Lesson Plan 8
Area of Study: English
Title of the Lesson: “King Lear” Act III, Seeing Storms Activity
Teacher: Mrs. Sharland
Grade Level: 12th
Duration of Instructional Time: 75 minutes
Pacing: 1-2 days
Essential Questions:
1) How do writers use animals to relate themes and concepts to a reader?
2) In what ways can a writer convey vivid imagery in their writing?
Learning Objective: Students will finish reading Act III, and will need to summarize at
least one major change to the main plot and the sub-plot (5 pts.). Students will also be
required to complete the “Seeing, Storms and Madness: King Lear, Animal Imagery”
worksheet (5 pts.).
Michigan Standards/Benchmarks:
CE 2.1.7 Demonstrate understanding of written, spoken, or visual information by
restating, paraphrasing, summarizing, critiquing, or composing a personal response;
distinguish between a summary and a critique.
CE 2.2.1 Recognize literary and persuasive strategies as ways by which authors convey
ideas and readers make meaning (e.g., imagery, irony, satire, parody, propaganda,
overstatement/understatement, omission, and multiple points of view).
CE 2.2.2 Examine the ways in which prior knowledge and personal experience affect the
understanding of written, spoken, or multimedia text.
CE 2.2.3 Interpret the meaning of written, spoken, and visual texts by drawing on
different cultural, theoretical, and critical perspectives.
Rational Statement: Students need to learn how to dissect literary works and how to
take those parts and apply them to other areas. Imagery is an important tool of a good
writer. Students will be analyzing Shakespeare’s approach to imagery, as well as its
applications.
Pre-requisite Skills: Students will need to current with their reading of the play.
Resources: The play, “King Lear” and the “Seeing Storms and Madness: King Lear,
Analyzing Imagery” handout
Sequence of Activities and Procedures: 1) Student will enter the room and sign up for a
part. 2) Then students will need to choose one of the daily ‘Essential Questions’ to
respond to in their daily journal. 3) As a class, we will finish reading Act III. 4) I will
break them up into groups of 3 so that they can work on the daily assignment ““Seeing
Storms and Madness: King Lear, Analyzing Imagery”. 5) We will discuss their findings,
with a representative from each group sharing a few example of their group’s work with
the class. 6) They will write in their ‘Reader Response Journals’ what one thing they felt
changed in the action of the plot, and likewise with the sub-plot.
Attention-Getting Introduction: Popcorn ‘Shakespeare Trivia’ (located in LP 1)
Main Activity and Methods of Instruction: The main activity will be the reading of the
play, and the follow –up activity of the group work. This hands-on approach will help
students be able to internalize and collaborate their ideas with other students.
Wrap-up Activity and Closure: Reader Response Journal
Assessments: “Seeing Storms and Madness: King Lear, Analyzing Imagery” handout (5
pts. , all or nothing grade) and the Reader Response Journal.
Accommodations and Modifications: Some groups may be allowed to take home their
“Seeing Storms and Madness: King Lear, Analyzing Imagery” handout, or work with
other students who may offer some help during class. I will also be walking around the
entire time giving additional help.
Remediation: Some groups may be struggling with the assignment, and therefore I may
lessen the number of questions that they need to answer from the handout.
Enrichment: Homework/ follow-up
Homework: Students will be asked to go home and use a pet, or animal they see outside
to write a short paragraph using the concept of animals and imagery that we had
discussed that day.
Problems to Anticipate: Some groups may need one-on-one help to get them started
with the activity. Also, during the reading portion of class, constant checks for
understanding will need to be made.
Changes to Future Lessons: