DOMINICAN UNIVERSITY OF CALIFORNIA

LESSON PLAN FORMAT

Name: Eugenia Ives   Date: December 5, 2011  

Lesson Subject: Language Arts   Grade: 9th  

Anticipated length of time for this lesson: 50 Minutes  

Part A: Describe your students Grade Level: 9 Content Area: Language Arts Subject matter: William Shakespeare’s Romeo and Juliet  

ENGLISH LANGUAGE LEARNER(S): Who are the English Language Learners in the class? What are their ELD levels according to the CELDT?  Student:    Jose  Valesquez                                                  Country  of  Origin:    Guatamala     L1:    Spanish        CELDT  Level  3:     Listening  and  Speaking:  Advanced  Intermediate       Reading:  Intermediate           Writing:  Advanced  Beginner    

Part B: Link the Lesson to Standards ACADEMIC CONTENT STANDARD(S): What academic content standard(s) does this lesson address?  Grades  Nine  and  Ten  Language  Arts:    1.1  Reading:  Identify  and  use  the  literal  and  figurative  meanings  of  words.    2.4  Speaking  Applications:  Deliver  oral  responses  to  literature.   ELD STANDARD(S): Identify the ELD standards that will be addressed in this lesson (Listening, Speaking, Reading and/or Writing) for each ELD level in your class. Comprehension  –  Listen  attentively  to  stories  and  identify  important  details  and  concepts  by  using  both  verbal  and  non-­‐verbal  responses.   Decoding  and  Word  Recognition  –  Apply  knowledge  of  common  English  morphemes  in  oral  and  silent  reading  to  derive  meaning  from  literature  and  texts  in  content  areas.  

Part C: Plan the Lesson ACADEMIC LEARNING GOALS (outcomes/objectives) for this lesson: What specifically do you expect students to know or be able to do as a result of the lesson? (Goals/outcomes/objectives must be observable and measurable.) TLW  comprehend,  identify,  and  interpret  figurative  language  and  overall  meaning.   LANGUAGE GOALS (outcomes/objectives) for EL Learners: What specific behaviors will the students demonstrate to show they have met the ELD standard(s)? (Outcomes must be observable and measurable.)  -­‐TLW  participate  in  conversation  with  peer  (partner  in  the  pairing)  on  familiar  subject  (Romeo  and  Juliet).    -­‐TLW  identify  the  main  idea  and  some  supporting  details  of  oral  presentations,  familiar  literature,  and  key  concepts  of  subject-­‐matter  content.      –  TLW  prepare  and  deliver  short  presentations  on  ideas,  premises,  or  images.      -­‐  TLW  apply  knowledge  of  common  English  morphemes  in  oral  and  silent  reading  to  derive  meaning  from  literature  and  texts  in  content  areas.    –  TLW  apply  knowledge  of  language  to  analyze  and  derive  meaning  from  literary  texts  and  comprehend  them.    

Part D: Components of the Lesson Think about the sequence of this lesson. Describe your plans for instruction in the order in which they will be implemented.

This  lesson  is  part  of  an  ongoing  month  long  class  project  of  reading  and  analyzing  William  Shakespeare’s  Romeo  and  Juliet.        Yesterday  we  read  out  loud  the  text  up  to  Act  2  Scene  2,  as  well  as  discussed  use  of  similes,  metaphors,  and  personification,  in  the  famous  Balcony  scene.    Today  we  are  going  to  analyze  it  further.    Note:  through-­‐out  this  lesson  we  have  been  discussing  how  Elizabethan  language  is  very  different  than  modern  English.    We  have  been  working  on  “de-­‐constructing”  and  understanding    Shakespeare’s  prose  as  we  go.    We  have  discussed  that  we  are,  in  essence,  almost  “translating”  from  the  Elizabethan  language    into  modern  English  so  that  the  material  is  comprehensible  for  the  students.        (Given  this,  as  a  teacher,  I  appreciate  the  fact  that  this  must  be  tremendously  difficult  for  Jose,  my  ELL,  because  he  is  having  to,  at  times,  “translate”  twice.)  

Please  see  attached  information  sheet  on  “Elizabethan  English”.    We  will  have  discussed  this  information  previously  as  a  class.    Once  the  bell  rings,  I  turn  on  the  overhead  and  will  have  the  question:      “How  do  you  behave  when  you  have  a  crush  on  someone?”  projected  on  the  screen.    The  students  will  write  in  their  journals  and  respond  to  this  question  for  three  minutes.  (3  minutes)    (Differentiation:  Jose  will  have  been  given  a  vocabulary  worksheet  as  well  as  today’s  lesson  in  his  last  night’s  homework  and  he  has  given  an  opportunity  to  discuss  any  questions  with  me  during  free  period.    He  is  allowed  to  use  journal  time  to  review  his  vocabulary  words  and  today  lesson’s  lesson  instead  of  writing  in  his  journal.)    After  a  brief  class  discussion  about  how  we  behave  when  we  have  a  crush  on  someone,  I  will  show  a  video  clip  of  the  1996  version  of  the  balcony  scene  from  Romeo  and  Juliet  –  Act  II  scene  2  -­‐    (http://www.youtube.com/watch?v=XLWPg3SCYH4)    Note:  a  new  film  version  of  Romeo  and  Juliet  is  coming  out  in  2012.  (five  minutes)    (Differentiation:  I  will  let  Jose  watch  a  Spanish  version  of  this  scene  on  my  laptop  during  his  free  period  or  I  will  have  previously  sent  home  a  copy  of  the  Spanish  version  of  Romeo  and  Juliet  for  him  to  watch  at  home  in  advance  to  this  lesson.)    Next,  I  will  pass  out  the  attached  “Textual  analysis/De-­‐constructed  dialogue”  work  sheet  to  the  class.  (one  minute)    (Differentiation:  I  will  have  given  Jose  this  work-­‐sheet  last  night  as  well  as  the  vocabulary  words,  so  he  can  know  in  advance  what  is  today’s  lesson  and  go  over  any  questions  with  me  if  he  chooses  to.)    I  will  have  my  students  break  into  pairs  and  give  directions.  (two  minutes)    (Differentiation:  I  will  make  certain  that  Jose  is  paired  with  Marissa,  a  fluent  bi-­‐lingual  student,  who  is  helpful  with  regard  to  Jose.)    I  will  ask  the  students  to  work  in  pairs,  casting  one  of  themselves  as  Romeo  and  one  of  themselves  as  Juliet,  and  to  complete  the  worksheet  together  in  deconstructing  and  interpreting  the  Shakespearian  dialogue  by  re-­‐writing  the  dialogue  using  their  own  words.        I  will  encourage  the  students  to  be  creative  and  ask  them  if  they  have  any  clarifying  questions.    I  will  encourage  the  students  to  use  the  Elizabethan  dictionaries  and  the  annotated  Shakespeare  books  as  references  if  they  need  them  to  help  them  understand  the  Elizabethan  language  and  make  the  context  comprehensible.      The  students  will  be  given  fifteen  minutes  to  complete  the  “de-­‐constructing  dialogue”  worksheet,  while  working  in  pairs.    I  will  circulate  around  the  room  while  students  work  in  pairs,  giving  assistance  and  guidance  where  needed.    (15  minutes)    (Differentiation:  I  will  make  certain  to  check  in  on  Jose  and  Marissa  a  couple  of  times  to  help  him  if  he  needs  it.)  

 When  some  pairs  finish  before  others,  I  will  ask  them  to  “practice”  reading  out  loud  their  de-­‐constructed  dialogue  and  the  Shakespearian  text.    Next  I  will  ask  for  volunteers  to  present  their  de-­‐constructed  dialogue.    I  will  call  on  students  to  present  their  work  for  the  rest  of  the  class  time  before  the  bell  rings.    As  I  have  32  students  in  this  class,  I  will  not  have  time  to  call  on  everyone  today.          (Differentiation:  I  will  wait  until  tomorrow  to  call  on  Jose  and  Marissa,  unless  they  enthusiastically  volunteer  today  and  I  feel  he  is  ready.)    For  the  presentations  of  the  de-­‐constructed  dialogue  by  the  students,  I  will  have  two  sets  of  pairs  come  up  to  the  front  of  the  class.    “Pair  A”  and  “Pair  B”.    I  will  have  the  “Juliets”  each  stand  up  on  a  chair  or  table  (aka  the  “balcony”)  near  the  right  and  left  corners  in  the  front  of  the  classroom.    I  will  have  their  respective  “Romeos”  hide  behind  a  chair  near  their  Juliet.        I  will  have  the  students  present  their  dialogue  by  having  Pair  A  characters  read  a  line  of  the  dialogue  as  Shakespeare  wrote  it,  and  then  I  will  have  Pair  B  read  out  their  own  “interpreted”  dialogue.    They  will  read  line  to  line,  first  the  Shakespearian  dialogue  and  then  their  interpreted  dialogue  until  they  have  finished  the  scene.      (3  minutes)    Then,  I  will  have  the  pairs  switch,  so  now  Pair  A  reads  their  interpreted  dialogue  and  Pair  B  reads  the  Shakespearian  text.  (3  minutes)    After  each  group  of  pairs  finishes  presenting,  we  will  have  a  brief  class  discussion  with  feedback,  responses,  and  questions.  (2x2  =  4  minutes)    I  will  have  another  set  of  two  pairs  present,  discuss,  present,  discuss.  (10  minutes)    We  will  end  these  presentations  about  two  minutes  before  the  bell  rings,  then,  I  will  have  students  put  away  their  work  and  get  ready  to  go  to  their  next  class.  (2  minutes)  

Part E: Adaptations

ENGLISH LANGUAGE LEARNERS: Explain how your lesson plan is adapted according to each of the following components of the SIOP model. Underline where you DIFFERENTIATE INSTRUCTION for English Language Learners. Preparation: What supplementary materials or adapted texts have you prepared? What language objectives will you include?  Supplementary  materials:  -­‐A  Spanish  version  of  the  video  of  Romeo  and  Juliet  (or  the  opportunity  for  him  to  watch  it  from  my  laptop  during  free  period)  will  be  provided;  -­‐Vocabulary  worksheet  (see  attached)  that  will  be  given  as  homework  the  night  before  to  prep  him  for  today’s  assignment;    

-­‐A  copy  of  the  “Textual  analysis/De-­‐constructed  dialogue”  worksheet  (today’s  lesson)  will  be  provided  in  advance.    He  doesn’t  need  to  do  the  work  on  this  in  advance  if  he  doesn’t  want  to,  but,  I  want  him  to  at  the  very  least  be  aware,  in  advance,  what  we  will  be  doing.    Language  objectives:  -­‐TLW  comprehend  and  apply  the  words  on  the  vocabulary  worksheet  as  used  in  the  text.    Building Background: How will you link the concepts of the lesson to students’ background knowledge and/or emphasize key vocabulary?  Key  vocabulary  will  be  emphasized  by  giving  him  a  vocabulary  worksheet  in  advance.    By  having  other  student’s  present  their  de-­‐constructed  versions  of  the  dialogue,  Jose  will  better  understand  the  actual  context  and  concepts  of  the  material  as  well,  as  his  English  speaking  skills  are  stronger  than  his  reading  and  writing.    If  Jose  has  had  a  girlfriend  or  a  crush  on  a  girl  before,  he  will  apply  this  background  knowledge  in  how  he  answers  the  worksheet  and  in  class  discussions.    Comprehensible Input: What will you do to help make content comprehensible? What graphic organizers will you use?  The  content  will  be  more  comprehensible  for  Jose  because  of  the  differentiating  and  scaffolding  I  provided:    -­‐Have  him  watch  a  Spanish  version  of  Romeo  and  Juliet.  -­‐Give  him  a  vocabulary  worksheet  to  do  as  homework  in  advance  to  today’s  lesson.  -­‐Give  him  today’s  lesson  in  advance  so  he  can  review  it  and  ask  me  questions.  -­‐Have  him  work  with  a  Spanish  speaking  partner,  so  he  can  get  clarification  from  her  in  his  native  tongue  if  he  has  questions.  -­‐Have  him  watch  his  fellow  classmates  present  their  versions  of  the  de-­‐constructed  dialogue  into  modern  street  English.   Strategies: What cognitive strategies will your students use during the lesson? How will you develop higher-level thinking? (e.g., problem solving, predicting, organizing, summarizing, categorizing, evaluating, self-monitoring). TLW comprehend,  identify,  decode  and  interpret  figurative  language  during  the  lesson. Interaction: What types of interaction will develop students’ listening and speaking skills in English?  Watching  the  English  speaking  clip  of  “Romeo  and  Juliet”  will  develop  the  Jose’s  listening  skills  in  English.    Jose’s  interaction  in  English,  with  his  partner  work  with  Marissa  will  help  his  listening  and  speaking  skills  in  English.    Jose’s  interaction  in  the  class  discussion  will  help  his  listening  and  speaking  skills  in  English.    

Jose’s  watching  of  his  classmates  present  their  de-­‐constructed  dialogue  will  help  with  his  listening  skills  in  English.   Practice/Application: How will students practice or apply what they have learned in this lesson?  TLW  have  the  opportunity  to  practice  his  de-­‐constructed  Shakespearian  dialogue  with  his  partner.    TLW  apply  the  vocabulary  words  given  to  him  by  using  their  context  when  writing  and  speaking  his  de-­‐constructed  dialogue.      TLW  apply  his  understanding  of  the  Shakespearian  text  when  creating  then  presenting  his  de-­‐constructed  dialogue  (which  he  will  present  after  most  or  all  of  the  other  students  have  presented  theirs.)    Review/Assessment: How will you check for understanding? What vocabulary or key concepts will be reviewed?  -­‐I  will  review  Jose’s  assigned  vocabulary  sheet  and  check  it  for  understanding.    -­‐When  I  circulate  the  room  while  the  pairs  are  working,  I  will  check-­‐in  with  Jose  to  make  certain  he  understands  the  lesson  and  its  content.    -­‐I  will  assess  and  check  for  Jose’s  understanding  in  both  his  written  and  oral  presentation  of  the  de-­‐constructed  dialogue  worksheet  as  well  as  on  his  vocabulary  worksheet.