Bryan Co. ELA Lesson Plan
Course: British Literature
Unit: Comedy versus Tragedy
Date: ___September 5, 2012_________________ Day: 1 / ______
Learning Targets: (I can…; I am learning…; I know how to….)
Possible Assessment
I am learning how the English language evolved.
tools: logs, journals,
I can identify specific rhetorical devices and explain how poets use these
rhetorical devices to enhance/convey meaning.
I can explain how poets use poetic/rhetorical devices to create theme, tone,
tiered assignments,
benchmark,
observations, portfolios.
mood, etc.
I can explain how poets use structure, rhythm, and rhymes to enhance/convey
meaning.
I am learning how poetry serves as a reflection of political, social, and scientific
views of the Renaissance.
I can identify and explain the characteristics, traditions, and themes of poetry
and literature from the Renaissance.
I can use a mnemonic device (TP-CASTT) to guide in poetic analysis.
Lesson Essential Question:
How does language evolve?
How do poets use rhetorical devices to enhance/convey meaning?
How do poets use poetic/rhetorical devices to create theme, tone, mood, etc.?
How do poets use structure, rhythm, and rhymes to enhance/convey meaning?
How does poetry serve as a reflection of political, social, and scientific views of the Renaissance?
What are the characteristics, traditions, and themes of poetry and literature from the Renaissance?
How can a mnemonic device (TP-CASTT) guide poetic analysis?
Concepts: (Vocabulary – tier 2 and tier 3)
Word map, Frayer,
Elements of drama: theme, plot, characterization, dialogue, subtext, staging, stage
Marzano 5
directions, symbolism, irony, aside, soliloquy, monologue, exit, exeunt, fourth wall, rising
action, climax, conflict, falling action, resolution, denouement, protagonist, antagonist,
Opening- Teacher Centered (20%)
comedy, comic relief, tragedy, tragic flaw, tragic hero
Rhetorical appeals/devices: ethos, pathos, logos, bathos, allusion, apostrophe, anaphora,
asyndeton, polysyndeton, chiasmus, diction, syntax, style, simile, metaphor, metonymy,
synecdoche, hyperbole, antonym, personification, repetition, paradox, oxymoron,
parallelism, etc.
Elements of poetry/types of poetry: pastoral, carpe diem, refrain, metaphysical conceit,
sonnet (Petrarchan and Shakespearean), quatrain, couplet, octave, sestet, meter, scansion,
volta/turn, rhyme, rhythm, iambic pentameter, tone, speaker, dramatic song, epigram,
lyric, etc.
Humanism
Renaissance
Inferences
Activate: (pre-assessment, prior knowledge, engage and motivate)
Anticipation guide,
Pre-Test: terminology-elements of drama and poetry
Surveys, KWL
Brainstorm, pre-test
Initial Instruction:
Jot list: What do you think of when I say poetry? Turn to a neighbor and share
your list. Volunteers will list their associations on the board.
Instruction: Grouping decisions: TAPS= Total Group, Alone, Partner, Small groups
Performance tasks,
(random, heterogeneous, interest, needs-based)
Differentiation,
Presentation/guest
Students grade their own pre-test with the teacher answering questions about the ones
speaker.
missed.
Demonstration,
modeling
The teacher distributes unit packet with poetry terminology, poetic scansion examples,
Jigsaw
timelines, etc. Volunteers read through different sections aloud.
Video
Graphic organizer
Check for understanding-the teacher asks students to paraphrase the reading, offer
Text
additional examples, etc.
Instruction:
The teacher uses the projector to display a copy of the poem "The Passionate Shepherd
to His Love" by Christopher Marlowe and models reading a poem by following punctuation.
Next, the teacher reads the poem again stressing structure, meter, and rhyme. The
teacher distributes a copy of the poem to each student and a TP-CASTT template with
guided reading questions. The teacher explains the sections on the template and instructs
students on how to complete the template.
Check for Understanding-the students attempt filling out the template on their own and
then pair and share. The teacher asks for volunteers to explain each section. Then, the
teacher displays a completed template which is color-coordinated with a marked copy of
Work Session Student Centered (60%)
the poem.
Instruction:
The teacher distributes a copy of the poem "The Nymph's Reply to the Shepherd" by Sir
Walter Raleigh along with another template and guided reading questions. The teacher
gives historical background on the two poets and both poems so that students understand
how one poem served as a response to the other and why this was historically significant.
Check for Understanding-the students independently work on completing the template.
Application/Adjust:
Tiered Assignments
Prepare the template with some sections already completed.
Independent
Closing Student Centered (20%)
Formative Assessment/Summarize:
Ticket-out the door
Ticket out the door-name one new piece of information you learned about poetry
Important Thing
today or explain how you may better understand poetry using the TP-CASTT
3-2-1
template.
-------------------------------------------------------------Student Reflection: (Journal, learning log, expand learning target)
-----------------Journal
Learning log
Expand learning targets
Homework-read the packet on the Renaissance and the introduction to the time
period in the textbook. Take notes on the characteristics of the time period and
the major influences on literature.
Teacher Reflection
Bryan Co. ELA Lesson Plan
Course: British Literature
Unit: Comedy versus Tragedy
Date: ________________________________ Day: 2 / ______
Learning Targets: (I can…; I am learning…; I know how to….)
Possible Assessment
I am learning how the English language evolved.
tools: logs, journals,
I can identify specific rhetorical devices and explain how poets use these
rhetorical devices to enhance/convey meaning.
I can explain how poets use poetic/rhetorical devices to create theme, tone,
tiered assignments,
benchmark,
observations, portfolios.
mood, etc.
I can explain how poets use structure, rhythm, and rhymes to enhance/convey
meaning.
I am learning how poetry serves as a reflection of political, social, and scientific
views of the Renaissance.
I can identify and explain the characteristics, traditions, and themes of poetry
and literature from the Renaissance.
I can use a mnemonic device (TP-CASTT) to guide in poetic analysis.
Lesson Essential Question: How does language evolve?
How do poets use rhetorical devices to enhance/convey meaning?
How do poets use poetic/rhetorical devices to create theme, tone, mood, etc.?
How do poets use structure, rhythm, and rhymes to enhance/convey meaning?
How does poetry serve as a reflection of political, social, and scientific views of the Renaissance?
What are the characteristics, traditions, and themes of poetry and literature from the Renaissance?
How can a mnemonic device (TP-CASTT) guide poetic analysis?
Concepts: (Vocabulary – tier 2 and tier 3)
Word map, Frayer,
Elements of drama: theme, plot, characterization, dialogue, subtext, staging, stage
Marzano 5
directions, symbolism, irony, aside, soliloquy, monologue, exit, exeunt, fourth wall, rising
action, climax, conflict, falling action, resolution, denouement, protagonist, antagonist,
comedy, comic relief, tragedy, tragic flaw, tragic hero
Opening- Teacher Centered (20%)
Rhetorical appeals/devices: ethos, pathos, logos, bathos, allusion, apostrophe, anaphora,
asyndeton, polysyndeton, chiasmus, diction, syntax, style, simile, metaphor, metonymy,
synecdoche, hyperbole, antonym, personification, repetition, paradox, oxymoron,
parallelism, etc.
Elements of poetry/types of poetry: pastoral, carpe diem, refrain, metaphysical conceit,
sonnet (Petrarchan and Shakespearean), quatrain, couplet, octave, sestet, meter, scansion,
volta/turn, rhyme, rhythm, iambic pentameter, tone, speaker, dramatic song, epigram,
lyric, etc.
Humanism
Renaissance
Inferences
Activate: (pre-assessment, prior knowledge, engage and motivate)
Anticipation guide,
Students are given a list of ten statements about the Renaissance and must choose which
Surveys, KWL
ones they believe are true based on last night's homework. The teacher posts the correct
Brainstorm, pre-test
answers via the projector.
Initial Instruction:
The teacher first answers questions over the homework before giving additional
notes. The teacher pauses to ask questions based on last night's reading to help
students make connections between the reading and today's notes.
Instruction: Grouping decisions: TAPS= Total Group, Alone, Partner, Small groups
Performance tasks,
(random, heterogeneous, interest, needs-based)
Differentiation,
Presentation/guest
The teacher distributes a timeline with significant literary, political, scientific, and social
speaker.
events marked.
Demonstration,
modeling
Check for understanding- In lit circles, students discuss the relationships of the events,
Jigsaw
using notes from last night's reading and recalling what they also learned from past
Video
history classes.
Graphic organizer
Closing Student Centered (20%)
Work Session Student Centered (60%)
Text
Instruction:
The teacher distributes two additional "carpe diem" poems such as Robert Herrick's "To
the Virgins, to Make Much of Time" and Andrew Marvell's "To His Coy Mistress" with
guided reading questions. The teacher provides background information on the two poets
and two poems.
Check for Understanding-students complete a TP-CASTT template on one of the poems
and write a paragraph on how the poem reflects the time period.
Application/Adjust:
Tiered Assignments
Provide typed notes
Independent
Use only one additional poem
Use a graphic organizer with major events explained on the timeline.
Formative Assessment/Summarize:
Ticket-out the door
3-2-1 Carpe Diem poems
Important Thing
--------------------------------------------------------------
3-2-1
Student Reflection: (Journal, learning log, expand learning target)
Learning Log
-----------------Journal
Learning log
Expand learning targets
Teacher Reflection
Bryan Co. ELA Lesson Plan
Course: British Literature
Unit: Comedy versus Tragedy
Date: ________________________________ Day: 3 / ______
Learning Targets: (I can…; I am learning…; I know how to….)
Possible Assessment
I am learning how the English language evolved.
tools: logs, journals,
I can identify specific rhetorical devices and explain how poets use these
rhetorical devices to enhance/convey meaning.
I can explain how poets use poetic/rhetorical devices to create theme, tone,
tiered assignments,
benchmark,
observations, portfolios.
mood, etc.
I can explain how poets use structure, rhythm, and rhymes to enhance/convey
meaning.
I am learning how poetry serves as a reflection of political, social, and scientific
views of the Renaissance.
I can identify and explain the characteristics, traditions, and themes of poetry
and literature from the Renaissance.
I can use a mnemonic device (TP-CASTT) to guide in poetic analysis.
Lesson Essential Question:
How does language evolve?
How do poets use rhetorical devices to enhance/convey meaning?
How do poets use poetic/rhetorical devices to create theme, tone, mood, etc.?
How do poets use structure, rhythm, and rhymes to enhance/convey meaning?
How does poetry serve as a reflection of political, social, and scientific views of the Renaissance?
What are the characteristics, traditions, and themes of poetry and literature from the Renaissance?
How can a mnemonic device (TP-CASTT) guide poetic analysis?
Concepts: (Vocabulary – tier 2 and tier 3)
Word map, Frayer,
Elements of drama: theme, plot, characterization, dialogue, subtext, staging, stage
Marzano 5
directions, symbolism, irony, aside, soliloquy, monologue, exit, exeunt, fourth wall, rising
action, climax, conflict, falling action, resolution, denouement, protagonist, antagonist,
Opening- Teacher Centered (20%)
comedy, comic relief, tragedy, tragic flaw, tragic hero
Rhetorical appeals/devices: ethos, pathos, logos, bathos, allusion, apostrophe, anaphora,
asyndeton, polysyndeton, chiasmus, diction, syntax, style, simile, metaphor, metonymy,
synecdoche, hyperbole, antonym, personification, repetition, paradox, oxymoron,
parallelism, etc.
Elements of poetry/types of poetry: pastoral, carpe diem, refrain, metaphysical conceit,
sonnet (Petrarchan and Shakespearean), quatrain, couplet, octave, sestet, meter, scansion,
volta/turn, rhyme, rhythm, iambic pentameter, tone, speaker, dramatic song, epigram,
lyric, etc.
Humanism
Renaissance
Inferences
Activate: (pre-assessment, prior knowledge, engage and motivate)
Anticipation guide,
Journal: Which emotion do you think drives human actions most? Why?
Surveys, KWL
Volunteers are asked to share their responses.
Brainstorm, pre-test
Initial Instruction:
The teacher defines and provides examples of metaphysical conceits and
highlights how this style is both intellectual and abstract.
Instruction: Grouping decisions: TAPS= Total Group, Alone, Partner, Small groups
Performance tasks,
(random, heterogeneous, interest, needs-based)
Differentiation,
Presentation/guest
The teacher provides a brief biographical sketch of John Donne-the leader of
speaker.
metaphysical poetry. The teacher distributes a TP-CASTT template and asks students to
Demonstration,
fill in as much as possible while a volunteer reads "Song" aloud.
modeling
Jigsaw
Check for understanding-students share their responses in lit circles and fill in any blank
Video
sections. Two groups share their templates using the Elmo.
Graphic organizer
Text
Instruction:
The students are given a copy of Donne's "A Valediction Forbidding Mourning." The
teacher distributes crayons/markers/colored pencils/pens. Students are instructed to
mark the following on the poem using the corresponding color:
Orange-the metaphysical conceit
Purple-simile and metaphor
Green-symbols
Work Session Student Centered (60%)
Pink-speaker
Blue-imagery
Red-references to nature
Yellow-tone words
Check for Understanding-students compose a paragraph summarizing their analysis of the
poem while referencing their color coding. Students then proofread their analysis making
any necessary corrections before sharing in their lit circles. As a group, the students
merge the best points of their own paragraphs and create one final draft for the teacher
to assess.
Application/Adjust:
Tiered Assignments
Additional poems may be used, or have each lit circle analyze a different Donne
Independent
poem such as "Death be not Proud" or "Meditation 17."
Closing Student Centered (20%)
Formative Assessment/Summarize:
Ticket-out the door
Final drafts of group paragraph turned in to teacher.
Important Thing
--------------------------------------------------------------
3-2-1
Student Reflection: (Journal, learning log, expand learning target)
Homework: read article on John Milton's Paradise Lost
-----------------Journal
Learning log
Expand learning targets
Teacher Reflection
Bryan Co. ELA Lesson Plan
Course: British Literature
Unit: Comedy versus Tragedy
Date: ________________________________ Day: 4 / ______
Learning Targets: (I can…; I am learning…; I know how to….)
