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Subject: ELA
Unit: Shakespeare
Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text, including determining where the text
leaves matters uncertain.
CCSS.ELA-LITERACY.RL.11-12.4
Determine the meaning of words and phrases as they are used in the text, including
figurative and connotative meanings; analyze the impact of specific word choices on
meaning and tone, including words with multiple meanings or language that is
particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)
Learning Experience Outcomes
(knowledge/skills)
Students will:
-Complete a formative assessment
-Use a Double-Entry journal as they read
-Share their findings with the class
-Develop an understanding of what the
text says implicitly and explicitly
Differentiation (What will you do to meet the needs of students at these different levels?)
Approaching
On-level
Beyond
Approaching students will
On-level students will
Students who are beyond
benefit from partner work
benefit from the strategy
will benefit from the pyramid
because they will be able
because there is enough
because they can use their
to bounce ideas and
space for them to perform in depth interpretations to
questions off of their
on their own and
fill in the journal. Their
partners. This will help
personalize, but also
journals can be more
them gain insight. The
enough room where they
detailed.
double-entry journal will
can ask questions.
also help guide the reader
and give them a study
guide.
Curriculum Integration
(Does this lesson correlate with any other content area? Describe.)
Any techniques that are taught in todays lesson will work perfectly well in any
other content area classroom. These techniques can easily be molded to fit
other content areas. If students find the journals beneficial they will be able to
continue to use them in their other classes. They might just have to adjust it
depending on the class.
Material
Procedures/Strategies
1
s
Sponge Activity Students will be asked to sit down and begin to copy
down what is on the board.
Assigned
text
Noteboo
ks
Smartbo
ard
presenta
tion
Doubleentry
Journals
Anticipatory Set Students will have a Do-Now written on the board, Take
out your books and find something in the reading from last nights read g
assignment that you found interesting, such as a quote, and say
something about it or ask a question. Once students have cited their
section and thought of a statement or question, they will begin to
volunteer their answers.
Activating Prior Knowledge Students will volunteer their answers to the
Do-Now question. They will tell students what page to turn to, read out the
section, and then talk about it. They can offer comments and/or questions.
Other students can comment or answer any question that is asked. This is
a way to make sure that the students are on track and understand what is
being read. It is also a good way to clarify any confusions. This is a perfect
way to ease students into todays lesson in regards to the Double-Entry
Journals.
Direct Instruction Today we are going to continue reading Shakespeares
Much Ado About Nothing. Last night you read Act 2 Scene 1 for homework.
We will read Act 2 Scenes 2 and 3 today as a class. Before we begin
reading, I would like for you to perform a Double-Entry Journal on last
nights reading. What we did as a Do-Now today is a small example of
what is asked of you from a Double-Entry Journal. It is a great graphic
organizer to use because it helps clarify what you are reading, can be used
as a study guide, and it will let me know if you are struggling or if I need to
modify instruction in any way to help you understand Shakespeare. On one
side you will write down any quotes, ideas, or summaries from the text. On
the other side you will write a reflection or ask any questions. To practice, I
will model how to implement a Double-Entry Journal using last nights
reading. Follow along so that you can understand what is being asked of
you. The modeling of the strategy will benefit students because they will
see how it is done and that it can be personalized with their own thoughts
and questions. The strategy will help students understand the text, use as
a study guide, and will help me see if the students are on the right track.
Closure Students will come together and present their findings. The
students who did scene 2 will volunteer their entries and the class will
discuss if needed. Then the students who did scene 3 will do the same and
the class will discuss. This is a great way for students to discuss what they
have learned and clear up any questions, and it is also a great way for me
to see where they are in their learning. They will also hand in their entries
so I can review and see where each individual student is in their learning.
HW: Read the next scene for homework and perform a Double-Entry
Journal.
Reflection/Questions
There seems to be a lot of gossiping in
this play
Why pretend?
No, no, we will hold it as a dream till it
appear itself.