Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Caitria Jade Cunningham

Date
10/2/14
Subject/ Topic/ Theme
I. Objectives
How does this lesson connect to the unit plan?

Intro to Twelfth Night

Grade __HS Sophomores__

The overall unit plan focuses on Twelfth Night and cultural literacy. This lesson is intended to introduce the medium of the theatre, Shakespearian plays, and Twelfth
Night itself. It should get the students set up for success in future lessons dealing with Twelfth Night.
cognitiveR U Ap An E C*

Learners will be able to:

Students will be able to list plays and poetry as genres that are meant to be vocalized.
Students will be able to describe the difference between viewing and hearing plays vs. silent reading.
Students will able to define various literary terms used by Shakespeare and explain/critique/defend their usage.
Students will be able to work their way through Twelfth Night orally and engage the text.
Students will be able to compare plot devices used in Twelfth Night to others used in todays society.

physical
development

socioemotional

Ap.
An.
R, Ap, An
Ap
E

Common Core standards (or GLCEs if not available in Common Core) addressed:
CCSS.ELA-LITERACY.RL.9-10.6 states that students ought to read a text from outside of the U.S. and explore its different cultural values.
CCSS.ELA-LITERACY.RL.9-10.7 emphasizes the importance of the medium through which a text is viewed, which is the central point of this lesson.
CCSS.ELA-LITERACY.RL.9-10.10 says that students ought to have read and deeply worked with drama as a genre and a form.
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create

II. Before you start

Identify prerequisite
knowledge and skills.

In order to be successful in this lesson, students must be able to read at a basic level and be
comfortable asking questions as well as be able to use a dictionary and/or glossary. They will need to
have read some of Shakespeare sonnets and be familiar with some of the poetic devices he uses and
how they connect to the various themes. They will also need to be somewhat familiar with the oral
culture of poetry.
Pre-assessment (for learning):

The terms quiz will evaluate where they are in their knowledge with poetry devices.
Formative (for learning):

Outline assessment
activities
(applicable to this lesson)

I will be taking note of who participates in the class discussion and seeing who is struggling.
Formative (as learning):

I will know who participates in the acting portion of the class and who is following along, who is not.
Summative (of learning):
The class discussion at the end of class should indicate who has a good grasp of the material and who
does not. The journal entry will also serve to show assessment.
Provide Multiple Means of
Representation
Provide options for perceptionmaking information perceptible

What barriers might this

lesson present?
What will it take
neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?

The information should be

available through class discussion,
silent reading, performance and
movement, and watching the play.
Provide options for language,
mathematical expressions, and
symbols- clarify & connect
language
Again, they will be both reading,
hearing, and seeing the
performance, as well as acting it
out themselves.

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Provide Multiple Means of

Action and Expression
Provide options for physical actionincrease options for interaction
The students will be able to move
around the room while acting out
the play.

Provide options for expression and

communication- increase medium
of expression

The students will be able to act

out or follow along with the
play as need be for their
learning preferences.

Provide Multiple Means of

Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
The students may either act out the
material or follow along or watch.
They may write, type, or audiorecord their journal entries.
Provide options for sustaining
effort and persistence- optimize
challenge, collaboration, masteryoriented feedback
Each role will have two students so
that they can collaborate to act out
that character as successfully as
possible.

Provide options for comprehensionactivate, apply & highlight

Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?

Provide options for executive

functions- coordinate short & long
term goals, monitor progress, and
modify strategies

Provide options for self-regulationexpectations, personal skills and

strategies, self-assessment &
reflection

Having students begin to act out They will be required to write a

journal entry, but it may be
the play should prepare them
typed, written, or audiofor the final musical project at
recorded.
the end of the unit.
I will need to have read and familiarized myself with Act I of Twelfth Night. I will need to be familiar
with Shakespeares timeline and the backstory for Twelfth Night. I will need to have researched
Shakespeares theatre and the oral culture of the time. A sheet to keep track of the various characters
and plot twists for each student is also necessary. The students will need to have checked out copies of
Twelfth Night and have writing utensils.
The classroom will be set up in the usual U shape with the tables. An open space up front for acting
would be helpful, and the usual setup does provide this.

How will your classroom

be set up for this lesson?

III. The Plan

Time

Components

2 min
10
min

Motivation
(opening/
introduction/
engagement)

3.

