LessonPlanningFormforAccessibleInstructionCalvinCollegeEducationProgram

Teacher PeterRizzo

Date19April2016

Subject/Topic/ThemeRomeoandJuliet

GradeEnglish9

I.Objectives
Howdoesthislessonconnecttotheunitplan?

SecondDayofRomeoandJuliet,firstdayofactualtextreadingandanalysis

Learnerswillbeableto:

cognitive
RUApAnEC*

Tounde rstandShake spe are asplaywright,whe re he fitsintohistory

Re adandanalyze Shake spe are sinflue nce inWilliamShakespearesStar

Warsbooks
BeginreadingRomoeandJuliet

R,U,Ap,E

physi socioemo
cal
tional
devel
opme
nt

R,U,Ap,An,E

R,U,Ap,An

CommonCorestandards(orGLCEsifnotavailableinCommonCore)addressed:

ELA2.1,ELA2.2,ELA3.1,ELA3.2,ELA3.3
(Note:Writeasmanyasneeded.Indicatetaxonomylevelsandconnectionstoapplicablenationalorstatestandards.If
anobjectiveappliestoparticularlearnerswritethename(s)ofthelearner(s)towhomitapplies.)
*remember,understand,apply,analyze,evaluate,create

II.Beforeyoustart
Identifyprerequisite
knowledgeandskills.

StudentswillhaveunderstandingofShakspearereferencesinpopularcultureasperassignmentdueon
18April2016.
StudentswillhaveanunderstandingofwhoShakespearewas,whathedid,whyheisimportant
Preassessment(forlearning):

StudentsshareShakespeareinpopculturereferences
Formative(forlearning):

Outlineassessmentactivities
(applicabletothislesson)

Whatbarriersmightthis
lessonpresent?

Whatwillittake
neurodevelopmentally,
experientially,emotionally,
etc.,foryourstudentstodo
thislesson?

ReadingandsummarizingStarWars
Formative(aslearning):

StudentsareabletoreadandundertandStarWarsShakespearepassage
Summative(oflearning):

ProvideMultipleMeansof
Representation
Provideoptionsforperception
makinginformationperceptible

Passagesintextbook,
projectedontoscreen,and
readaloudbyteacherand
students
Provideoptionsforlanguage,
mathematicalexpressions,and
symbolsclarify&connect
language

91514

ProvideMultipleMeansof
ActionandExpression
Provideoptionsforphysical
actionincreaseoptionsfor
interaction

S tudentsreadaloud,workin
groupstotranslateand
presenttoclass
Provideoptionsforexpression
andcommunicationincrease
mediumofexpression

DiscussionofStarWars
passage,studentssharewhat
thispassageisfrom/about

ProvideMultipleMeansof
Engagement
Provideoptionsforrecruiting
interestchoice,relevance,value,
authenticity,minimizethreats

Provideoptionsforsustaining
effortandpersistenceoptimize
challenge,collaboration,
masteryorientedfeedback
S haretranslationtoclass

Provideoptionsfor
comprehensionactivate,apply
&highlight

Readingaloud,silently,
leadingdiscussionquestions
anddiscussionaboutpassage

Materialswhatmaterials
(books,handouts,etc)doyou
needforthislessonandare
theyreadytouse?

Howwillyourclassroombe
setupforthislesson?

III.ThePlan

Time
Components
010

Motivation
(opening/
introduction/
engagement)

1020

2030

3045

4555

91514

Development
(thelargest
componentor
mainbodyof
thelesson)

Provideoptionsforexecutive
functionscoordinateshort&
longtermgoals,monitor
progress,andmodifystrategies

Provideoptionsfor
selfregulationexpectations,
personalskillsandstrategies,
selfassessment&reflection

CopiesofActVScene3lines120141TheEmpireStrikethBack
ShakespeareInfoSheet
ShakespeareInsultSheet
RomeoandJulietLiteraturebookforstudents
Normalsetup,seatsinrowsfacingfrontofclassroom(teachersdeskandwhiteboard)

DescribeteacheractivitiesANDstudentactivities
foreachcomponentofthelesson.Includeimportanthigherorderthinkingquestionsand/or
prompts.
Welcomestudents,askthattheytaketheirseatand Studentswillbetakingtheirseats,openingIR
takeouttheirIndependentReading(IR)books.Pass booksandbeginreading.Recordingcurrentpageof
outreadingclipboard,havestudentsrecordcurrent IRbook
pageofIRbook

Classdiscussion:Whatdoyouknowabout
Shakespeare?
RomeoandJuliet?

IntrotoShakespeare,preparedfactsheet.Goover
life,works,whyheisstillsignificant

ShakespeareInsultSheetHandout(onlyhavehard
copy).Letstudentsplaywithinsultstogetusedto
ShakespeareanLanguage.Telltherightsideofthe
classtheyaretheCapuletsandtheleftsidearethe
Montagues(fuedingfamiliesinRomeoandJuliet).
Afterafewminuteshavestudenthurlinsultsat
eachother,havestudentspickafewgoodsonesto
readaloud

ExplainEmpireStrikethBack,handoutTheEmpire
StrikethBackActVScene3,pg.155,lines120141
(endofpage)
Readaloudtoclassasanintroductionto
ShakespeareanLanguage,askiftheynoticeanything
interestinginhowitsread.(iambicpentameter
lesson=Day2)
Whatishappeninginthispassage?Summarizewhat
wejustread?Whatpartofmovieisthis?Whatis
thefamouslinefromthissection?

Listening,takingnotesinnotebook

Listening,takingnotesinnotebook

ReceiveInsultHandout.HalfofclassCapulets,
otherhalfMontague,studentswillhurlinsultsare
oppositesideofroom

ReceiveEmpireStrikethBack,readalongasteacher
readsaloud.Discussasclass,teachersquestions.

5560

Closure
(conclusion,
culmination,
wrapup)

Wrapup,homeworkReadAct1Prologue

RecieveR&Jliteraturebook,writehomeowrkin
notebooks.

Yourreflectionaboutthelesson,includingevidence(s)ofstudentlearningandengagement,aswellasideasforimprovement
fornexttime.(Writethisafterteachingthelesson,ifyouhadachancetoteachit.Ifyoudidnotteachthislesson,focusontheprocessof
preparingthelesson.)

91514