Claflin University School of Education

Lesson Plan YMCA Group Interview Name: Alycia Moore-Smith PART I: PLANNING Shakespeares Four Humors Title of Lesson Is this lesson original idea? If not, from what source did I borrow this lesson? https://www.nlm.nih.gov/exhibition/shakespeare/fourhumors.html Language Arts 8th grade Grade Level CCSS.ELA-LITERACY.WHST.6-8.6 Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently. CCSS.ELA-LITERACY.RST.6-8.1 Cite specific textual evidence to support analysis of science and technical texts. Describe the lessons activities and content to provide a clear overview of the lesson. Students view primary and secondary sources related to the medical theory of the four humors and its influence on Shakespeare from the online exhibition, And theres the humor of it Shakespeare and the four humors. Students examine the four humors as they relate to bodily fluids and temperaments that continued as an integral part of Western medicines view of the mind-body connection in Shakespeares time, using various primary visual sources. What will students be able to do at the conclusion of this lesson? Make sure that your objective(s) are measurable. Students will be able to Identify three theorists; Hippocrates, Galens and Aristotle and their role in Shakespeares Four Humors

Date: April 12, 2014

Source Subject Area (s)

(Curriculum Standards)

Description and Background Information

Lesson Objectives

Name the four humors and a minimum of two traits, seasons, temperaments, elements and bodily humors associated with each humor Recognize that humans continue to explore the mind-body connection in the western medical traditions from the ancient era until today

Varying Objectives for Individuals Needs

How will I vary these objectives for students who do not understand the material? I will work with these students individually or have them pair with a student who understands the material well. (reciprocal teaching) How will I vary these objectives for students who have already mastered the concept? I will assign these students early finishers work and extra credit assignments How will I vary these objectives for students who are presently learning English? I will work with these students individually; before, during, between and after classes. We will also offer help to the students; ELL programs, etc. Why is it important for the students to learn this content? Students should learn this information in order to learn how to make connections between science and literature/poetry. What materials and supplies are needed to help your students achieve the stated objectives? What will the teacher need? What will the students need? What other resources are needed? Will you use resource speakers? Paper, Pencil, Pen, Handouts, SMARTboard, WiFi, Computer What will you do to motivate the students and get their attention? What is the hook that will serve as a focus for the lessons activities? I will provide the class with a pre-assessment quiz followed by a PowerPoint presentation focusing on the four humors and their descriptions.

Statement of Purpose

Materials and Resources

Anticipatory Set

Part II: IMPLEMENTATION How will I find out what students already know about this topic? I will provide the class with a pre-assessment quiz focusing on the four humors and bodily, temperaments, seasons, elements and philosophers. What will I do to show students what is expected?

Pre-assessment

Teacher Modeling or Demonstration Guided Practice What will we do together as they learn how to succeed at the new task? Students will complete four humors chart as a class or in groups. What questions will you ask to determine if students understand so far? What techniques or strategies will be used to determine if students understand so far? What will students do by themselves to show that they have internalized the knowledge? Students will complete handouts individually.

Checking for Understanding

Independent Practice

Closure

How will I conclude the lesson and relate it to future experiences? How will you wrap up the lesson to reinforce concepts taught during the lesson? I will summarize the lesson by recapping and asking open-ended questions. I will ask students what they learned and how they can apply it to future experiences. What will students do to demonstrate what they have learned? Students will participate in a post assessment quiz following the PowerPoint presentation. What can students do at home or in the classroom to apply the knowledge or skills? How could you use your colleagues or community agencies to improve student performance? Students will use the internet to look for examples of the two humors not discussed in class. In pairs, they will use google drive to discuss and reflect on student findings as a homework assignment. How will you use technology to assist students with learning the concepts? What technology will you use to enhance the delivery and comprehension of your content? I will use a PowerPoint Presentation, Google Search Engine and Google Drive How will you connect this lesson with other content areas across the curriculum? The Arts:

Assessment (attach to lesson plan) Extension Activities

Technology

Connection Across the Curriculum

Health:

Physical Education:

PART III: REFLECTION (Complete JOURNAL RESPONSE after individual lesson presentation) Describe the strengths of your instructional techniques, strategies and classroom management. Describe the strengths of student engagement. Describe the weaknesses of your instructional techniques, strategies and classroom management. Describe the weaknesses of student engagement. What would you change when teaching this lesson again? Revised 6-2013

Strengths

Weaknesses Suggestions for Improvement

THE CLAFLIN IMPERATIVE PREPARING STDUENTS FOR LEADERSHIP AND SERVICE IN A MULTICULTURAL, GLOBAL AND TECHNOLOGICAL SOCIETY