You are on page 1of 3

Andrew Milewski

Field Experience I
19 October 2016
Lesson Plan
Title
Subject Area(s)
Grade Level
Summary of the
Lesson

Standards: (as
applicable)

Malapropism in Shakespeare
English Language Arts
11-12
This 45 minute lesson seeks to educate student on
Malapropisms and how Shakespeare uses them. The
first 25 minutes builds knowledge on malapropisms.
The second 25 minutes involves the careful reading of
a scene.
Standard - CC.1.2.11-12.F
Evaluate how words and phrases shape meaning and
tone in texts.

PA State Standards
Standard - CC.1.2.11-12.K
Determine or clarify the meaning of unknown and
multiple-meaning words and phrases based on grade
level reading and content, choosing flexibly from a
range of strategies and tools.
Essential
Questions
Objectives

Vocabulary:

How do malapropisms affect Shakespearian texts?


Students will be able to define malapropism
(DOK1)
Students will be able to locate malapropisms in
text (DOK1/2)
Students will be able to write sentences (DOK2)
Malapropism - the mistaken use of a word in place of a
similar-sounding one, often with unintentionally
amusing effect, as in, for example, dance a flamingo
(instead of flamenco )
Dogberry - a character created by William
Shakespeare for his play, Much Ado About Nothing. He
is notable for his numerous malapropisms, which
sometimes are referred to as "dogberryisms" after
him.

Estimated Time
Materials Required

25 minutes
Introduction PowerPoint

Andrew Milewski
Field Experience I
19 October 2016

Procedure

Group project handouts (different Shakespeare


scenes)
Group project worksheets (each student gets one)
BEFORE: (5 min)
Teacher should begin by asking: Does anyone
know the word Malapropism? and What do you
think about Shakespeare? and What plays are
you familiar with?
Teacher should then give the definition for
Malapropism and first example on the ppt.
Teacher should state that Today we will look at
different Shakespearian plays and identify different
examples of Malapropisms
Then teacher should play clip in ppt: Psych
Malapropisms after clip teacher should ask
students what examples they heard. (i.e.
Azkaban/Marzipan).
DURING: (10 min)
Teacher should then look at examples of
malapropism on PowerPoint. Teacher should ask
students to identify the specific words and
definitions, correcting when necessary.
Then, students will work in pairs to create
sentences with malapropisms from the words on
the ppt. slide.
The final example is from Midsummer Nights
Dream. Teacher should see what prior knowledge
students have with that play, and offer a brief and
appropriate contextualization of the scene. Teacher
should check student comprehension by asking
them to identity the malapropisms.
AFTER: (30 min)
Teacher should break students into groups off 3-4
students or as appropriate.
Groups will be given a scene from a Shakespeare
play with a synopsis of the play to contextualize
the scene.
Students will work together to complete worksheet

Andrew Milewski
Field Experience I
19 October 2016
listing information on the scene (characters, plot,
and setting) and the malapropisms effect. (see
worksheet).
Students will prepare to present their information.
Students have to summarize their scene, explain
the malapropism, and explain what it means for
the character.
Formative
Assessment
Student Resources
Accommodations
Assessment

Students will be assessed by their verbal responses in


identifying and their written responses given at the
concluding activity.
Students will have worksheets to help them answer
questions in the second half.
ELL students will get additional vocabulary sheets.
Verbal and written responses directly answer
objectives 1, 2, and 3.