WOODLAND HILLS SECONDARY LESSON PLAN
Name __Lisa Silverman___
Date __12-8-14_
Length of Lesson __week__ Content Area _AP Literature & Composition
STAGE I – DESIRED RESULTS
LESSON TOPIC (Module, if applicable):
Intro to Shakespeare/Renaissance/early modern period in
British Literature
Hamlet rising action (Acts 2, 3)—purpose of ghost, oedipal
complex, delayed revenge
motifs: (feigned) madness, pestilence, war, spying
Intro to literary/poetry terms: soliloquy, blank verse vs
common prose, iambic pentameter, scansion, meter, trochee,
pyrrhic, spondee, anapest, dactyl, feminine/masculine ending
UNDERSTANDING GOALS (CONCEPTS):
Students will understand:

Essential content, literary elements and devices inform meaning
•
Textual structure, features and organization inform meaning
•
Acquiring and applying a robust vocabulary assists in constructing
meaning
BIG IDEAS:
(Content standards, assessment anchors, eligible content) objectives, and skill
focus)
CC1.2.11-12.A,B,G,J-L, CC1.3.11-12, CC1.5.11-12
•
Critical thinkers actively and skillfully interpret, analyze,
evaluate, and synthesize information.

Active listeners make meaning from what they hear by
questioning, reflecting, responding, and evaluating.

Effective speakers prepare and communicate messages to
address the audience and purpose.

Effective research requires the use of varied resources to gain
or expand knowledge.

Audience and purpose influence a writer’s choice of
organizational pattern, language, and literary techniques.
ESSENTIAL QUESTIONS:
•
How does interaction with text provoke thinking and
response?
•
What role does writing play in our lives?
•
How do diction, syntax, and other word choices of an
author affect the overall mood of a text?
VOCABULARY:
STUDENT OBJECTIVES (COMPETENCIES/OUTCOMES):
critical thinking/ dialectical engagement with text
senior project:
arguments
thesis
supporting facts
Students will be able to:
literary:
character foil
conflict
socio-historical context (late Renaissance/early
Modern)
blank verse
iambic pentameter
soliloquy
aside
scansion
meter
trochee
pyrrhic
spondee
anapest
dactyl
feminine/masculine ending
•
Use and cite evidence from texts to make assertions,
inferences, generalizations, and to draw conclusions
•
Analyze the use of facts and opinions across texts
•
Evaluate the presentation of essential and
nonessential information in texts, identifying the author’s
implicit or explicit bias and assumptions
•
Analyze and evaluate author’s/authors’ use of
conflict, theme and /or point of view within and among texts
•
Summarize, draw conclusions, and make
generalizations from a variety of mediums
•
Develop new and unique insights based on extended
understanding derived from critical examinations of text(s)
•
Evaluate the relevance and reliability of information,
citing supportive evidence in texts
•
Analyze the impact of societal and cultural influences
in texts
•
Evaluate the characteristics of various genre (e.g.
fiction and nonfiction forms of narrative, poetry, drama and
essay) to determine how the form relates to purpose.
•
Evaluate organizational features of text (e.g.
sequence, question/answer, comparison/contrast, cause/effect,
problem/solution) as related to content to clarify and enhance
meaning
STAGE II – ASSESSMENT EVIDENCE
PERFORMANCE TASK:
FORMATIVE ASSESSMENTS:
Summarizing main ideas
Open-ended questions
Students will do mini-presentations for Sartre, Shakespeare
STAGE III: LEARNING PLAN
INSTRUCTIONAL
PROCEDURES:
Do Now;
SAT vocabulary do-now (Collins type
1)
MATERIALS AND
RESOURCES:
Glencoe British Lit textbook
senior project handbook
Mini Lesson:
Intro to Shakespeare (by students)
Sr. project notes/handbook
video clip comparisons of two
productions: Hamlet chastising
mother 3.4 (oedipal complex)
copies of Shakespeare’s
Hamlet
Guided Practice:
Open discussion of Hamlet Act 2&3
using student journals as basis for
lesson
small groups to analyze 3.1 “To be or
not to be” soliloquy(scansion)
Independent Practice:
Read and respond to( independent
journal) literature
Scansion analysis in small groups
INTERVENTIONS:
ASSIGNMENTS:
tutoring Tues. and Thurs.
with me
parent contact
English lab
Ongoing: Read independent
novel for second nine weeks
(1984 or Brave New World)
Senior project notes
Senior project argument notes
Summations/Formative Assessments:
see above
Reflections: