FELISA RINCÓN DE GAUTIER INSTITUTE FOR LAW AND PUBLIC POLICY
Soni 1
WICOR Lesson Plan
Course: 11th Grade SC ELA Lesson
Plan Period: 2, Room 114.
Date: October 26th 2015
Instructor: Ms. Soni
Aim/Instructional Outcome: (The student will be able to):
Topic: Objective: Wanted Poster on Jekyll and Hyde
Objective: SWBAT will continue to utilize the literary technique of characterization in order to construct a
Wanted Poster for Hyde.
EQ: How can we continue to characterize Hyde through a Wanted Poster of him?
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.
Ads by AddonjetAd Options
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
FELISA RINCÓN DE GAUTIER INSTITUTE FOR LAW AND PUBLIC POLICY
Soni 2
meaning as well as its aesthetic impact.
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: (5-7 minutes)
Time
Please continue your rough drafts of Hyde’s physical
appearance and then move onto your artistic
characterizations of Hyde.
5 mins
Mini-Lesson with Modeling: (“I do: Ice breaker Activity:
Mini lesson: Students will receive an in depth power
point on Jekyll and Hyde as well as the background of
the play before the students work on their literary
analysis worksheet.
Guided Practice: As a class we will dramatically read
Chapters 9-10 before we focus on the event and
explanation graphic organizer.
-Students will work on creating a Wanted Poster for
Hyde by constructing a picture which physically
represents Hyde’s looks based on the evidence
represented through Mr. Utterson and the narrator.
Some of these physical descriptions include Hyde’s small
physique, hunched back, top hat, evil grin, cane, and a
deformed look to his face.
Instructional
Grouping:
Differentiation
Strategies:
-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.
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 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.
-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
FELISA RINCÓN DE GAUTIER INSTITUTE FOR LAW AND PUBLIC POLICY
Soni 3
mentioned within the
power point.
- The teacher will
work specifically
with student X
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.
-Ms. Winston will
work with students
V and S in order to
help them use
context clues in
order to
understand specific
words and phrases
presented within
the text.
-Students will use the
the different scenes as
a visual cue in order
to answer each of the
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.
FELISA RINCÓN DE GAUTIER INSTITUTE FOR LAW AND PUBLIC POLICY
Soni 4
Student Work Period/Learning Activity: Guided Practice
(“We do) and Independent Practice (“You do”)
Independent work:
-Based on the students understanding of the last two
chapters, the students will use the table on page 14 in
order to keep track of how the mysterious occurrences
are finally made clear.
-Students will write down a physical description of Hyde
within their cornell notes before they begin to transfer
the textual evidence and the explanation of that evidence
onto their final drafts.
-Students must make sure to answer who, what, where,
when, and why when describing Hyde.
Students must make sure to answer each of the following
questions within their descriptions of Hyde:
1) Who is Hyde?
2) Why did Hyde attack Sir Danvers Carew?
3) What is Hyde doing to have him placed in a
wanted poster?
4) Where did Hyde go in London?
5) When did Hyde begin acting destructive and
causing havoc in London?
6) How is Hyde responsible for the destruction that
is happening in London?
-Students will continue working on their rough drafts.
-Students will begin drawing an artistic representation of
a Wanted Poster characterizing Hyde’s physical
Time:
Higher Order Questions: (Bloom/Webb/
Costas Levels of Thinking: )
20
minutes
Costas Level 2 Q:
1) How can we compare and contrast
Hyde and Dr. Jekyll?
2) How is Hyde represented as evil?
3) How can we distinguish Jekyll’s own
feelings about Hyde?
4) How can we evaluate as to whether
the letter is a forgery?
5) Why would Jekyll become a
benefactor to Hyde?
FELISA RINCÓN DE GAUTIER INSTITUTE FOR LAW AND PUBLIC POLICY
Soni 5
attributes.
Summary: Answer EQ question.
Assessment: In the notes section of the cornell notes:
Students will answer questions related to Hyde’s actions,
physical traits, and the reason why he’s causing
destruction in London.
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
Soni 6
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:
• Is humankind inherently good or
evil?
• What is the relationship between
freedom and responsibility?
• Do individuals have a moral
obligation not to allow their own
freedom to negatively impact other
human beings?
• How do individuals control their
dark side and reconcile their dual
nature?
