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Lesson Plan Final Draft

This lesson plan aims to help students comprehend Shakespearean language by having them translate and perform portions of A Midsummer Night's Dream. The objectives are for students to be able to translate Shakespeare with 80% accuracy. The lesson begins with connecting translation struggles to students' own experiences. Through a presentation on Shakespeare's time period and example translations, students will gain background and practice translating lines. They will then translate and annotate a scene in groups. To assess understanding, students will perform their translations and take a test translating a new Shakespeare work.

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201 views

Lesson Plan Final Draft

This lesson plan aims to help students comprehend Shakespearean language by having them translate and perform portions of A Midsummer Night's Dream. The objectives are for students to be able to translate Shakespeare with 80% accuracy. The lesson begins with connecting translation struggles to students' own experiences. Through a presentation on Shakespeare's time period and example translations, students will gain background and practice translating lines. They will then translate and annotate a scene in groups. To assess understanding, students will perform their translations and take a test translating a new Shakespeare work.

Uploaded by

api-241874782
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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Appendix A

Lesson Plan Templates for Signature Assignment and Mini-Teach


Choose the template that best fits your lesson
Direct instruction

Teachers: Brittney Bazuin and Joy Parnakian

Subject: Freshman English

Standards:

Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meaning; ana
lyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of
time and place; how it sets a formal or informal tone). (910.RL.4)
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. (9.RL.10)
Objectives (Explicit):

By the end of the lesson, the students will be able to comprehend Shakespearean Language by writing and
performing translations with 80% correctness
Evidence of Mastery (Measurable): The students will be tested by having to, individually, translate a portion of a
Shakespeare play with 80% correctness.
Sub-objectives, SWBAT (Sequenced from basic to complex):

SWBAT gain knowledge on the time period of Shakespreare


SWBAT translate to Leymans terms
SWBAT annotate properly
SWBAT decipher unknown words
Key vocabulary: engild, yielder, beshrrew, mazed, aby, uncouple, Materials/Technology Resources to be Used: A
minimus, obscene, trippingly, aweary
Midsummer Nights Dream, paper, pen, dictionary

Opening (state objectives, connect to previous learning, and make relevant to real life): Projected on the whiteboard will be
the following questions for the students to answer:
1. Describe a time when you had to translate or explain something for someone so that they could understand? This does not
necessarily mean translating languages. Think you hobbies, video games, books, tv, sports.)
2. Did you face any difficulties when trying to explain? How did you overcome these difficulties (hand gestures, drawings,
modelings)?
3. Were you successful? Did the person you were trying to translate or explain to understand? How did you know? If they
didnt, what happened as a result (couldnt play the game, got in an argument)?
Instructional Input

Teacher Will:

Student Will:

Introduce the language of Shakespeare Take notes during the prezi and ask and answer
questions.
Use a prezi for the students that provides

background on the time period.


Use comparisons between aspects of
Shakespeares time period to today.

Respond to teachers comparisons and questions.


Build on teachers examples of translated individual
words but providing their own examples.

Provide examples of translated


individual words.
Co-Teaching Strategy/Differentiation:

Differentiation: A print out of the lecture can be provided with missing words for students to fill in.

Co-Teaching: The co-teacher will walk around the room ensuring that the students are on task.

Guided Practice

Teacher Will:

Student Will:

Begin to translate and annotate a portion


of the play.
Ask students by drawing their names out
of a jar to translate line of the play to
check for understanding.
Co-Teaching Strategy/Differentiation:

Actively listen to the teachers lecture by taking notes


and annotating.
Respond to the teachers requests to translate lines of
the play.

Differentiation: The teacher can provide an extra set of annotations or a partially translated copy for
those who need it.

Co-Teaching: The co-teacher will walk around and observe the students and assist those who need
Independent
Practice

help.
Teacher Will:

Students Will:

Divide a scene of the play into different In their table groups, the students will translate and
groups and assign to student table groups. explain a portion of the play, which will be turned in as
a typed document.
Instruct the students that in their table
groups they will translate and perform Also perform them for the class in order.
their portions.
Co-Teaching Strategy/Differentiation:

Differentiation: The teacher will be able to assist those who need further help.
Co-Teaching: The co-teacher, along with the teacher will walk around and help students and can
take individual groups in the hall for help.
Closing/Student Reflection/Real-life connections: The lesson will conclude with the groups performing their translations in
chronological order to create a complete translated product and submitting a written copy. The students will then take a test
by translating a portion of a different work of Shakespeare to assess their personal understanding. For those students who
are shy, they can perform their translations in the hall to the co-teacher.

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