Lesson Plan (Day 3)

Date: Sep 27, 2019 Teacher’s Name: ​Matthew Blackwood

Subject: ​English Language Arts Grade level: ​9

Class Setting: ​Departemental Length of lesson: ​45 minute

Central Focus: ​The purpose of this learning segment is to be able to do a close reading of the
first fourteen lines of​ Romeo and Juliet​. Students will learn about different literary devices and
how they can find them in a passage. Before they students get introduced to ​Romeo and Juliet,
they will apply the literary devices to works that we have already read in class. These lessons
will also serve as communication skills due to the interactions of one-on-one with the teacher
and working with other students.

Lesson Title​: Literary Devices and Close Reading

For Unit Plan/Learning Segment​, __​1​__ out of __​3​__​:

Essential Question(s)​: Why would we close a read a Shakespeare play?

Learning Standards: ​RL.9-10.4 Determine the meaning of words and phrases as they are used
in the text, including figurative and connotative meanings; analyze the cumulative impact of
specific word choices on meaning and tone

SL.9-10.1b,c Initiate and participate effectively in a range of collaborative discussions

(one-on-one, in groups, and teacher-led) with diverse partners on ​grades 9-10 topics, texts, and
​ uilding on others’ ideas and expressing their own clearly and persuasively.
issues, b

Pre-Assessment: ​Determines prerequisite skills and knowledge students have about the
lesson

Learning Objectives​: Assessments​:

Students will: 1. Do now

➔ Define different literary devices in a. What is diction?
order to understand different ways b. What is a metaphor?
authors can tell their stories. c. Why would authors use
➔ Annotate a passage by different literary devices?
literary devices in order to close read. 2. 3-2-1
➔ Do a close reading of the first a. 3 things they learned, 2
fourteen lines of Shakespeare’s questions they still have, 1
connection
3. Essential Question
 “Romeo and Juliet” in order to find a. Students answer: Why would
tone from literary devices. we close a read a
Shakespeare play?

Differentiation: ​Adapt or modify instruction, materials, and/or environment to meet specific

characteristics and special needs of students (e.g. ELL, gifted learners, students with
disabilities)

Academic Language: ​Provide components of language that students need to learn and use in
specific content areas. Teachers need to consider: vocabulary, language functions (ex. analyze,
interpret, argue, compare, identify), syntax (e.g. sentences, graphs, and tables), and discourse
(oral and written language).

Procedure: Day 3

Anticipatory Set ​(hook, motivation, etc. to engage students)

Anticipatory Set​ (focus question/s that will be used to get students thinking about the day’s
lesson)

Does Shakespeare use literary devices differently than other authors?

Why should we still Shakespeare’s plays?

Activating Prior Knowledge​ (what information will be shared with/among students to connect to
prior knowledge/experience)

Go over the homework and the annotations of “A Story of an Hour”. This will
reinforce what the students already know. This is a chance for them to ask me
any questions that came up when they were doing the homework

Initial Phase

Direct Instruction​ (input, modeling, check for understanding)

Step 1​- introduce Shakespeare and “Romeo and Juliet” and explain how
important he is to literature
 Step 2​- I will read the first 14 lines of Romeo and Juliet because I don’t want the
student to feel intimidated by iambic pentameter and some of the language that
Shakespeare uses can seem a little daunting.

Step 3​- as a class we will annotate the first 7 lines of Romeo and Juliet together.
I will get them comfortable with Shakespeare’s type of writing. I will start the class
off with something that seems achievable so they feel comfortable to talk and
dive into Shakespeare.

● We will be annotating the same way, I showed them the previous day

Middle Phase

Guided Practice​ (how students will demonstrate their grasp of new learning)

With a partner, students will annotate the rest of the passage from Romeo and
Juliet. They will look at the different literary devices that Shakespeare uses to
grasp a deeper meaning.

Independent Practice​ (what students will do to reinforce learning of the lesson)

Students will answer 5 to 6 sentences about “Why should readers close read a
Shakespearian play?”

Concluding Phase

Closure/Summary​: Action/statement by student(s)/teacher to wrap up lesson

Students will tell me some of the literary devices that they have found within the
second half of the passage from Romeo and Juliet. I will answer any questions
they have about the material thus far. Students will tell me if after reading and
analyzing the first few lines of Romeo and Juliet it has changed the importance of
Shakespeare. They will tell me about different types of literary devices that was
presented in the first fourteen lines.

Follow up:​ ​What comes next to reinforce the lesson (HW or supplemental instruction)
 They will read the next three scenes for homework and come in with five
examples of literary devices that Shakespeare used.

Materials: ​(items, technology, etc.)

1. Projector and camera so the class can see my annotations
2. Handouts of the first 14 lines of Romeo and Juliet
3. Essential question handout

References and Resources: ​Cite (APA style) sources, texts, lesson plans used

50 Allusion Examples. (n.d.). Retrieved from

https://www.ereadingworksheets.com/figurative-language/poetic-devices/allusion-examples/​.
Chopin, K. (1894). ​The Story of an Hour​. Logan, IA: Perfection Learning.
Fitzgerald, F. S. (1925). ​The Great Gatsby.​ PENGUIN Books.
Imagery - Examples and Definition of Imagery. (2017, August 15). Retrieved from
https://literarydevices.net/imagery/​.
Metaphor Examples for Kids. (n.d.). Retrieved from
https://examples.yourdictionary.com/metaphor-examples-for-kids.html​.
Shakespeare, W. (1595). ​Romeo and Juliet.​ Oxford: Oxford University Press​.
YourDictionary. (2018, December 5). Examples of Irony. Retrieved from
https://examples.yourdictionary.com/examples-of-irony.html​.

Self-Reflection of the lesson: