Daily Lesson Plan Format

Name: Kelsey Easton Date(s) of Lesson: Day 15

Student Learning Objective(s) and Related Assessment(s): Identify specific and

measurable learning objectives for the lesson. Include at least one language objective
(vocabulary, usage, conventions, etc.).

Describe how you will ask students to demonstrate mastery of objective(s) and how you
will use the resulting information to evaluate their understandings.
I will compare discrimination and stereotypes from the trial scene and analyze different
perspectives on abstract concepts like justice, revenge, and mercy.

Standard(s): Note how objectives align with the Colorado Standards (or the standards of
your choice).

CCSS.ELA-LITERACY.RL.9-10.3
Analyze how complex characters (e.g., those with multiple or conflicting
motivations) develop over the course of a text, interact with other characters,
and advance the plot or develop the theme.

CCSS.ELA-LITERACY.RL.9-10.2
Determine a theme or central idea of a text and analyze in detail its
development over the course of the text, including how it emerges and is
shaped and refined by specific details; provide an objective summary of the text.

Materials/Resources: List the materials you will use during the lesson, including any
supplementary or adapted visuals, models, or technological resources.

Learning Activities:

Initiation: Describe briefly how you will initiate the lesson.

Bell work: Do a character maps of Shylock and Antonio as a reaction to the last
scene. While working on this, reflect: What kind of justice was that, from
Shylocks perspective, from Antonios perspective?

Lesson Development: Describe how you will develop the lesson.

--What learning activities will students engage in to gain the key content and
skills identified in the objective(s)?
--What instructional grouping (whole class, small groups, pairs, individuals) will
you use in each phase of instruction?
--What will you do to model or guide practice?
 Closure: Describe briefly how you will close the lesson and help students
understand the purpose of the lesson.

--How will you interact with learners to elicit evidence of student understanding
of the purpose(s) for learning and mastery of objective(s)?

Individuals Needing Differentiated Instruction: Differentiate instruction for one

English Learner and one Special Needs student. For each student, describe strategies you
might employ to modify instruction to meet the needs of each of these learners.

Note: Italicized items indicate features of the Sheltered Instruction Observation Protocol
(SIOP) designed to evaluate teachers in their ability to support emergent bilinguals.
Teacher attention to these features benefits all learners but is essential for emergent
bilingual students.