Вы находитесь на странице: 1из 8

PED 3106 Differentiated Lesson Plan

Janine, Jessica and Justin

Title: Romeo and Juliet: Gender Then and Now
Time: 2x 75 Minutes
Strand: Reading Writing and Oral



Grades: 9

Lesson Description
In this lesson, students will analyze and compare social expectations and gender conventions.
Group and class discussion will emphasize and point out specific information about past and the
present gender constructions. Moreover, this lesson will be used as a pre-reading strategy that
will facilitate the class understanding of Romeo and Juliet as a product of Elizabethan society.
By the end of the class, students should recognize that gender conventions have not varied
greatly over time. Class discussion will also encourage discussion on whether or not
expectations have improved and what needs to change.
Stage 1: Desired Results
Fundamental Concepts/Skills
Big Ideas/Essential Question
Big idea: Make Shakespeare relevant to a grade 9 class in 2014.
Essential .Question: Have gender conventions changed since the Elizabethan era?
Ontario Curricular Overall Expectation
Oral Communication
1.Listening to Understand:
Listen in order to understand and respond appropriately in a variety of situations for a variety of
Reading and Literature Studies
1.Reading for Meaning:
Read and demonstrate an understanding of a variety of informational literary and graphic texts,
using a range of strategies to construct meaning.
2. Using Knowledge of Form and Style: Draft and revise their writing, using a variety of
informational literary and graphic forms and stylistic elements and appropriate for the purpose
and audience
Ontario Curricular Specific Expectation
Oral Communication
-Demonstrate Understanding of Content (1.4) Identify the important information and ideas
in simple, oral texts and some teacher/selected complex texts.
-Interpreting Texts (1.5) Develop and explain interpretations of simple oral texts and some
teacher/selected complex texts, using evidence from the texts and some oral and visual cues
used to support their interpretations.
Reading and Literature Studies

-Analyzing texts (1.6) Analyze texts in terms of the information, ideas, issues, or themes they
explore, examining how various aspects of the texts contribute to the presentation for
development of these elements.
-Critical Literacy (1.8) Identify the perspectives and/or biases in simple text and some
teacher/selected complex texts and comment on any questions they may raise about beliefs,
values, and identity.
-Critical literacy (2.5) Explain how their own beliefs, values and experiences are revealed in
their writing
Lesson Goals
- Recognize and illustrate gender conventions within both a contemporary and Elizabethan
-Understand how/if Shakespeare manipulates & reverses gender conventions and expectations
-Shakespeare creates an empowered female protagonist.
-Understand why Juliet is an active, rather than passive participant in how her future unfolds.
-Create associations between Shakespeares play in Disney clips.
Key concepts and/or skills to be
Background Knowledge:
How to analyze and critique gender
Students should be aware of the plays
story, both how it started and where it is
Develop a vocabulary to discuss gender
Continue to learn Shakespearian
Understanding that gender norms are
socially imposed constructions
Stage 2: Planning learning experience and instruction
Student Groupings
Instructional Strategies
Male Gender expectations/
Female Gender expectations
PowerPoint : Gender expectations: The
Action Hero, the Romantic lead, The Skater,
The Punk, The Damsel in distress, etc
Clip composite of Disneys Sleeping Beauty,
Cinderella, Snow White, Aladdin, etc.
Discuss gender conventions in the abovementioned Disney movies
Degrassi Next Generation- Clip from the
Transgender episode
Class discussion
Materials/ Resources
Overviews of Life in Elizabethan England
Medieval Sourcebook: Sex and Gender

A.D.A.P.T. Strategy
Accounts of students strengths and
Demands of the classroom
Adaptations, accomodations

Smartboard/ video projector

Perspectives and consequences

Teach and Assess the match

Accommodations, Special Considerations

Talkative class- incorporate class strength by encouraging and facilitating group work
Pre-determine groups to maximize output
Enforce raising hands
Encourage hands on learning- self discovery
Alternative pace to adapt to difficulty of information
Adjust lesson plan to compensate for classs weak written skills
Use TAPS approach
Room left for in class work
Encourage after class discussion over written homework
Emphasize praise
Exit Cards are done point-form, simplified to make up for classs
Scaffolding- from video to
Stage 3: Learning experience and instruction
Motivational Hook (5 MINS.):
-Ask the kids, How many girls here are wearing pants? How many men are wearing
skirts/dressed? (We will see that girls are wearing pants, boys are not wearing skirts).
Open ( 20 MINS):
-Video and PowerPoint presentation (focus on modern interpretations of gender as seen
through Disney, Degrassi etc)
-Students will consider what expectations and assumptions are made about males and females
and try to explain discrepancies. (Students will be divided by gender into groups of 4 to 5
depending on gender ratio)
Body (35 MINS):
-Students in Pairs do research about Elizabethan gender roles. (Handouts are given, Overview of
Life in Elizabethan England and Medieval Sourcebook).
-Students search for passages in the play that reinforce or contradict Elizabethan gender roles
-students will make a comparison between those gender roles found and contemporary gender
roles they saw in clips and PowerPoint.
-Make an anchor chart as a class that factually illustrates the Modern Male, the Elizabethan
Male, as well as difference between the Modern female and the Elizabethan female. The class
will then vote on which category Romeo and Juliet belong to.
-Open class discussion over how their ideas of gender conventions have changed, progress;
lack of progress, what is the same. Why they thing things have changed. Ask, How do social
constructions (i.e, clothing, dress, trends, social groups) influence what is acceptable and
unacceptable in regards to gender conventions
Close (15MINS):

