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Lesson: Plot, Theme, and Significance Observation #3 Nicholas Guerrero/ Christine Villasin


Standards: CC.9-10.R.L.9 Integration of Knowledge and Ideas: Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare). CC.9-10.R.I.2 Key Ideas and Details: Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. CC.9-10.W.2.c Text Types and Purposes: Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. CC.9-10.SL.1 Comprehension and Collaboration: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 910 topics, texts, and issues, building on others ideas and expressing their own clearly and persuasively. Objectives: (SWBAT) Work in heterogeneously based groups to comprehend the text and discuss the questions presented for Act 2 Scenes 5 and 6. Collaborate with each other in groups and develop and clear and concise answer to the plot, themes, and significance of each scene in Act 2. Inform their claims to the instructor and the class as well as explain how they collaboratively came up with the following answers. Materials: Freshman Literature Textbook Poster Board Discussion Questions (Scenes 5-6) Procedure: 1. Bellringer: Have students take out their questions from the night before and discuss their answers and responses as a class 8min 2. Pass out the discussion questions for the designated reading and have students begin to read Act 2 Scenes 4-5 in their heterogeneous groups. While reading, students will be responsible for answering the questions presented- 20min 3. Assign a scene (1-6) to each group and have them fill out each heading on the sheet (Plot, Theme, Significance). Students must develop clear and concise responses and must be able to back up their claims 10min 4. Each group will then take turns explaining their findings to the class and answer any questions presented by either the class or the instructor 10min