GCU College of Education

LESSON UNIT PLAN TEMPLATE

Section 1: Lesson Preparation Teacher Candidate Name: Kaylee Green

Grade Level: 6th Grade
Unit/Subject: Shakespeare’s A Midsummer Night’s Dream/English and Language Arts
Title of Unit and Brief Summary: This Unit Plan is meant to teach who Shakespeare is, teach vocabulary, teach themes, teach comprehension, teach
grammar, teach argumentative writing skills, and to inspire minds to think more deeply about what they are arguing.

Classroom and Student Factors/Grouping: Most of this class is either 1 year below grade-level or 2 grades below grade-level in Reading. Two ASD
students will require a teaching assistant.

Day 1 Day 2 Day 3 Day 4 Day 5

National/State Learning CCSS.ELA-LITERACY.SL.6.1

Standards Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on
6th Grade levels taken from grade 6 topics, texts, and issues, building on others' ideas and expressing their own clearly.
the Common Core website CCSS.ELA-LITERACY.RL.6.2
Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the
text distinct from personal opinions or judgments.
CCSS.ELA-LITERACY.RL.6.4
Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings;
analyze the impact of a specific word choice on meaning and tone
CCSS.ELA-LITERACY.RL.6.4
Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings;
analyze the impact of a specific word choice on meaning and tone
CCSS.ELA-LITERACY.RL.6.5
Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the
development of the theme, setting, or plot.
CCSS.ELA-LITERACY.RL.6.6
Explain how an author develops the point of view of the narrator or speaker in a text.
CCSS.ELA-LITERACY.W.6.1
Write arguments to support claims with clear reasons and relevant evidence.
CCSS.ELA-LITERACY.W.6.1.A

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 Introduce claim(s) and organize the reasons and evidence clearly.

CCSS.ELA-LITERACY.W.6.1.B
Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of
the topic or text.

CCSS.ELA-LITERACY.W.6.1.C
Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons.

CCSS.ELA-LITERACY.W.6.1.D
Establish and maintain a formal style.

CCSS.ELA-LITERACY.W.6.1.E
Provide a concluding statement or section that follows from the argument presented.

CCSS.ELA-LITERACY.W.6.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and
audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)

CCSS.ELA-LITERACY.W.6.5
With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising,
editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards
1-3 up to and including grade 6 here.)

CCSS.ELA-LITERACY.W.6.6
Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others;
demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting.

CCSS.ELA-LITERACY.W.6.10
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single
sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Specific Learning Introduce Character introductions. Act out Act 2 as a Reading act 3 or Act 4
Target(s)/Objectives Shakespeare and his Read or listen to Act 1 class. listening to it Finish up Argument
Based on state standards, play: A Midsummer CCSS.ELA- Talk about the theme Talk about Argument paragraphs for peer
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identify what is intended to be Night’s Dream LITERACY.RL.6.6 of Love paragraphs from a few editing.
measured in learning. CCSS.ELA- CCSS.ELA- CCSS.ELA- days ago and start CCSS.ELA-
LITERACY.W.6.1 LITERACY.SL.6.1 LITERACY.RL.6.2 writing them LITERACY.W.6.6
CCSS.ELA- CCSS.ELA- CCSS.ELA- CCSS.ELA-
LITERACY.W.6.1.A LITERACY.RL.6.4 LITERACY.RL.6.5 LITERACY.W.6.1.E
CCSS.ELA- CCSS.ELA-
LITERACY.W.6.1.B LITERACY.RL.6.6
CCSS.ELA- CCSS.ELA-
LITERACY.RL.6.4. LITERACY.RL.6.4

Academic Language Shakespeare A Midsummer Night’s A Midsummer Night’s A Midsummer Night’s A Midsummer Night’s
General academic vocabulary Argument paragraph Dream vocabulary: Dream vocabulary: Dream vocabulary: Dream vocabulary:
and content-specific Sources 9. conceit 17. cloister 25. spleen 33. lamentable
vocabulary included in the A Midsummer 10. trifle 18. yoke 26. edict 34. gallant
unit. Night’s Dream 11. cunning 19. austerity 27. observance 35. condole
vocabulary: 12. filch 20. relent 28. bate 36. lofty
1. nuptial 13. entreat 21. render 29. transpose 37. extempore
2. wane 14. befall 22. idolatry 30. waggish 38. discretion
3. pert 15. abjure 23. extenuate 31. forswear 39. tawny
4. mirth 16. livery 24. confer 32. interlude 40. device
5. melancholy All Characters from Determine what Love Claim
6. pomp Midsummer. means to each Source
7. vexation individual student. Editing
8. feign
Unit Resources, Meet Shakespeare Audio for Midsummer Chromebooks with Chromebooks Chromebooks
Materials, Equipment, video: Here if needed AMSND on them Modern take Modern take on
and Technology Argument worksheet Student copies of Theme of Love SparkNotes SparkNotes
List all resources, materials, Paper pencils Midsummer PowerPoint Argument worksheet Argument paper on
equipment, and technology to Chromebooks for PowerPoint (Intro to Modern take Google doc’s Google Doc’s
be used in the unit. every student characters of AMSND) SparkNotes internet
Modern take on Projector
AMDND via Paper pencils
SparkNotes. Google Docs
Chromebooks.

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Depth of Knowledge L1: Does anyone L1: What were some of L1: What was the L1: What is one of the L1: How is your
Lesson Questions know who the arguments you main thing that arguments you would argument paragraph
What questions can be posed Shakespeare is? made yesterday? happened yesterday like to make and write coming?
throughout the lesson to L1: What is an L2: What can we do to in act 1? about? L2: What have you
assess all levels of student
understanding? argument? understand this L2: What is a theme? L2: Which characters learned about writing
 Level 1: Recall L2: What is a source? literature more easily? L3: How did you do you relate to the argument paragraphs?
 Level 2: Skill/Concepts L3: How do we use L3: How can you use determine what had most? L3: Have you become
 Level 3: Strategic sources? this text to back up happened and why? L3: Why would a stronger arguer
Thinking L4: Defend your your claim from L4: What is your Shakespeare add in 2 since learning how to
 Level 4: Extended argument with yesterday? thinking on the theme sub-plots to the voice your concerns,
Thinking sources. L4: What do you think of Love? Lovers? unlike some of the
the play will be about, L4: Do you think Nick other actors in Nick
after reading this act? Bottom to be a good Bottom’s play?
actor? Why or why L4: What do you think
not? will happen in the end
of the play? Will
everything work out in
the end or will it all
remain messed up and
confusing?

Section 2: Instructional Planning

Day 1 Day 2 Day 3 Day 4 Day 5
Anticipatory Set Playing the video Students will recall Ask students to How do you relate to What will happen at the
How will students’ prior introduction to their lesson from the define love. Nick Bottom? Do you end of the play? Guesses
knowledge be activated as William Shakespeare. day before by Ask students who relate to him at all? could be written on the
well as gain student interest in Asking them if they explaining what an their favorite Do you think you would board and students could
the upcoming content? had heard of or read argument is. characters are so far have opinions about the see if they were right at
any of the plays or Students will chart and why they choose way he runs the the lesson goes on.
poems Shakespeare the characters and them. show/mini play? Has your argument
wrote. their relationships Who is the most in
changed based on
with one another. love?
AMSND?
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 Presentation of Content
Multiple Means of There will be printed Student will be Showing different After reviewing Act 4 will be read out
Representation instructions when listening, following visuals of the love arguments we would loud via the audio from
Describe how content will be needed and visual along in their book or triangle would be come up with a way to [ CITATION Tho13 \l
presented in various ways to representation in the on the Chromebook helpful for the review what they have
meet the needs of different 1033 ] as well as
videos. and will be able to students to learned so far.
learners. write down thoughts understand what is grouped in smaller
as they come. going on. groups as needed.
Multiple Means of The students who ELL learners will Love is an abstract Students will be able to Students 2 grade-levels
Representation need extra assistance have translation in concept so some of be separated into smaller below will be using TA’s
Differentiation will have a TA or their own tongue if the SPED students groups to discuss their to help them say what
Explain how materials will be tutor next to them needed. might not understand arguments and how they they mean to say and
differentiated for each of the answering any SPED learners will what it is or how to are related to the play. they will be mostly
following groups: questions that come be given a tutor or put it into their own
 English Language Tutors and TA’s will be following along on the
up from the videos TA to assist them words. The TA’s and used to assist. Chromebook.
Learners (ELL) and or worksheets. while reading tutors would come in
 Students with special Those who finish Gifted students will handy to help them
Alternative assignments
needs might be necessary to
early will be paired be useful for deeper think more deeply
 Students with gifted give them as they might
abilities
with students who discussions and about what it means.
need more help. helping others to not be able to write an
 Early finishers (those argument paragraph.
who finish early and understand if they are
may need additional willing.
sources/support)
Application of Content
Multiple Means of They will be coming The students will be Ask students to think Acting out mini scenes. All will work together to
Engagement up with different given the option of about a time they Getting into character figure out what needs to
How will students explore, arguments based on working together, might have fallen in helps to understand the change in their essays. I,
practice, and apply the what the questions listening to the text love. It could be with argument that character the teacher, would
content? are and will be able on their own or a pet or with their might take. provide a practice
to explore those reading silently. One siblings and does not paragraph and edit it
aspects by group could be led by have to be a according to the
discovering their own the teacher having
romantic worksheet I’d give them.
voice. them act it out and
relationship. How Giving them an example
work through it more
thoroughly. might you feel in before letting them split
Helena’s shoes? into groups.
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Multiple Means of Again, TA and tutors Those who need Making things more Again smaller groups Split into groups to peer
Engagement will help. If needed more visual could use simple for those who smaller acting edit their paragraphs,
Differentiation some students may be visuals to help them need it that way, opportunities. each would be smaller
Explain how materials will be given pictures that understand the allowing the students Giving them an option to groups where higher
differentiated for each of the represent the different context of the play. to not have to do too much functioning students are
following groups: arguments that they Various language
 English Language acting. paired with lower
can make to help options for ELL Not all students will want functioning students. This
Learners (ELL) them understand. students.
 Students with special to act, they might will help even out
needs struggle with this and will
 Students with gifted need some help
abilities understanding what is
 Early finishers (those going on. Lots of
who finish early and
may need additional
explaining from the TA or
sources/support) tutor might be needed.
Assessment of Content
Multiple Means of Formative- Formative- During Formative- Asking Formative- Turning in Formative- During
Expression Vocabulary words instruction ask class what a theme is their practice paragraph instruction ask which
Formative and summative written down. questions and get a and looking for hands on their argument based students understand and
assessments used to monitor Argument raised hand or finger raised. on the first days who doesn’t and I can
student progress and modify on nose.
instruction. argument sheet. spend more time with
Summative- those students.
Summative- Quiz on AMSND: Summative- What did
Completing a quiz
Who was struck by they learn about
based on the meaning
what? argument paragraphs?
of the play and why
arguments need to be Who loves who now? Did their peers think the
made. Explain why. same as them?
Multiple Means of Different vocabulary The students will be Allowing students Given the ELL and SPED ELL students will need to
Expression lists could be created able to express what more time to read or students there will be write their work in their
Differentiation to help those in need they are learning to be taken away time for them to work on best English possible and
Explain how materials will be of a visual who might through acting, from the big group if their arguments later and might need a translating
differentiated for each of the need more guidance. making character they are further in smaller groups. tool to help them choose
following groups: trees and listening to
 English Language behind. the correct words.
the play. SPED students will need
Learners (ELL)
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  Students with special some encouragement
needs due to the lack of good
 Students with gifted reading and writing skills.
abilities
Each of them will be
 Early finishers (those
who finish early and asked to complete as
may need additional much as possible for a
resources/support) grade.
Extension Activity and/or Homework
Identify and describe any Google search of A Early finishers will Exit ticket on what Think about Nick Bottom Talk to your parents
extension activities or Midsummer Night’s have an added the students found and write about how it about the argument
homework tasks as assignment to write
Dream images and most interesting must feel to be like him. paragraph you made.
appropriate. Explain how the their thoughts on
extension activity or start to obtain more about what Talk to someone at home Do they agree or disagree
ideas about what the reasons why there is happened in the play about his character and with you?
homework assignment
supports the learning text is about. so much pressure for today as well as what about his flaws.
targets/objectives. As required Hermia to marry they think about love
by your instructor, attach any someone she doesn’t
being a theme of the
copies of homework at the end love.
play.
of this template.

