Lesson Plan: 1
Area of Study: English
Title of the Lesson: William Shakespeare
Teacher: Mrs. Sharland
Grade Level: 12th grade
Duration of Instructional Time: 75 minutes
Pacing: 1-2 days
Essential Questions:
1) Who was Shakespeare and what affects did he have on the world?
2) What historical events took place around the time Shakespeare was a live?
Learning Objective: Students will be exposed to who William Shakespeare was, as well
as some of his accomplishments. They will also be introduced to historical factors that
affected both Shakespeare’s writing as well as the characters in his plays. This will lay
the foundation for beginning the play, “King Lear” by William Shakespeare.
Michigan Standards/Benchmarks:
CE3.1.4 Analyze characteristics of specific works and authors and identify basic beliefs,
perspectives, and philosophical assumptions underlying an author’s work.
CE3.1.8 Demonstrate an understanding of historical, political, cultural, and philosophical
themes and questions raised by literary and expository works.
CE3.1.10 Demonstrate an understanding of the connections between literary and
expository works, themes, and historical and contemporary contexts.
CE3.2.1 Recognize a variety of literary genres and forms and demonstrate and
understanding of the way in which genre and form influence meaning.
Rational Statement: William Shakespeare was a major figure in literary history.
Students need to understand about him as a person, his style of writing, and how the
historical period affected his writings.
Pre-requisite Skills: None
Resources: Students will be using the library for 30 minutes, so it will need to be
scheduled ahead of time.
Materials: Library
Sequence of Activities and Procedures: 1) Students will come in and write in their
response journals, according to the prompt given on the board. (What do you know, or
think you know about William Shakespeare?) 2) (Jigsaw activity) Students will be broken
up into groups of four, and will be allowed to choose their assignment from the
“Historical” ditto. They will need to go to the library to complete their research. 3) We
will discuss the results as a class. Each group will tell their findings. 4) Class will close
by each student writing three things that they learned about Shakespeare and the time
period in which he lived.
Attention-Getting Introduction: Hark, what light through yonder window breaks? (Start
quoting Shakespeare)
Main Activity and Methods of Instruction: Main activity will center around students
going to the library and researching William Shakespeare’s life, the literary works that he
wrote, major events of the historical period in which he lived, and major themes that he
wrote about. (Instruction will center around problem-based and cooperative learning
strategies).
Wrap-up Activity and Closure: ‘Personal Response’ journals
Assessments: Journals and verbal discussion will serve as assessment tools.
Accommodations and Modifications: Accommodations may require a delicate placing
(without the students knowing) of individuals into each group to ensure productivity and
understanding.
Remediation: I will be walking around the library, verbally checking for understanding,
progress, and any to give any needed direction. Also, students will be strategically
placed, unknowingly, into groups for a scaffolding effect.
Enrichment: Ask students to go home and think about the connections between
Shakespeare’s historical period and ours.
Homework: Read over the unit syllabus and return with questions and signed statement
of understanding.
Problems to Anticipate: Some groups may have trouble staying on task. Also, it will be
imperative that, being in groups of four, each member participates in the researching
process. Each individual will have to turn in proof of work.
Changes to Future Lessons: