The Academy for Technology & the Classics

Lesson Plan Template

Instructors name: Kathy Rappaport Week of: Feb 24-28 Course/Grade: English Unit Name: Shakespeares Julius Caesar

Common Core/ NM Content Standards: Literacy.RI.9-10.1 Cite Strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text Literacy.RI.9-10.4 Determine the meaning of words and phrases as they are used in a text

Essential Question(s): Who was Shakespeare and why is he such an important literary figure? Is it important to know the historical context of an historical play? Why should we read Julius Caesar? How do governments use propaganda to control their people? What is justice? What makes a person persuasive? How are themes in Julius Caesar significant in the modern world? Other considerations (modifications, accommodations, acceleration, etc.):

Connections (prior learning/prior knowledge): Students

Resources/Materials Julius Caesar by William Shakespeare

Assessment (How will you monitor progress and know students have successfully met outcomes?) Do Now Questions, Worksheets on Vocabulary and Discussion Questions, Class Discussions, Quizzes, Paragraphs, Essays Time allotted MONDAY Learning TargetStudents find evidence to support both sides of an argument as they read about the controversy over who is the real William Shakespeare. Lesson activities for instructor and students Assignment(s) Due-

Reading articles about the controversy. Writing down evidence for both sides of it. Coming up with their own opinions. Discussing as a class.

TUESDAY Learning TargetStudents evaluate the importance of understanding the historical context of a play based on an historical event. They express their ideas in writing and in a discussion. Students identify main ideas both explicit and implicit about the historical backdrop to Julius Caesar as they listen to a video about Julius Caesar and show what they know by answering questions.

Assignment(s) Due-

Do Now Question

Watch first 20 minutes of video Answer Questions Finish watching video

WEDNESDAY Learning TargetStudents will determine the meaning of words and phrases as they are used in dramatic productions. Students will identify puns as they do a dramatic reading of Act 1, Scene 1. They will find as least two examples of a pun and be able to explain why they are puns. Students will evaluate the logic of several statements about fate, destiny, prophecy and superstition. They will write down logical arguments refuting or supporting these statements and share them with the class.

Assignment(s) Due-

After a class discussion, students will define dramatic terms and devices and write them down. Starting with: pun, soliloquy, aside As they find examples in the play of these dramatic terms and devices, they will write them down on the worksheet. Students will read a list of puns and identify what makes them puns. Students will read Act 1, Scene 1, find examples of puns and be able explain why they are puns. Worksheet on fate, destiny, prophecy and superstition. Assignment(s) DueStudents will read Act 1, Scene 2 Questions Worksheet

THURSDAY Learning TargetStudents analyze complex characters and show their understanding by answering questions.

FRIDAY Learning TargetStudents identify main ideas both explicit and inferred and show their ideas by writing headlines for act scene in Act 1. Students integrate multiple sources of info by watching Scene 1 in movie form. Students determine character traits of main

Assignment(s) Due-

Headlines Assignment

Watch movie.

Character Traits Chart

characters and show their understanding by filling out a character traits chart.

Post-Teaching Reflections on Lesson

What went well?

What needs to be improved? Why?

Strategies to consider for improving lesson: