Co- Teaching Lead Teaching Assisting Lead Teacher Small Group Teaching

Iram, Isabel, Aurora

Grade Level/Class: English I Honors
Time Length: 30-35 Minutes
Topic: Julius Caesar by William Shakespeare

Standards (include NCTE/NCSS/NGSS/NCTM/ACTFL):

CCS.ELA-Literacy.RL.9-10.3:
Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop
over the course of a text, interact with other characters, and advance the plot or develop the
theme

NCTE Standard:
3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate
texts. They draw on their prior experience, their interactions with other readers and writers, their
knowledge of word meaning and of other texts, their word identification strategies, and their
understanding of textual features (e.g., sound-letter correspondence, sentence structure, context,
graphics).

Educational Objectives:
● The students will be able to complete a Twitter social media profile for one of the
characters in the play, Julius Caesar by William Shakespeare.

Assessment on Learning:
● The social media profile the students create for their character.
● Social Media Play Task Sheet

Central Focus
● The students will learn how to analyze characters and to make connections to the modern
era by creating a Twitter social media profile.

Accommodations for students with specific learning needs:

● Not available

Academic Language
Language Function (select 1):
 Analyze Compare/Contras Construct Describe Evaluate
t

Examine Identify Interpret Justify Locate

Explain Prove Argue Synthesize

Identify a learning task from your plan that provides students with opportunities to
practice using the language function identified above:
Students will interpret how characters from Julius Caesar would behave, act, or depict
themselves in the modern era. By doing this activity students are practicing using the
language function that we identified because they are explaining the behavior of the
character and translating their characterization to a new age.

Additional Language Demands. Given the language function and learning task identified
above, describe the following associated language demands (written or oral) students need to
understand and/or use:
● Reading
● Writing
● Analyzing
● Reflecting
● Interpreting
● Discussing
Vocabulary:
● Timeline
● Characterization
● Shakespearean Vocabulary
● Character Development-The process throughout the writing that depicts how the
character changes and grows over time.
● Theme-An idea that encompasses the overall message of the writing.
● Tone-The attitude of the writer towards a certain subject or the audience.
● Plot-The sequence of important events or scenes that make up the progression of the story
and its characters.
Plus at least one of the following:
Syntax
Discourse- Systems of thoughts composed of ideas, attitudes, and courses of action,
beliefs and practices that systematically construct the subjects and the worlds of which
they speak.
Materials:
● Poster Board
● Writing utensil
● Worksheet: Social Media Task Sheet
● Julius Caesar, by William Shakespeare
● Chalkboard
● Chalk
● Post-it Notes

Anticipatory Set/ Attention Getter:

Teachers will divide the classroom into two sections.
 The right side will be “yes”
 The left side will be “no”
Teachers will ask the following question:
 “Would you have participated in Julius Caesar’s assassination?”
According to their responses, students will move to the corresponding side
● Discuss the outcomes of the students’ decisions
○ If the majority wants to assassinate Julius Caesar, ask and discuss why they do.
○ If the majority does not, ask and discuss why they do not.

Questions to Ask
1. What is the motivation for Julius Caesar’s assassination? - Analysis
2. What quotes can you find that showcase the characterization of the conspirators of Julius
Caesar’s assassination? - Application
3. How could you adapt the dialogue from the characters to create a twitter feed? -
Synthesis

Sequence of Events (include time needed):

1. Start class with anticipatory set
a. This should take about 5 minutes.
2. Explain activity
a. Teachers will pass out the Activity Sheet as the directions are being given
verbally
b. Go over directions on the Activity Sheet and make sure all students understand by
asking, “Does everyone understand the activity?”
i. If they do not, clarify points that they are unsure of.
c. This should take around 5 minutes
3. Give example
a. Show example of social media page we made of Julius Caesar
b. Example should take no more than 5 minutes
 4. Have students get into groups of 3 spread out across the room
a. Transition should take between 60 and 90 seconds
b. Assign a character from the play to each group of students (the characters we will
assign to the students are: Julius Caesar, Brutus, Cassius, Marcus Antonius, Casca
5. Students will create a twitter social media profile for their character on a piece of poster
board paper according to the Activity Sheet
a. Give them 10 minutes and check in with them. If more time is needed, give them
two-three more minutes.
b. Aurora, Isabel, and Iram will walk around and check in with groups periodically
to monitor progress.
6. After they have completed the activity, each group will have one person present their
social media profile aloud and explain why they did what they did.
7. At the end, the social media profiles will be scanned by Aurora, Isabel, and Iram.

Conclusion/Summary:
● Summarize the activity (the students worked together in their groups to create a
twitter social media profile that reflects their assigned characters’ characterization and
development throughout the play, along with accurately depicting their personality).
● Ask if students have any final questions.
● Answer the questions.
● Turn the remainder of the time back over to Ms. Remke.

*Some lesson plan prompts come from SCALE.