References:
(n.d.). Retrieved from Vocabulary.com: https://www.vocabulary.com/lists/328733#view=list
CBeebies. (2016, April 20). CBeebies: Who is William Shakespeare? Retrieved from YouTube: https://www.youtube.com/watch?
v=AhEQDKZxvZY#action=share
Columbus City Schools. (2002-2019). A MIDSUMMER NIGHTS DREAM BY WILLIAM SHAKESPEARE TEACHER
RESOURCE18.pdf. Retrieved from Columbus City Schools:
https://www.ccsoh.us/cms/lib/OH01913306/Centricity/Domain/207/A%20MIDSUMMER%20NIGHTS%20DREAM%20BY
%20WILLIAM%20SHAKESPEARE%20TEACHER%20RESOURCE18.pdf
Common Core State Standards. (2019). English Language Arts Standards » Writing » Grade 6. Retrieved from Common Core State
Standards Initiative: http://www.corestandards.org/ELA-Literacy/W/6/

© 2019. Grand Canyon University. All Rights Reserved

Davis, H. K. (n.d.). Midsummer Night TG. Retrieved 2019, from Penguin.com:
https://www.penguin.com/static/pdf/teachersguides/midsummer.pdf
Mascott, A. (2019, January 9). Our Favorite Videos for Teaching Shakespeare. Retrieved from We Are Teachers:
https://www.weareteachers.com/shakespeare-videos/
SparkNotes. (2019). A MIDSUMMER NIGHT’S DREAM TRANSLATION. Retrieved from SparkNotes:
https://www.sparknotes.com/nofear/shakespeare/msnd/

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Rational:
In this unit on Shakespeare, the students will learn how to better decode the strange language that they find in their other core

classes. Because no one really speaks the same as the characters in A Midsummer Night’s Dream, it will make it easier for them to

understand that History and Science classes might have similar hard words that won’t make sense to them.

The students who would be learning these lessons from the unit will also gain more knowledge in how to read, as they will be

following along on their Chromebooks or actual AMSND books. Seeing the words while reading them does help students to learn how

to better their reading skills and makes them play a more active role when having to follow along.

Communicating with students can sometimes be hard when it comes to these types of subjects because a lot of the time it ends

up being a lecture class. Speaking slower or explaining things as simply as possible will be the most helpful for this group of students,

because most of them are 1 to 2 grade-levels below the norm. Pairing the students up will not be as effective because of the lack of

strong. It is hard to make peer tutors help these students because sometimes they are not always excited to help those who are

struggling and would rather be doing extra assignments instead of helping others learn. Obtaining help from home on what they are

learning would be helpful as stated before peers who are around in this class may have similar feelings but getting another outsider’s

opinion would be helpful to know how they can improve.

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