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Teacher
Date
I. Objectives
How does this lesson connect to the unit plan?
Throughout the unit on Twelfth Night, the students will be following one character very closely and interacting with his or her part in the play. This lesson introduces
that assignment and focuses on how characters and character development affects plot, outcome, and the way the characters interact with the audience.
cognitiveR U Ap An E C*
Students will be able to track the changes of a character throughout the play.
Students will be able to write down specific characteristics gleaned through information in the play.
Students will be able to give specific evidence of how and where they gained this information.
Students will be able to describe how changes in characters are significant to the overall plot and theme of a play.
Students will be able to compare and contrast how the personalities of different characters impact the plot and change
relationships.
Ap.
Ap.
Ap.
An.
An.
physical
development
socioemotional
X
X
Common Core standards (or GLCEs if not available in Common Core) addressed:
CCSS.ELA-LITERACY.RL.9-10.1 states that students ought to be able to gather specific textual evidence to support their hypotheses.
CCSS.ELA-LITERACY.RL.9-10.2 states that students ought to be able to determine a central theme in literature and see how it is affected by various details.
CCSS.ELA-LITERACY.RL.9-10.3 states that students ought to be able to analyze characters and their relationships and impacts within a text.
(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
Identify prerequisite
knowledge and skills.
Outline assessment
activities
(applicable to this lesson)
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 and visual medium of plays. They need a basic knowledge of how characters impact
the plotlines of various types of literature (essentially, that characters and how they change are very
significant to the end result of the piece of literature). They need to have read different parts of
Twelfth Night and have the ability to understand how Acts, Scenes, and lines are set up for references.
Pre-assessment (for learning): The students will be assessed via the class discussion to find out what they
already know about how character development in literature works.
Formative (for learning): The students will be assessed via their ability to produce specific examples and
reference how and where they found those examples.
Formative (as learning): The students will be assessed via their use of class time to begin working on their
character traces.
Summative (of learning): The students will be assessed via their final character traces at the end of the
unit.
Provide Multiple Means of
Representation
Provide options for perceptionmaking information perceptible
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Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?
Components
2 min
5 min
Motivation
(opening/
introduction/
engagement)
5 min
10
min
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Development
(the largest
component or
main body of
the lesson)
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Like my first lesson, I was only able to teach approximately half of this lesson. My job while teaching this lesson was to introduce
the project to the students no more, no less, as the teacher had other things to accomplish throughout the day. I found it was more
difficult than I anticipated to explain the assignment. They did not quite understand exactly why I wanted them to follow a character,
and many of them did not want to pick one character but wanted to switch throughout the play. I had to remind them of the overall
assignment in order to get them on board with the idea. I also still think it would have been more beneficial to get them into character
groups not only does it make them think about what they know and delve deeply into the text, but it forces them to choose a
character up front, not something they wanted to do. I wish I had had some backup plans in case the students were not as
forthcoming in their character discussion. However, as a teacher, I also am learning that I need to let silence sit. If I let it sit, and do
not call on the student who always raises his hand, I get wonderful responses from the students who would never speak up otherwise.
If I were to teach this lesson again, I would have better structured discussion questions for the groups and a better backup plan in
case the students cannot come up with a character.
9-15-14