CEP Lesson Plan Form

Teacher: Amanda Nickless Date: 4/5/17

School: Fort Collins High School Grade Level: 10 Content

Area: ELA- Pre-AP World Lit.

Title: Criticizing The Merchant of Venice Lesson #:

14 of 14

Content Standard(s) addressed by this lesson: (Write Content Standards

directly from the standard)

CCSS.ELA-LITERACY.RL.11-12.7
Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live
production of a play or recorded novel or poetry), evaluating how each version
interprets the source text. (Include at least one play by Shakespeare and one play
by an American dramatist.)

CCSS.ELA-LITERACY.RI.9-10.5
Analyze in detail how an author's ideas or claims are developed and refined by
particular sentences, paragraphs, or larger portions of a text (e.g., a section or
chapter).

CCSS.ELA-LITERACY.RI.9-10.8
Delineate and evaluate the argument and specific claims in a text, assessing
whether the reasoning is valid and the evidence is relevant and sufficient; identify
false statements and fallacious reasoning.

Understandings: (Big Ideas)

There are a multitude of ways to understand the same text.

Inquiry Questions: (Essential questions relating knowledge at end of the unit of

instruction, select applicable questions from standard)

How do these interpretations of The Merchant of Venice compare to your own?

How does the author use evidence and research to support his or her claims?

Evidence Outcomes: (Learning Targets)

Every student will be able to: (Create your own lesson objectives from the
standard, follow the ABCD format, using student voice)

I can:

1. Read and analyze a piece of literary criticism.

2. Compare my interpretations with the interpretations made in the criticism.

3. Verbalize the argument made in with the criticism and my response to this
criticism.

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CEP Lesson Plan Form

This means:

I will take part in an activity analyzing literary criticism.

List of Assessments: (Write the number of the learning target associated with
each assessment)

1. Student will read and annotate the article given to them

2. Students will write about whether they agree or disagree with the
argument(s) made by the author of the article

3. Students will share their thoughts with a small group and then with the class

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CEP Lesson Plan Form
Name and Purpose of Lesson
Should be a creative title for you and the
students to associate with the activity.
Think of the purpose as the mini-rationale
for what you are trying to accomplish
through this lesson.
Approx. Time and Materials
How long do you expect the activity to
last and what materials will you need?
Anticipatory Set
The hook to grab students attention.
These are actions and statements by the
teacher to relate the experiences of the
students to the objectives of the lesson,
To put students into a receptive frame of
mind.
To focus student attention on the
lesson.
To create an organizing framework
for the ideas, principles, or
information that is to follow
(advanced organizers)
An anticipatory set is used any time a
different activity or new concept is to be
introduced.
Procedures
(Include a play-by-play account of what
students and teacher will do from the
minute they arrive to the minute they
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Planned Lesson Activities
Criticizing The Merchant of Venice
Purpose: This lesson allows students to consider an array of
perspectives from different readers. It shows that one text can be
understood several ways, as well as modeling the sort of argument
theyll be making in their next essay.
Time: 40 Minutes
Materials:
Copies of articles for students
Highlighters
Pen/Pencils
Copy of The Merchant of Venice
Plan for the day with Learning Objectives
The anticipatory set for this lesson is the summary of the last section of
the play that the students read. By summarizing the last portion of the
text, the students begin thinking about and verbalizing events that
occurred within the text. This causes them to focus their attention on
the text as well as connects this lesson with their outside work and
previous lessons.
Teacher Actions Student Actions
3 Minutes: Facilitate review of 3 Minutes: Participate by sharing
assigned reading summary of assigned reading
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CEP Lesson Plan Form
leave your classroom. Indicate the length
of each segment of the lesson. List actual
minutes.)
Closure
Those actions or statements by a teacher
that are designed to bring a lesson
presentation to an appropriate conclusion.
Used to help students bring things
together in their own minds, to make
sense out of what has just been taught.
.
Differentiation
To modify: If the activity is too advanced
for a child, how will you modify it so that
they can be successful?
To extend: If the activity is too easy for a
child, how will you extend it to develop
their emerging skills?
Colorado State University College of Health and Human Sciences
10 Minutes: Instruct students to 10 Minutes: Read and annotate
read and annotate article assigned article
Take attendance
5 Minutes: Read reflection 5 Minutes: Write reflection
question to students and walk
around while they write
2 Minutes: Find groups and move
2 Minutes: Tell students where desks
their groups will be and assist
them in moving
12 Minutes: Discuss thoughts in
12 Minutes: Circulate and listen to small groups: pick a spokesperson
student discussionsanswer
questions if necessary 8 Minutes: Share the group article
and listen to other groups as they
8 Minutes: Facilitate time for share theirs
sharing (give each group about
two minutes to explain their
article)
The closure of this lesson is the last eight minutes when students get to
verbalize to the arguments made in their articles. This allows students
to summarize the work theyve been doing in their small groups and to
connect it to other groups.
This lesson has built in differentiation- by moving from individual to
small group to whole-class discussion. The students get the ability to
utilize resources (including other students) as necessary to understand
and analyze the text.
Student 504s have also been considered in the planning of this lesson.
Particular students may notify me to leave the room whenever needed.
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CEP Lesson Plan Form

Assessment
How will you know if students met the
learning targets? Write a description of
what you were looking for in each
assessment.
1. Student will read and annotate the article given to them
2. Students will write about whether they agree or disagree with the
argument(s) made by the author of the article
3. Students will share their thoughts with a small group and then
with the class

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CEP Lesson Plan Form

Post Lesson Reflection

1. To what extent were lesson objectives achieved? (Utilize

assessment data to justify your level of achievement)

2. What changes, omissions, or additions to the lesson would

you make if you were to teach again?

3. What do you envision for the next lesson? (Continued practice,

reteach content, etc.)

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