Grade level: 12TH Grade

Subject: ELA
Unit: Shakespeare

Length of LEP: 1 Day

Topic: Act 2 Scenes 1-3 of Much Ado About Nothing

Content Standards: CCSS.ELA-LITERACY.RL.11-12.1

Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text, including determining where the text
leaves matters uncertain.
CCSS.ELA-LITERACY.RL.11-12.4

Determine the meaning of words and phrases as they are used in the text, including
figurative and connotative meanings; analyze the impact of specific word choices on
meaning and tone, including words with multiple meanings or language that is
particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)
Learning Experience Outcomes
(knowledge/skills)

Learning Experience Assessments

-Partner with a fellow student to discuss
with during group work
-Actively listen and participate
-Provide thoughtful ideas and answers
-Complete a Double-Entry Journal

Students will:
-Complete a formative assessment
-Use a Double-Entry journal as they read
-Share their findings with the class
-Develop an understanding of what the
text says implicitly and explicitly
Differentiation (What will you do to meet the needs of students at these different levels?)
Approaching
On-level
Beyond
Approaching students will
On-level students will
Students who are beyond
benefit from partner work
benefit from the strategy
will benefit from the pyramid
because they will be able
because there is enough
because they can use their
to bounce ideas and
space for them to perform in depth interpretations to
questions off of their
on their own and
fill in the journal. Their
partners. This will help
personalize, but also
journals can be more
them gain insight. The
enough room where they
detailed.
double-entry journal will
can ask questions.
also help guide the reader
and give them a study
guide.
Curriculum Integration

(Does this lesson correlate with any other content area? Describe.)

Any techniques that are taught in todays lesson will work perfectly well in any
other content area classroom. These techniques can easily be molded to fit
other content areas. If students find the journals beneficial they will be able to
continue to use them in their other classes. They might just have to adjust it
depending on the class.
Material

Procedures/Strategies
1

s
Sponge Activity Students will be asked to sit down and begin to copy
down what is on the board.

Assigned
text

Noteboo
ks

Smartbo
ard
presenta
tion

Doubleentry
Journals

Anticipatory Set Students will have a Do-Now written on the board, Take
out your books and find something in the reading from last nights read g
assignment that you found interesting, such as a quote, and say
something about it or ask a question. Once students have cited their
section and thought of a statement or question, they will begin to
volunteer their answers.
Activating Prior Knowledge Students will volunteer their answers to the
Do-Now question. They will tell students what page to turn to, read out the
section, and then talk about it. They can offer comments and/or questions.
Other students can comment or answer any question that is asked. This is
a way to make sure that the students are on track and understand what is
being read. It is also a good way to clarify any confusions. This is a perfect
way to ease students into todays lesson in regards to the Double-Entry
Journals.
Direct Instruction Today we are going to continue reading Shakespeares
Much Ado About Nothing. Last night you read Act 2 Scene 1 for homework.
We will read Act 2 Scenes 2 and 3 today as a class. Before we begin
reading, I would like for you to perform a Double-Entry Journal on last
nights reading. What we did as a Do-Now today is a small example of
what is asked of you from a Double-Entry Journal. It is a great graphic
organizer to use because it helps clarify what you are reading, can be used
as a study guide, and it will let me know if you are struggling or if I need to
modify instruction in any way to help you understand Shakespeare. On one
side you will write down any quotes, ideas, or summaries from the text. On
the other side you will write a reflection or ask any questions. To practice, I
will model how to implement a Double-Entry Journal using last nights
reading. Follow along so that you can understand what is being asked of
you. The modeling of the strategy will benefit students because they will
see how it is done and that it can be personalized with their own thoughts
and questions. The strategy will help students understand the text, use as
a study guide, and will help me see if the students are on the right track.

Guided Practice As a class we will go to last nights homework

assignment. I will have a model of the Double-Entry Journal projected on
the Smart Board so students can go up and write in information. Students
who did not participate in the Do-Now will be asked to volunteer their DoNow answers and go up to the board to fill in the graphic organizer. When
2

we have finished we will go through each one and discuss. Doing it

together will help students understand what they must do on their own.
Independent Practice Once we have finished we will continue to read the
next two scenes in class. Students will be assigned roles and will act it out.
Once the scenes have been read, students will be asked to go back into
the reading and complete a Double-Entry Journal. Students will be
assigned a partner and each partner does one scene. Doing one for each
scene will help focus each journal and will make it easy for students to go
back and study scene by scene. I will leave the model that we did together
projected up on the smartboard as a reference. I will ask students to have
at least 5 entries for each scene. Once they have finished they will turn to
their partners and present their Double-Entry Journals to each other. They
will each be an expert on a scene and will present their findings with one
another. Their partners can add to their comments or try and clarify a
question. By doing the strategy themselves, they will start to reinforce
active reading even after they have finished the assigned reading. Sharing
with a partner will help clear up any questions and maybe help fill in any
missing pieces.

Closure Students will come together and present their findings. The
students who did scene 2 will volunteer their entries and the class will
discuss if needed. Then the students who did scene 3 will do the same and
the class will discuss. This is a great way for students to discuss what they
have learned and clear up any questions, and it is also a great way for me
to see where they are in their learning. They will also hand in their entries
so I can review and see where each individual student is in their learning.
HW: Read the next scene for homework and perform a Double-Entry
Journal.

Example for Act 1 scene ii

Quotes/Ideas from the Text
the Prince discovered to Claudio that
he loved my niece your daughter and
meant to acknowledge it this night in a
dance

Reflection/Questions
There seems to be a lot of gossiping in
this play

if he found her accordant, he meant to

take the present time by the top and
instantly break with you of it.

Does this mean he will ask for her hand

in marriage?

Why pretend?
No, no, we will hold it as a dream till it
appear itself.