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Learning Plan: ELEMENTARY & SECONDARY

Student Jenifer Chandra and Jun Hee Co-operating Ms. Sunita Fowsar
Teacher Kim Teacher(s)

Date May 26th Start/End 11:25 am - 12:43 Room 310

(3SF-60) Time pm (3SF-60) (P3)
May 27th 13:48 pm - 15:06
(3SE-50) pm (3SE-50) (P4)

Title of lesson Romeo and Juliet: Wrapping it Grade Secondary 3

Up level

Subject English Language Arts Topic - Act 2 summary

- writing a Literary
Paragraph

Relevance - This lesson’s purpose is to prepare students for their final writing
assignment.
- Furthermore, the skill of writing literary essays and paragraphs is
one that the students will keep using in the next years of high
school, in CEGEP, and even in university should they choose to
pursue studies in literature.

Materials/Resource - A pen/pencil and highlighter

s Required - The “Reading Romeo and Juliet” student packet
- Writing a “Literary Paragraph Models” guide
- Documents on Kami
- PowerPoint

QEP Subject Area - Competency 2: Reads and listens to written, spoken, and media
Competencies texts
Students will consolidate their understanding of the themes and
characterizations that are shown in Romeo and Juliet throughout
this unit. They will also gain a more thorough understanding of the
events of Acts 1 and 2.

- Competency 3: Produces texts for personal and social purposes

 While the students will not necessarily be producing a text in this
lesson, the purpose of the class is to review formal writing
conventions so that the students will have a clear idea of the writing
they will have to do for their evaluation.

Learning Objectives - Students will understand the sequence of events in Act 2 of

Romeo and Juliet
- Students will know how to write a Literary Paragraph
- Students will understand the themes and characterizations
presented up to Act 2 of Romeo and Juliet

Essential - How do the themes and characterization in Romeo and Juliet tie
Question(s) into writing a Literary Paragraph?
- What are the writing conventions of a literary essay?

Lesson Introduction (hook): 10-15 min Students will know:

Timing
75 1. Returning corrections for the - Students will know the events in Act 1 &
minute “Quote Hunt - ACT 2” 2
s worksheet - Giving potential - Students will know the themes in Act 1
evidence students may have &2
missed in Act 2. - Students will know the characterization
2. Reminding students about of Romeo and Juliet
the test. - Students will know how to cite
Shakespeare following MLA conventions

Development (Learning activities Students will understand:

– step by step sequential
procedure): 50 min - Students will understand the final writing
evaluation
- Students will understand the distinction
between formal and informal writing
- Students will understand how they are
expected to write for the Literary
Paragraph writing assessment

1. Slides: Completing the Students will do:

10 min
“Timeline” for Acts 1 and 2
(Reading Romeo and Juliet - Students will follow the annotation on
packet pp. 4-5) the Smart Board
 a. Have students - Students will participate in class
volunteer information discussions
to complete the
timeline instead of
telling them what to Cross Curricular Competencies:
write in it
- C1: Uses Information
15 min 2. Slides: Discuss themes and
Students will utilize their accumulated
characterization with the
understanding of themes,
class in preparation for their
characterization, and MLA conventions to
final writing assignment (10
organize their understanding on how to
min) (using both Quote Hunt
write their writing assessment.
documents)
a. Up to Act 2, how
- C5: Adopts Effective Work Methods
does Romeo and
Students will reflect on the skills and
Juliet demonstrate
information that have been developed to
each theme? How
plan adequately for their writing
are Romeo and Juliet
assessment. Students will adapt and
characterized? -
regulate their approach to writing their
specific
final Literary Paragraph according to the
contexts/scenes
themes or character traits they have
students may have
understood best.
10 min missed in Act 1
3. Kami: Reviewing formal vs. Broad Areas of Learning:
Informal writing (student
15 min handout from the binder) - Media Literacy
4. Kami: Reviewing the Students will be familiar with how to
elements of a literary produce the Literary Paragraph form of
paragraph media. Students will be able to review
a. Distribute the their understanding of the writing
“Literary Paragraph conventions for formal writing, the
Model” document Literary paragraph, and MLA conventions
b. Analyzing and when citing Shakespeare.
breaking down one of
the models of a
Literary Paragraph Universal Design for Learning/
c. Recap literary writing Differentiation/
guidelines using the
“Literary Writing - We are asking students to highlight
Guidelines” section of elements in the distributed student
this document. packet. Not only does this help differently
abled students who need this kind of
strategy to focus on their work, but
typically abled students also benefit from
having annotations in their work.
 - We have physical and digital copies of
every document, facilitating the use of
adaptive software such as text-to-speech
for those who need it. It also takes into
account the absent students who were
unable to collect the physical documents.

