GENERIC LESSON PLAN for Ed470

INSTRUCTIONAL UNIT
TEACHER (your DATE: 5-11-11 GRADE/Acquisition LESSON TITLE:
name): Level: 11/12 Reading and
Chrys Barnes Understanding
Shakespeare’s
SUBJECT (Content Sonnet #18
Area): English
Language Arts

LESSON OBJECTIVE:
Using Guided Oral
Reading as a class,
students will
demonstrate reading
fluency of Sonnet
#18. Students will
evaluate the themes
of the poem in a one-
paragraph written
response.

LANGUAGE STANDARDS AND CONTENT OBJECTIVES

CONTENT STANDARD ELD READING STANDARD 9-12
Reading comprehension 2.2 – Analyze Apply knowledge of language to achieve
the way in which clarity of meaning is comprehension of informational materials,
affected by the patterns of organization, literary texts, and texts in content areas.
repetition of the main ideas, syntax and
word choice.
2.5 – Analyze an author’s philosophical
assumptions and beliefs about a
subject.

ELD WRITING STANDARD ELD LISTENING/SPEAKING STANDARD

COGNITIVE, AFFECTIVE, AND PSYCHOMOTOR OBJECTIVES

COGNITIVE OBJECTIVES AFFECTIVE OBJECTIVES PSYCHOMOTOR OBJECTIVES
[Not necessary for [Not necessary for Ed470] [Not necessary for Ed470]
Ed470]

ADAPTATIONS FOR LEARNERS

MODIFICATIONS FOR ELL RATIONALE REFLECTION
[Not necessary for [Not necessary for Ed470] [Not necessary for Ed470]
Ed470]

ASSESSMENT
STRATEGY FOR ASSESSMENT
[Not necessary for Ed470]

LEARNING ENVIRONMENT
MATERIALS, EQUIPMENT, and TECHNOLOGY NEEDED
[Not necessary for Ed470]
 INTO, THROUGH, and BEYOND
INTO (Orientation) Present lesson agenda. T. taps REFLECTION
prior knowledge with a brief history of the (Completed after lesson is
language of Shakespeare’s time: The English presented)
Renaissance and the birth of Modern English.
Mechanized printing & contact w/ other cultures
during the Age of Exploration led to what big
changes? Shakespeare’s vocab vs. yours: whose
is bigger? Check for understanding.

THROUGH (Presentation, Structured Practice,

Guided Practice)
T. asks Question of the Day: How can a person
achieve immortality?
T. passes out individual copies of Shall I Compare
Thee to a Summer’s Day? It is also projected on
the overhead. A brief class discussion leads to T’s
suggestion to see how Shakespeare answered that
question. T. explains how a sonnet is like song
lyrics in that it’s a short, tight format that allows a
writer to make a very specific point. A
conversation w/the reader.
T. breaks students into at least 2 teams.
T. reads and explains (models) the first two lines,
explaining archaic vocab (thou/thee/thy for You) as
we go along.
1st activity, the first two teams read the first two
lines aloud one person/one word at a time.
T. reads and explains the next two lines and
repeats the “one word at a time” reading game
with the next two teams. Check for understanding
by calling on random student to summarize the
meaning of the first 4 lines in her own words.
T. points out that the real way poems are
understood is by picturing each image as you
read. Poems are read image-by-image, idea by
idea, rather than word-by-word.
T. repeats the process of reading, modeling and
explaining the poem 2 lines at a time. Each team
takes turns reading half a line while another team
finishes the line. Check for understanding by
calling on a student to summarize the second four
lines. Same process through the end of the poem.
T. breaks the class into an A and B section.
Everyone stands. The A’s read the odd lines and
the B’s read the even lines. Time permitting, we
reverse roles and read it one last time.
Class gives itself a hand for understanding
Shakespeare and reading him beautifully!

BEYOND (Independent Practice) On the back

of their copy of the poem, each student is asked to
do the following as a formative assessment: In a
one-paragraph written response tie your thoughts
to Shakespeare’s: 1) Briefly explain
Shakespeare’s beliefs about immortality. 2) How
would you like to be immortalized?