Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher
Date

Caitria Jade Cunningham

10/3/14

Subject/ Topic/ Theme Characters in Twelfth Night

Grade __HS Sophomores_______

I. Objectives
How does this lesson connect to the unit plan?
Throughout the unit on Twelfth Night, the students will be following one character very closely and interacting with his or her part in the play. This lesson introduces
that assignment and focuses on how characters and character development affects plot, outcome, and the way the characters interact with the audience.
cognitiveR U Ap An E C*

Learners will be able to:

Students will be able to track the changes of a character throughout the play.
Students will be able to write down specific characteristics gleaned through information in the play.
Students will be able to give specific evidence of how and where they gained this information.
Students will be able to describe how changes in characters are significant to the overall plot and theme of a play.
Students will be able to compare and contrast how the personalities of different characters impact the plot and change
relationships.

Ap.
Ap.
Ap.
An.
An.

physical
development

socioemotional

X
X

Common Core standards (or GLCEs if not available in Common Core) addressed:
CCSS.ELA-LITERACY.RL.9-10.1 states that students ought to be able to gather specific textual evidence to support their hypotheses.
CCSS.ELA-LITERACY.RL.9-10.2 states that students ought to be able to determine a central theme in literature and see how it is affected by various details.
CCSS.ELA-LITERACY.RL.9-10.3 states that students ought to be able to analyze characters and their relationships and impacts within a text.
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create

II. Before you start

Identify prerequisite
knowledge and skills.

Outline assessment
activities
(applicable to this lesson)

In order to be successful in this lesson, students must be able to read at a basic level and be
comfortable asking questions as well as be able to use a dictionary and/or glossary. They will need to
have read some of Shakespeare sonnets and be familiar with some of the poetic devices he uses and
how they connect to the various themes. They will also need to be somewhat familiar with the oral
culture of poetry and visual medium of plays. They need a basic knowledge of how characters impact
the plotlines of various types of literature (essentially, that characters and how they change are very
significant to the end result of the piece of literature). They need to have read different parts of
Twelfth Night and have the ability to understand how Acts, Scenes, and lines are set up for references.
Pre-assessment (for learning): The students will be assessed via the class discussion to find out what they
already know about how character development in literature works.
Formative (for learning): The students will be assessed via their ability to produce specific examples and
reference how and where they found those examples.
Formative (as learning): The students will be assessed via their use of class time to begin working on their
character traces.
Summative (of learning): The students will be assessed via their final character traces at the end of the

unit.
Provide Multiple Means of
Representation
Provide options for perceptionmaking information perceptible

What barriers might this

lesson present?
What will it take
neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?

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The information will be discussed

in class, the characters will be
visually represented, and they will
be able to write things down.
Provide options for language,
mathematical expressions, and
symbols- clarify & connect
language

The information will be visually

represented as well as audibly.

Provide Multiple Means of

Action and Expression
Provide options for physical actionincrease options for interaction
The students will be working in
groups to develop their characters
for a portion of the class.

Provide options for expression and

communication- increase medium
of expression
Students will able to listen, ask
questions, have conversations with
each other, and write down the
beginnings of their traces.

Provide Multiple Means of

Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
The changing of relationships and
the nature of the characters as real
people should make the assignment
real and valuable to the students.
Provide options for sustaining
effort and persistence- optimize
challenge, collaboration, masteryoriented feedback
The class will move from one
activity to the next with relative
speed and maximum participation
so that the students remain
engaged.

Provide options for comprehensionactivate, apply & highlight

The students will be able to

write down their understandings
or questions or discuss them.

Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?

Provide options for executive

functions- coordinate short & long
term goals, monitor progress, and
modify strategies

Provide options for self-regulationexpectations, personal skills and

strategies, self-assessment &
reflection

This should get them on their

Working in groups should give
way to the long term goal of
them a good idea of the work
completing the character trace
that needs to get done, and the
and understanding better how
keeping-track sheet should hold
relationships function.
them accountable.
I need to have a strong understanding of Twelfth Night and the character and relationship changes that
take place within it. I will need to be familiar with how the relationships within Twelfth Night change
and shift throughout the play. I need to have visual representations of various characters set up and
available for access, both for me and for the students. Multiple representations of each character would
be ideal. I need to have keeping-track sheets and rubric sheets made.
An open space up front for acting would be helpful. The classroom will be set up in the usual U shape
with the tables.

How will your classroom

be set up for this lesson?

