Lesson Amaya Dicker

Author
Date October 13, 2020
Period N/A
Grade Level 7th grade
Time 60 minutes
Allotted
Context/ Since a play is a new format of text for them it is essential that they understand how to read and
Rationale comprehend it. This lesson focuses on students analyzing the scene they were assigned and choosing
the best way to illustrate it. They will have to ask themselves “which parts were most important, how
will their peers know that they are talking about a specific part, what details are essential/non-essential”

Central The central focus of this lesson is students paying attention to detail and using their artistic abilities to
Focus illustrate a scene from Midsummer Night’s Dream. They will focus on deciphering how to clue their
classmates in on what scene they have.
Goals Objectives

SWBAT illustrate a scene from Midsummer Night’s Dream using detail and justify their illustration
using evidence from the text

Standards

- RI.7.3 Analyze the interactions between individuals, events, and ideas in a text.
- SL7.5 Include multimedia components and visual displays in presentations to clarify claims
and findings and emphasize salient points.

Assessments Informal Formative

- sticky note on their peer’s illustrations - illustration and explanation paragraph

Language Language Function Vocabulary Syntax/Discourse

Supports
The main language functions
write in for this lesson are “create,
paragraph illustrate, interpret, and infer.”
form This lesson is focused on
students synthesizing the
scenes that they have already
read through and discussed.
They will create an illustration
of a specific scene that they
have been assigned and
interpret it for their classmates.
Everyone will then guess
which scene their peer was
writing about.
The vocabulary used in this lesson
will be specific to plays. Words
like “plot, theme, speaker, stage
directions, & scene” will be used
and students will be expected to
have a clear understanding of
them during the lesson. These are
terms that students will have
already explored at the beginning
of the unit.
Syntax is present in this course
as students are expected to write
a summary of how they
illustrated their scene. They will
need to defend which details
they chose to illustrate by citing
evidence from the play as well.
Students will also be using
discourse by writing on sticky
notes and making informed
guesses on what each illustration
is of.
Materials & What texts, materials, websites, and equipment do you need to implement your plans? Include materials
Technology that students and teachers may need (and are available at your school). What technology are you using
in your lesson? Include hyperlinks.

- paper
- markers
- colored pencils
- scissors
- glue
- Canva
- Midsummer Night's Dream text

INSTRUCTIONAL PLAN
How are you inviting students to learn? How are you moving them through the lesson and engage them in the activities?
How are you bringing the lesson to a close? Provide basic “step-by-step” directions and prompts for implementing these
areas of the lesson. A substitute teacher should be able to pick up your lesson plan and say and do everything you would
have if you were there. Please be explicit and specific. Remember – YOU CAN (and likely SHOULD) ADD ROWS.
Roles & Procedures
Time Lesson Component Teacher Learner
(label: intro, I-do, we-do, you-do,
lecture, jigsaw, debate
preparation, exit, etc.)
5 minutes Intro Teacher will great students and Students will listen while
introduce the instructions to the instructions are given
students

Teacher will explain that

students will pick a scene out of
a bucket and keep whichever one
they pick a secret! Once they
pick their scene students will flip
to their scene, re-read it, and add
notes if they have not already.
15 minutes Activity preparation Teacher will go around with Students will pick their scene
bucket and let students choose from the bucket.
their scene.

Teacher will allot 10 minutes for

students to re-read the scene and Students will re-read the scene
make notes and make notes if they have not
already. They will have 10
minutes to complete this.

5 minutes Activity preparation Teacher will pass out art Students will be receiving their
supplies and explain art supplies and listening while
instructions. the teacher explains the
instructions.
The instructions are to illustrate
the scene they were assigned
using as much detail as they can.
On a separate sheet of paper,
they will justify why their
 illustration has everything that it
does.
15 minutes Work time Teacher will be walking about Students will work on
helping out students as needed. completing the assignment.
When they finish their picture,
they will be given a piece of tape
to paste it to the wall.
15 minutes Gallery walk Teacher will explain Students will listen while
instructions. instructions are given.

Instructions are to respond to 3-7 Students will walk around,

(depending on the student)
people and guess which scene observe their peer’s creations
they were representing. and leave guesses as to which
scene they have represented.
Teacher will walk around and
make guesses on which scenes
the students have illustrated as
well.

5 minutes Debrief Teacher will facilitate a Students will volunteer to share

discussion where students their picture and compare what
volunteer to share their picture their peers guessed versus what
and compare what their peers
the image actually was.
guessed versus what the image
actually was.

2 minutes Exit ticket Teacher will instruct students to Students will listen while
collect their paper, attach the instructions are being given.
sticky notes around it, write
which scene they had, and hand Students will collect their paper,
it in on the way out.
attach the sticky notes around it,
write which scene they had, and
hand it in on the way out.
Accommodation
After you review various data (collected through your own observations, discussions with your cooperating teacher,
student conferences, etc.), how will you adjust instructional materials, activities, and sequencing given what you have
learned about students’ academic skills, attitudes, and needs?
Fully explain your decisions here.
Remediation Extension Differentiation
Students who need remediation will As an extension of this learning students will Instructional materials will be
be allowed time to re-do the team up in groups or 2 and play Shakespeare presented visually & audibly and
assignment after feedback is charades. There will be terms in a hat that students will have access to them
provided. They will be able to relate to the play and students will have to act while they work. The amount of
receive more credit for their work as them out while their peers guess which term responses a student will have to
well. they are trying to illustrate. do to their peer’s work will vary
on what is best for them. The
responses will range from 3-6.
Finally, some students will be
 given
sentence stems for their
justification paragraph on how to
explain their illustration and cite
evidence.