Possible Assessment
I am learning how the English language evolved.
tools: logs, journals,
I can identify specific rhetorical devices and explain how poets use these
rhetorical devices to enhance/convey meaning.
I can explain how poets use poetic/rhetorical devices to create theme, tone,
tiered assignments,
benchmark,
observations, portfolios.
mood, etc.
I can explain how poets use structure, rhythm, and rhymes to enhance/convey
meaning.
I am learning how poetry serves as a reflection of political, social, and scientific
views of the Renaissance.
I can identify and explain the characteristics, traditions, and themes of poetry
and literature from the Renaissance.
I can use a mnemonic device (TP-CASTT) to guide in poetic analysis.
Lesson Essential Question:
How does language evolve?
How do poets use rhetorical devices to enhance/convey meaning?
How do poets use poetic/rhetorical devices to create theme, tone, mood, etc.?
How do poets use structure, rhythm, and rhymes to enhance/convey meaning?
How does poetry serve as a reflection of political, social, and scientific views of the Renaissance?
What are the characteristics, traditions, and themes of poetry and literature from the Renaissance?
How can a mnemonic device (TP-CASTT) guide poetic analysis?
Concepts: (Vocabulary – tier 2 and tier 3)
Word map, Frayer,
Elements of drama: theme, plot, characterization, dialogue, subtext, staging, stage
Marzano 5
directions, symbolism, irony, aside, soliloquy, monologue, exit, exeunt, fourth wall, rising
action, climax, conflict, falling action, resolution, denouement, protagonist, antagonist,
Opening- Teacher Centered (20%)
comedy, comic relief, tragedy, tragic flaw, tragic hero
Rhetorical appeals/devices: ethos, pathos, logos, bathos, allusion, apostrophe, anaphora,
asyndeton, polysyndeton, chiasmus, diction, syntax, style, simile, metaphor, metonymy,
synecdoche, hyperbole, antonym, personification, repetition, paradox, oxymoron,
parallelism, etc.
Elements of poetry/types of poetry: pastoral, carpe diem, refrain, metaphysical conceit,
sonnet (Petrarchan and Shakespearean), quatrain, couplet, octave, sestet, meter, scansion,
volta/turn, rhyme, rhythm, iambic pentameter, tone, speaker, dramatic song, epigram,
lyric, etc.
Humanism
Renaissance
Inferences
Activate: (pre-assessment, prior knowledge, engage and motivate)
Anticipation guide,
Journal: KWL Chart-fall of Satan/John Milton
Surveys, KWL
Brainstorm, pre-test
Initial Instruction:
Q/A over last night's reading.
Instruction: Grouping decisions: TAPS= Total Group, Alone, Partner, Small groups
Performance tasks,
(random, heterogeneous, interest, needs-based)
Differentiation,
Presentation/guest
The teacher defines, explains, and models how to conduct a close reading of a difficult
speaker.
text using context clues/textual based evidence. Students are given a graphic organizer
Demonstration,
with key terms, guided reading questions, suggestions, and reminders relevant to the time
modeling
period to aid in understanding. Students take turns reading aloud an extended excerpt of
Jigsaw
John Milton's Paradise Lost.
Video
Graphic organizer
Check for understanding-the teacher progress monitors, asking questions and clarifying
Text
when necessary. Students are encouraged to ask questions.
Instruction: students use the instructions from yesterday's color coding and apply the
same markings to a passage from today's selection. (Students are randomly assigned a
different passage.)
Check for Understanding-in lit circles students share their analysis for their respective
passages and discuss how these parts influence the entire excerpt.
Instruction: based on your understanding of the poem, and based on your knowledge of an
Work Session Student Centered (60%)
epic hero from the previous unit, consider the following:
Many critics see Satan as the real hero of Paradise Lost. Like many literary villains, Satan
is a compelling figure--but can he really be considered a heroic figure from any
perspective? Use evidence from the text--including descriptions of Satan's appearance,
his words, his actions, and his effects on others--to support your point of view in a wellorganized essay of at least two typed pages.
Check for Understanding-the teacher progress monitors as students begin drafting their
essay. Students may conference one-on-one with the teacher as needed.
Application/Adjust:
Tiered Assignments
Provide the thesis for the essay.
Independent
Use a shorter excerpt.
Closing Student Centered (20%)
Formative Assessment/Summarize:
Ticket-out the door
Before leaving, students share their thesis statements and work to help those
Important Thing
struggling by providing constructive feedback.
3-2-1
-------------------------------------------------------------Student Reflection: (Journal, learning log, expand learning target)
KWL chart from the opening
Homework-reading Shakespeare's biography in the textbook
-----------------Journal
Learning log
Expand learning targets
Teacher Reflection
Bryan Co. ELA Lesson Plan
Course: British Literature
Unit: Comedy versus Tragedy
Date: ________________________________ Day: 5 / ______
Learning Targets: (I can…; I am learning…; I know how to….)
Possible Assessment
I can explain what makes literature classic.
tools: logs, journals,
I can identify qualities that make a work timeless.
I am learning the origins and definitions of a classic tragedy.
I am learning the origins and definitions of a classic comedy.
tiered assignments,
benchmark,
observations, portfolios.
I can explain why we are drawn to the tragedy and comedy of others.
I can give multiple reasons why William Shakespeare is still read today.
I can identify examples of how plays from the Renaissance serve as a window to
the past, especially by identifying specific changes in the English language?
I can identify and define the elements of drama and compare and contrast how
Shakespeare uses them in a tragedy versus a comedy.
I am learning how Shakespeare uses rhetorical devices to enhance/convey
meaning in a drama.
I am learning how Shakespeare uses rhetorical devices to create theme, tone,
mood, etc.
I am learning how Shakespeare uses structure, rhythm, and rhymes to
enhance/convey meaning.
I can use textual evidence to form inferences and interpretations while reading
Shakespeare's texts.
Lesson Essential Question:
What makes literature classic?
What qualities make a work timeless?
What are the origins and definitions for a classic tragedy?
What are the origins and definitions for a classic comedy?
Why are we drawn to the tragedy and comedy of others?
Opening- Teacher Centered (20%)
Why is William Shakespeare still read today?
How do plays from the Renaissance serve as a window to the past, especially showing the evolution of the
English language?
What are the elements of drama and how does Shakespeare use them in both a tragedy and a comedy?
How does Shakespeare use rhetorical devices enhance/convey meaning in a drama?
How does Shakespeare use rhetorical devices to create theme, tone, mood, etc.?
How does Shakespeare use structure, rhythm, and rhymes to enhance/convey meaning?
How do I use textual evidence to form inferences and interpretations while reading Shakespeare's
texts?
Concepts: (Vocabulary – tier 2 and tier 3)
Word map, Frayer,
Elements of drama: theme, plot, characterization, dialogue, subtext, staging, stage
Marzano 5
directions, symbolism, irony, aside, soliloquy, monologue, exit, exeunt, fourth wall, rising
action, climax, conflict, falling action, resolution, denouement, protagonist, antagonist,
comedy, comic relief, tragedy, tragic flaw, tragic hero
Rhetorical appeals/devices: ethos, pathos, logos, bathos, allusion, apostrophe, anaphora,
asyndeton, polysyndeton, chiasmus, diction, syntax, style, simile, metaphor, metonymy,
synecdoche, hyperbole, antonym, personification, repetition, paradox, oxymoron,
parallelism, etc.
Elements of poetry/types of poetry: pastoral, carpe diem, refrain, metaphysical conceit,
sonnet (Petrarchan and Shakespearean), quatrain, couplet, octave, sestet, meter, scansion,
volta/turn, rhyme, rhythm, iambic pentameter, tone, speaker, dramatic song, epigram,
lyric, etc.
Humanism
Renaissance
Inferences
Activate: (pre-assessment, prior knowledge, engage and motivate)
Anticipation guide,
Journal: Why is Shakespeare still read today? or Why is Shakespeare difficult to read?
Surveys, KWL
Brainstorm, pre-test
Initial Instruction:
Q/A about last night's reading assignment. Distribute list of "Shakespearean
Firsts"--have students create a Shakespearean insult using the list of terms.
Point out words and phrases still used today attributed to Shakespeare.
Instruction: Grouping decisions: TAPS= Total Group, Alone, Partner, Small groups
Performance tasks,
(random, heterogeneous, interest, needs-based)
Differentiation,
Presentation/guest
Students are given handouts on the classic definitions and origins for tragedy and
speaker.
comedy, including excerpts from Aristotle's Poetics. A chart of polarities is also
Demonstration,
distributed.
modeling
Work Session Student Centered (60%)
Jigsaw
Check for understanding-in lit circles, students list five television shows and/or movies
Video
under comedy and five more under tragedy. Then, each group chooses one movie or show
Graphic organizer
and explains how it epitomizes the classic definition of either comedy or tragedy. Groups
Text
share some examples with the rest of the class.
Instruction: The teacher provides background notes on Shakespeare's plays, including
historical significance, sources of inspiration, language, etc. The teacher provides an
overview for The Tragedy of Hamlet, Prince of Denmark (or another tragedy).
Check for Understanding-the teacher asks students to provide examples/explanations for
each section of notes based on plays read in the previous English classes (use of animal
imagery, theme of unrequited love, etc.).
Instruction: to review poetic/rhetorical devices and to better understand Shakespeare's
language, the teacher provides multiple examples of sonnets, clarifying the differences
between Petrarchan and Shakespearean sonnets.
Check for Understanding-each lit circle is assigned a different sonnet to explicate and
informally present to the rest of the class identifying the turn, tone, theme, specific
rhetorical devices used, etc. Students may refer to their TP-CASTT template to assist
them and/or the teacher may provide guided reading questions.
Application/Adjust:
Tiered Assignments
Use more or fewer sonnets.
Independent
Closing Student Centered (20%)
Pass out completed templates for three sonnets.
Formative Assessment/Summarize:
Ticket-out the door
Two students summarize the keys characteristics of a Petrarchan sonnet and
Important Thing
two students summarize the key characteristics of a Shakespearean sonnet.
3-2-1
-------------------------------------------------------------Student Reflection: (Journal, learning log, expand learning target)
Learning Log
-----------------Journal
Learning log
Expand learning targets
Proofread and revise Milton essay.
Teacher Reflection
Bryan Co. ELA Lesson Plan
Course: British Literature
Unit: Comedy versus Tragedy
Date: ________________________________ Day: 6 / ______
Learning Targets: (I can…; I am learning…; I know how to….)
Possible Assessment
I can explain what makes literature classic.
tools: logs, journals,
I can identify qualities that make a work timeless.
I am learning the origins and definitions of a classic tragedy.
I am learning the origins and definitions of a classic comedy.
tiered assignments,
benchmark,
observations, portfolios.
I can explain why we are drawn to the tragedy and comedy of others.
I can give multiple reasons why William Shakespeare is still read today.
I can identify examples of how plays from the Renaissance serve as a window to
the past, especially by identifying specific changes in the English language?
I can identify and define the elements of drama and compare and contrast how
Shakespeare uses them in a tragedy versus a comedy.
I am learning how Shakespeare uses rhetorical devices to enhance/convey
meaning in a drama.
I am learning how Shakespeare uses rhetorical devices to create theme, tone,
mood, etc.
I am learning how Shakespeare uses structure, rhythm, and rhymes to
enhance/convey meaning.
I can use textual evidence to form inferences and interpretations while reading
Shakespeare's texts.
Lesson Essential Question:
What makes literature classic?
What qualities make a work timeless?
What are the origins and definitions for a classic tragedy?
What are the origins and definitions for a classic comedy?
Why are we drawn to the tragedy and comedy of others?
Opening- Teacher Centered (20%)
Why is William Shakespeare still read today?
How do plays from the Renaissance serve as a window to the past, especially showing the evolution of the
English language?
What are the elements of drama and how does Shakespeare use them in both a tragedy and a comedy?
How does Shakespeare use rhetorical devices enhance/convey meaning in a drama?
How does Shakespeare use rhetorical devices to create theme, tone, mood, etc.?
How does Shakespeare use structure, rhythm, and rhymes to enhance/convey meaning?
How do I use textual evidence to form inferences and interpretations while reading Shakespeare's
texts?
Concepts: (Vocabulary – tier 2 and tier 3)
Word map, Frayer,
Elements of drama: theme, plot, characterization, dialogue, subtext, staging, stage
Marzano 5
directions, symbolism, irony, aside, soliloquy, monologue, exit, exeunt, fourth wall, rising
action, climax, conflict, falling action, resolution, denouement, protagonist, antagonist,
comedy, comic relief, tragedy, tragic flaw, tragic hero
Rhetorical appeals/devices: ethos, pathos, logos, bathos, allusion, apostrophe, anaphora,
asyndeton, polysyndeton, chiasmus, diction, syntax, style, simile, metaphor, metonymy,
synecdoche, hyperbole, antonym, personification, repetition, paradox, oxymoron,
parallelism, etc.
Elements of poetry/types of poetry: pastoral, carpe diem, refrain, metaphysical conceit,
sonnet (Petrarchan and Shakespearean), quatrain, couplet, octave, sestet, meter, scansion,
volta/turn, rhyme, rhythm, iambic pentameter, tone, speaker, dramatic song, epigram,
lyric, etc.
Humanism
Renaissance
Inferences
Activate: (pre-assessment, prior knowledge, engage and motivate)
Anticipation guide,
***Turn in Milton Essay.
Surveys, KWL
Journal: What do you consider to be your greatest flaw? Why? How could you change?
Brainstorm, pre-test
Volunteers share their responses.
Initial Instruction: (Students turn in their final drafts of the Milton essay.)
Review definition of tragic hero and outline what literary critics have
determined to be Hamlet's flaws. Ask students if they can relate to his flaws.
Show short biographical film on Shakespeare with students taking notes.
Instruction: Grouping decisions: TAPS= Total Group, Alone, Partner, Small groups
Performance tasks,
(random, heterogeneous, interest, needs-based)
Differentiation,
Presentation/guest
Act I:
speaker.
Today's reading focus: establishing setting and introducing characters
Demonstration,
Work Session Student Centered (60%)
modeling
The teacher provides a general summary for the play, a character list, and a scene-by-
Jigsaw
scene study guide for students to complete as we read the play aloud in class each day.
Video
After reading the character descriptions, volunteers are assigned parts in the play.
Graphic organizer
Text
Instruction: The teacher progress monitors as we read the play, pausing to check for
understanding, asking students to identify rhetorical devices, explain characterization,
etc. The teacher also gives notes at the end of every scene to help students complete the
study guide.
Check for Understanding-Standing homework every night will be to complete the portions
of the study guide relevant to the reading.
In addition, excerpts from Poetics and Myths to Live By will be utilized to enhance
understanding of the tragedy. In addition, film excerpts from various versions of the play
will be shown to compare and contrast interpretations . The teacher will also provide
definitions of various critical perspectives/approaches and show students how such
approaches influence meaning.
Application/Adjust:
Tiered Assignments
Change the selection of plays, using less complex and/or shorter plays for
Independent
struggling learners.
Instead of comparing and contrasting a comedy and a tragedy by Shakespeare,
utilize The Merchant of Venice, as critics have argued it contains elements of
both comedy and tragedy.
Closing Student Centered (20%)
For more advanced students, have them read the plays independently.
Formative Assessment/Summarize:
Ticket-out the door
Study guide
Important Thing
--------------------------------------------------------------
3-2-1
Student Reflection: (Journal, learning log, expand learning target)
Learning Log
-----------------Journal
Learning log
Expand learning targets
Teacher Reflection
Bryan Co. ELA Lesson Plan
Course: British Literature
Unit: Comedy versus Tragedy
Date: ________________________________ Day: 7 / ______
Learning Targets: (I can…; I am learning…; I know how to….)
Possible Assessment
I can explain what makes literature classic.
tools: logs, journals,
I can identify qualities that make a work timeless.
I am learning the origins and definitions of a classic tragedy.
I am learning the origins and definitions of a classic comedy.
tiered assignments,
benchmark,
observations, portfolios.
I can explain why we are drawn to the tragedy and comedy of others.
I can give multiple reasons why William Shakespeare is still read today.
I can identify examples of how plays from the Renaissance serve as a window to
the past, especially by identifying specific changes in the English language?
I can identify and define the elements of drama and compare and contrast how
Shakespeare uses them in a tragedy versus a comedy.
I am learning how Shakespeare uses rhetorical devices to enhance/convey
meaning in a drama.
I am learning how Shakespeare uses rhetorical devices to create theme, tone,
mood, etc.
I am learning how Shakespeare uses structure, rhythm, and rhymes to
enhance/convey meaning.
I can use textual evidence to form inferences and interpretations while reading
Shakespeare's texts.
Lesson Essential Question:
What makes literature classic?
What qualities make a work timeless?
What are the origins and definitions for a classic tragedy?
What are the origins and definitions for a classic comedy?
Why are we drawn to the tragedy and comedy of others?
Opening- Teacher Centered (20%)
Why is William Shakespeare still read today?
How do plays from the Renaissance serve as a window to the past, especially showing the evolution of the
English language?
What are the elements of drama and how does Shakespeare use them in both a tragedy and a comedy?
How does Shakespeare use rhetorical devices enhance/convey meaning in a drama?
How does Shakespeare use rhetorical devices to create theme, tone, mood, etc.?
How does Shakespeare use structure, rhythm, and rhymes to enhance/convey meaning?
How do I use textual evidence to form inferences and interpretations while reading Shakespeare's
texts?
Concepts: (Vocabulary – tier 2 and tier 3)
Word map, Frayer,
Elements of drama: theme, plot, characterization, dialogue, subtext, staging, stage
Marzano 5
directions, symbolism, irony, aside, soliloquy, monologue, exit, exeunt, fourth wall, rising
action, climax, conflict, falling action, resolution, denouement, protagonist, antagonist,
comedy, comic relief, tragedy, tragic flaw, tragic hero
Rhetorical appeals/devices: ethos, pathos, logos, bathos, allusion, apostrophe, anaphora,
asyndeton, polysyndeton, chiasmus, diction, innuendo, syntax, style, simile, metaphor,
metonymy, synecdoche, hyperbole, antonym, personification, repetition, paradox,
oxymoron, parallelism, etc.
Elements of poetry/types of poetry: pastoral, carpe diem, refrain, metaphysical conceit,
sonnet (Petrarchan and Shakespearean), quatrain, couplet, octave, sestet, meter, scansion,
volta/turn, rhyme, rhythm, iambic pentameter, tone, speaker, dramatic song, epigram,
lyric, etc.
Humanism
Renaissance
Inferences
Formalist Perspective
Activate: (pre-assessment, prior knowledge, engage and motivate)
Anticipation guide,
Review study guide.
Surveys, KWL
Brainstorm, pre-test
Initial Instruction:
The teacher discusses James I and his fascination with the supernatural. The
teacher asks students to summarize the play The Tragedy of Macbeth.
(Students will consider the similarities of the tragic heroes Macbeth, Hamlet,
and/or others as we read the tragedy.) If students have not read the play, the
teacher will provide a summary and explain how Shakespeare used such plays to
appeal to his patron, emphasizing the portrayal of various "royal" characters,
while appealing to the king's fascination with the supernatural.
Instruction: Grouping decisions: TAPS= Total Group, Alone, Partner, Small groups
Performance tasks,
(random, heterogeneous, interest, needs-based)
Differentiation,
Work Session Student Centered (60%)
Presentation/guest
Act I:
speaker.
Today's reading focus: supernatural elements and problematic syntax/diction
Demonstration,
modeling
The teacher displays a number of lines from the play via the projector. Students are
Jigsaw
randomly called on to read the lines aloud and explain possible meanings. The teacher
Video
points out inverted sentence structures, archaic word usage, spelling differences,
Graphic organizer
innuendoes, complex metaphors, etc. (Lines from yesterday's reading will be used first
Text
before previewing lines to be read today.) Then, the teacher has students refer to their
copies of the play to see how the lines gain more meaning in context with the rest of the
scene, especially when considering the speaker of each line.
Today's critical perspective: formalist. (Each day of studying drama, the teacher
provides the definition for a different critical perspective and provides examples of
how critics apply such approaches to literature. In addition, excerpts from scholarly
journals may be used to show the application of such perspectives to the play being
read in class. After the play is completed, students will refer back to these and
apply one in a formal analysis.)
Instruction: The teacher progress monitors as we read the play, pausing to check for
understanding, asking students to identify rhetorical devices, explain characterization,
etc. The teacher also gives notes at the end of every scene to help students complete the
study guide.
Check for Understanding-Standing homework every night will be to complete the portions
of the study guide relevant to the reading.
Application/Adjust:
Tiered Assignments
Use fewer/more lines.
Independent
Closing Student Centered (20%)
Provide additional paraphrasing as we read.
Formative Assessment/Summarize:
Ticket-out the door
Study guide
Important Thing
--------------------------------------------------------------
3-2-1
Student Reflection: (Journal, learning log, expand learning target)
Learning Log
-----------------Journal
Learning log
Expand learning targets
Teacher Reflection
Bryan Co. ELA Lesson Plan
Course: British Literature
Unit: Comedy versus Tragedy
Date: ________________________________ Day: 8 / ______
Learning Targets: (I can…; I am learning…; I know how to….)
Possible Assessment
I can explain what makes literature classic.
tools: logs, journals,
I can identify qualities that make a work timeless.
I am learning the origins and definitions of a classic tragedy.
I am learning the origins and definitions of a classic comedy.
tiered assignments,
benchmark,
observations, portfolios.
I can explain why we are drawn to the tragedy and comedy of others.
I can give multiple reasons why William Shakespeare is still read today.
I can identify examples of how plays from the Renaissance serve as a window to
the past, especially by identifying specific changes in the English language?
I can identify and define the elements of drama and compare and contrast how
Shakespeare uses them in a tragedy versus a comedy.
I am learning how Shakespeare uses rhetorical devices to enhance/convey
meaning in a drama.
I am learning how Shakespeare uses rhetorical devices to create theme, tone,
mood, etc.
I am learning how Shakespeare uses structure, rhythm, and rhymes to
enhance/convey meaning.
I can use textual evidence to form inferences and interpretations while reading
Shakespeare's texts.
Lesson Essential Question:
What makes literature classic?
What qualities make a work timeless?
What are the origins and definitions for a classic tragedy?
What are the origins and definitions for a classic comedy?
Why are we drawn to the tragedy and comedy of others?
Opening- Teacher Centered (20%)
Why is William Shakespeare still read today?
How do plays from the Renaissance serve as a window to the past, especially showing the evolution of the
English language?
What are the elements of drama and how does Shakespeare use them in both a tragedy and a comedy?
How does Shakespeare use rhetorical devices enhance/convey meaning in a drama?
How does Shakespeare use rhetorical devices to create theme, tone, mood, etc.?
How does Shakespeare use structure, rhythm, and rhymes to enhance/convey meaning?
How do I use textual evidence to form inferences and interpretations while reading Shakespeare's
texts?
Concepts: (Vocabulary – tier 2 and tier 3)
Word map, Frayer,
Elements of drama: theme, plot, characterization, dialogue, subtext, staging, stage
Marzano 5
directions, symbolism, irony, aside, soliloquy, monologue, exit, exeunt, fourth wall, rising
action, climax, conflict, falling action, resolution, denouement, protagonist, antagonist,
comedy, comic relief, tragedy, tragic flaw, tragic hero
Rhetorical appeals/devices: ethos, pathos, logos, bathos, allusion, apostrophe, anaphora,
asyndeton, polysyndeton, chiasmus, diction, syntax, style, simile, metaphor, metonymy,
synecdoche, hyperbole, antonym, personification, repetition, paradox, oxymoron,
parallelism, etc.
Elements of poetry/types of poetry: pastoral, carpe diem, refrain, metaphysical conceit,
sonnet (Petrarchan and Shakespearean), quatrain, couplet, octave, sestet, meter, scansion,
volta/turn, rhyme, rhythm, iambic pentameter, tone, speaker, dramatic song, epigram,
lyric, etc.
Humanism
Renaissance
Inferences
Historical Perspective
Activate: (pre-assessment, prior knowledge, engage and motivate)
Anticipation guide,
Journal: What are the pressures of a monarch? or Would you want to be king/queen?
Surveys, KWL
Review study guide
Brainstorm, pre-test
Initial Instruction:
The teacher distributes a chart of symbols with their definitions and examples
from a variety of literary works. On the back, another chart lists symbols from
the play. Students will fill in portions of the chart for meaning and examples as
we read the play. In addition, students will keep track of examples of irony in
three columns marked dramatic, situational, and verbal.
Instruction: Grouping decisions: TAPS= Total Group, Alone, Partner, Small groups
Performance tasks,
(random, heterogeneous, interest, needs-based)
Differentiation,
Work Session Student Centered (60%)
Presentation/guest
Act II:
speaker.
Today's reading focus: symbolism and irony
Demonstration,
Today's critical perspective: historical
modeling
Jigsaw
Instruction: The teacher progress monitors as we read the play, pausing to check for
Video
understanding, asking students to identify rhetorical devices, explain characterization,
Graphic organizer
etc. The teacher also gives notes at the end of every scene to help students complete the
Text
study guide.
Check for Understanding-Standing homework every night will be to complete the portions
of the study guide relevant to the reading.
Application/Adjust:
Tiered Assignments
Independent
Provide completed symbols/irony chart or portions of it completed.
Closing Student Centered (20%)
Formative Assessment/Summarize:
Ticket-out the door
Study guide
Important Thing
--------------------------------------------------------------
3-2-1
Student Reflection: (Journal, learning log, expand learning target)
Learning Log
-----------------Journal
Learning log
Expand learning targets
Teacher Reflection
Bryan Co. ELA Lesson Plan
Course: British Literature
Unit: Comedy versus Tragedy
Date: ________________________________ Day: 9 / ______
Learning Targets: (I can…; I am learning…; I know how to….)
Possible Assessment
I can explain what makes literature classic.
tools: logs, journals,
I can identify qualities that make a work timeless.
I am learning the origins and definitions of a classic tragedy.
I am learning the origins and definitions of a classic comedy.
tiered assignments,
benchmark,
observations, portfolios.
I can explain why we are drawn to the tragedy and comedy of others.
I can give multiple reasons why William Shakespeare is still read today.
I can identify examples of how plays from the Renaissance serve as a window to
the past, especially by identifying specific changes in the English language?
I can identify and define the elements of drama and compare and contrast how
Shakespeare uses them in a tragedy versus a comedy.
I am learning how Shakespeare uses rhetorical devices to enhance/convey
meaning in a drama.
I am learning how Shakespeare uses rhetorical devices to create theme, tone,
mood, etc.
I am learning how Shakespeare uses structure, rhythm, and rhymes to
enhance/convey meaning.
I can use textual evidence to form inferences and interpretations while reading
Shakespeare's texts.
Lesson Essential Question:
What makes literature classic?
What qualities make a work timeless?
What are the origins and definitions for a classic tragedy?
What are the origins and definitions for a classic comedy?
Why are we drawn to the tragedy and comedy of others?
Opening- Teacher Centered (20%)
Why is William Shakespeare still read today?
How do plays from the Renaissance serve as a window to the past, especially showing the evolution of the
English language?
What are the elements of drama and how does Shakespeare use them in both a tragedy and a comedy?
How does Shakespeare use rhetorical devices enhance/convey meaning in a drama?
How does Shakespeare use rhetorical devices to create theme, tone, mood, etc.?
How does Shakespeare use structure, rhythm, and rhymes to enhance/convey meaning?
How do I use textual evidence to form inferences and interpretations while reading Shakespeare's
texts?
Concepts: (Vocabulary – tier 2 and tier 3)
Word map, Frayer,
Elements of drama: theme, plot, characterization, dialogue, subtext, staging, stage
Marzano 5
directions, symbolism, irony, aside, soliloquy, monologue, exit, exeunt, fourth wall, rising
action, climax, conflict, falling action, resolution, denouement, protagonist, antagonist,
comedy, comic relief, tragedy, tragic flaw, tragic hero
Rhetorical appeals/devices: ethos, pathos, logos, bathos, allusion, apostrophe, anaphora,
asyndeton, polysyndeton, chiasmus, diction, syntax, style, simile, metaphor, metonymy,
synecdoche, hyperbole, antonym, personification, repetition, paradox, oxymoron,
parallelism, etc.
