Learning Experience Plan

Grade level: 12th Grade

Subject: ELA

Unit: Shakespeares Much Ado About Nothing

1 Day

Length of LEP (days/periods/minutes):

Topic: Strategies to learn vocabulary

Content Standards:

(include only standards addressed in this LEP)

CCSS.ELA-Literacy.L.11-12.4 - Determine or clarify the meaning of unknown and

multiple-meaning words and phrases based on grades 11-12 reading and content, choosing
flexibly from a range of strategies.
Learning Experience Outcomes
(knowledge/skills)

Learning Experience Assessments

-Partner with a fellow student to brainstorm
possible definitions.
-Actively listen and participate during the
lesson.
-Provide thoughtful answers to questions.
-Two completed semantic maps.

Students will:
-Understand the meaning/use of the
word monologue
-Develop full understanding of
Shakespearean monologues.
-Determine or clarify the meaning of
unknown words.
-Use multiple strategies to gain an
understanding of complex words.
-Share their findings with the class.
-Complete a semantic map.
-Master the use of a vocabulary word
strategy.
Differentiation (What will you do to meet the needs of students at these different levels?)
Approaching
On-level
Beyond
On-level students will be
The independent practice
Approaching students will
benefit through the modeling
able to work with students will allow the higher level
that occurs in the direct
who are higher level
learners to expand on their
instruction. There is partner
learners. This will help
knowledge more in depth.
work as well to help students
them build on their
They will work at their own
gain insight.
responses.
speed.
Curriculum Integration (Does this lesson correlate with any other content area? Describe.)
Structural analysis can be used for words in other content areas. Showing the students
that words can be broken down allows them to practice with words from all content
areas.
Material Procedures/Strategies
s
Day 1

(add additional days as needed)

Sponge Activity Students will turn to their elbow partners and discuss the
word monologue and what they think it means.
1

SmartBoard

Noteboo
ks

Semantic
map

Assigned
text

Anticipatory Set Students will have a Do-Now on the board asking What
clue can you use in the word monologue to figure out a possible
meaning? What does it mean? Students will volunteer the answers they
came up with during the sponge activity.
Activating Prior Knowledge Students will volunteer their answers to the
Do-Now question. This will help students build off one another to form a
definition. Students will be asked about the clue that can be found in the
word. If a student knows the clue they will be asked to go up to the board
and mark it. The word monologue will be taken and broken down for a
structural analysis. Previously, a student marked the clue in the word. Now
I will ask students what the root of the word means. Mono is a common
root word, so if students did not see it the first time around they will see it
now and understand. This will show students that words can be broken
down into smaller words to find the meaning.
Direct Instruction Today we will be learning how to understand academic
language as we read. We will be learning how to use a Semantic Map to
not only remember the definition of a word but to also understand how it is
used and reference examples to help us become more familiar with it and
discuss it. I will now demonstrate how to use a semantic map. The
students will later model this with a partner with a previous vocab word,
dialogue. The students should be able to follow along since this is a word
they are familiar with. Later on in class students should be able to model
this on their own with the word monologue. This will help them practice
using this graphic organizer as they read and run into unfamiliar words.
Students will be able to personalize the word.
Guided Practice - Students will turn back to their elbow partners who they
first discussed the word monologue with. They will then begin to fill out
the semantic map for the word dialogue. The semantic map will have
three questions for the students to answer (See below). Once students
have finished filling out the Semantic Map they will be asked to volunteer
their answers and come up to the board to fill in the map. I will then ask
students if they have any questions in regards to using the map.
Independent Practice The students will now demonstrate their
understanding of a semantic map by independently using it for the word
monologue. This will allow the students to personalize the word in a way
that makes them understand it. There will be the same three questions
that they answered for the word dialogue except now there will be an
extra question for those who finish early. Students will be asked where
they can find examples of monologues in the Shakespeare play that we are
reading.

Closure The students will compare their semantic maps with their elbow
partners. This will allow them to see one anothers individualized but
correct understanding of the word. Students will be able to add to their
own maps if they have gained any extra insight from their partners. The
students will then be asked if they find this graphic organizer beneficial.
Homework Students will be asked to go home and use the semantic map
on the word soliloquy. They can search the definition and then fill out the
remaining parts of the map. This homework will lead into tomorrows
lesson on soliloquies in comparison to monologues.

What is the definition in

your own words?

Give an example of a
situation when it is used or
draw a picture.
Word

_______________________

Use it in a sentence.

Structural Analysis