Running head: LESSON PLAN #2 1

Lesson Plan #2

Theresa Butler

Ottawa University
LESSON PLAN #2 2

Lesson Plan #3

My practicum is taking place at Peoria Accelerated High School, a charter school located

in Peoria, Arizona, where I am employed as an English teacher. The class I chose for this Lesson

Plan is my 10-Foundations class. This class is a beginning level class for students who might

need more support in ELA before advancing on to the traditional 10-1 and 10-2 curriculum. The

subject matter for this class is literature analysis instead of informational text, and students have

been learning about figurative language and Shakespearean language in preparation for

beginning ​Othello​ after our AzMERIT testing week.

This lesson asks students to work together collaboratively to define and analyze a specific

term used in Shakespeare’s dramatic works from soliloquy to the 5-act dramatic structure.

Students will work in partner teams to create an anchor chart with the word, its definition and

examples of the definition as necessary. Posters need to be colorful and illustrated with

something to receive full points. The majority of this lesson is project-based, where the students

will be completing the work on their own with minimal teacher input, though I will be walking

around the class and monitoring the progression of their work, allowing me to clarify or answer

questions when I see problems arising. The differentiation of this activity is that students can

work on different aspects of the project depending on their strengths. For instance, if one learns

better by drawing, they may take on this aspect of the work, while the other partner works on

writing the words. A second option for completion of this project is that they create a Slide

presentation for their word, illustrating it with pictures from the Web or a similar source to create

a collage. This way, students--especially those with IEPs that have accommodations to use

computers on written work--can take full ownership of the assignment as needed.

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After this phase of the project is complete, student work will be displayed around the

room on another day and students will walk around and take notes on other terms based on what

their peers completed the previous class. This allows them another opportunity to work

collaboratively to complete their notes. We will end the two-day lesson by coming back together

to check for understanding of the terms and begin applying it for analysis of Shakespeare’s

Othello.​
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OTTAWA UNIVERSITY
TEACHER EDUCATION DEPARTMENT
LESSON PLAN OUTLINE
Level 1

Name: Theresa Butler Grade Level: 10

Date: 11/4/18 Approximate length of
time: 60
School: Peoria Accelerated High School Subject: English 10-Foundation

Title: Shakespearean Drama Terminology

Unit Goal: Students are reading the Shakespeare play ​Othello​. To understand ​Othello​ and
to follow the curriculum map set forth by the school’s district, students need a firm
understanding of dramatic terminology.

STANDARD, BENCHMARK, INDICATOR(S):

Arizona Standards:
9-10.L.5
Demonstrate understanding of figurative language, word relationships, and nuances in
word meanings.
a. Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze
their role in the text.
b. Analyze nuances in the meaning of words with similar denotations.

9-10.L.6
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.

Common Core Standards:

CCSS.ELA-LITERACY.L.9-10.5
Demonstrate understanding of figurative language, word relationships, and nuances in
word meanings.

CCSS.ELA-LITERACY.L.9-10.6
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.
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AZ English Language Proficiency Standards:

ELP Standards: V-R.4.HI-8 summarizing the main idea and supporting details in text
V-LS.2.HI-8 delivering a prepared presentation that includes the main idea, detailed
information and explanations, and a valid conclusion in simple, compound, complex and
compound-complex sentences
V-L.2.HI-15 determining the meaning of words through the use of multiple strategies in
grade-level text

WHAT IS (ARE) THE LEARNING OBJECTIVE(S) FOR THIS LESSON?

SWBAT define and analyze dramatic elements in a text by creating anchor charts based
on a specific dramatic term, finding examples, and then participating in a gallery walk with their
peers.

HOW WILL YOU ASSESS STUDENT LEARNING?