-Students write an exit card on how gender roles have changed and how their own personal
views of gender roles have changed in relation to the two contexts we have been considering.
How has what we looked at today influenced your personal view on gender roles?
Link to Future Lessons
Use gender knowledge to understand and critically interpret how the play unfolds
Potential essay topic
Exit card/Journal question
Extension activity
List specific moments in the play where Juliet and Romeo conform to or deviate from
discussed gender expectations of Elizabethan times.
Reflective notes (post-delivery)


In differentiating this lesson, we hope to meet the needs of both the

learners described in the class profile and the class as a whole. First, we will
use the A.D.A.P.T method to better accommodate the needs of all students.
These modifications will allow for an equal opportunity in the classroom.
Moreover, seating arrangements will encourage class participation.
The talkative students will be paired with non-talkative students and placed
at the front of the class. We would differentiate the product of learning
(119), this could be a report, debate, poster, brochure, model, etc,
(Hutchinson, Martin, 119, 2012) to enhance the learning experience for the
whole class to find different strategies that individuals can utilize and relate
Our product of learning consists of a class discussion (anchor chart), a
group research chart, and an exit card survey handed in at the end of class.
We believe this chart is necessary for the child with down syndrome, as it
will enable her to graphically organize her thoughts and ideas, visual

learners, James and his peers, would also benefit from the chart as it allows
for a visually organized separation between gender conventions, both past
and present. Surely, it would benefit the class as a whole, enabling everyone
to create a sheet that clearly demonstrates the differences society imposes
between males and females.
Our final product of learning is the exit card activity. This exit card
includes specific questions that will be answered on a cue card in point form.
We believe that this format will provide students, both the exceptional and
the typical, with an equal opportunity to successfully express their ideas.
Likewise, it could challenge gifted students by forcing them to be concise in
their responses. It also removes the potential of anxiety for students who
have difficulties with writing. The child with down syndrome could be
accommodated with an educational assistant to help her with the various
tasks during the lesson, if the schools budget allows.
We will also adapt the pace of the lesson by introducing concepts
slowly (121). We are giving students the time to develop an understanding
of the concept (121),through a systematic delivery of information and use of
collaboration in groups and as a whole class.
Class discussions will enable those students that enjoy socializing to
voice their opinion in a beneficial, directed, and productive way. This will
focus their attention on the class and provide them with a social outlet. It is
also good for those whose weak communication skills, including Gerry and
James, stems from their inability to properly translate their opinions into a
written form. We hope Gerry and James will feel more comfortable and be
more likely to show productivity in class by providing them with the

opportunity to verbally communicate information. We also believe this will

allow them to develop their oral communication skills. Though class
discussions may not help those students who suffer from anxiety, we feel
that the positive effects of classroom discussion outweighs the negative
possibilities, such as stress and anxiety related to speaking in front of the
group. Many of the exceptional students in the class will largely benefit if not
need, group collaboration. Therefore, these collaborations ultimately allow us
to reduce the amount of stress and pressure individual students may
otherwise feel in class.
The predetermined grouping strategies used in our lesson reflect the
TAPS method. By specifically pairing students in relation to their strengths,
each group will enable students to exceed what he or she can do
individually (122). These pre-planned, flexible groups accommodate a
variety of different sizes, including, pairs, small groups, or whole class
discussion. We believe the groups better facilitate scaffolding of student
James likes to talk, so by strategically pairing him with June we think
that he may bring out Junes social side. She may be more at ease to express
herself. We would include other students who are more grounded to create a
balanced work ethic, so all students will stay on task, and one of these
individuals could be Max. Ali needs to be in a group where she feels that she
can contribute to the conversation without be judged, as a result Ali would be
paired with students that demonstrate an understanding outside of class of
her exceptionality. For example, a student who may have had prior

experience with an individual who has Down syndrome, or one that has a
large family with multiple needs may have the necessary skills to be a leader
in a group that includes Ali. Gerry needs to be grouped with students who are
not involved in the sporting community to avoid that becoming a
conversation that distracts from the lesson. However, gender roles in sports
will be included in class to encourage her participation.
Furthermore, by using strategies like chunking and personalization, this
lesson targets the needs of all learners. Personalization includes: Education
that puts the learner at the centre, providing assessment and instruction that
are tailored to students particular learning and motivational needs
(Learning for All, 8). This student-centered approach allows for independent
thinking, choice, and student interest in relation to finding commonalities in
modern day gender conventions and those experienced in Shakespearian
times. Thus, our lesson incorporates the UDL approach by being flexible and
inclusive, because by using chunking we can break down the tasks into
smaller parts and giving them time to accomplish tasks (61). We do this by
adding a jigsaw element to this lesson we can break the tasks into smaller
elements, and then bring each groups element together as a whole in the
research chart activity.
We believe that in the implementation of this lesson, and while using
the strategies in this rational to teach the lesson in a differentiated manor,
that we can teach all students in the class this lesson. Every student in the
classroom has an opportunity to take part in several activities and forms of










and Elizabethan







Shakespeare creates an active female protagonist.

Hey, my conclusion is weak I am not very good at this part, maybe
you have something youde like to add or make better/ change? Feel free to
do anything you want with it.. sorry girl, it really sucks, Im a terrible writer
The English Curriculum (2007)
Growing Success