5 min

5 min

10
min

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Describe teacher activities

AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
1. Begin with a mindful minute. This should
1. Students should be still and silent for the
bridge the space between hall and class
mindful minute. They should not be
time very nicely.
talking, moving, or using technology.
2. Have a quiz of Shakespearian/poetic
2. Students should take the
terms. If possible, make this a pen and
Shakespearian/poetic terms quiz. There
paper quiz instead of online so that it isnt
should be no talking and the assessment
necessary to move to the lab.
should be individual.

Development
(the largest
component or
main body of
the lesson)

4.

Once they have completed the quiz, ask

them what poetic terms came up on the
quiz and what other ones they can
remember. Let them shout out the answers
and write them on the board. Make sure
they can define the terms and ask for
examples if possible.
Ask about previous plays the students
have seen. Ask whether or not they
understand and catch every word, or if
they rely on sight more than their hearing.
Talk about reading the play as a
performance because it is a visual
medium; compare reading along with the
actors to subtitles.

3.

4.

Students should call out poetic and

Shakespearian terms as they occur to
them. They should be able to give
examples and definitions. They should ask
questions about terms they have forgotten
or that are unfamiliar to them. They
should understand how they affect theme.
Students should raise their hands now in a
calmer section of the discussion. They
should offer up previous plays, TV shows,
musicals, or movies that they have seen.
They should listen to why the medium
matters and ask about what a medium is.
They should ask questions about anything
that is unclear or missed in the discussion.

5.

10
min

6.

10
min

7.

3 min

Closure
(conclusion,
culmination,
wrap-up)

8.

Pass out the keeping-track sheets. Explain

to students that they ought to use them to
note plot twists, character changes, poetic
devices, important quotes, etc.
Ask students to get out their copies of
Twelfth Night. Select Orsinos speech, the
opening monologue of the play, Act I,
Scene I, and read it silently as a class, then
read it aloud to the class, then view a
YouTube clip of the same speech. Ask
students what was different about the two
performances, and what was different
about seeing it performed at all rather than
reading it.
Have students volunteer for various parts.
Each part should have two people. The
first person will be the primary actor, but
if he/she is struggling, they may tap out
and the second person will step in and
claim the role. Get as far through Act I as
possible.
As the time for class to end comes closer,
gather students back together and
introduce homework as one-two more
scenes to read and a short (one page)
journal entry reacting to those scenes. The
entry should include thoughts of poetic
terms, visual imagery, and thoughts on
silent reading vs. visual performance.

5.

6.

7.

8.

The students ought to take the keepingtrack sheets, putting their names at the top.
They need to ask questions about anything
that is unclear about the assignment.
The students should take out their copies
of Twelfth Night and find Act I, Scene I,
and be able to locate Orsinos speech.
They should read it silently as a class.
Then either I will read it to the class or
one of them will read it aloud. They will
then watch a YouTube clip of the same
speech. They should consider the
differences between the performances and
how those changes took place.
The students should volunteer for previous
parts. They will read through as much of
Act I as possible. Two students will be
available per part. They should read as
well as they can and tap out if it is too
difficult. The other students should be
following along in their books.
The students should come back to their
seats and ask questions about the
assignment as needed.

Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)
When the day came to teach this lesson, things changed somewhat drastically. My teacher was not present, and the substitute had no
more information than I did about what she had planned. She had left a list of things on the board for the students to do and included
my lesson as a short presentation. I assumed that this meant I was not supposed to teach the whole thing. Consequently, I ended up
chopping the lesson short. I had to skip number five, and we did not do numbers seven and eight in order to give them time to work
on the list that she had left up. I was not pleased with the ending, as it left things hanging without a clean wrap up and very little
practiced of the material I introduced, but I am not sure I could have ended it better under the circumstances. I was very happy with
how the lesson began. The mindful minute is a very effective way to start class because it means I am the first person to grab the
students attention at its end, if I am careful. The rest of the lesson also flowed pretty smoothly, but there were a couple of things I
wish I had done differently. Firstly, I should have put more emphasis on the students understanding of what the terms are rather than
just knowing the words. I did not ask for examples or definitions, and I should have. Secondly, I should have developed more
specific questions to ask after showing the YouTube clip. It definitely changed the mood in the room to something calmer and more
contemplative, and I wish I had been better prepared to take hold of that and get them digging deeper. On the whole, however, I
think it was a clean lesson especially for it being the first time Ive ever been in charge of a classroom.

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