Formative and/or Summative Assessment
Formative: Dramatic Terms Anchor Charts
Formative: Dramatic Terms Gallery Walk

WHAT MATERIALS, EQUIPMENT, AND RESOURCES ARE NECESSARY TO

TEACH THIS LESSON?
1. Materials:
a. Dramatic Terms Anchor Chart Assignment w/ Gallery walk
b. Poster board
c. Markers/Colored Pencils
2. DOK questions:
- What is figurative language?
- What do you notice, from your examples, about the use of figurative language in
drama as opposed to novels you have read?
- How do you predict imagery to be explained in a play when it doesn’t have the
same exposition as a novel or short story?

WHAT ADAPTATIONS AND MODIFICATIONS WILL BE CONSIDERED?

1. DIFFERENTIATION:​ Students may choose to work on different aspects of the
project--drawing as opposed to writing
2. DIFFERENTIATION 2:​ Work may be completed on computer/Slides presentation.
3. Give students additional time (take home/finish at home) if IEP or 504s require.

WHAT EVIDENCE-BASED INSTRUCTIONAL STRATEGIES WILL BE USED?

1. Direct Instruction
2. Anchor Charts
3. Collaborative Group Work
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WHAT QUESTIONS NEED TO BE CONSIDERED DURING THE LESSON?

What pre-requisite skills and/or knowledge are required for this lesson?
1. SW need basic background information on Shakespeare- what we are studying and
why they need to know dramatic structure.
2. SW need to understand how to develop and anchor chart (examples are provided to
them.)
3. SW need a basic understanding of what figurative language it.

How will you check for understanding throughout this lesson?

1. Monitor classwork regularly by walking around and listening in to conversation.
2. Spot check understanding by stopping with groups and questioning students with
leveled questions.
3. Exit Slip: Got it, Sorta have it; Don’t have it.

From here on, write as if you are talking to the children/students.

FOCUSING EVENT (BASED ON THE PRE-REQUISITE SKILLS AND/OR

KNOWLEDGE)
Students, as you know, we’re gearing up to read and watch Othello. In order to understand the
play, we need an understanding about how Shakespeare used dramatic structure and
elements to create his works. In order to do this, we need to revisit some things you have
learned in the past as they pertain to the development of figurative language and general
plot structure, but apply it now to drama-specific terminology.

PURPOSE (THE “WHY” OF THE LESSON)

We need to do this so we are all starting out at the same spot; so that as we are
discussing the play in a few weeks, you will be able to understand what I mean about
foreshadowing or about the climax of the play, and then apply to your analysis.

DELIVERY OF INFORMATION
We will be working on an anchor chart project in partners. While you may select who you work
with, I reserve the right to move you as needed. Each partner group will get 1 term to
focus on for their work and will be responsible for filling out the worksheet, creating an
anchor chart, and then turning it all in by the end of the class. You may use computers to
look up words or examples as needed; you may also use dictionaries.

MODELING/DEMONSTRATION/SKILL CUES
Modeling is included in the handout worksheet where it gives examples of other anchor charts.
Additionally, teacher will explain all directions prior to work time.

GUIDED PRACTICE
Teacher will circulate the room while students work but allow students the freedom to workshop
on their own. I will spot check by pulling up anonymous answers on the Peardeck for the
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class to see and discuss. We will work through wrong answers to find better or correct
answers.

INDEPENDENT PRACTICE/EXTENSIONS AND REFINEMENTS

Students will independently practice/recall what they have learned by applying the vocabulary to
their gallery walk the following class period. Teacher will have a discussion of
terms/check for understanding as a whole class.

CLOSURE/WRAP-UP (ENDING THE LESSON)

Exit Slip: Got it, don’t have it, sorta have it. Students will justify where they are at with a 1-2
sentence explanation.

REVIEW, EVALUATE, AND REFLECT (For after teaching)

Based on the information obtained from planning, teaching and assessing this lesson, respond to
the following questions:
What data do you have to support the instruction?
What indications do you have, in addition to the data, that your instruction was
successful?
What do you perceive as the strengths of your instruction?
What would you change when teaching this lesson again?
What have you learned about content, teaching and learning from teaching this
lesson?
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