Sierra Nevada College Lesson Plan

Teacher
Candidate:
Grade/Subject:
Lesson
Content:
SNC
Supervisor:

Matt Galli
English 10

Lead
Teacher:
District:
School:

Paul Richter

Time
Allotted:

55 Minutes

Diocese of Reno
Bishop Manogue

Materials, including technology:

Copies of Cyrano De Bergerac, study guides, and Act III questions

Standard(s), including literacy for all content areas and/or SMP

CCSS.ELA-Literacy.RI9-10.1 , 10.2, 10.3, 10.4

How will learning be assessed at the end of the unit/learning cycle (summative):

Students will demonstrate knowledge by successfully completing Act III of the play
and the corresponding question sheet and study guide.
Objective(s): high cognitive demand for diverse learners

Cognitive Level (DOK or

Blooms)

1.Students

will be able to identify and explain key events,

plot details, and characters in Act III

DOK

Level 2

Students will apply knowledge of the play to discuss

the deeper human themes, character motivations, and
author intentions via class discussion and completing
corresponding assessment worksheets

DOK

Level 3

2.

Connections to past learning or experience, building background

Students will apply knowledge of literary elements, close reading, and information
from previous drama units to fully understand the text
Essential Vocabulary

Definitions

Dramatic Irony

A literary device by which the audience's or reader's

understanding of events or individuals in a work surpasses
that of its characters.

Courtly Love

A highly conventionalized medieval tradition of love

between a knight and a married noblewoman, first
developed by the troubadours of Southern France and
extensively employed in European literature of the time.
The love of the knight for his lady was regarded as an
ennobling passion and the relationship was typically
unconsummated

Sierra Nevada College Lesson Plan

Suspense

Suspense is the intense feeling that an audience goes

through while waiting for the outcome of certain events.

Strategy for teaching new vocabulary

Discuss and have students refer to their notes

Sequence and Scope of Instruction (include
instructional strategies, questions, opportunities
for meaning making through discourse and other
engagement strategies, formative assessments,
opportunities for metacognition, grouping,
differentiation and transitions)

Class will read through Act III together with

each student assigned a character role.
Reading will cease intermittently for
discussion.
Students will work to finish the corresponding
worksheets and study guide to demonstrate
understanding of material

Instructional Strategy

estimate
d time

Interactive Discussion.

40
Minutes
.

Individual Study
10
minutes

Closure : specific activity to review content

Students will discuss answers to the questions as a class to check for understanding
of the material before finishing the materials at home.
Teacher Candidate Reflection on the lesson (after delivery)

[Type text]
SNC: April 3, 2014