ED 315 LESSON PLAN

Lesson #8

Name:

Noor Kheirieh

Content Area:

Date:

4/23/2015

Grade Level: 9th

Goal(s):

Planning:

Objective(s)::

Assessment:

English

CCSS ELA LITERACY. RL 9-10 10

By the end of grade 9, read and comprehend literature, including stories, dramas, and
poems, in the grades 9-10 text complexity band proficiently, with scaffolding as needed at
the high end of the range.
Students have experience breaking down different Scenes in Romeo and Juliet and
paraphrasing the text in a way that is understandable to them. This will help the students
when analyzing the characters today, because they are familiar with how to understand
the text. For students that are ESL learners, they may require additional assistance
because they still have a hard time understanding the English used in Romeo and Juliet.
The students who do have difficulties are given a more condensed version of the play so
that it is easier for them to understand. There are a few students who have a hard time
focusing if they are not actively doing something. For this reason, prior to reading the
Scene as a class, I will give each group something to think about so that they are focused
on listening and following along with the play because they know they will be
responsible for answering the question designated to their group after the reading. I know
that some students are quicker when understanding the lingo used in the text, so I will
begin my lesson reading the Scene as a class to ensure that everyone understands the
passage.
Students will analyze Act 2 Scene 3 to develop ideas about what the characters thoughts,
desires, actions, and obstacles are. They will apply their answers to the body chart to
understand how all of these components connect. The vocabulary words students will use
include: desires, actions, and obstacles. Students will be using the language function
describing to explain the different components of the characters. They also will be using
explaining when we evaluate Romeo as a class.
Informal: I have created a visual layout of the classroom and drew squares to represent
the students desks. The (X) on the desk represents a student, (!) represents the student is
not understanding the text/ does not know how to analyze the text to find the different
parts of what is going on with the character, (-) represents that the student somewhat
understand the concept and how to apply it, and (*) represents that the student
understands everything completely.
Formal: The students will be filling out a worksheet that will be collected at the end of
the day and graded.

Materials Needed:
Smart Board
PowerPoint Slide of Chart
Chart
Copies of Act 2 Scene 3 needed:
2014SP

Procedures:
Introduction:
Steps for instruction: I will engage students by stressing the importance at the beginning of class that the
students follow along and work efficiently today because their worksheets will be collected and graded. This
will engage students because usually when their work is not collected they do not care to complete it, but
knowing it will be collected gives them motivation to get their work done. I will explain the agenda for the
day after this. I will tell students that today we will be reading Act 2 Scene 3 of Romeo and Juliet together
as a class. While two volunteers read the text, each group will be responsible for writing down a different
component. One group will have to write down what Romeos thoughts are during this scene, one group will
write down Romeos desires, one will write his actions, and the final group will write down the obstacles he
faces in this scene. This will keep students engaged because they will want to listen attentively and follow
along so that when they are called on to answer their section they will know the answer. This also requires
each student to participate because they are assigned a different task. (5 minutes) I will then take two
volunteers, one to be Romeo and one to be Friar Lawrence. They will read the Scene. (10 minutes) As a
class, we will discuss what happened in this Scene and I will ask volunteers to summarize it. (10 minute)
Next, I will demonstrate how to fill out the worksheet for a character by working on Romeos side with the
class as a whole. (10 minutes) Finally, they will scaffold what was done on the Romeo section and fill out
the Friar Lawrence section in small groups. (10 minutes) Afterwards, we will go over Friar Lawrences side
as a class to ensure each student did it correctly.
Higher order thinking questions:
Why is it important to look at all components of a character?
How does one component connect to another component?
Strategies for students requiring additional assistance: For ESL students requiring additional assistance
they will have a condensed version of Romeo and Juliet.
Closure: We will end the class reflecting on the higher order thinking questions as a class.

Cooperating Teacher Signature:

2014SP

Cooperating Teacher Feedback:

2014SP

Lesson date: ___________________________