COEPD LESSON PLAN TEMPLATE

Teacher Candidate: Allison Butcher

Content Area: Lesson Topic: Length (timing) of Lesson:

9th Grade- ELA Sounds of Shakespeare 50 Minutes

INSTRUCTIONAL OUTCOMES
WV Standard(s):

ELA.9.8

Analyze how an author’s choices concerning how to structure a literary text, order events within it (e.g., parallel plots), and manipulate time (e.g.,
pacing or flashbacks) create such effects as mystery, tension, or surprise.

Learning Objective(s):

SWBAT structure an action scene using sounds.

SWBAT sequence events in a way that displays rising and falling action.
SWBAT generate a soundboard that includes Shakespearean interjections.

Formative Assessment:

60 Second Soundscape Worksheet

PREPARATION
Materials/Resources:

60 Second Soundscape Worksheet, internet access, laptops, Copy of Romeo & Juliet, dry erase board, dry erase markers, paper, writing utensil, example sounds for
rising and falling action, exit slips
 INSTRUCTIONAL PROCEDURES
*Highlight BLUE for materials/GREEN for technology
*Highlight PINK for instructional strategies
*Highlight YELLOW for discipline-specific academic language/vocabulary

Procedural Steps Questions Differentiated Instruction

Activating Strategy/ Time The following will be displayed on the dry erase board: What will happen in your paragraph? Not requiring sharing on this
Introduction 10 “Write your own action scene in one paragraph only. day will help put introverted
Min Think about your hearing sense as you do this.” How could you hear this? students at ease.

Core Instruction Time

After the students write their paragraphs, they should What specific actions are happening Allowing students to turn their
60 Second Soundscape 3 write each action that happened in a list form. The in your action scene? paragraph into the form of a
Worksheet mins students should have at least five actions, if they do not list will be beneficial to
then they should add more. students who are visual
learners.
After listing the actions, the students should think of a What sound would you pair with this
7 sound to pair with each action that is either what the action to let the audience know what This worksheet will help
mins action sounds like or a bit of a song that would describe is happening? students who are auditory
what is happening. The pieces of a song should not Would a sound or part of a song work learners because they can hear
exceed ten seconds. better? the story line, which is not an
opportunity that students often
5 Next, the students should add sounds to their story that How will you let the readers know get. The rising and falling
mins mimic action rising and falling. Play the example sounds what to feel while the actions are action will also be interesting
at this time. The students should plan out where they happening? Where will you add for them to hear because they
would like to add these sounds. these sounds? can better understand the
 importance of including this in
3 Next, the students should add up to five Shakespearean Will Shakespearean interjections help their writing.
mins interjections that are listed on the worksheet. your scene flow better?
Adding Shakespearean
interjections will help students
Afterwards, the students should find the sounds or bits of Where can you find these sounds? who have anxiety about
15 songs online and create a soundboard for their stories Shakespeare become more
mins using a recording device. Students may step out into the familiar with the language.
hallway to complete this activity to ensure that their
sounds are not interrupted by other ones.

Closure Time
This activity will help students
7 Students should complete a 3-2-1 exit slip What are three things that you to reflect on their class period
Mins 3 things that they learned today learned today, two questions that which is good for students with
2 questions that they have you have, and one thing that you focus issues to look back and
1 thing that they liked or disliked about this activity liked or disliked about this activity? recap on what they have
learned.

Contingency Time
If there is a planned or unplanned interruption, then do
not have the students complete the closure activity or
find their sounds online until the next class day.