Stage 1 - Desired Results

Content Standard:
CCSS.ELA-LITERACY.RH.9-10.3
Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or
simply preceded them. (Common Core State Standards Initiative, 2006)

Unpacked Standards:
Essential Questions:
Students need to be able to recognize and create
Where do we see remnants of Shakespeare's
associations with an idividual and the events of the
influence?
individual's life.
What are some of the things that we would not
have if it were not for Shakespeare?
Students need to understand what events are
In your opinion, which part of Shakespeare's life
related to each other and what ones caused others
left the biggest impact, and how would you deal
Students will need to identify and describe events
with a similar situation?
correctly, making sure that they have a clear
What is your favorite remaining influence of
understanding of the time and location of the
Shakespeare and how are you going to get your
aforementioned events.
friends excited about his works?
Students will need to use their understanding of
the time period, locations, and the events
themselves to identify how they are or are not
Students will need to identify the influence that an
idividual has left on our world today.
Students will set their own personal goals by:
Looking over the rubric for the material and using that to set their goals.
Once students see the value in the lesson, they will be more inclinded to succeed.
Students will use the formative assesment as a starting point and look to improve upon their initial score.
Progress on student's goals will be monitored by:
At the end of each hour the student will attempt to explain a new aspect or element of Shakespeare's life
There will be multiple knowledge checks through out the lesson to check date retention
Two weeks after the lesson we will have a check in to see how much has been retained
Rules and Procedures:
Be here (mentally and physically)
This rule also addresses issues of punctuality
No Cell Phones while we are meeting (for both of us)
Be kind
Be open
This rule encourages keeping an open mind
Our meeting will be about 4 hours long
There will be one 15 minute break
We will meet via skype
We will both be in a quiet and private enviroment
We will have done two test calls to check the functionality of our technology prior to the lesson
Stage 2 - Assessment Evidence Directly Aligned to Content Standard
Pre-Assessment and Analysis of results:
The pre-assessment was administered using an online quiz, it can be viewed here:
https://goo.gl/forms/x6RCiwkNxc17MwQ52

The results matched my expectations for my student.

Out of the 5 questions, 3 were correct.
Performance Task/Assignment Description:
The desire of this lesson is to teach a student about the life and legacy of William Shakespeare.
We will go over important dates from Shakespeare's life.
We will also address different aspects of Shakespeare's Legacy, with a focus on modern remnants.
Rubric:
4 - Exceeds
3 - Meets
2 - Approaching
1 - Needs
Learning Target
Expectations
Expectations
Expectations
Development
Able to answer %90 Able to answer %60
Unable to answer
Able to answer all
Text Analysis
of date based
of date based
more %60 of date
date based questions
questions
questions
based questions
Event Relationship

Able to clearly lay out Able to show the

the timeline of events timeline with 1 or 2
with no mistakes
mistakes

Able to show the

timeline with 3-5
mistakes

Unable to recreate
the timeline of events
without 5+ mistakes

Be able to identify
Be able to identify
Able to identify and
and give detailed
Unable to explain any
and give detailed
give detailed
Modern Legacy
explanations to more
of Shakespeare's
explanations to 3 or 4 explanations fo 1 or 2
than 5 pieces of
legacy.
pieces of
pieces of
Shakespeare's legacy.
Shakespeare's legacy. Shakespeare's legacy
Self of Peer Assessments:
Formative Assessments:
The student will judge his own rentention by:
The pre-assessment was administered using an
how comfortable he feels with the topic after the
online quiz, it can be viewed here:
lesson
https://goo.gl/forms/x6RCiwkNxc17MwQ52
if he can impress his teachers and friends
Stage 3 - Learning Plan - Directly Aligned to Content Standard and Assessments
Learning Activities:
My lesson is going to be more of an informal conversation with structured talking points
We will talk about Shakespeare's life, watch some videos, and have a Shakespearean insult quiz.
Pre-Assessment Quiz (5 min) - Curiosity
Lecture breaking down important parts of Shakespeare's life with student interaction through reading and
knowledge/rentention checks (45 min) - Curiosity, Coherence, Context, Connection
Watch 2 videos breaking down events of Shakespeare's life (30 min) - Context, Concentration, Connection
Short discussion about the major events (30 min) - Coherence, Concentration, Coaching
Discussion concerning the different plays that Shakespeare wrote (30 min) - Coaching, Curiosity, Context
Watch a few movie trailers for movies that were inspired by or based off of his works (30 min) - Curiosity
Discussion about his legacy in today's media as well as our vocabulary (30 min) - Curiosity, Coaching, Context
Short quiz that requires the student to identify which insult is from Shakespeare and which are not (15 min) Coaching, Concetration, Connection
Stage 4 - Feedback Strategies, including Timelines
Feedback is going to happen immediately through discussions and knowledge checks throughout the lesson