-Students will work collaboratively
in this activity. I will have students
become either a:
-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.
1) researcher: This student will
research specific evidence, quotes,
and evidence from the play to place
within the profile.
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
How is organization part of the
lesson? What tools will students use
to ensure 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 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.
-Students will begin to have their
binders organized with cornell notes
in each section as part of their
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
FELISA RINCÓN DE GAUTIER INSTITUTE FOR LAW AND PUBLIC POLICY
Soni 7
R
Reading
What will students read? What
strategies will I use to facilitate
critical reading?
-I will keep a timer on the board in
order to help students transition
between each part of the activity.
work.
-Guided Notes powerpoint on the
introduction to Jekyll and Hyde as
well as the prereading anticipation
activity.
-Students will produce written
answers to the questions meant for
each scene of the movie along with
their answer to the exit slip.
FELISA RINCÓN DE GAUTIER INSTITUTE FOR LAW AND PUBLIC POLICY
Soni 8
Date: ______________________
Name: ____________________
Hyde Wanted Poster
Directions: Imagine that you are the police officer in charge of investigating the murder of Sir Danvers Carew. In
order to capture the suspected murderer, you need to create a Wanted Poster to place throughout London.
Examine the text for details about the murderer’s physical description, clothing habits, and any other
characteristics that may lead to his identification and apprehension. Use the information you found in the story to
draw a picture of the suspect (HYDE), in order to draw a picture of the suspect and write an information text for
the Wanted Poster.
Part I: In order to figure out textual evidence for the informational writing piece, you must first be able to answer
these questions using evidence about who Hyde is as a person, his whereabouts, and his actions. In the right-hand
column next to each of the questions, you must write down the different reasons describing Hyde’s characteristics
and actions using quotes from Chapters 1-4.
Questions Concerning the Suspected Murderer Hyde
(Chapters 1-4):
1) Who is Hyde?
2) Why did Hyde attack Sir Danvers Carew?
3) What is Hyde doing to have him placed in a
wanted poster?
4) Where did Hyde go in London?
Textual Evidence: (Quotes from the text answering each
of the Questions)
FELISA RINCÓN DE GAUTIER INSTITUTE FOR LAW AND PUBLIC POLICY
Soni 9
5) When did Hyde begin acting destructive and
causing havoc in London?
6) How is Hyde responsible for the destruction
that is happening in London?
Essential Outcome: RL.9-10.9 Analyze how two or more seminal U.S. documents address similar themes or topics in
order to build knowledge or to compare the approaches the authors take.
W.9-10.2 Write informative/explanatory texts to examine and convey complex ideas, concepts & information clearly and
accurately through the effective selection organization and analysis of content
FELISA RINCÓN DE GAUTIER INSTITUTE FOR LAW AND PUBLIC POLICY
Soni 10
FELISA RINCÓN DE GAUTIER INSTITUTE FOR LAW AND PUBLIC POLICY
Soni 11
Score
4
Description
In addition to a 3.0 score, student demonstrates in-depth inferences and applications
such as:

Organizing complex ideas, concepts and information to make important
connections between the way both authors approach the same theme
3.5
In addition to 3.0, the student demonstrates in-depth inferences and applications with partial
success.
3.0
While engaged in grade appropriate tasks, the student demonstrates an ability to:


Analyze how two or more authors use rhetorical devices to approach a similar
theme
Develop the comparison with well-chosen, relevant and sufficient evidence
2.5
The student demonstrates no major errors or omissions regarding the 2.0 elements and a
partial knowledge of 3.0 elements.
2.0
The student demonstrates no major errors or omissions regarding the simpler details
and processes such as:
 Defining the rhetorical devices used by both authors
 Identifying the common theme, as it is developed by both authors
However, there are major errors or omissions with 3.0 elements.
Additiona
l Notes
FELISA RINCÓN DE GAUTIER INSTITUTE FOR LAW AND PUBLIC POLICY
Soni 12
1.5
The student demonstrates understanding of all 2.0 elements with help and independent
understanding of some 2.0 elements.
1.0
With help, the student demonstrates a partial understanding of some of the 2.0 elements
and some of the 3.0 elements.
0.5
The student demonstrates understanding of some 2.0 elements
0
Even with help, the student demonstrates no understanding or skill