Subject/Lesson Topic: English/Literary Mimesis

Grade level: 9

Length of lesson: 1 hr. 30 mins.

Stage 1 Desired Results
Virginia Standards of Learning

World History:W.H.II.1 a,b, d,f W.H.II.2 a-c and e W.H.II.3 English 9.4, 9.6,9.7, 9.8

Understanding/goals
Understand literature as a primary source
and reflection of the society in which it is
produced

Essential Question(s)
How does media and mass communication influence society in
relation to scientific theories and cultural ideas?

Student objectives (learning outcomes)

Students will be able to: Connect Shakespeare and Shakespearean Literature with the Protestant
Reformation and mid 15-1600s England

Stage 2 Assessment Evidence

Performance Task(s)/
Authentic Assessment
Writing about how literature reflects life

Traditional Assessment
Relaying examples and definitions of types of literary
contextualization

Stage 3 Learning Plan

Learning Activities
Materials and resources:
Introduction/Anticipatory Set: (___10___ minutes)
Analyze Aristotle's Art completes what nature cannot bring to finish. The artist gives us
knowledge of nature's unrealized ends. (Aristotle) Discuss Mimesis-art as an imitation of
nature, revisit the concept of primary sources and how primary sources are examples of
mimesis. Set purpose: Explores the ways that literature acts as a primary source and a lens
into the contexts that bore it.
Direct Instruction: (__20____ minutes)
Lecture on three types of literary contexts: Historical, Cultural, and Authorial with examples
and a caveat on the Intentional Fallacy. Outline one example as a class.
Guided Practice: (__20____ minutes)
Have small groups come up with examples of texts and the effects of their historical.,
authorial and cultural contexts then share them and take questions from their peers about
their presentation.
o

Feedback and Correction: I will mentor and monitor as

they come up with these

Above steps should be repeated when chunking new concepts
Independent Practice: (__30____ minutes) Assign each student a shakespearean
play. Have them research the authorial, cultural, and historical background of it. And have
them use these contextual details and plot details or quotes to show connections between the
text and its contexts. Explore how the texts reflect its time period and write it out.
Closure: (___10___ minutes) Choose students 5 mins. before we start the closer
to define one type of lit. context, give a general example of how context can shape a text

Ms. Hazelton 2016

making it a reflection of the time or share from their assignment then collect everyones
assignment.

Differentiation:
Give some students plain text versions of their play, Have various skill levels in each group so that
they can all help each other, help some individuals come up with an outline for their assignment.
Lecture, pair, individual group, full class work, writing, presentations and research as different ways
for students to engage with the material

Ms. Hazelton 2016