Elements of poetry/types of poetry: pastoral, carpe diem, refrain, metaphysical conceit,
sonnet (Petrarchan and Shakespearean), quatrain, couplet, octave, sestet, meter, scansion,
volta/turn, rhyme, rhythm, iambic pentameter, tone, speaker, dramatic song, epigram,
lyric, etc.
Humanism
Renaissance
Inferences
Psychological Perspective
Activate: (pre-assessment, prior knowledge, engage and motivate)
Anticipation guide,
Review study guide.
Surveys, KWL
Brainstorm, pre-test
Initial Instruction:
The teacher discusses how directors can interpret literature into film and then
shows three different film clips of Hamlet's "To Be" soliloquy. Students are
asked to consider the similarities and differences amongst the three versions.
Then, students are asked to consider how these compare to our class discussions
about the same soliloquy.
Instruction: Grouping decisions: TAPS= Total Group, Alone, Partner, Small groups
Performance tasks,
(random, heterogeneous, interest, needs-based)
Differentiation,
Work Session Student Centered (60%)
Presentation/guest
Act III:
speaker.
Today's reading focus: soliloquies and themes
Demonstration,
Today's Critical Perspective: Psychological
modeling
Jigsaw
Three different soliloquies are distributed to the class. Each student paraphrases one
Video
soliloquy by first marking rhetorical devices to include symbolism, simile, metaphor, irony,
Graphic organizer
etc. Then, students working on the same soliloquy will share their paraphrases and discuss
Text
the differences and similarities in their interpretations.
The teacher distributes a list of themes commonly found in Shakespeare's plays.
Students are asked to put an asterisk next to each theme they feel appears in the play we
are reading. Then, they are asked to share their findings with a partner. Finally,
volunteers are asked to provide proof of the theme from the play by pointing to specific
lines in a scene and explaining the usage. (The list will be updated as we finish the play,
identifying additional themes and providing additional examples of each theme.)
Instruction: The teacher progress monitors as we read the play, pausing to check for
understanding, asking students to identify rhetorical devices, explain characterization,
etc. The teacher also gives notes at the end of every scene to help students complete the
study guide.
Check for Understanding-Standing homework every night will be to complete the portions
Closing Student Centered (20%)
of the study guide relevant to the reading.
Application/Adjust:
Tiered Assignments
Provide No Fear paraphrases of soliloquies with vocabulary defined
Independent
Formative Assessment/Summarize:
Ticket-out the door
Study guide
Important Thing
--------------------------------------------------------------
3-2-1
Student Reflection: (Journal, learning log, expand learning target)
Learning Log
-----------------Journal
Learning log
Expand learning targets
Teacher Reflection
Bryan Co. ELA Lesson Plan
Course: British Literature
Unit: Comedy versus Tragedy
Date: ________________________________ Day: 10 / ______
Learning Targets: (I can…; I am learning…; I know how to….)
Possible Assessment
I can explain what makes literature classic.
tools: logs, journals,
I can identify qualities that make a work timeless.
I am learning the origins and definitions of a classic tragedy.
I am learning the origins and definitions of a classic comedy.
tiered assignments,
benchmark,
observations, portfolios.
I can explain why we are drawn to the tragedy and comedy of others.
I can give multiple reasons why William Shakespeare is still read today.
I can identify examples of how plays from the Renaissance serve as a window to
the past, especially by identifying specific changes in the English language?
I can identify and define the elements of drama and compare and contrast how
Shakespeare uses them in a tragedy versus a comedy.
I am learning how Shakespeare uses rhetorical devices to enhance/convey
meaning in a drama.
I am learning how Shakespeare uses rhetorical devices to create theme, tone,
mood, etc.
I am learning how Shakespeare uses structure, rhythm, and rhymes to
enhance/convey meaning.
I can use textual evidence to form inferences and interpretations while reading
Shakespeare's texts.
Lesson Essential Question:
What makes literature classic?
What qualities make a work timeless?
What are the origins and definitions for a classic tragedy?
What are the origins and definitions for a classic comedy?
Why are we drawn to the tragedy and comedy of others?
Opening- Teacher Centered (20%)
Why is William Shakespeare still read today?
How do plays from the Renaissance serve as a window to the past, especially showing the evolution of the
English language?
What are the elements of drama and how does Shakespeare use them in both a tragedy and a comedy?
How does Shakespeare use rhetorical devices enhance/convey meaning in a drama?
How does Shakespeare use rhetorical devices to create theme, tone, mood, etc.?
How does Shakespeare use structure, rhythm, and rhymes to enhance/convey meaning?
How do I use textual evidence to form inferences and interpretations while reading Shakespeare's
texts?
Concepts: (Vocabulary – tier 2 and tier 3)
Word map, Frayer,
Elements of drama: theme, plot, characterization, dialogue, subtext, staging, stage
Marzano 5
directions, symbolism, irony, aside, soliloquy, monologue, exit, exeunt, fourth wall, rising
action, climax, conflict, falling action, resolution, denouement, protagonist, antagonist,
comedy, comic relief, tragedy, tragic flaw, tragic hero
Rhetorical appeals/devices: ethos, pathos, logos, bathos, allusion, apostrophe, anaphora,
asyndeton, polysyndeton, chiasmus, diction, syntax, style, simile, metaphor, metonymy,
synecdoche, hyperbole, antonym, personification, repetition, paradox, oxymoron,
parallelism, etc.
Elements of poetry/types of poetry: pastoral, carpe diem, refrain, metaphysical conceit,
sonnet (Petrarchan and Shakespearean), quatrain, couplet, octave, sestet, meter, scansion,
volta/turn, rhyme, rhythm, iambic pentameter, tone, speaker, dramatic song, epigram,
lyric, etc.
Humanism
Renaissance
Inferences
Reader-response perspective
Activate: (pre-assessment, prior knowledge, engage and motivate)
Anticipation guide,
Journal: What is your perception of Hamlet? If he too indecisive, or is he just
Surveys, KWL
overwhelmed with grief which clouds his ability to think logically?
Brainstorm, pre-test
Study guide
Initial Instruction
The teacher shows a montage of clips of famous "characters" before asking
students to share their favorite characters from film and television. The
teacher discusses Shakespeare's characterization and why his characterizations
are profound, realistic, and were considered modern for his time. In addition,
the teacher provides examples of Shakespeare's most famous characters.
Instruction: Grouping decisions: TAPS= Total Group, Alone, Partner, Small groups
Performance tasks,
(random, heterogeneous, interest, needs-based)
Differentiation,
Work Session Student Centered (60%)
Presentation/guest
Act IV:
speaker.
Today's reading focus: characterization and dialogue
Demonstration,
Today's critical perspective: reader-response
modeling
Jigsaw
Students are asked to write a characterization of themselves without using their name.
Video
Each characterization should include details about their personality, beliefs, mannerisms,
Graphic organizer
flaws, strengths, etc. The teacher will ask for volunteers to turn in their
Text
characterizations and have them read aloud by the teacher. Then, the class will see if
they can identify the person based on the characterization. (An alternative is having them
create characterizations of classmates or famous people to see if they are recognizable.)
Instruction: The teacher progress monitors as we read the play, pausing to check for
understanding, asking students to identify rhetorical devices, explain characterization,
etc. The teacher also gives notes at the end of every scene to help students complete the
study guide.
Check for Understanding-Standing homework every night will be to complete the portions
of the study guide relevant to the reading.
Application/Adjust:
Closing Student Centered (20%)
Utilize audio recordings or additional film excerpts
Tiered Assignments
Independent
Formative Assessment/Summarize:
Ticket-out the door
Study guide
Important Thing
--------------------------------------------------------------
3-2-1
Student Reflection: (Journal, learning log, expand learning target)
Learning Log
-----------------Journal
Learning log
Expand learning targets
Teacher Reflection
Bryan Co. ELA Lesson Plan
Course: British Literature
Unit: Comedy versus Tragedy
Date: ________________________________ Day: 11 / ______
Learning Targets: (I can…; I am learning…; I know how to….)
Possible Assessment
I can explain what makes literature classic.
tools: logs, journals,
I can identify qualities that make a work timeless.
I am learning the origins and definitions of a classic tragedy.
I am learning the origins and definitions of a classic comedy.
tiered assignments,
benchmark,
observations, portfolios.
I can explain why we are drawn to the tragedy and comedy of others.
I can give multiple reasons why William Shakespeare is still read today.
I can identify examples of how plays from the Renaissance serve as a window to
the past, especially by identifying specific changes in the English language?
I can identify and define the elements of drama and compare and contrast how
Shakespeare uses them in a tragedy versus a comedy.
I am learning how Shakespeare uses rhetorical devices to enhance/convey
meaning in a drama.
I am learning how Shakespeare uses rhetorical devices to create theme, tone,
mood, etc.
I am learning how Shakespeare uses structure, rhythm, and rhymes to
enhance/convey meaning.
I can use textual evidence to form inferences and interpretations while reading
Shakespeare's texts.
Lesson Essential Question:
What makes literature classic?
What qualities make a work timeless?
What are the origins and definitions for a classic tragedy?
What are the origins and definitions for a classic comedy?
Why are we drawn to the tragedy and comedy of others?
Opening- Teacher Centered (20%)
Why is William Shakespeare still read today?
How do plays from the Renaissance serve as a window to the past, especially showing the evolution of the
English language?
What are the elements of drama and how does Shakespeare use them in both a tragedy and a comedy?
How does Shakespeare use rhetorical devices enhance/convey meaning in a drama?
How does Shakespeare use rhetorical devices to create theme, tone, mood, etc.?
How does Shakespeare use structure, rhythm, and rhymes to enhance/convey meaning?
How do I use textual evidence to form inferences and interpretations while reading Shakespeare's
texts?
Concepts: (Vocabulary – tier 2 and tier 3)
Word map, Frayer,
Elements of drama: theme, plot, characterization, dialogue, subtext, staging, stage
Marzano 5
directions, symbolism, irony, aside, soliloquy, monologue, exit, exeunt, fourth wall, rising
action, climax, conflict, falling action, resolution, denouement, protagonist, antagonist,
comedy, comic relief, tragedy, tragic flaw, tragic hero
Rhetorical appeals/devices: ethos, pathos, logos, bathos, allusion, apostrophe, anaphora,
asyndeton, polysyndeton, chiasmus, diction, syntax, style, simile, metaphor, metonymy,
synecdoche, hyperbole, antonym, personification, repetition, paradox, oxymoron,
parallelism, etc.
Elements of poetry/types of poetry: pastoral, carpe diem, refrain, metaphysical conceit,
sonnet (Petrarchan and Shakespearean), quatrain, couplet, octave, sestet, meter, scansion,
volta/turn, rhyme, rhythm, iambic pentameter, tone, speaker, dramatic song, epigram,
lyric, etc.
Humanism
Renaissance
Inferences
Mythological Perspective
Activate: (pre-assessment, prior knowledge, engage and motivate)
Anticipation guide,
Review study guide
Surveys, KWL
Brainstorm, pre-test
Initial Instruction:
The teacher provides information on the types of allusions used by Shakespeare
with examples from works already read this semester. The teacher discusses the
religious views during the Renaissance and how such allusions give insight into
this time period and its belief system.
Instruction: Grouping decisions: TAPS= Total Group, Alone, Partner, Small groups
Performance tasks,
(random, heterogeneous, interest, needs-based)
Differentiation,
Presentation/guest
Act V:
speaker.
Today's reading focus: Biblical and mythological allusions
Demonstration,
Today's critical perspective: Mythological perspective
modeling
Work Session Student Centered (60%)
Jigsaw
The teacher references Myths to Live By and other sources to help students identify and
Video
understand a variety of mythological allusions. In addition, the teacher gives explanations
Graphic organizer
(or asks for volunteers to explain) several key Biblical allusions used in the play. For
Text
example, when Hamlet refers to Polonious as Jeptha, students need to understand that
Hamlet is accusing Polonious of sacrificing his daughter for personal gain. The teacher
also reminds students about the religious views of the time and asks students to explain
how Shakespeare was using religious beliefs/fears to appeal to his audience on different
levels. This is also a great time to stress the importance of reading endnotes/footnotes
to assist in comprehending a difficult text.
Instruction: The teacher progress monitors as we read the play, pausing to check for
understanding, asking students to identify rhetorical devices, explain characterization,
etc. The teacher also gives notes at the end of every scene to help students complete the
study guide.
Check for Understanding-Standing homework every night will be to complete the portions
Closing Student Centered (20%)
of the study guide relevant to the reading.
Application/Adjust:
Tiered Assignments
Fewer/more examples
Independent
Formative Assessment/Summarize:
Ticket-out the door
Study guide
Important Thing
--------------------------------------------------------------
3-2-1
Student Reflection: (Journal, learning log, expand learning target)
Learning Log
-----------------Journal
Learning log
Expand learning targets
Teacher Reflection
Bryan Co. ELA Lesson Plan
Course: British Literature
Unit: Comedy versus Tragedy
Date: ________________________________ Day: 12 / ______
Learning Targets: (I can…; I am learning…; I know how to….)
Possible Assessment
I can explain what makes literature classic.
tools: logs, journals,
I can identify qualities that make a work timeless.
I am learning the origins and definitions of a classic tragedy.
I am learning the origins and definitions of a classic comedy.
tiered assignments,
benchmark,
observations, portfolios.
I can explain why we are drawn to the tragedy and comedy of others.
I can give multiple reasons why William Shakespeare is still read today.
I can identify examples of how plays from the Renaissance serve as a window to
the past, especially by identifying specific changes in the English language?
I can identify and define the elements of drama and compare and contrast how
Shakespeare uses them in a tragedy versus a comedy.
I am learning how Shakespeare uses rhetorical devices to enhance/convey
meaning in a drama.