III. The Plan

Time

Components

2 min
5 min

Motivation
(opening/
introduction/
engagement)

5 min

10
min

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Development
(the largest
component or
main body of
the lesson)

Describe teacher activities

AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
1. Begin with a mindful minute. This should
1. Students should be still and silent for the
bridge the time between the hallway and
mindful minute. They should not be
the class nicely.
talking, moving, or using technology.
2. Ask students about favorite characters
2. Students should be talking about favorite
not from Twelfth Night yet, but just
characters and examining why those
favorite characters from anywhere, in
characters are favorites and attractive.
general. Why those characters? How are
They should be asking how the characters
those characters important? Do those
change or if they change and what things
characters stay static or change? Try to
affect that change. They should be able to
pick a character with whom they are all or
discuss these things as a class and ask
mostly familiar so that the conversation
questions as needed, hopefully focusing
can remain both specific and relevant.
on just a couple of characters.
3. Take time to pass out the sheets and have
3. The students should take the sheets, one at
them staple them together. MAKE SURE
a time, passing them down the circles. The
THE ORDER OF THE SHEETS IS
stapler will go around afterwards. They
CLEAR. If they have the papers in the
need to stable them together and the
right order in the packets, life will be a lot
papers need to be in the right order for the
easier later on.
unit to be more successful.
4. Then ask them to open Twelfth Night,
4. The students should open Twelfth Night
right before the play itself actually begins,
and find the opening scene, but they
and look at the cast of characters. Ask
should also look through the rest of the
them to pick one or two and write their
book to see what other materials are
names on the board. Now ask what we
available for them. They should look at
know about them. Every time the students
the cast of characters and choose one or
come up with a new idea, put that on the
two. They should be explaining as a class
board beneath the characters names. Do
what they know about them. Their
not question what they have to say yet (by
examples should be written on the board
asking for evidence, asking how they
and they should be able to give several

know, etc.). Make it clear that

things that are true for each one. They
relationships with other characters and
should also discuss how relationships
how they feel about those relationships is
between the characters are significant and
also fair game in fact, important.
changing.
5. Once there is a list of five to ten things for
5. The students should be digging through
10
each character, bring the class to a halt.
their texts to find out how the know the
min
Ask where they found that information.
information that has been put on the
Ask how they know it is true. Make sure
board. They should find the Act, scene,
they are looking in the text, not anywhere
and line number that give them the
else. Every time they find a relevant line
information. Any observations that cannot
number, write that Act number, scene
be substantiated by the text will be erased
number, and line number behind their
to give students a sense of what it means
observation. Every observation they
to give specific examples and textual
cannot substantiate with evidence from the
evidence.
text gets erased. This will probably narrow
6. The students should listen to the
down the number of observations
instructions on the project, read along with
somewhat significantly.
the rubric and prompt, and ask questions
6. Introduce the project to students. They
as needed.
10
should begin by choosing a character.
min
Although they ought to choose a character
for whom there is a lot of information,
they are welcome to choose whatever
character they like, recognizing that
choosing a less important one may make it
more difficult for them to complete the
project. Explain to them that the character
they pick will be the character they trace
throughout the play. They ought to keep
track of personal traits, relationships with
other characters, and changing
beliefs/traits/relationships. For each scene
that their character is in, they ought to
write down three to four things that they
have learned and/or noticed about their
character in that scene. They must also
reference the line(s) from which they
gleaned that information. This information
ought to be put in the Important Quotes
section of their keeping-track sheets.
7. After the students have chosen their
7. After the students have chosen their
10
characters, which should only take a
characters, which should only take a
min
couple of minutes, they ought to get into
couple of minutes, they ought to get into
character groups. For example, all the
character groups. For example, all the
Closure
(conclusion,
Violas will be in one corner of the room
Violas will be in one corner of the room
culmination,
and all the Dukes in another, and so on
and all the Dukes in another, and so on
wrap-up)
and so forth. In their groups, they ought to
and so forth. In their groups, they ought to
work through the next scene or two,
work through the next scene or two,
MAKING SURE THAT THEY ARE
MAKING SURE THAT THEY ARE
READING A SCENE THAT INCLUDES
READING A SCENE THAT INCLUDES
THEIR CHARACTER, and beginning the
THEIR CHARACTER, and beginning the
character trace as a group. This should go
character trace as a group. This should go
until the end of the hour. The teacher
until the end of the hour.
should observe.
Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)

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Like my first lesson, I was only able to teach approximately half of this lesson. My job while teaching this lesson was to introduce
the project to the students no more, no less, as the teacher had other things to accomplish throughout the day. I found it was more
difficult than I anticipated to explain the assignment. They did not quite understand exactly why I wanted them to follow a character,
and many of them did not want to pick one character but wanted to switch throughout the play. I had to remind them of the overall
assignment in order to get them on board with the idea. I also still think it would have been more beneficial to get them into character
groups not only does it make them think about what they know and delve deeply into the text, but it forces them to choose a
character up front, not something they wanted to do. I wish I had had some backup plans in case the students were not as
forthcoming in their character discussion. However, as a teacher, I also am learning that I need to let silence sit. If I let it sit, and do
not call on the student who always raises his hand, I get wonderful responses from the students who would never speak up otherwise.
If I were to teach this lesson again, I would have better structured discussion questions for the groups and a better backup plan in
case the students cannot come up with a character.

9-15-14