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Lesson Plan Title: Resource Room- Romeo & Juliet Catch-up (Lebron)

Date: October 18, 2017

Subject: ELA9B Grade: 9

Topic: Romeo & Juliet Essential Question: How can Lebron


effectively yet quickly catch up on the play
that he has missed so far?

Estimated duration of lesson: 30-45 minutes (will not get through all material, but will work
with him in Resource Room as long as we can)

Materials: Romeo & Juliet play; Romeo & Juliet Graphic Novel (Modern Text); Question pack
for Acts 1 & 2 from Classroom Teacher

Stage 1- Desired Results – you may use student friendly language


What do they need to understand, know, and/or able to do?

-Needs to be able to understand the characters, relationships in the play, and the basic events that
occur in the first 2 Acts
-Need to catch up to the class after the missed days to be able to contribute to acting a scene next
week

Broad Areas of Learning:

Creating Lifelong Learners

Cross-Curricular Competencies:

Developing Thinking; Developing Literacies;

Outcome(s):

CR9. 1b; Themes of Love and Loyalty

PGP Goals:

1.2, 2.2, 3.2

Stage 2- Assessment
Assessment FOR Learning (formative) Assess the students during the learning to help determine
next steps.

- In one-on-one lesson with Lebron I will check his understanding of concepts and main events by
asking him to summarize/paraphrase what is happening in the play to me (verbally)

- To check if he is grasping the characters and relationships I will ask him to fill out a “family tree”
sort of activity (quickly) that will outline what he has grasped about who the characters are and
how they are related to each other

- I will also gage whether or not he is understanding the text by his reliance on the play vs the
modern text graphic novel

Assessment OF Learning (summative) Assess the students after learning to evaluate what they
have learned.

- since this lesson is a one-to-one catch-up in the Resource room, my summative assessment will be
limited to verbal confirmation and explanation from Lebron as to whether or not he is feeling
comfortable in his understanding of the events and concepts in Acts 1 & 2
Stage 3- Learning Plan

Motivational/Anticipatory Set (introducing topic while engaging the students)

- To introduce Lebron to this work period I will begin by going over some of the visuals in the
graphic novel with him. Since he already knows that he has missed several days of English class
he is anticipating that he will need to catch up on his reading of Romeo & Juliet

- I hope that in providing him with the visual representation of the play that his interest will be
peaked

Main Procedures/Strategies:

- Work with Lebron to ensure he is understanding the reading that he is doing

- I have noticed in working with Lebron previously that he likes to have support if I can see that he
needs it, but he does not like a teacher hovering over him. He works well independently if the
material can grab his interest

- I plan to check on him regularly and remain close enough that I can watch him to see if he is still
engaged/reading but not so close that he feels uncomfortable

- Ultimately I will sit down with him and ask him to paraphrase each scene in a quick conversation
with me

Adaptations/Differentiation:

- using the graphic novel will help provide visuals of the characters and the main events that are
taking place; this will help provide differentiation in the presentation of difficult Shakespearean
phrasing

Closing of lesson:

- I plan to genuinely thank Lebron for showing up (as he often does not), and to encourage him in
his learning. He is much smarter than he lets on, so I will affirm his efforts in catching up on his
English work (even though he doesn’t love it)
Personal Reflection:

While my one-to-one lesson went better than my partner teacher and I had initially anticipated, it
surely could have gone better. Lebron consistently shows up around 15 minutes late to his resource
period which makes it difficult to estimate how much content we will be able to get through
together. I am thankful to be able to have the experiences of working one on one with student such
as Lebron who are so much more clever and intelligent than they think they are, but often refuse to
show it. It was nice to see him engaged in the graphic novel and to see him leaving somewhat proud
of himself.

What is also important to remember is that even though I have been working consistently with him
on his english coursework in his resource period that he does have other classes that he needs to be
working on in resource room. This also cuts in to my instructional time more than I had anticipated.

M. Wilkinson ’16 *Adapted from Understanding by Design (McTighe and Wiggins, 1998)