I am learning how Shakespeare uses rhetorical devices to create theme, tone,
mood, etc.
I am learning how Shakespeare uses structure, rhythm, and rhymes to
enhance/convey meaning.
I can use textual evidence to form inferences and interpretations while reading
Shakespeare's texts.
Lesson Essential Question:
What makes literature classic?
What qualities make a work timeless?
What are the origins and definitions for a classic tragedy?
What are the origins and definitions for a classic comedy?
Why are we drawn to the tragedy and comedy of others?
Opening- Teacher Centered (20%)
Why is William Shakespeare still read today?
How do plays from the Renaissance serve as a window to the past, especially showing the evolution of the
English language?
What are the elements of drama and how does Shakespeare use them in both a tragedy and a comedy?
How does Shakespeare use rhetorical devices enhance/convey meaning in a drama?
How does Shakespeare use rhetorical devices to create theme, tone, mood, etc.?
How does Shakespeare use structure, rhythm, and rhymes to enhance/convey meaning?
How do I use textual evidence to form inferences and interpretations while reading Shakespeare's
texts?
Concepts: (Vocabulary – tier 2 and tier 3)
Word map, Frayer,
Elements of drama: theme, plot, characterization, dialogue, subtext, staging, stage
Marzano 5
directions, symbolism, irony, aside, soliloquy, monologue, exit, exeunt, fourth wall, rising
action, climax, conflict, falling action, resolution, denouement, protagonist, antagonist,
comedy, comic relief, tragedy, tragic flaw, tragic hero
Rhetorical appeals/devices: ethos, pathos, logos, bathos, allusion, apostrophe, anaphora,
asyndeton, polysyndeton, chiasmus, diction, syntax, style, simile, metaphor, metonymy,
synecdoche, hyperbole, antonym, personification, repetition, paradox, oxymoron,
parallelism, etc.
Elements of poetry/types of poetry: pastoral, carpe diem, refrain, metaphysical conceit,
sonnet (Petrarchan and Shakespearean), quatrain, couplet, octave, sestet, meter, scansion,
volta/turn, rhyme, rhythm, iambic pentameter, tone, speaker, dramatic song, epigram,
lyric, etc.
Humanism
Renaissance
Inferences
Structuralist Perspective
Activate: (pre-assessment, prior knowledge, engage and motivate)
Anticipation guide,
Review study guide
Surveys, KWL
Ask two or three students to predict the ending of the play and justify their conclusions.
Brainstorm, pre-test
Initial Instruction:
The teacher recaps key moments of the play and reminds students of the need
for resolution.
Instruction: Grouping decisions: TAPS= Total Group, Alone, Partner, Small groups
Performance tasks,
(random, heterogeneous, interest, needs-based)
Differentiation,
Presentation/guest
Act V continued:
speaker.
Today's reading focus: plot and staging
Demonstration,
Today's critical perspective: Structuralist perspective
modeling
Work Session Student Centered (60%)
Jigsaw
The teacher provides an excerpt from a scholarly journal utilizing structuralist
Video
perspective to analyze the play. Students are first asked to read the article
Graphic organizer
independently and mark at least two examples which are "structuralist" in nature. Then, in
Text
lit circles, students are to share their findings and discuss their understanding of this
critical approach. Each group must then use one characteristic of this critical approach
and apply it to their analysis of the play, which serves as the springboard for the next
writing assignment.
Instruction: We have studied several critical approaches as we have read this great
tragedy. To show your understanding of the differences of these approaches, and to show
your understanding of this play, you will conduct a brief analytical research paper using
the play as your primary text. You may choose one of the following options for this
assignment:
1. Choose one critical perspective and research how literary critics have applied this
approach to the play. Discuss how such analysis impacts interpretation of the play's
meaning.
2. Compare and contrast two critical perspectives. Explain the similarities and differences
in meaning of the play by using such approaches.
3. Choose one dramatic element of the play (theme, symbol, imagery, irony, etc.). Research
the literary analysis of this element and identify which critical perspective was used by
each scholar in such analysis.
Check for understanding-each student will compose a formal literary analytical paper of
three to four pages in MLA format using the play as the primary source. In addition, at
least three "print" scholarly articles/essays for support/analysis/application. (The
teacher may decided how to "chunk" aspects of this assignment based on the level of
students in class and the need for differentiated instruction.) This assignment will be ongoing with time for peer review, individual help, multiple rounds of revision, etc.
Application/Adjust:
Tiered Assignments
Modify length, parameters of the paper, and/or required sources as needed.
Independent
Closing Student Centered (20%)
Have students complete an annotated bibliography instead of the full paper.
Formative Assessment/Summarize:
Ticket-out the door
Review game to prepare for tomorrow's test.
Important Thing
--------------------------------------------------------------
3-2-1
Student Reflection: (Journal, learning log, expand learning target)
Homework: compose thesis statement for the research paper, conduct research
-----------------Journal
Learning log
Expand learning targets
Teacher Reflection
Bryan Co. ELA Lesson Plan
Course: British Literature
Unit: Comedy versus Tragedy
Date: ________________________________ Day: 13 / ______
Learning Targets: (I can…; I am learning…; I know how to….)
Possible Assessment
I can explain what makes literature classic.
tools: logs, journals,
I can identify qualities that make a work timeless.
I am learning the origins and definitions of a classic tragedy.
I am learning the origins and definitions of a classic comedy.
tiered assignments,
benchmark,
observations, portfolios.
I can explain why we are drawn to the tragedy and comedy of others.
I can give multiple reasons why William Shakespeare is still read today.
I can identify examples of how plays from the Renaissance serve as a window to
the past, especially by identifying specific changes in the English language?
I can identify and define the elements of drama and compare and contrast how
Shakespeare uses them in a tragedy versus a comedy.
I am learning how Shakespeare uses rhetorical devices to enhance/convey
meaning in a drama.
I am learning how Shakespeare uses rhetorical devices to create theme, tone,
mood, etc.
I am learning how Shakespeare uses structure, rhythm, and rhymes to
enhance/convey meaning.
I can use textual evidence to form inferences and interpretations while reading
Shakespeare's texts.
Lesson Essential Question:
What makes literature classic?
What qualities make a work timeless?
What are the origins and definitions for a classic tragedy?
What are the origins and definitions for a classic comedy?
Why are we drawn to the tragedy and comedy of others?
Opening- Teacher Centered (20%)
Why is William Shakespeare still read today?
How do plays from the Renaissance serve as a window to the past, especially showing the evolution of the
English language?
What are the elements of drama and how does Shakespeare use them in both a tragedy and a comedy?
How does Shakespeare use rhetorical devices enhance/convey meaning in a drama?
How does Shakespeare use rhetorical devices to create theme, tone, mood, etc.?
How does Shakespeare use structure, rhythm, and rhymes to enhance/convey meaning?
How do I use textual evidence to form inferences and interpretations while reading Shakespeare's
texts?
Concepts: (Vocabulary – tier 2 and tier 3)
Word map, Frayer,
Elements of drama: theme, plot, characterization, dialogue, subtext, staging, stage
Marzano 5
directions, symbolism, irony, aside, soliloquy, monologue, exit, exeunt, fourth wall, rising
action, climax, conflict, falling action, resolution, denouement, protagonist, antagonist,
comedy, comic relief, tragedy, tragic flaw, tragic hero
Rhetorical appeals/devices: ethos, pathos, logos, bathos, allusion, apostrophe, anaphora,
asyndeton, polysyndeton, chiasmus, diction, syntax, style, simile, metaphor, metonymy,
synecdoche, hyperbole, antonym, personification, repetition, paradox, oxymoron,
parallelism, etc.
Elements of poetry/types of poetry: pastoral, carpe diem, refrain, metaphysical conceit,
sonnet (Petrarchan and Shakespearean), quatrain, couplet, octave, sestet, meter, scansion,
volta/turn, rhyme, rhythm, iambic pentameter, tone, speaker, dramatic song, epigram,
lyric, etc.
Humanism
Renaissance
Inferences
Activate: (pre-assessment, prior knowledge, engage and motivate)
Anticipation guide,
Last minute questions.
Surveys, KWL
Brainstorm, pre-test
Initial Instruction:
Instruction: Grouping decisions: TAPS= Total Group, Alone, Partner, Small groups
Performance tasks,
(random, heterogeneous, interest, needs-based)
Differentiation,
Presentation/guest
Today's test uses a variety of questions to include at least one long essay and
will take most students the entire block to complete.
speaker.
Demonstration,
modeling
Jigsaw
Video
Graphic organizer
Text
(60%)
Work Session Student Centered
Specific instructions for today's test.
Application/Adjust:
Tiered Assignments
Independent
Closing Student Centered (20%)
Formative Assessment/Summarize:
Ticket-out the door
Students should continue to work on literary research paper nightly.
Important Thing
--------------------------------------------------------------
3-2-1
Student Reflection: (Journal, learning log, expand learning target)
Homework: revise and type thesis statement for the research paper, conduct
research
-----------------Journal
Learning log
Expand learning targets
Teacher Reflection
Bryan Co. ELA Lesson Plan
Course: British Literature
Unit: Comedy versus Tragedy
Date: ________________________________ Day: 14 / ______
Learning Targets: (I can…; I am learning…; I know how to….)
Possible Assessment
I can explain what makes literature classic.
tools: logs, journals,
I can identify qualities that make a work timeless.
I am learning the origins and definitions of a classic tragedy.
I am learning the origins and definitions of a classic comedy.
tiered assignments,
benchmark,
observations, portfolios.
I can explain why we are drawn to the tragedy and comedy of others.
I can give multiple reasons why William Shakespeare is still read today.
I can identify examples of how plays from the Renaissance serve as a window to
the past, especially by identifying specific changes in the English language?
I can identify and define the elements of drama and compare and contrast how
Shakespeare uses them in a tragedy versus a comedy.
I am learning how Shakespeare uses rhetorical devices to enhance/convey
meaning in a drama.
I am learning how Shakespeare uses rhetorical devices to create theme, tone,
mood, etc.
I am learning how Shakespeare uses structure, rhythm, and rhymes to
enhance/convey meaning.
I can use textual evidence to form inferences and interpretations while reading
Shakespeare's texts.
Lesson Essential Question:
What makes literature classic?
What qualities make a work timeless?
What are the origins and definitions for a classic tragedy?
What are the origins and definitions for a classic comedy?
Why are we drawn to the tragedy and comedy of others?
Opening- Teacher Centered (20%)
Why is William Shakespeare still read today?
How do plays from the Renaissance serve as a window to the past, especially showing the evolution of the
English language?
What are the elements of drama and how does Shakespeare use them in both a tragedy and a comedy?
How does Shakespeare use rhetorical devices enhance/convey meaning in a drama?
How does Shakespeare use rhetorical devices to create theme, tone, mood, etc.?
How does Shakespeare use structure, rhythm, and rhymes to enhance/convey meaning?
How do I use textual evidence to form inferences and interpretations while reading Shakespeare's
texts?
Concepts: (Vocabulary – tier 2 and tier 3)
Word map, Frayer,
Elements of drama: theme, plot, characterization, dialogue, subtext, staging, stage
Marzano 5
directions, symbolism, irony, aside, soliloquy, monologue, exit, exeunt, fourth wall, rising
action, climax, conflict, falling action, resolution, denouement, protagonist, antagonist,
comedy, comic relief, tragedy, tragic flaw, tragic hero
Rhetorical appeals/devices: ethos, pathos, logos, bathos, allusion, apostrophe, anaphora,
asyndeton, polysyndeton, chiasmus, diction, syntax, style, simile, metaphor, metonymy,
synecdoche, hyperbole, antonym, personification, repetition, paradox, oxymoron,
parallelism, etc.
Elements of poetry/types of poetry: pastoral, carpe diem, refrain, metaphysical conceit,
sonnet (Petrarchan and Shakespearean), quatrain, couplet, octave, sestet, meter, scansion,
volta/turn, rhyme, rhythm, iambic pentameter, tone, speaker, dramatic song, epigram,
lyric, etc.
Humanism
Renaissance
Inferences
Activate: (pre-assessment, prior knowledge, engage and motivate)
Anticipation guide,
Journal: What makes you laugh? or What is the funniest thing you have ever seen?
Surveys, KWL
Brainstorm, pre-test
Initial Instruction:
The teacher reminds students of the differences between tragedy and comedy.
Instruction: Grouping decisions: TAPS= Total Group, Alone, Partner, Small groups
Performance tasks,
(random, heterogeneous, interest, needs-based)
Differentiation,
Presentation/guest
Act I:
speaker.
Today's reading focus: establishing setting and introducing characters.
Demonstration,
Today's writing focus: thesis statement (each day after reading the play aloud, a
modeling
set amount of time will be spent working on a different aspect of the research
Jigsaw
paper)
Video
Graphic organizer
The teacher provides a general summary for the comedy A Midsummer Night's Dream (or
other comedy), a character list, and a scene-by-scene study guide for students to
Work Session Student Centered (60%)
complete as we read the play aloud in class each day.
After reading the character descriptions, volunteers are assigned parts in the play.
Instruction: The teacher progress monitors as we read the play, pausing to check for
understanding, asking students to identify rhetorical devices, explain characterization,
etc. The teacher also gives notes at the end of every scene to help students complete the
study guide.
Check for Understanding-Standing homework every night will be to complete the portions
of the study guide relevant to the reading.
In addition, excerpts from Poetics and Myths to Live By will be utilized to enhance
understanding of the comedy. In addition, film excerpts from various versions of the play
will be shown to compare and contrast interpretations, especially how some directors have
changed the time period and setting of the play . The teacher will also provide daily
Text
instructions on the writing of the research paper and conference with students one-onone as needed.
Instruction: The teacher shares good examples of thesis statements for the research
paper. The teacher gives clarifications of the purpose/intent of the paper and the
importance of a clear and concise thesis statement.
Check for Understanding -students share their theses either in lit circles, with a partner,
or with the teacher. Feedback will be provided with suggestions for improving when
Closing Student Centered (20%)
necessary.
Application/Adjust:
Tiered Assignments
Provide the thesis or provide a model thesis for students to insert their ideas.
Independent
Formative Assessment/Summarize:
Ticket-out the door
Study guide
Important Thing
--------------------------------------------------------------
3-2-1
Student Reflection: (Journal, learning log, expand learning target)
Learning log
Homework: draft introductory paragraph, conduct research
-----------------Journal
Learning log
Expand learning targets
Teacher Reflection
Bryan Co. ELA Lesson Plan
Course: British Literature
Unit: Comedy versus Tragedy
Date: ________________________________ Day: 15 / ______
Learning Targets: (I can…; I am learning…; I know how to….)
Possible Assessment
I can explain what makes literature classic.
tools: logs, journals,
I can identify qualities that make a work timeless.
I am learning the origins and definitions of a classic tragedy.
I am learning the origins and definitions of a classic comedy.
tiered assignments,
benchmark,
observations, portfolios.
I can explain why we are drawn to the tragedy and comedy of others.
I can give multiple reasons why William Shakespeare is still read today.
I can identify examples of how plays from the Renaissance serve as a window to
the past, especially by identifying specific changes in the English language?
I can identify and define the elements of drama and compare and contrast how
Shakespeare uses them in a tragedy versus a comedy.
I am learning how Shakespeare uses rhetorical devices to enhance/convey
meaning in a drama.
I am learning how Shakespeare uses rhetorical devices to create theme, tone,
mood, etc.
I am learning how Shakespeare uses structure, rhythm, and rhymes to
enhance/convey meaning.
I can use textual evidence to form inferences and interpretations while reading
Shakespeare's texts.
Lesson Essential Question:
What makes literature classic?
What qualities make a work timeless?
What are the origins and definitions for a classic tragedy?
What are the origins and definitions for a classic comedy?
Why are we drawn to the tragedy and comedy of others?
Opening- Teacher Centered (20%)
Why is William Shakespeare still read today?
How do plays from the Renaissance serve as a window to the past, especially showing the evolution of the
English language?
What are the elements of drama and how does Shakespeare use them in both a tragedy and a comedy?
How does Shakespeare use rhetorical devices enhance/convey meaning in a drama?
How does Shakespeare use rhetorical devices to create theme, tone, mood, etc.?
How does Shakespeare use structure, rhythm, and rhymes to enhance/convey meaning?
How do I use textual evidence to form inferences and interpretations while reading Shakespeare's
texts?
Concepts: (Vocabulary – tier 2 and tier 3)
Word map, Frayer,
Elements of drama: theme, plot, characterization, dialogue, subtext, staging, stage
Marzano 5
directions, symbolism, irony, aside, soliloquy, monologue, exit, exeunt, fourth wall, rising
action, climax, conflict, falling action, resolution, denouement, protagonist, antagonist,
comedy, comic relief, tragedy, tragic flaw, tragic hero
Rhetorical appeals/devices: ethos, pathos, logos, bathos, allusion, apostrophe, anaphora,
asyndeton, polysyndeton, chiasmus, diction, syntax, style, simile, metaphor, metonymy,
synecdoche, hyperbole, antonym, personification, repetition, paradox, oxymoron,
parallelism, etc.
Elements of poetry/types of poetry: pastoral, carpe diem, refrain, metaphysical conceit,
sonnet (Petrarchan and Shakespearean), quatrain, couplet, octave, sestet, meter, scansion,
volta/turn, rhyme, rhythm, iambic pentameter, tone, speaker, dramatic song, epigram,
lyric, etc.
Humanism
Renaissance
Inferences
Malapropism
Activate: (pre-assessment, prior knowledge, engage and motivate)
Anticipation guide,
Ask for two or three volunteers to explain how and why Shakespeare used supernatural
Surveys, KWL
elements in Hamlet.
Brainstorm, pre-test
Initial Instruction:
The teacher gives a summary of his/her favorite comedy and points out the
characteristics which epitomize the classic definition of a comedy. (The teacher
reminds students to look at their polarities chart as well.)
Instruction: Grouping decisions: TAPS= Total Group, Alone, Partner, Small groups
Performance tasks,
(random, heterogeneous, interest, needs-based)
Differentiation,
Presentation/guest
Act I:
speaker.
Today's reading focus: supernatural elements and problematic syntax/diction
Demonstration,
Today's writing focus: introductory paragraph
modeling
Work Session Student Centered (60%)
Jigsaw
***If time permits, use excerpts from another well-known comedic writer like Moliere
Video
(Tartuffe) to show the application of classic comedic characteristics in another
Graphic organizer
country/language/time.
Text
The teacher displays a number of lines from the play via the projector. Students are
randomly called on to read the lines aloud and explain possible meanings. The teacher
points out inverted sentence structures, archaic word usage, spelling differences,
innuendoes, complex metaphors, etc. (Lines from yesterday's reading will be used first
before previewing lines to be read today.) Then, the teacher has students refer to their
copies of the play to see how the lines gain more meaning in context with the rest of the
scene, especially when considering the speaker of each line.
Instruction: The teacher progress monitors as we read the play, pausing to check for
understanding, asking students to identify rhetorical devices, explain characterization,
etc. The teacher also gives notes at the end of every scene to help students complete the
study guide.
Check for Understanding-Standing homework every night will be to complete the portions
of the study guide relevant to the reading.
Instruction: The teacher has students work in pairs to examine introductory paragraphs
marking both strengths and weaknesses. Then, the teacher provides an exemplar and asks
students to compare and contrast theirs with the exemplar.
Check for Understanding: students are to identify at least two changes to implement in
Closing Student Centered (20%)
their own introduction for tomorrow.
Application/Adjust:
Tiered Assignments
More exemplars provided
Independent
Formative Assessment/Summarize:
Ticket-out the door
TOTD-name two differences between tragedy and comedy
Important Thing
Study guide
3-2-1
-------------------------------------------------------------Student Reflection: (Journal, learning log, expand learning target)
-----------------Journal
Homework: revise and type introductory paragraph.
Teacher Reflection
Learning log
Expand learning targets
Bryan Co. ELA Lesson Plan
Course: British Literature
Unit: Comedy versus Tragedy
Date: ________________________________ Day: 16 / ______
Learning Targets: (I can…; I am learning…; I know how to….)
Possible Assessment
I can explain what makes literature classic.
tools: logs, journals,
I can identify qualities that make a work timeless.
I am learning the origins and definitions of a classic tragedy.
I am learning the origins and definitions of a classic comedy.
tiered assignments,
benchmark,
observations, portfolios.
I can explain why we are drawn to the tragedy and comedy of others.
I can give multiple reasons why William Shakespeare is still read today.
I can identify examples of how plays from the Renaissance serve as a window to
the past, especially by identifying specific changes in the English language?
I can identify and define the elements of drama and compare and contrast how
Shakespeare uses them in a tragedy versus a comedy.
I am learning how Shakespeare uses rhetorical devices to enhance/convey
meaning in a drama.
I am learning how Shakespeare uses rhetorical devices to create theme, tone,
mood, etc.
I am learning how Shakespeare uses structure, rhythm, and rhymes to
enhance/convey meaning.
I can use textual evidence to form inferences and interpretations while reading
Shakespeare's texts.
Lesson Essential Question:
What makes literature classic?
What qualities make a work timeless?
What are the origins and definitions for a classic tragedy?
What are the origins and definitions for a classic comedy?
Why are we drawn to the tragedy and comedy of others?
Opening- Teacher Centered (20%)
Why is William Shakespeare still read today?
How do plays from the Renaissance serve as a window to the past, especially showing the evolution of the
English language?
What are the elements of drama and how does Shakespeare use them in both a tragedy and a comedy?
How does Shakespeare use rhetorical devices enhance/convey meaning in a drama?
How does Shakespeare use rhetorical devices to create theme, tone, mood, etc.?
How does Shakespeare use structure, rhythm, and rhymes to enhance/convey meaning?
How do I use textual evidence to form inferences and interpretations while reading Shakespeare's
texts?
Concepts: (Vocabulary – tier 2 and tier 3)
Word map, Frayer,
Elements of drama: theme, plot, characterization, dialogue, subtext, staging, stage
Marzano 5
directions, symbolism, irony, aside, soliloquy, monologue, exit, exeunt, fourth wall, rising
action, climax, conflict, falling action, resolution, denouement, protagonist, antagonist,
comedy, comic relief, tragedy, tragic flaw, tragic hero
Rhetorical appeals/devices: ethos, pathos, logos, bathos, allusion, apostrophe, anaphora,
asyndeton, polysyndeton, chiasmus, diction, syntax, style, simile, metaphor, metonymy,
synecdoche, hyperbole, antonym, personification, repetition, paradox, oxymoron,
parallelism, etc.
Elements of poetry/types of poetry: pastoral, carpe diem, refrain, metaphysical conceit,
sonnet (Petrarchan and Shakespearean), quatrain, couplet, octave, sestet, meter, scansion,
volta/turn, rhyme, rhythm, iambic pentameter, tone, speaker, dramatic song, epigram,
lyric, etc.
Humanism
Renaissance
Inferences
Malapropism
Activate: (pre-assessment, prior knowledge, engage and motivate)
Anticipation guide,
Journal: Have you ever laughed at something before realizing someone was in pain or
Surveys, KWL
embarrassed? How did it make you feel? What did you do?
Brainstorm, pre-test
Initial Instruction:
The teacher tells a brief anecdote of something that was not funny when it
happened but can now be considered funny because enough time has passed.
and/or The teacher explains the use of Bottom and his malapropisms.
Instruction: Grouping decisions: TAPS= Total Group, Alone, Partner, Small groups
Performance tasks,
(random, heterogeneous, interest, needs-based)
Differentiation,
Presentation/guest
Act II:
speaker.
Today's reading focus: symbolism and irony
Demonstration,
Today's writing focus: credibility of scholarly sources
modeling
Work Session Student Centered (60%)
Jigsaw
Students are asked to refer back to the symbolism and irony charts created for Hamlet.
Video
Students are asked to add information from our comedy and consider the similarities and
Graphic organizer
differences between the two types of plays and the devices used. They are to note any
Text
patterns in such usage and discuss their findings in their lit circles.
Instruction: The teacher progress monitors as we read the play, pausing to check for
understanding, asking students to identify rhetorical devices, explain characterization,
etc. The teacher also gives notes at the end of every scene to help students complete the
study guide.
Check for Understanding-Standing homework every night will be to complete the portions
of the study guide relevant to the reading.
Instruction: The teacher distributes two sample scholarly journals and walks students
through assessing whether these are credible sources to use in their research papers.
The teacher points out language/style and format in addition to the content of the
articles. The teacher also shows students how to look up the journal to determine if it is
considered scholarly or not.
Check for Understanding-students are to evaluate each source for their research paper
and take into consideration what they learned today about types of articles, intent,
Closing Student Centered (20%)
publishing sources, etc.
Application/Adjust:
Tiered Assignments
Closely monitor article selection.
Independent
Formative Assessment/Summarize:
Ticket-out the door
Study guide
Important Thing
--------------------------------------------------------------
3-2-1
Student Reflection: (Journal, learning log, expand learning target)
Homework: begin drafting body of research paper and conduct additional
research as needed. Page one is due tomorrow.
-----------------Journal
Learning log
Expand learning targets
Teacher Reflection
Bryan Co. ELA Lesson Plan
Course: British Literature
Unit: Comedy versus Tragedy
Date: ________________________________ Day: 17 / ______
Learning Targets: (I can…; I am learning…; I know how to….)
Possible Assessment
I can explain what makes literature classic.
tools: logs, journals,
I can identify qualities that make a work timeless.
I am learning the origins and definitions of a classic tragedy.
I am learning the origins and definitions of a classic comedy.
tiered assignments,
benchmark,
observations, portfolios.
I can explain why we are drawn to the tragedy and comedy of others.
I can give multiple reasons why William Shakespeare is still read today.
I can identify examples of how plays from the Renaissance serve as a window to
the past, especially by identifying specific changes in the English language?
I can identify and define the elements of drama and compare and contrast how
Shakespeare uses them in a tragedy versus a comedy.
I am learning how Shakespeare uses rhetorical devices to enhance/convey
meaning in a drama.
I am learning how Shakespeare uses rhetorical devices to create theme, tone,
mood, etc.
I am learning how Shakespeare uses structure, rhythm, and rhymes to
enhance/convey meaning.
I can use textual evidence to form inferences and interpretations while reading
Shakespeare's texts.
Lesson Essential Question:
What makes literature classic?
What qualities make a work timeless?
What are the origins and definitions for a classic tragedy?
What are the origins and definitions for a classic comedy?
Why are we drawn to the tragedy and comedy of others?
Opening- Teacher Centered (20%)
Why is William Shakespeare still read today?
How do plays from the Renaissance serve as a window to the past, especially showing the evolution of the
English language?
What are the elements of drama and how does Shakespeare use them in both a tragedy and a comedy?
How does Shakespeare use rhetorical devices enhance/convey meaning in a drama?
How does Shakespeare use rhetorical devices to create theme, tone, mood, etc.?
How does Shakespeare use structure, rhythm, and rhymes to enhance/convey meaning?
How do I use textual evidence to form inferences and interpretations while reading Shakespeare's
texts?
Concepts: (Vocabulary – tier 2 and tier 3)
Word map, Frayer,
Elements of drama: theme, plot, characterization, dialogue, subtext, staging, stage
Marzano 5
directions, symbolism, irony, aside, soliloquy, monologue, exit, exeunt, fourth wall, rising
action, climax, conflict, falling action, resolution, denouement, protagonist, antagonist,
comedy, comic relief, tragedy, tragic flaw, tragic hero
Rhetorical appeals/devices: ethos, pathos, logos, bathos, allusion, apostrophe, anaphora,
asyndeton, polysyndeton, chiasmus, diction, syntax, style, simile, metaphor, metonymy,
synecdoche, hyperbole, antonym, personification, repetition, paradox, oxymoron,
parallelism, etc.
Elements of poetry/types of poetry: pastoral, carpe diem, refrain, metaphysical conceit,
sonnet (Petrarchan and Shakespearean), quatrain, couplet, octave, sestet, meter, scansion,
volta/turn, rhyme, rhythm, iambic pentameter, tone, speaker, dramatic song, epigram,
lyric, etc.
Humanism
Renaissance
Inferences
Activate: (pre-assessment, prior knowledge, engage and motivate)
Anticipation guide,
Review study guide
Surveys, KWL
Pre-test MLA format
Brainstorm, pre-test
Initial Instruction:
Review pre-test and re-teach MLA format as needed.
Instruction: Grouping decisions: TAPS= Total Group, Alone, Partner, Small groups
Performance tasks,
(random, heterogeneous, interest, needs-based)
Differentiation,
Presentation/guest
Act III:
speaker.
Today's reading focus: soliloquies and themes
Demonstration,
Today's writing focus: transitions and signal phrases
modeling
Jigsaw
Three different soliloquies are distributed to the class. Each student paraphrases one
Video
soliloquy by first marking rhetorical devices to include symbolism, simile, metaphor, irony,
Graphic organizer
etc. Then, students working on the same soliloquy will share their paraphrases and discuss
Text
Work Session Student Centered (60%)
the differences and similarities in their interpretations.
The teacher refers students back to the list of themes commonly found in Shakespeare's
plays. Students are asked to put an asterisk next to each theme they feel appears in the
play we are reading. Then, they are asked to share their findings with a partner. Finally,
volunteers are asked to provide proof of the theme from the play by pointing to specific
lines in a scene and explaining the usage. Students are asked to determine if any of the
themes found in Hamlet are also found in our comedy. If so, what is significant about the
commonality of such themes. (The list will be updated as we finish the play, identifying
additional themes and providing additional examples of each theme.)
Instruction: The teacher progress monitors as we read the play, pausing to check for
understanding, asking students to identify rhetorical devices, explain characterization,
etc. The teacher also gives notes at the end of every scene to help students complete the
study guide.
Check for Understanding-Standing homework every night will be to complete the portions
of the study guide relevant to the reading.
Instruction: in lit circles students compile a list of transitional words for their research
papers. Then, volunteers are asked to share these on the Elmo so other groups can add to
their lists. The teacher will provide missing words which may be especially helpful for this
type of research writing.
Check for Understanding-students will revise body paragraphs to be sure to include a
variety of transitions in their papers.
Instruction: the teacher provides an exemplar paper with strong use of both varying
transitions and signal phrases. Using the projector, the teacher shows students how to
integrate quotes by first using signal phrases. In addition, the teacher points out the use
of transitions to not only connect paragraphs, but to also move from one idea to the text
and/or one source to the next by smoothly introducing scholarly writers/sources.
Check for Understanding-students will revise body paragraphs to be sure to include a
variety of signal phrases in their papers.
Application/Adjust:
Tiered Assignments
Provide a list of transitions and signal phrases copied from a textbook
Independent
Closing Student Centered (20%)
Require specific transitions and signal phrases to be used in the paper
Formative Assessment/Summarize:
Ticket-out the door
Study guide
Important Thing
3-2-1 research writing
3-2-1
-------------------------------------------------------------Student Reflection: (Journal, learning log, expand learning target)
Homework: revise body paragraphs for transitions and signal phrases. Page one is
due tomorrow.
-----------------Journal
Learning log
Expand learning targets
Teacher Reflection
Bryan Co. ELA Lesson Plan
Course: British Literature
Unit: Comedy versus Tragedy
Date: ________________________________ Day: 18 / ______
Learning Targets: (I can…; I am learning…; I know how to….)
Possible Assessment
I can explain what makes literature classic.
tools: logs, journals,
I can identify qualities that make a work timeless.
I am learning the origins and definitions of a classic tragedy.
I am learning the origins and definitions of a classic comedy.
tiered assignments,
benchmark,
observations, portfolios.
I can explain why we are drawn to the tragedy and comedy of others.
I can give multiple reasons why William Shakespeare is still read today.
I can identify examples of how plays from the Renaissance serve as a window to
the past, especially by identifying specific changes in the English language?
I can identify and define the elements of drama and compare and contrast how
Shakespeare uses them in a tragedy versus a comedy.
I am learning how Shakespeare uses rhetorical devices to enhance/convey
meaning in a drama.
I am learning how Shakespeare uses rhetorical devices to create theme, tone,
mood, etc.
I am learning how Shakespeare uses structure, rhythm, and rhymes to
enhance/convey meaning.
I can use textual evidence to form inferences and interpretations while reading
Shakespeare's texts.
Lesson Essential Question:
What makes literature classic?
What qualities make a work timeless?
What are the origins and definitions for a classic tragedy?
What are the origins and definitions for a classic comedy?
Why are we drawn to the tragedy and comedy of others?
Opening- Teacher Centered (20%)
Why is William Shakespeare still read today?
How do plays from the Renaissance serve as a window to the past, especially showing the evolution of the
English language?
What are the elements of drama and how does Shakespeare use them in both a tragedy and a comedy?
How does Shakespeare use rhetorical devices enhance/convey meaning in a drama?
How does Shakespeare use rhetorical devices to create theme, tone, mood, etc.?
How does Shakespeare use structure, rhythm, and rhymes to enhance/convey meaning?
How do I use textual evidence to form inferences and interpretations while reading Shakespeare's
texts?
Concepts: (Vocabulary – tier 2 and tier 3)
Word map, Frayer,
Elements of drama: theme, plot, characterization, dialogue, subtext, staging, stage
Marzano 5
directions, symbolism, irony, aside, soliloquy, monologue, exit, exeunt, fourth wall, rising
action, climax, conflict, falling action, resolution, denouement, protagonist, antagonist,
comedy, comic relief, tragedy, tragic flaw, tragic hero
Rhetorical appeals/devices: ethos, pathos, logos, bathos, allusion, apostrophe, anaphora,
asyndeton, polysyndeton, chiasmus, diction, syntax, style, simile, metaphor, metonymy,
synecdoche, hyperbole, antonym, personification, repetition, paradox, oxymoron,
parallelism, etc.
Elements of poetry/types of poetry: pastoral, carpe diem, refrain, metaphysical conceit,
sonnet (Petrarchan and Shakespearean), quatrain, couplet, octave, sestet, meter, scansion,
volta/turn, rhyme, rhythm, iambic pentameter, tone, speaker, dramatic song, epigram,
lyric, etc.
Humanism
Renaissance
Inferences
Activate: (pre-assessment, prior knowledge, engage and motivate)
Anticipation guide,
Students complete a writing survey while the teacher moves around the room checking
Surveys, KWL
page one of the research paper.
Brainstorm, pre-test
Initial Instruction:
The teacher has a description of each character on the board via the projector.
The students write down the names of the characters being described and
compare their answers with a neighbor.
Instruction: Grouping decisions: TAPS= Total Group, Alone, Partner, Small groups
Performance tasks,
(random, heterogeneous, interest, needs-based)
Differentiation,
Presentation/guest
Act IV:
speaker.
Today's reading focus: characterization and dialogue
Demonstration,
Today's writing focus: grammar and usage
modeling
Work Session Student Centered (60%)
Jigsaw
Students randomly draw a line or two from a bucket and must determine who said the line
Video
based on the syntax/diction, content, etc. One point will be assigned for each correct
Graphic organizer
answer. The lit circles with the most correct answers gets control of the closing today-
Text
creating it and choosing who will participate.
Instruction: The teacher progress monitors as we read the play, pausing to check for
understanding, asking students to identify rhetorical devices, explain characterization,
etc. The teacher also gives notes at the end of every scene to help students complete the
study guide.
Check for Understanding-Standing homework every night will be to complete the portions
of the study guide relevant to the reading.
Check for understanding
Instruction: the teacher reviews common grammatical errors as noted while working with
students one-on-one and while progress monitoring the research papers. The teacher also
clarifies a few irregular verbs and commonly misused words by using examples straight
from previous student papers (anonymously of course).
Check for Understanding-students will apply correct grammar and usage as they revise
Closing Student Centered (20%)
their papers. Page two is due tomorrow.
Application/Adjust:
Tiered Assignments
Provide additional grammar practice as needed.
Independent
Formative Assessment/Summarize:
Ticket-out the door
Study guide
Important Thing
Student chosen closing
3-2-1
-------------------------------------------------------------Student Reflection: (Journal, learning log, expand learning target)
Homework: revise research paper for grammar and usage errors. Page two is due
tomorrow.
Teacher Reflection
-----------------Journal
Learning log
Expand learning targets
Bryan Co. ELA Lesson Plan
Course: British Literature
Unit: Comedy versus Tragedy
Date: ________________________________ Day: 19 / ______
Learning Targets: (I can…; I am learning…; I know how to….)
Possible Assessment
I can explain what makes literature classic.
tools: logs, journals,
I can identify qualities that make a work timeless.
I am learning the origins and definitions of a classic tragedy.
I am learning the origins and definitions of a classic comedy.
tiered assignments,
benchmark,
observations, portfolios.
I can explain why we are drawn to the tragedy and comedy of others.
I can give multiple reasons why William Shakespeare is still read today.
I can identify examples of how plays from the Renaissance serve as a window to
the past, especially by identifying specific changes in the English language?
I can identify and define the elements of drama and compare and contrast how
Shakespeare uses them in a tragedy versus a comedy.
I am learning how Shakespeare uses rhetorical devices to enhance/convey
meaning in a drama.
I am learning how Shakespeare uses rhetorical devices to create theme, tone,
mood, etc.
I am learning how Shakespeare uses structure, rhythm, and rhymes to
enhance/convey meaning.
I can use textual evidence to form inferences and interpretations while reading
Shakespeare's texts.
Lesson Essential Question:
What makes literature classic?
What qualities make a work timeless?
What are the origins and definitions for a classic tragedy?
What are the origins and definitions for a classic comedy?
Why are we drawn to the tragedy and comedy of others?
Opening- Teacher Centered (20%)
Why is William Shakespeare still read today?
How do plays from the Renaissance serve as a window to the past, especially showing the evolution of the
English language?
What are the elements of drama and how does Shakespeare use them in both a tragedy and a comedy?
How does Shakespeare use rhetorical devices enhance/convey meaning in a drama?
How does Shakespeare use rhetorical devices to create theme, tone, mood, etc.?
How does Shakespeare use structure, rhythm, and rhymes to enhance/convey meaning?
How do I use textual evidence to form inferences and interpretations while reading Shakespeare's
texts?
Concepts: (Vocabulary – tier 2 and tier 3)
Word map, Frayer,
Elements of drama: theme, plot, characterization, dialogue, subtext, staging, stage
Marzano 5
directions, symbolism, irony, aside, soliloquy, monologue, exit, exeunt, fourth wall, rising
action, climax, conflict, falling action, resolution, denouement, protagonist, antagonist,
comedy, comic relief, tragedy, tragic flaw, tragic hero
Rhetorical appeals/devices: ethos, pathos, logos, bathos, allusion, apostrophe, anaphora,
asyndeton, polysyndeton, chiasmus, diction, syntax, style, simile, metaphor, metonymy,
synecdoche, hyperbole, antonym, personification, repetition, paradox, oxymoron,
parallelism, etc.
Elements of poetry/types of poetry: pastoral, carpe diem, refrain, metaphysical conceit,
sonnet (Petrarchan and Shakespearean), quatrain, couplet, octave, sestet, meter, scansion,
volta/turn, rhyme, rhythm, iambic pentameter, tone, speaker, dramatic song, epigram,
lyric, etc.
Humanism
Renaissance
Inferences
Activate: (pre-assessment, prior knowledge, engage and motivate)
Anticipation guide,
The teacher walks around the room and checks page two of the research paper
Surveys, KWL
while students complete a worksheet reviewing irregular verb conjugations.
Brainstorm, pre-test
Initial Instruction:
The teacher reviews common errors seen in today's page two of the research
paper before providing the answers to the worksheet.
Instruction: Grouping decisions: TAPS= Total Group, Alone, Partner, Small groups
Performance tasks,
(random, heterogeneous, interest, needs-based)
Differentiation,
Presentation/guest
Act V:
speaker.
Today's reading focus: mythological and Biblical allusions
Demonstration,
Today's writing focus: textual evidence
modeling
Work Session Student Centered (60%)
Jigsaw
Instruction: The teacher progress monitors as we read the play, pausing to check for
Video
understanding, asking students to identify rhetorical devices, explain characterization,
Graphic organizer
etc. The teacher also gives notes at the end of every scene to help students complete the
Text
study guide.
Check for Understanding-Standing homework every night will be to complete the portions
of the study guide relevant to the reading.
Instruction: the teacher provides a sample body paragraph which lacks textual evidence
and asks students to discuss its weaknesses.
Check for Understanding- students are asked to pull evidence from the play to enhance
the analysis through textual evidence. Then, students are to rewrite the paragraph and
insert the textual evidence using both transitions and signal phrases. Students share
their work in their lit circles.
Application/Adjust:
Tiered Assignments
Provide a copy of one paragraph without and one with textual evidence for
Independent
students to compare and contrast.
Formative Assessment/Summarize:
Ticket-out the door
Students will apply what they have learned about textual evidence and revise
Important Thing
Closing Student Centered (20%)
their papers. Page three is due tomorrow.
3-2-1
Study guide
TOTD-how will you improve your final draft of your paper? Be VERY specific.
-------------------------------------------------------------Student Reflection: (Journal, learning log, expand learning target)
-----------------Journal
Learning log
Expand learning targets
Homework: revise research paper by improving textual evidence. Page three is
due tomorrow.
Teacher Reflection
Bryan Co. ELA Lesson Plan
Course: British Literature
Unit: Comedy versus Tragedy
Date: ________________________________ Day: 20 / ______
Learning Targets: (I can…; I am learning…; I know how to….)
Possible Assessment
I can explain what makes literature classic.
tools: logs, journals,
I can identify qualities that make a work timeless.
I am learning the origins and definitions of a classic tragedy.
I am learning the origins and definitions of a classic comedy.
tiered assignments,
benchmark,
observations, portfolios.
I can explain why we are drawn to the tragedy and comedy of others.
I can give multiple reasons why William Shakespeare is still read today.
I can identify examples of how plays from the Renaissance serve as a window to
the past, especially by identifying specific changes in the English language?