Closure (transition): FORMATIVE - Assessment FOR

learning:
1. (Recap Acts 1 and 2 using
the “Cartoon Handout” in - The corrections on their “ACT 2 Quote
preparation for the test.) Hunt” worksheet will allow students to
2. Homework: reflect on their understanding of themes,
a. Re-read or review character traits, and MLA conventions.
Acts 1 and 2 using
FORMATIVE - Assessment AS
the play or the
learning:
cartoon handout)
b. Break down the - The corrections on their “ACT 2 Quote
second paragraph the Hunt” worksheet will allow students to
same way we did in reflect on their understanding of themes,
class in the “Literary character traits, and MLA conventions.
Paragraph Model”
handout.
3. Watch the Globe Theater SUMMATIVE - Assessment OF
rendition of Romeo and Juliet learning:
until the end of class
N/A

EDI Consideration:

- Since this is a purely informational lesson, this field is not really applicable, but as always,
the classroom consists of students of different cultural and ethnic backgrounds, which may
affect their learning perspective.

Further considerations;

- We have decided to have students watch the Globe Theater version of the play after
every class during which there is time left at the end, because this is the most flexible
method of compensation for extra time.
- The goal of this class is to prepare the students for their final writing evaluation as best as
we can, since we will have left the school by the time this evaluation takes place.
Reflection:

- Jun:
I want to work on my ability to engage students and bring in positive energy into the
classroom. I have a tendency to stick closely to the source material instead of utilizing
examples the students may find more relevant. In bringing in more relevant examples,
while helping students during group work or class discussions, I hope to bring in more
positive energy to my interactions with the students.

- Jenifer:
I want to work on making sure that students have time to complete their work before we
move on to the next section of the lesson. I have been told that I tend to move on a little bit
too quickly, and that I should establish cues with the students in order to know when they
are ready to advance. I also want to work on using the energy that I bring into the
classroom to my advantage in order to get students more engaged instead of distracted
and agitated (C4: Implement teaching and learning situations & C6: Manage how the class
operates).

- Together:
Ms. Fowsar has suggested that we casually incorporate some Shakespearian vocabulary in
our lessons so that the students can get even more familiar with how they are used. We
would like to attempt doing this (C4: Implement teaching and learning situations & C8:
Support students’ love of learning).

Professional Competencies:

- Competency 2: Master the language of instruction

As this is an ELA classroom it is crucial that we master the language of instruction so that
we can evaluate the students’ use of language and help them improve. We will evaluate
and correct student MLA quotations for Shakespeare’s Romeo and Juliet. We will also need
to answer any questions concerning formal/informal writing and Literary Paragraphs in
class to help any students who may be confused.

- Competency 3: Plan teaching and learning situations

It is important to plan a lesson before actually implementing it so that the lesson runs as
smoothly as possible. Furthermore, the purpose of this lesson is to prepare students as
best we can for the final writing assessment that will take place after we leave.

- Competency 4: Implement teaching and learning situations

Students will do group work, classwide discussions, and guided activities so that they can
understand the material to the best of their ability.

- Competency 6: Manage how the class operates

The students will participate in class discussions in an orderly manner. Classroom
management is important during lessons in order to assure that everything runs smoothly.

- Competency 12: Mobilize digital technologies

We will be using PowerPoint presentations and Kami to support student learning.