.
2. Stage direction terminology. 2. Learn about stage directions and set-up.
3. How lack of stage directions allow for different 3. Create prompt books in groups.
interpretations of the play to be made.
Materials
PowerPoint presentation Stage handout + layout
Instruction handouts Lined paper
Checklists for marking Stapler

Lesson Set-up
PowerPoint presentation ready and all handouts on the front desk.

Prior Learning
Covered all of Act 1 in King Lear know how to do proper analysis of the play to find meaning

Assessment Tools & Tasks


Create a prompt book to show they have achieved the learning goals and a checklist will be used to
assess the students learning.

Differentiation: Content, Process, Product, Assessment/Accommodations, Modifications


3 gifted students on IEP:
-Activity instructions say minimum so these students can do more if they wish
-Lesson involves a lot of higher level thinking that can be expanded on more in depth than expected
(other students can learn from these peers)
1 behavioural (anxiety) on IEP:
-high structure throughout the lesson, can choose their own groups (so the student will feel
comfortable)

LESSON
What Teachers Do: What Students Do:
Hook (10 minutes)
DiscussionQuestions
puttheDiscussionQuestionsslideonthe -think silently
boardasthestudentswalkintobeginthinking
Goovertheagendafortheclass -listen
beginandstructureawholeclassdiscussionby -discuss
usingthequestionsontheslideaspromptsforthe
class

Action (45-50 minutes)


Go through PowerPoint (30 minutes)
-includes teacher lead discussion -discuss and listen
questions/student lead discussions and small
lecture portions

Prompt book activity (20 minutes)


-all instructions and handouts attached
-show example -look/ask questions
-allow students to choose their own groups, once -form groups, one member grabs the sheets
groups are chosen have one group member grab needed for the assignment, arrange desks in group
all of the sheets needed to complete the activity form
-walk around the room and answer -work collaboratively
question/provide guidance if needed

Guiding questions for the students who need them


while they work:
1. Where does the action take place?
2. Who is speaking to whom?
3. What happens in this passage?
4. Where should the characters be positioned on
stage? From where and to where are entrances and
exits made? Why?
5. What props are required by the passage?

Especially important are questions about the


characters:
1. What motivates these characters to say what
they say?
2. Do the characters objectives change in this
passage? If so, when and why? Or do only tactics
change?
3. What obstacles stand in each characters way?
What happens when objectives meet obstacles?
4. Where would you place vocal pauses?
5. In what tone of voice is the line spoken? Why?
6. How would the characters move here?
7. What facial expressions might accompany the
delivery of this line?

Reflect and Connect (5-10 minutes)


-Have the students put the papers on their desks to walkaroundandlookattheothergroupsstage
do a gallery walk to end the lesson diagramsandstagedirectionstoseethedifferent
variations.

-Instruct students to move their desks back -move desks

Instruct the students to think about one thing they -Think silently until the bell
wish they would have included or that you liked
about someone elses prompt book or diagram
that you didnt include in your own and one thing
you noticed was unique about your prompt book
or that you liked.

Next Steps
Continue with Act 2 and use their new knowledge on stage directions throughout the analysis of the
play to add meaning and look at the play from a different perspective.

Personal Reflection

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