FELISA RINCÓN DE GAUTIER INSTITUTE FOR LAW AND PUBLIC POLICY
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WICOR Lesson Plan
Course: 12th Grade SC ELA Lesson
Plan Period: 8, Room 114.
Date: October 16th 2015
Instructor: Ms. Soni
Aim/Instructional Outcome: (The student will be able to):
Objective: SWBAT continue to utilize their understanding of the play as well as another work nof literature in order to
construct a critical lens essay.
Topic: Critical lens essay body paragraph/conclusion
EQ: How can we continue to use our understanding of two works of literature in order to construct an effective critical lens
essay?
Common Core Learning Standards:
Key Ideas and Details:
CCSS.ELA-LITERACY.RL.11-12.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from
the text, including determining where the text leaves matters uncertain.
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CCSS.ELA-LITERACY.RL.11-12.2
Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including
how they interact and build on one another to produce a complex ACCOUNT; provide an objective summary of the text.
Craft and Structure:
CCSS.ELA-LITERACY.RL.11-12.4
Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings;
analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is
particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)
CCSS.ELA-LITERACY.RL.11-12.5
Analyze how an author's choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a
story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its
aesthetic impact.
FELISA RINCÓN DE GAUTIER INSTITUTE FOR LAW AND PUBLIC POLICY
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Vocabulary (for active Word Wall): Action, Dramatis Personae, Evidence, Tragedy, Hubris, Themes, Overarching Themes,
Tragic Hero, Profile, Venn Diagram
Instructional Materials/Resources:
Poems, graphic organizer, pen, paper, syllabus (curriculum map), composition notebook, and power point.
DO NOW/ Quickwrite:
Time
Continue working on your essay conclusions.
5 mins
Mini-Lesson with Modeling: (“I do: Ice breaker Activity:
Mini lesson: Students will receive an in depth power
point on Othello as well as the background of the play
before the students work on their literary analysis
worksheet.
-Students will receive an in depth power point how to
write a critical lens essay before looking at specific
examples of introductions that use the literary work of
Othello.
Guided Practice: Students will take a look and annotate
the sample introduction and answer specific questions
which relate to why the introduction is effective or
ineffective.
-Students will also annotate their rubrics as well.
-Students will also be shown the rubric for their critical
lens essay paper in which students will need to annotate a
text and will have to find two to three examples of two
literary element or technique which relate to the quote.
Instructional
Grouping:
Differentiation
Strategies:
- Instructional
Grouping:
I will take note of
student’s information
according to Aris as well
as the student’s IEPs.
Students will be based
into groups according to
their learning styles and
their needs.
-Students who are
level 2 will
collaborate on
reading and writing
strategies with level 4
students and level 1
students will
collaborate on those
same WICOR
strategies with level 3
students.
-Students will work
together because of
their diverse learning
styles. Student who
is more of a visual
learner who will
balance out the
others’ kinesthetic
learning styles.
- The teacher will
work specifically
with student X
-Students who are
kinesthetic will view the
word sort activity as a
game in which they will
have to find similar
words which reflect the
specific mood as the
word above it in the box.
-Students have a graphic
organizer in which they
can use in order to help
them identify important
words and phrases
mentioned within the
power point.
-Students will use the
the different scenes as a
visual cue in order to
answer each of the
FELISA RINCÓN DE GAUTIER INSTITUTE FOR LAW AND PUBLIC POLICY
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regarding the
behavior and
regarding
prompting, spelling,
punctuation,
redirection, and
specific
organizational skills
which are necessary
for the students to
flourish in class.
Some of these
organizational skills
include, cornell
notetaking, textual
analysis, binder
checks, notebooks
checks, and
classroom attendance
in its entirety.
Student Work Period/Learning Activity: Guided Practice (“We
do) and Independent Practice (“You do”)
-Students will take notes on the power point and answer
the questions related to how they must write an effective
critical lens body paragraph and conclusion.
Time: 20
mins
questions within this two
day lesson.
-Students such as
Leonardo and Jason will
receive assistance in
organization and note
taking with teacher
assistance and
prompting. Leo will
receive one on one
teacher help in regards
to the organization of
his paragraphs.
Higher Order Questions: (Bloom/Webb/ Costas
Levels of Thinking: )
Costas Level 2 Q:
1) How can jealousy cloud a person’s
mind?
2) How do appearance, perceptions,
and reality interact in
contemporary society?
3) What is the relationship between
appearance, perceptions, and reality
throughout Othello?
4) How and why does a character
create two distinct personae—a
public and private self?
5) How do power and social status
help to shape characters‘
interactions in Othello?
6) What does Othello suggest about
the relationship between hubris and
FELISA RINCÓN DE GAUTIER INSTITUTE FOR LAW AND PUBLIC POLICY
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tragedy?
Checking or Understanding:
1) How can we construct a critical lens
essay?
2) Which two literary elements support
the validity of the critical lens quote?
3) How can we support the critical lens
quote through the use of evidence?
Summary: Answer EQ question.
Assessment: In the notes section of the cornell notes: Students’
understanding the background of Othello as well as distinct
literary techniques and reading strategies that the students can
use in order to understand Othello.
Time
Reflection on Lesson
5 mins
How will you change this lesson in the future? I
will continue to differentiate within my classroom
for each of my students and place students into
differentiated groups which will change over time.
How will your evaluation of today’s assessment
inform future instruction? Students will be placed
into differentiated groups and will be able to
change these groups based on their understanding
of the content over time.
-Students will have the opportunity to collaborate
with each other regarding the facebook activity
and understand the process of
chronology/sequence of events, having empathy
for characters, and so forth throughout the play.
WICOR Lesson Plan
AVID Method
Strategies
Students will Produce…
W
- Students will write information on
Othello in their cornell notes.
-Students will answer each question
after watching each scene of the play.
Writing
How will students use writing
as a tool of learning?
FELISA RINCÓN DE GAUTIER INSTITUTE FOR LAW AND PUBLIC POLICY
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I
Inquiry
What questions will I ask? How will I
facilitate students asking
questions and encourage higher level
thinking?
C
Collaboration
How will I facilitate student
collaboration?
-I will ask students: 1) How can
jealousy cloud a person’s mind?
2) How do appearance, perceptions, and
reality interact in contemporary
society?
3) What is the relationship between
appearance, perceptions, and reality
throughout Othello?
4) How and why does a character create
two distinct personae—a public and
private self?
5) How do power and social status help
to shape characters‘ interactions in
Othello?
6) What does Othello suggest about the
relationship between hubris and
tragedy?
Checking or Understanding:
1) How can we construct a critical lens
essay?
2) Which two literary elements support
the validity of the critical lens quote?
3) How can we support the critical lens
quote through the use of evidence?
-Students will work collaboratively in
this activity. I will have students become
either a: 1) researcher: This student will
research specific evidence, quotes, and
evidence from the play to place within
the profile.
-Students will answer some of these
questions in order to build on their
understanding of the story within their
cornell notes.
answers to questions, and summary
section of cornell notes.
2) Time keeper: This student will keep
track of time left in the group activity.
3) Scribe: This individual will write
down the evidence found by the
researcher with minimal grammar
mistakes within the profile page.
O
Organization
-I will introduce Cornell notes, and how
they will use this within their binders as
a tool in order to take notes. I will also
-Students will begin to have their
binders organized with cornell notes in
each section as part of their
FELISA RINCÓN DE GAUTIER INSTITUTE FOR LAW AND PUBLIC POLICY
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How is organization part of the lesson?
What tools will students use to ensure
organization?
make sure that my students know that
they have folders in my home base
classroom which will track their writing
over the course of the entire year. -I will
keep a timer on the board in order to
help students transition between each
part of the activity.
development throughout the year. I will
model the types of questions the
students will have in the left hand
corner on the right hand side, while the
lesson will be the meat of their work.
R
-Guided Notes powerpoint on the
introduction to Othello as well as the the
critical lens introduction questions
-Students will produce written answers
to the questions meant for each scene of
the movie along with their answer to the
exit slip.
Reading
What will students read? What strategies
will I use to facilitate critical reading?