Name: Brookelyn Hassett

Lesson Plan
Lesson Title: Introduction to Shakespeare Grade: 10 Academic Date: November 15th, 2018

Subject: English Location: Room 335 Time: 75 minutes

Lesson Plan Description – (one/two paragraphs with general details about what you will do and how you will do it)

Students will receive an introduction to the language used in Shakespearian writing, with a focus on
insults. Students will begin the class by working on an activity that introduces the grammar and
vocabulary of Shakespeare’s time. By using an informative video and a translation activity, students will
begin to have an understanding of the language. The video focuses on insults throughout Shakespearian
plays, while the second activity allows students to translate direct quotes into modern English. After
some discussion about the language and the activity, students will be given the opportunity to
individually create their own insults using a list of Shakespeare’s vocabulary. Students will share their
insults, and hand them in at the end of class.
CURRICULUM CONNECTIONS
Ontario Curricular Overall Expectations (numbers from documents and details)

Reading and Literature Studies:

1. Reading for Meaning: read and demonstrate an understanding of a variety of literary, informational, and graphic
texts, using a range of strategies to construct meaning;
2. Understanding Form and Style: recognize a variety of text forms, text features, and stylistic elements and
demonstrate understanding of how they help communicate meaning;
3. Reading With Fluency: use knowledge of words and cueing systems to read fluently
Writing:
1. Developing and Organizing Content: generate, gather, and organize ideas and information to write for an
intended purpose and audience

Ontario Curricular Specific Expectations (numbers from documents and details) selected & listed from the Ont. Curriculum,
refined when necessary, has verbs that are observable & measureable, has realistic number of expectations (1 to 3) have expectations that
match assessment

Reading:
- Making Inferences 1.4 make and explain inferences about texts, including increasingly complex texts, supporting
their explanations with well-chosen stated and implied ideas from the texts
- Reading Unfamiliar Words 3.2: use appropriate decoding strategies to read and understand unfamiliar words
Writing:
- Generating and Developing Ideas: 1.2 generate, expand, explore, and focus ideas for potential writing tasks,
using a variety of strategies and print, electronic, and other resources, as appropriate
- Voice 2.2: establish a distinctive voice in their writing, modifying language and tone skilfully to suit the form,
audience, and purpose for writing
- Diction 2.3: use appropriate descriptive and evocative words, phrases, and expressions to make their writing
clear, vivid, and interesting for their intended audience
- Vocabulary 3.2: build vocabulary for writing by confirming word meaning(s) and reviewing and refining word
choice, using a variety of resources and strategies, as appropriate for the purpose

Learning Goals Discuss with students: What will I be learning today? (clearly identify what students are expected to know and be able
to do, in language that students can readily understand)

Today I will be able to…

• understand Shakespearian vocabulary
• translate old English into modern English
• write your own insults using Shakespeare’s vocabulary
ASSESSMENT and EVALUATION

Drafted by Lakehead University Orillia Faculty of Education Team-August 2013

 Success Criteria Discuss with students: How will I know I have learned what I need to learn? (clearly identify the criteria to assess
student’s learning, as well as what evidence of learning students will provide to demonstrate their knowledge, skills and thinking, in language
that students can readily understand)

I can: understand Shakespeare’s vocabulary

I can: change old English into modern English
I can: write my own insults using Shakespeare’s vocabulary
Assessment – how will I know students have learned what I intended?

Achievement Chart Categories (highlight/circle the ones that apply): Knowledge and Understanding; Thinking; Communication;
Application

Assessment For, As, Of Learning (Complete the chart below)

Assessment Mode:
 Assessment Strategy
 Assessment Tool


Written, Oral, Performance
 Specific task for students
 Instrument used to record
(Write, Say, Do) e.g., turn and talk, brainstorming, data

mind map, debate, etc. i.e., rubric, checklist, observation
sheet, etc.

Assessment For - Written - Worksheets

Learning - Oral - Read aloud of insults
Assessment As
Learning

Assessment Of
Learning

CONSIDERATIONS FOR PLANNING

Prior Learning: Prior to this lesson, students will have
* a general knowledge of Shakespeare from ninth grade

Differentiation: Content, Process, Product, Assessment/Accommodations, Modifications

- Students who struggle with writing will be allowed to type out their insult on the available iPads.
- Students who struggle with reading can have the worksheets shared with them online and can choose to have the
instructions read to them

Learning Skills/Work Habits

Highlight/circle ones that are addressed: responsibility, organization, independent work, collaboration, initiative, self-
regulation

Highlight/circle ones that are assessed: responsibility, organization, independent work, collaboration, initiative, self-
regulation

Vocabulary (for word wall and/or to develop schema)

Insults, language, Shakespearian words (i.e. knave crooked, sere, ripe, vile, etc.)

Resources and Materials /Technology Integration List ALL items necessary for delivery of the lesson. Include any
attachments of student worksheets used and teacher support material that will support communication of instruction. Include the use of
Information Technology (ICT) in your lesson plan where appropriate.
• Handouts (vocabulary/grammar, translation activity, insult activity)
• Video presented on YouTube (smart board)
• Vocabulary list and instructions on smart board
Learning Environment (grouping; transitions; physical set up)
Students will be sitting in their assigned seating while working on the activity individually. Once students have
completed their insult, they will be allowed to partner up with the person beside them to recite their creation.

Drafted by Lakehead University Orillia Faculty of Education Team-August 2013

 Cross Curricular Links
- Oral
- Reading
- Writing
- Media

Lesson – Delivery Format

Write the lesson description with enough detail that another teacher could replicate the lesson without a
personal discussion.

What Teachers Do: What Students do:

Minds on: Motivational Hook/engagement /introduction (5-15 min) 

Establish a positive learning environment, connect to prior learning, set the context for learning, pre-determine key questions to guide lesson

- Tell students that we will be learning about
Shakespeare’s language
- Introduce grammar/vocabulary activity
- Explain Shakespeare’s use of Iambic Pentameter and
that reading/understanding may be difficult at times
- Allow students time to complete worksheet, then go
over as a class 

- Students will complete a grammar/vocabulary
worksheet to introduce Shakespeare’s language and
writing style
- After completion, we will take it up as a class

- sheet may be of use when translating and creating
insults in future activities

Action: During /working on it (time given for each component, suggested 15-40 min) 

Introduce new learning or extend/reinforce prior learning, provide opportunities for practice & application of learning

Drafted by Lakehead University Orillia Faculty of Education Team-August 2013

 Discussion: Discussion:
- Ask students to contribute their ideas on what they - Students are encouraged to discuss their thoughts on
think an insult is and why Shakespeare used so many insults and Shakespeare’s writing style
of them - Students will watch TEDEd "Insults by Shakespeare”
- Will go over the definition of an insult to help their
understanding — explain Shakespeare’s use of them Activity 2:
- Set up a YouTube video for the students to watch.
 - Students will receive a worksheet containing
TEDEd “Insults by Shakespeare” (6.23) Shakespeare’s insults.
- They will go over the instructions on the board with
Activity 2: the teacher, and ask any possible questions.
Introduce the translation activity where students will - Individually, they will begin translating all insults into
take Shakespearian insults and translate them (to their modern English. Reference the examples and
best ability) into modern English. 
 vocabulary on the board.
- Insults can be from the play they studied last year as a - After 10 minutes, the answers will be discussed as a
review (Romeo and Juliet) or from the play they will be class. Students will volunteer to read out their
focusing on (Macbeth) answers and ideas.
1. Present the instructions for the activity on the board. - The correct answers will be displayed on the board.
Students will be working individually. 

2. Handout a the Shakespearian insult worksheet. Discussion:
3. Have Shakespeare’s insult vocabulary list enlarged on - Students will listen to the relationship between insults
the board — words, phrases, examples (reference for and Romeo and Juliet. Allowed to ask any questions
students)
 they may have regarding the language or insults.
4. As a class, we will go over the correct answers with
them displayed on the board (after the student has Activity 3:
shared their answer) - Students will receive a worksheet containing the
instructions for their assignment, as well as open
Discussion: space to complete it.
- Discuss insults in Romeo and Juliet (a play that many - They will go over the instructions out loud with the
studied in ninth grade) 
 teacher.
- Importance of insults within the play - Individually, they will begin creating insults using
Shakespeare’s vocabulary. (They must know what it
Activity 3: means in modern English, cannot just throw words
Introduce the ‘Creating an Insult’ worksheet and together) — all insults must be appropriate (i.e. no
instructions. Students will be allowed to create their swearing, no bullying)
own, *appropriate* insults using Shakespearian
vocabulary.
1. The instructions for the activity are clearly stated on
the sheet, but will be read over out loud. 

2. Students will consistently be reminded that the
teacher will be reading their insults, and that they must
remain appropriate.
3. The insult vocabulary will remain on the board for
students to reference.
4. Teacher will be continuously walking around the
room to check progress and appropriateness.

Consolidation & Connection (Reflect and Connect) (5-15 min.) 


Help students demonstrate what they have learned, provide opportunities for consolidation and reflection

Students will be given the opportunity to present their
insults to one another, or the class.
- Students will have 2 options for presentation. They
can either read their insult to the person beside
them, or they can choose a partner and act it out in
front of the class. All work will be collected after
presentation.
- Collect work at the end of the period
- Students will be able to present what they have
created 

Option 1: read your insult to the person beside you 

Option 2: Choose a partner and read your insults to
one another in front of the class.
- Work will be collected at the end of the period

Personal Reflection (what went well, what would I change, what will I have to consider in my next lesson for this subject/topic)
The Lesson:

The Teacher:

Drafted by Lakehead University Orillia Faculty of Education Team-August 2013