Component I: Classroom Teaching
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Task A-2: Lesson Plan
Intern Name: Katelyn Fryar
# of Students: 25
Date: 10/28/15
Age/Grade Level: 9th
Unit Title: Quality Core: Romeo and Juliet
Cycle: 1
Content Area: English
Lesson Title: Understanding Characters Through Dialogue
Lesson Alignment to Unit
Respond to the following items:
a) Identify essential questions and/or unit objective(s) addressed by this lesson.
I can read dramatic literature and analyze its conventions to identify how they express a writers meaning.
b) Connect the objectives to the state curriculum documents, i.e., Program of Studies, Kentucky Core Content, and/or Kentucky Core Academic Standards.
ACT Quality Core Standards addressed:
A3.c I can read dramatic literature and analyze its conventions to identify how they express a writers meaning.
A2.a I can apply strategies during and after reading to increase fluency and comprehension with increasingly challenging texts.
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c) Describe students prior knowledge or focus of the previous learning.
Students have been reading Romeo and Juliet and analyzing literary and dramatic elements. They have finished reading the play and have tracked character
development throughout. The previous lesson involved analysis through dialogue of one character in a specific scene. This lesson dealt with the same
standards as todays lesson, but students are furthering their mastery of the targets by completing the character analyses on a text they have not seen before.
d) Describe summative assessment(s) for this particular unit and how lessons in this unit contribute to the summative assessment.
The summative assessment for this unit is an exam and covers the learning targets below. This lesson develops mastery in two of the targets (A3c, A2a)
A3c: I can read dramatic literature and analyze its conventions to identify how they express a writers meaning.
A5e: I can identify, analyze, and evaluate the ways in which irony achieves specific effects and shape meaning in increasingly challenging texts.
A3d: I can identify and interpret works in various poetic forms (eg.g, ballad, ode, sonnet) and explain how meaning is conveyed through features of poetry,
such as poetic devices (e.g. metaphor, imagery, personification, tone, symbolism).
A6b: I can summarize and paraphrase information in increasingly challenging texts, identifying key ideas, supporting details, logical gaps, and omissions.
A2a: I can apply strategies during and after reading to increase comprehension (inferring, summarizing, etc) with increasingly challenging texts.
A8d: I can use context clues (e.g. authors restatement, example) to understand unfamiliar words in increasingly challenging texts.
B3a: I can establish and develop a clear thesis statement for informational writing or a clear plan or outline for narrative writing.
A2c: I can demonstrate comprehension of increasingly challenging texts by asking and answering interpretive questions.
A5h: I can identify the authors stated or implied purpose in increasingly challenging texts.
e)
Describe the characteristics of your students identified in section a of Task A-1Critical Student Characteristics, who will require differentiated
instruction to meet their diverse needs impacting instructional planning in this lesson of the unit.
There is one student in this class who requires modifications; these modifications stipulate that the student is able to complete all of their work on their
Chromebook device and submits work via GoogleDrive to me. This has been the procedure all year and is now a seamless process. This student also
receives double time to complete assignments.
Lesson Objectives/
Learning Targets
Objective/target:
I can read dramatic literature and analyze
its conventions to identify how they
express a writers meaning.
Objective/target: I can apply strategies
during and after reading to increase
fluency and comprehension with
increasingly challenging texts.
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Assessment
Instructional Strategy/Activity
Assessment description: Exit slip on Google
Forms - Exit slip will consist of a dramatic
literature cold passage and multiple choice
questions aligned to the target.
Assessment Accommodations: The assessment is
given digitally, therefore all accommodations are
met. Extra time is given if needed.
Strategy/Activity: Students will complete an exit slip on
Google Forms
Assessment description: Life-size character
poster
Strategy/Activity: 1. Mrs. Fryar will read an excerpt from
Romeo and Juliet that contains characterizing elements,
then model the creation of the life-sized character for
students.
2. Class will read the first part of the script together,
working together to identify character traits.
3. Students will begin working in their small groups.
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Activity Adaptations: N/A
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Media/technologies/resources: Chromebooks
Assessment Accommodations: Students will be
working in groups. Students who need
accommodation will have extra time if needed.
The student who typically works digitally can
stipulate additions to the written poster to his
group mates who can transfer his contributions to
the poster.
Activity Adaptations: N/A
Media/technologies/resources:
1. Holt literature book
2. markers/crayons/pens and pencils
3. large roll of white paper (for tracing)
4. small white person outline for group sketch
5. Characterization reading guide graphic organizer
Procedures: Describe the sequence of strategies and activities you will use to engage students and accomplish your objectives. Within this sequence, describe
how the differentiated strategies will meet individual student needs and diverse learners in your plan. (Use this section to outline the who, what, when, and
where of the instructional strategies and activities.)
1. Students will come in to class with instructions to take a literature book and open it to page 828 (2 minutes).
2. I will give students a quick overview of the plot of the play to provide students some context for the reading (3 minutes).
3. I will explain the characterization chart graphic organizer to students, showing them how to write down page numbers and characterization clues (3
minutes).
4. I will lead the class in readingCyrano de Bergerac together, prompting them to point out lines or interactions that tell us more about the characters. I will
ask students to focus specifically on Roxane as a character as we read (10 minutes).
5. After reading, I will explain the life-sized poster assignment. I will model the process for students, pulling from examples of characterization for Roxane
that they pointed out or found during the whole-class reading. (8-10 minutes)
6. Then, students will be assigned a partner. As partners, they will choose to analyze (and create a poster of) either Cyrano or Christian by identifying more
instances of characterization. For this section, they will use a graphic organizer specifically created for this assignment. The ability to work with a partner
will allow students to interact with one another and help bolster one anothers understanding of the text (15 minutes).
7. When students complete the graphic organizer, they will get a piece of paper from the roll and one partner will trace the other. Each life-sized poster will
have an outline of the character surrounded by characteristics near or inside their head (representing thoughts), characteristics near or inside their heart
(representing feelings), near or inside their arms or legs (representing actions). Students may interpret what the character looks like, but must be able to
identify that Cyrano is ugly, and Christian is good-looking. This life-sized poster will be a direct copy of their graphic organizer on a larger scale
(remainder of class).
8. In the last few minutes of class, students will complete the exit slip (Google Form) posted on Converge using their Chromebooks.