I can identify and define the elements of drama and compare and contrast how
Shakespeare uses them in a tragedy versus a comedy.
I am learning how Shakespeare uses rhetorical devices to enhance/convey
meaning in a drama.
I am learning how Shakespeare uses rhetorical devices to create theme, tone,
mood, etc.
I am learning how Shakespeare uses structure, rhythm, and rhymes to
enhance/convey meaning.
I can use textual evidence to form inferences and interpretations while reading
Shakespeare's texts.
Lesson Essential Question:
What makes literature classic?
What qualities make a work timeless?
What are the origins and definitions for a classic tragedy?
What are the origins and definitions for a classic comedy?
Why are we drawn to the tragedy and comedy of others?
Opening- Teacher Centered (20%)
Why is William Shakespeare still read today?
How do plays from the Renaissance serve as a window to the past, especially showing the evolution of the
English language?
What are the elements of drama and how does Shakespeare use them in both a tragedy and a comedy?
How does Shakespeare use rhetorical devices enhance/convey meaning in a drama?
How does Shakespeare use rhetorical devices to create theme, tone, mood, etc.?
How does Shakespeare use structure, rhythm, and rhymes to enhance/convey meaning?
How do I use textual evidence to form inferences and interpretations while reading Shakespeare's
texts?
Concepts: (Vocabulary – tier 2 and tier 3)
Word map, Frayer,
Elements of drama: theme, plot, characterization, dialogue, subtext, staging, stage
Marzano 5
directions, symbolism, irony, aside, soliloquy, monologue, exit, exeunt, fourth wall, rising
action, climax, conflict, falling action, resolution, denouement, protagonist, antagonist,
comedy, comic relief, tragedy, tragic flaw, tragic hero
Rhetorical appeals/devices: ethos, pathos, logos, bathos, allusion, apostrophe, anaphora,
asyndeton, polysyndeton, chiasmus, diction, syntax, style, simile, metaphor, metonymy,
synecdoche, hyperbole, antonym, personification, repetition, paradox, oxymoron,
parallelism, etc.
Elements of poetry/types of poetry: pastoral, carpe diem, refrain, metaphysical conceit,
sonnet (Petrarchan and Shakespearean), quatrain, couplet, octave, sestet, meter, scansion,
volta/turn, rhyme, rhythm, iambic pentameter, tone, speaker, dramatic song, epigram,
lyric, etc.
Humanism
Renaissance
Inferences
Activate: (pre-assessment, prior knowledge, engage and motivate)
Anticipation guide,
The teacher moves around the room and checks page three of the research paper while
Surveys, KWL
students complete an anticipation guide for the ending of our comedy.
Brainstorm, pre-test
Initial Instruction:
The teacher reviews the common errors seen today on page three of the
research paper.
Review study guide
Instruction: Grouping decisions: TAPS= Total Group, Alone, Partner, Small groups
Performance tasks,
(random, heterogeneous, interest, needs-based)
Differentiation,
Presentation/guest
Act V:
speaker.
Today's reading focus: plot and staging of a comedy
Demonstration,
Today's writing focus: works cited page and final draft
modeling
Work Session Student Centered (60%)
Jigsaw
The teacher shows a few film excerpts to show how directors have interpreted the
Video
comedy. The students complete a viewing sheet with analysis of the changes in
Graphic organizer
interpretation/how they change the overall meaning of the play.
Text
Instruction: The teacher progress monitors as we read the play, pausing to check for
understanding, asking students to identify rhetorical devices, explain characterization,
etc. The teacher also gives notes at the end of every scene to help students complete the
study guide.
Check for Understanding-Standing homework every night will be to complete the portions
of the study guide relevant to the reading.
Instruction: using the research paper rubric, students work with the partner of their
choice to assess each other's papers. Comments must be made in addition to a numeric
score.
Check for Understanding-students will use the rubric to revise and improve their final
drafts. But first, students must read the comments and write an "action plan" with at
least two specific areas to work on for the final draft. The action plan, the marked rubric,
and all rough drafts will be turned in with the final paper.
Application/Adjust:
Tiered Assignments
The teacher assigns peer review partners
Independent
Closing Student Centered (20%)
The teacher provides a checklist for improvements
Formative Assessment/Summarize:
Ticket-out the door
Students share their action plans with the class.
Important Thing
Study guide-review for tomorrow's test
3-2-1
-------------------------------------------------------------Student Reflection: (Journal, learning log, expand learning target)
Homework: work on final draft of the research paper and prepare for
tomorrow's test.
Teacher Reflection
-----------------Journal
Learning log
Expand learning targets
Bryan Co. ELA Lesson Plan
Course: British Literature
Unit: Comedy versus Tragedy
Date: ________________________________ Day: 21 / ______
Learning Targets: (I can…; I am learning…; I know how to….)
Possible Assessment
I can explain what makes literature classic.
tools: logs, journals,
I can identify qualities that make a work timeless.
I am learning the origins and definitions of a classic tragedy.
I am learning the origins and definitions of a classic comedy.
tiered assignments,
benchmark,
observations, portfolios.
I can explain why we are drawn to the tragedy and comedy of others.
I can give multiple reasons why William Shakespeare is still read today.
I can identify examples of how plays from the Renaissance serve as a window to
the past, especially by identifying specific changes in the English language?
I can identify and define the elements of drama and compare and contrast how
Shakespeare uses them in a tragedy versus a comedy.
I am learning how Shakespeare uses rhetorical devices to enhance/convey
meaning in a drama.
I am learning how Shakespeare uses rhetorical devices to create theme, tone,
mood, etc.
I am learning how Shakespeare uses structure, rhythm, and rhymes to
enhance/convey meaning.
I can use textual evidence to form inferences and interpretations while reading
Shakespeare's texts.
Lesson Essential Question:
What makes literature classic?
What qualities make a work timeless?
What are the origins and definitions for a classic tragedy?
What are the origins and definitions for a classic comedy?
Why are we drawn to the tragedy and comedy of others?
Opening- Teacher Centered (20%)
Why is William Shakespeare still read today?
How do plays from the Renaissance serve as a window to the past, especially showing the evolution of the
English language?
What are the elements of drama and how does Shakespeare use them in both a tragedy and a comedy?
How does Shakespeare use rhetorical devices enhance/convey meaning in a drama?
How does Shakespeare use rhetorical devices to create theme, tone, mood, etc.?
How does Shakespeare use structure, rhythm, and rhymes to enhance/convey meaning?
How do I use textual evidence to form inferences and interpretations while reading Shakespeare's
texts?
Concepts: (Vocabulary – tier 2 and tier 3)
Word map, Frayer,
Elements of drama: theme, plot, characterization, dialogue, subtext, staging, stage
Marzano 5
directions, symbolism, irony, aside, soliloquy, monologue, exit, exeunt, fourth wall, rising
action, climax, conflict, falling action, resolution, denouement, protagonist, antagonist,
comedy, comic relief, tragedy, tragic flaw, tragic hero
Rhetorical appeals/devices: ethos, pathos, logos, bathos, allusion, apostrophe, anaphora,
asyndeton, polysyndeton, chiasmus, diction, syntax, style, simile, metaphor, metonymy,
synecdoche, hyperbole, antonym, personification, repetition, paradox, oxymoron,
parallelism, etc.
Elements of poetry/types of poetry: pastoral, carpe diem, refrain, metaphysical conceit,
sonnet (Petrarchan and Shakespearean), quatrain, couplet, octave, sestet, meter, scansion,
volta/turn, rhyme, rhythm, iambic pentameter, tone, speaker, dramatic song, epigram,
lyric, etc.
Humanism
Renaissance
Inferences
Activate: (pre-assessment, prior knowledge, engage and motivate)
Anticipation guide,
Q/A on study guide
Surveys, KWL
Brainstorm, pre-test
Initial Instruction:
Closing Student Centered (20%)
Instruction: Grouping decisions: TAPS= Total Group, Alone, Partner, Small groups
Performance tasks,
(random, heterogeneous, interest, needs-based)
Differentiation,
Presentation/guest
Test today over the comedy. At least one question is an extended essay response.
speaker.
Demonstration,
After the test, students are to conduct one last round of proofreading/revising. The final
modeling
draft of the research paper us due at the beginning of class tomorrow.
Jigsaw
Video
Graphic organizer
Text
(60%)
Work Session Student Centered
Specific instructions for today's test.
Application/Adjust:
Tiered Assignments
As needed for individuals on the test
Independent
Formative Assessment/Summarize:
Ticket-out the door
Today's test
Important Thing
--------------------------------------------------------------
3-2-1
Student Reflection: (Journal, learning log, expand learning target)
Homework: final draft of the research paper due tomorrow.
-----------------Journal
Learning log
Expand learning targets
Teacher Reflection
Bryan Co. ELA Lesson Plan
Course: British Literature
Unit: Comedy versus Tragedy
Date: ______September 28, 2012____________ Day: 22 and 23
Learning Targets: (I can…; I am learning…; I know how to….)
Possible Assessment
I can explain what makes literature classic.
tools: logs, journals,
I can identify qualities that make a work timeless.
I am learning the origins and definitions of a classic tragedy.
I am learning the origins and definitions of a classic comedy.
tiered assignments,
benchmark,
observations, portfolios.
I can explain why we are drawn to the tragedy and comedy of others.
I can give multiple reasons why William Shakespeare is still read today.
I can identify examples of how plays from the Renaissance serve as a window to
the past, especially by identifying specific changes in the English language?
I can identify and define the elements of drama and compare and contrast how
Shakespeare uses them in a tragedy versus a comedy.
I am learning how Shakespeare uses rhetorical devices to enhance/convey
meaning in a drama.
I am learning how Shakespeare uses rhetorical devices to create theme, tone,
mood, etc.
I am learning how Shakespeare uses structure, rhythm, and rhymes to
enhance/convey meaning.
I can use textual evidence to form inferences and interpretations while reading
Shakespeare's texts.
Lesson Essential Question:
What makes literature classic?
What qualities make a work timeless?
What are the origins and definitions for a classic tragedy?
What are the origins and definitions for a classic comedy?
Why are we drawn to the tragedy and comedy of others?
Opening- Teacher Centered (20%)
Why is William Shakespeare still read today?
How do plays from the Renaissance serve as a window to the past, especially showing the evolution of the
English language?
What are the elements of drama and how does Shakespeare use them in both a tragedy and a comedy?
How does Shakespeare use rhetorical devices enhance/convey meaning in a drama?
How does Shakespeare use rhetorical devices to create theme, tone, mood, etc.?
How does Shakespeare use structure, rhythm, and rhymes to enhance/convey meaning?
How do I use textual evidence to form inferences and interpretations while reading Shakespeare's
texts?
Concepts: (Vocabulary – tier 2 and tier 3)
Word map, Frayer,
Elements of drama: theme, plot, characterization, dialogue, subtext, staging, stage
Marzano 5
directions, symbolism, irony, aside, soliloquy, monologue, exit, exeunt, fourth wall, rising
action, climax, conflict, falling action, resolution, denouement, protagonist, antagonist,
comedy, comic relief, tragedy, tragic flaw, tragic hero
Rhetorical appeals/devices: ethos, pathos, logos, bathos, allusion, apostrophe, anaphora,
asyndeton, polysyndeton, chiasmus, diction, syntax, style, simile, metaphor, metonymy,
synecdoche, hyperbole, antonym, personification, repetition, paradox, oxymoron,
parallelism, etc.
Elements of poetry/types of poetry: pastoral, carpe diem, refrain, metaphysical conceit,
sonnet (Petrarchan and Shakespearean), quatrain, couplet, octave, sestet, meter, scansion,
volta/turn, rhyme, rhythm, iambic pentameter, tone, speaker, dramatic song, epigram,
lyric, etc.
Humanism
Renaissance
Inferences
Activate: (pre-assessment, prior knowledge, engage and motivate)
Anticipation guide,
Journal: What aspect of this unit helped you most with writing the research paper? or
Surveys, KWL
How will this type of paper help you write better in college?
Brainstorm, pre-test
Initial Instruction:
Teacher reviews the different types of papers students can expect to write
their freshmen and sophomore years in college classes.
Instruction: Grouping decisions: TAPS= Total Group, Alone, Partner, Small groups
Performance tasks,
(random, heterogeneous, interest, needs-based)
Differentiation,
Presentation/guest
Students turn in their final drafts of the research paper.
speaker.
Demonstration,
Instruction: now that you know the characteristics of both classic comedies and
modeling
tragedies, you get to emulate one of these types of plays. Working on your own, with a
Jigsaw
partner, or in a group of your choosing, you will complete one of the following in class:
Video
Graphic organizer
1. Write Act VI of either Hamlet or A Midsummer Night's Dream. Be true to the
Work Session Student Centered (60%)
language, characterization, setting, etc. and write the next act. You must have at least
three scenes, one soliloquy, and an aside. What happens? Who lives? Who dies? Who gets
married? Who gets divorced? Who gets revenge? Who rules?
2. Write an original one act play which is either a comedy or a tragedy. You must strictly
adhere to the classic definition and pay homage to Shakespeare. Yet, you may have
modern characters, use modern language, have a modern setting, etc. You must have a
minimum of three scenes, one soliloquy, and an aside.
3. Create the pilot for a new sitcom. You must have the classic characteristics of a
comedy, including a problem and/or misunderstanding which must be resolved in 30
minutes time. You must change your setting at least once and include three "commercial
breaks" which occur with natural transitions.
Whichever scenario you choose, you must refer to your definitions, your polarities chart,
and your notes from class, including Poetics, Myths to Live By, Shakespeare, etc. You have
all of class today and tomorrow to work. You will then present your play/show either the
Text
day before or the day after final exams depending on time available.
Application/Adjust:
Tiered Assignments
Assign groups
Independent
Eliminate a choice
Closing Student Centered (20%)
Provide another choice
Formative Assessment/Summarize:
Ticket-out the door
TOTD
Important Thing
--------------------------------------------------------------
3-2-1
Student Reflection: (Journal, learning log, expand learning target)
-----------------Journal
Learning log
Expand learning targets
Teacher Reflection