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Secondary Lesson Plan Template Grade level and subject discipline: Length of class: 10th Grade English 90 mins

LEARNING GOALS to be addressed in this lesson (What standards or umbrella learning goals will I address?): Reading Anchor Standard 6: Assess how point of view or purpose shapes the content and style of a text.

LEARNING OBJECTIVES (in ABCD format using verbs from Blooms Taxonomy): After the in-class Jigsaw activity (C), students (A) will be able to compare and contrast the different potential authors for Shakespeares texts and their validity (B). After the in-class Jigsaw activity and discussion (C), students (A) will be able to analyze the evidence for each author and evaluate which is most significant in proving authorship (B). After the in-class Jigsaw activity (C), students (A) will be able to examine Shakespeares texts in different ways, according to the identities and purposes of the potential authors (B).

KNOWLEDGE (What facts, concepts, or vocabulary words will students need to know or be taught in order to accomplish these objectives?)

SKILLS (What skills will they need to have be taught in order to accomplish these objectives?)

Biographical information of: William Shakespeare, Edward de Vere, Francis Bacon, and Christopher Marlowe Evidence for each of these as author

Analysis of text in terms of authors backgroundhow this impacts how the text was written and how we interpret it

RESOURCES/MATERIALS NEEDED (What materials and resources will I use?):

Note-taking worksheets Computers for research on authors and evidence

ASSESSMENT (How will I know if students achieve the learning goals/objectives?): Informal Assessment: I will monitor small and large group discussion to check for understanding. Note-taking worksheets: I will collect the note-taking worksheets to check for understanding (to be returned the following day for student reference). Exit slip: Each student will write a paragraph about which author they are most convinced is the true author and how this will affect how they read Shakespeare.

LEARNING PLAN (How will you organize student learning? What instructional strategies will you use? How will you scaffold for student learning?) (Write in outline format).

Students get settled. Hook: Students, what if I told you that your teachers have been lying to you for years? Would you believe me? What you will be learning today is something that I did not learn until I was a junior in college. Heres the secret: Shakespeare might not have written Shakespeare. Now how many of you believe me? We are taught from a young age that there is not controversy about the author; but there has been plenty of research and are even organizations dedicated to proving who the real author of Shakespeare is. (10 mins) Introduce Activity: Today, you will be working in groups to investigate who really wrote Shakespeare and why it matters who wrote it. We will be doing an activity that requires you to be in two groups: one group that is all researching the same potential author and compiling evidence, and another group made up of someone who researched each author, so you can share your findings with each other. (5 mins) Group students into 6 home groups of 4 students. Have students number off within home groups to determine expert groups and have students get into these groups. (10 mins) Assign students to research biographical information and evidence for authorship for the potential authors using in-class technology or computer lab: William Shakespeare, Edward de Vere, Francis Bacon, or Christopher Marlowe. Students will complete a note-taking worksheet to record their research. (20 mins) I will be walking around to model thinking/researching/questioning for students, offer scaffolded instruction, and provide deeper questions. Have students return to their home groups and teach each member about what they have found. Have each student in the group take notes to round out their knowledge. (20 mins) Whole group review: Have each student decide which piece of evidence they found is the most convincing and highlight/underline. Share in groups and share with whole class. (5 mins) Transition: Why does it matter who wrote Shakespeare? Take one minute, write, and share with small groups; share with whole class. Does this change how you read? What does it tell you about the importance of the author to a text? What does an author bring to a text that makes it important to know about him or her? (10 mins) Assign homework journal, and give time to work on it if needed. Have students turn in note-taking worksheets and journal next class for formative assessment.

LESSON PLAN CHECKLIST: Did I hook my students by getting them excited about the topic? Did I introduce my learning objectives to the students (even if I just posted them in the room)? Are my learning objectives aligned with my state standards? Did I choose an instructional strategy/activity appropriate to the purpose(s) of the lesson? Did I organize my lesson clearly? Did I account for any downtime and/or transitions? Did I model or provide guided practice (if necessary)? Did I scaffold student learning (if necessary)? Did I assess my students learning (formative or summative)? Did I successfully bring the lesson to a close within the allotted time? Did I provide a bridge to the next lesson in my unit sequence? Did I provide anchor/enrichment activities for students who complete the lesson early (if necessary)? Did I differentiate for my individual students needs?

Articles for Shakespeare: https://www.uwgb.edu/dutchs/pseudosc/hidncode.htm http://www.forbes.com/sites/alexknapp/2011/10/19/yes-shakespeare-really-didwrite-shakespeare/

Articles for Bacon: http://www.sirbacon.org/links/evidence.htm http://www.redicecreations.com/specialreports/2005/04apr/baconshakespeare.ht ml

Articles for Marlowe: http://www.marloweshakespeare.org/MarloweScholarship.html http://www.theshakespeareconspiracy.com/shakespearevsmarlowe.html

Articles for de Vere: http://www.shakespeare-oxford.com/?p=10 http://www.authorshipstudies.org/articles/oxford_shakespeare.cfm

Note-Taking Worksheet Name of Potential Author: Biographical Information: Social Class?




Life Span?

Evidence for Authorship:

Note-Taking Worksheet Potential Author #2: Social Class? Location? Job/Skills? Education? Life Span? Evidence for Authorship? Potential Author #3: Social Class? Location? Job/Skills? Education? Life Span? Evidence for Authorship?

Potential Author #4: Social Class? Location? Job/Skills? Education? Life Span? Evidence for Authorship?

Questions I Still Have: