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Lesson Plan #5

1. General Information
Teacher: Jennifer Adkins
Subject: English IV
Mentor: Mary Beth Holley
Grade: 12th
Date: 16 October 2014
Time Allowed: 90 minutes
Unit Title: Renaissance Time Period
2. Topic
Students will be completing a webquest over William Shakespeare.
3. Subjects Integrated
Literature of William Shakespeare
History of the Renaissance time period
Biographical history of William Shakespeare
4. Readiness and Background Knowledge
Students should come prepared with the content learned from the previous lesson in this
unit. The Renaissance and several aspects of its history were taught during the first lesson
of the unit. Students should be able to use their notes and information on this content to
make connections with Shakespeare, his history and his literature.
5. Desired Knowledge/Essential Learning
The students should begin to understand Shakespeares life and work while making
connections to the Renaissance time period. They should also be making connections
between aspects of Shakespeares life and his written work.
6. Enrichment/Extended Knowledge
Enrichment will be experienced through the type of activity that will be done in class. The
activity of a webquest will require students to be more active and engaged throughout the
lesson. This concept of active engagement and differentiated instruction proves to enrich
the learning of the students and reach the point of having an extended amount of
knowledge on the given subject.
7. Pre-Assessment
Pre-assessment of knowledge will occur throughout the unit lessons to grasp what
students need more help with and thereby determine what further assessments will be
needed as the unit progresses. The pre-assessment for this particular lesson stems from
feedback taken during the previous class period when the Renaissance historical time
period was introduced.
8. Formative Assessment

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Students will be assessed formatively through questioning and checking for understanding.
Since the webquest is primarily a student-based type of activity, the teacher will question
student progress as they work their way through the questions.
9. Summative Assessment
Students will be assessed summatively through the webquest and the questions answered
on it.
10. Materials
Students will need a laptop.
Instructional materials will include a projector to give instructions on the activity and show
examples to the students. It would also be used to keep time for the students to track their
progress.
11. Integration of Technology
Teacher Use: The teacher will use the SmartBoard and computer to present directions and
instructions prior to the WebQuest activity.
Student Use: Students will use a laptop to complete the WebQuest.
12. Attention Signal
Stand quietly until students settle down and put their eyes on me.
13. Anticipatory Set
When the students enter the classroom, they should proceed to their seats and wait to
begin class. I begin the class by asking the students different questions about the
Renaissance time period, since that is what we began to study in the previous class period.
The questions will pertain but are not limited to What do you think life would be like for
you in the Renaissance time period? Would you be an artist, writer, or philosopher?
14. Access/Review
Student misconceptions will be identified during the activity and the teacher will be able to
correct it for that particular student as well as address the same question from other
students that were hesitant to ask. During the activity, the teacher will be eliciting student
knowledge of content through asking questions and checking for understanding with each
individual student. When wrong answers are given, the teacher should review the content
and ensure that all students understand the concept by having them repeat the information
back to her.
15. Behavioral Expectations
Review the behavioral expectations of the classroom, especially for the duration of the
group activity. Students will be expected to behave in an appropriate manner for the

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classroom. During the activity, each student should be respectful of each others answers
and only provide constructive feedback. No student should feel ridiculed for an incorrect
answer or for misunderstanding content. Students should work collaboratively or the
activity will be discontinued until they can work together fairly and cooperatively.
16. Topic Presentation
Types of instruction: Direct instruction during the time when the teacher is explaining the
directions and modeling for the activity as well as at the end of class to review what
students have learned thus far about Shakespeare. Interactive instruction occurs
throughout the activity in the sense that it is student-centered and requires them to
interact with technology and the content on the WebQuest.
Content Vocabulary Needed (SIOP): Renaissance, Shakespeare, tragedy, comedy, comic
relief, catharsis
Steps of Instruction:
1. Begin the class with the opening listed above.
2. Introduce the activity and explain the directions and expectations for it. Work through a
portion of the WebQuest as a class to give students examples of how they are to complete
it. The teacher should have each student signed into a laptop so that they can follow along.
(Direct Instruction)
3. Students complete WebQuest (see attached page). (Interactive Instruction)
4. Come back together as a class for the lesson closure.
17. Modeling
The teacher will model the instructions and procedures for the activity. Examples will be
given on what should and should not be done throughout the time period. The teacher will
also model the behavioral expectations so that students will be able to clearly see how they
should be behaving towards each other and the instructor.
18. Guided Practice (Monitoring Learning)
For the duration of the activity, the teacher will monitor student learning. When there
appears to be mass confusion or misconceptions on a particular topic, the teacher should
lead the class through a guided practice of the question in order for each student to reach
comprehension of the content. The teacher should be monitoring individual successes and
failures. Guided practice may also be needed in the lesson to make sure that students are
following procedures and taking the activity seriously as a way to apply their knowledge of
the material to something more creative and applicable to their own lives.
19. Independent Practice
The majority of the lesson will be independent practice as the students will be completing
the WebQuest individually.

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20. Closure
At the end of the period, we will come back together as a whole class to discuss what
students have learned from the WebQuest. If they were unable to finish the essay portion
of the activity, they may finish it for homework and send it via e-mail to the instructor.
21. Feedback and Evaluation
During the closure of the lesson, the teacher should be questioning students and checking
to make sure they understood the content and are able to apply it to other aspects, such as
Shakespeares literature and the Renaissance period as a whole. The teacher will also be
evaluating student knowledge from the answers given on the WebQuest and the
application of that information into the essay.
22. UDL:
Recognition:
Present the information and activities in multiple styles such as giving an example on the
SmartBoard, saying it aloud, and having students reiterate it in their own words.
Strategy:
Provide different opportunities for students to express themselves. This makes learning for
the students more equitable because it gives multiple opportunities to demonstrate their
knowledge of the content. It also makes learning more efficient in that the students are
reviewing the content in multiple formats
Affective Networks:
Students will be engaged throughout the lesson. They will be motivated to demonstrate
their content knowledge through the comic strip because it will be displayed around the
classroom. They will also be engaged through peer presentations of their diary entries at
the beginning of class. Some students learn more and will listen more to their peers than
they would a teacher.
23. Modifications:
For the couple students with IEPs, modifications will be made to their rubrics for the essay.
This will make learning for those students more equitable and the learning that they do will
also be more effective because those students will not be as worried about being graded to
the same standards as those not on an IEP.
24. Accommodations and Differentiation
Students will be receiving differentiation of content by process through the WebQuest,
which is an activity they do not normally do within a typical class period. Accommodations
will be made for any students who may need them. For instance, the more difficult
questions will be read aloud for those students who do not have a high enough reading

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comprehension level and request assistance with understanding what the question is
asking.