Westside High School Lesson Plan
Harris
Unit Name and #:
Course:
English 1 Prep
Dates:
Tuesday 1/6
Teacher Name:
Drama & Poetry: 4th
Cycle
January 6th- January
9th
What are we learning?
Daily Objective: I will be able to connect thematic elements of drama to my own personal
experiences and the literature of our modern culture.
TEKS/AP/Standards: ELA.9.2B Analyze the influence of mythic, classical, and traditional literature
on 20th and 21st century literature.
How will we learn it?
Learning Activities:
1. Welcome Back Letter (procedures, reminders, important dates, etc.)
2. Romeo and Juliet Pre-Reading Activity as an introduction to the play
3. “Four Corners” Activity to create class discussion about the themes we will be encountering in
Romeo and Juliet
4. Writing Component: In warm up spirals, I choose one statement from the Pre-Reading activity
for the class to journal about.
 Do you agree/disagree with the statement?
 Why?
 Provide 1-2 examples to support your reason.
How will we tell if we’re learning it correctly?
Assessment Methods: Students have their own piece of paper with their answers on it. In groups,
they start a dialogue with each other depending on what corner they’re in.
Checks for Understanding: I ask for volunteers to share their opinions and comments; I cold call
others if no volunteers arise.
What do I need to be successful?
Materials: Pen, English binder, handouts provided by me
Weds. 1/7 and
Thurs. 1/8
What do I need to before next class?
Follow Up/HW: n/a
What are we learning?
Daily Objective: I will be able to identify and understand the purpose of dramatic elements in a
play.
TEKS/AP/Standards: ELA.9.4A Explain how dramatic conventions enhance drama.
How will we learn it?
Learning Activities:
1. Introduction to Shakespeare and Elizabethan English PowerPoint with GUIDED NOTES
2. Prologue Recitation/Paraphrasing Mini-Lesson
3. Family Tree Quick Draw: Illustration
4. Listen to Act 1/Act out part of Act 1, Scene 1
5. Fill in “aside” on our Academic Vocabulary Reference Guide
6. Continue Act 1
How will we tell if we’re learning it correctly?
Assessment Methods:
“Guided” style note-taking
By acting part of Act 1 out, the use of an “aside” will have to be done correctly in order for the
audience to let the play continue.
Choral Reading of the Prologue
Drawing the Capulet/Montague family tree allows me to see if they are comprehending the
text/introduction of the play before moving forward with the actual plot and analysis.
Checks for Understanding: Numbered Desks allow me to call on people in order to check for
understanding, especially about some of the new drama terms.
What do I need to be successful?
Materials: Literature Book, handouts provided by me
What do I need to before next class?
Follow Up/HW: n/a
Friday 1/9
What are we learning?
Daily Objective: I will be able to analyze specific passages of a dramatic work in order to effectively
create meaning, synthesize, and support my assertions.
TEKS/AP/Standards: ELA. 9.Fig 19B Make complex inferences about text and use textual evidence
to support understanding.
How will we learn it?
Learning Activities:
1. Finish Act 1, Scene 1 if necessary
2. STAAR Applied Practice: Reading Selection #1 (Prep Version)
3. Continue reading and listening to the play.
How will we tell if we’re learning it correctly?
Assessment Methods: Reading Selection 1 from the Applied Practice book is a STAAR style multiple
choice assessment.
Checks for Understanding: I will do several practice questions from Reading Selection #1 with the
class, and I will be walking around and answering questions.
What do I need to be successful?
Materials: Reading Selection #1, notes, handouts provided by me
What do I need to before next class?
Follow Up/HW: Finish Reading Selection #1 if necessary (minor grade)