.

Learning Experience Plan

Subject: ELA

Grade level: 12th Grade

Unit: Shakespeare

Length of LEP: 1 Day

Topic: Act 1 Scene 1 of Much Ado About Nothing

Content Standards: CCSS.ELA-LITERACY.RL.11-12.1

Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text, including determining where the text
leaves matters uncertain.
CCSS.ELA-LITERACY.RL.11-12.4

Determine the meaning of words and phrases as they are used in the text, including
figurative and connotative meanings; analyze the impact of specific word choices on
meaning and tone, including words with multiple meanings or language that is
particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)

Learning Experience Outcomes

Students will:
-Incorporate a reading strategy as they
read the text.
-Complete Bookmarks as they read.
-Complete a summary of what they
imagined during Guided Imagery.
-Complete I Wonder Statements as
they read.
-Share their findings with the class.
-Analyze the text as they read.
-Close read the text.
-Develop an understanding of what the
text is saying.

Learning Experience Assessments

-Partner with a fellow student to discuss
with during partner work.
-Actively listen and participate in class.
-Provide thoughtful answers to questions.
-Generate thoughtful questions.
-Complete four Bookmarks
-Complete a summary for Guided Imagery
(If Bookmarks wasnt beneficial)
-Complete I Wonder Statements (if
Bookmarks wasnt beneficial).

Differentiation (What will you do to meet the needs of students at these different levels?)
Approaching
On-level
Beyond
Approaching students will
On-level students will
Students who are beyond
benefit from partnering
benefit from the bookmark will have the opportunity to
with peers who may be
technique because there
work independently during
more advanced. Partner
is just enough space for
the bookmark technique
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work will help them gain

more insight. The during
reading strategy will also
help guide their learning. I
have provided two
alternative options if the
bookmark technique
proves to be too
challenging.

them to perform on their

own, but also many
opportunities to be
monitored and or clarified.

which will allow them to

work at their own speed and
deepen their thinking. If
students find this too easy or
they finish early, they have
an alternative option of I
Wonder Statements in
which they can generate
their own questions.

Curriculum Integration

Any techniques that are taught in todays lesson will work perfectly well in any
other content area classroom. These techniques can easily be molded to fit
other content areas. If students find any beneficial they will be able to continue
to use them in their other classes.
Material
s

Procedures/Strategies
Day 1

(add additional days as needed)

Sponge Activity - As students walk in to class they will be partnered up

with a classmate to discuss their answers to the Do-Now question after
they have individually thought about it.

Smartbo
ard

Anticipatory Set Students will have a Do-Now on the board asking, What
do you do to understand a text as you read? List a two strategies that you
use to comprehend the text. Once students have written down what they
do as they read, they will turn to their partner and discuss their unique
strategies and discuss whether it works.
Activating Prior Knowledge Students will volunteer their answers to the
Do-Now question. This will help students get a sense of how many different
strategies there are that people use to understand what they are reading.
This allows students to see that everyone is unique. The discussion will
also allow for students to determine whether their personal strategy is
successful in helping them comprehend the reading. The strategies that
students use will be written up on the board. This activity will help
students to begin to think about how they will read Shakespeares Much
Ado About Nothing.
Direct Instruction Today we are going to begin reading Shakespeares
Much Ado About Nothing. We have been working our way up to this for the
past couple of days. So far who have learned about who Shakespeare is,
the structure of plays, and the language that we will see in Shakespeares
piece. All of these topics will aid you in your reading. Today as we read Act
1 Scene 1, we will take a look at a reading strategy that I would like you to
2

Noteboo
ks

Bookmar
ks

use during reading. The reading strategy is called a Bookmark Technique.

It will allow you to focus your thoughts and ask questions as you read. You
will be able to bookmark certain things as you read and then later you can
go back and discuss with a partner, or in a class discussion. Other than the
Bookmark Technique, there is also the I Wonder Statements. This
allows for the reader to become active readers and generate questions to
guide thinking. One last strategy that can be used if needed would be
Guided Imagery. If some students have trouble understanding the scene I
will read out loud to them as they visualize what I am reading in their
heads. They will then write down what they saw. For the most part I would
like for you to use the Bookmark Technique but if you feel that is not
beneficial to you then talk to me and we will choose a technique that
works better. To practice, we will take the first page of Scene 1 and
complete the bookmarks as a class. Practicing with the students will give
them a model to follow suit.

Guided Practice As a class we will have a read aloud. I will assign

students characters to read their lines on the first page of the scene. Once
the students have finished reading aloud, the students will turn to their
partner and create bookmarks based on the bookmark examples I have
presented on the board. Once they have completed this we will come
together as a class to fill in a few bookmarks as examples. We will discuss
with students why they bookmarked something, clear any questions up,
and possibly learn something new. This will help students learn how to
complete the reading strategy and ultimately comprehend the difficult
text.

Independent Practice Once any questions have been cleared up,

students will go ahead and finish reading Act 1 Scene 1 of the text. As
students are reading they will fill out bookmarks which I will provide for
them. Each student will receive four specific bookmarks. If they need extra
bookmarks they can draw them in their notebooks. I would like to see at
least four bookmarks per student. By practicing the technique by
themselves, they will start to reinforce active reading whenever they read.
This will be great because they will be working towards maximum
comprehension.

Closure- Students will come together and share what they did while
reading. I will have students volunteer their bookmarks so that as a class
we can go through and discuss what they bookmarked and possibly
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answer any questions. I would also like if there were any students who
didnt use the Bookmark technique to present what they did while reading.
This is a way so that the text can be discussed to deepen thinking and to
continue reinforcing during reading techniques.
HW Read Scene 1 Act 2 for homework and use a technique learned in
class as you read tonight.

Name:

Name:

Bookmark One

Bookmark Two

The most interesting

part was

Page:

A vocabulary word I
think the whole class
needs to discuss is

Page:

Paragraph:

Paragraph:

Name:

Name:

Bookmark Three

Bookmark Four

Something that
confused me was

The illustration, chart,

map, or graph that
helped me understand
what I was reading
was

Page:
Paragraph:

4
Page:
Paragraph: