Name: Emily Bortell LESSON PLAN GUIDE

TEKS: (C2) Objective: (C3)

8.7/8.8/8.9 TLW Comprehend the author’s purpose and meaning After an introductory lesson, students will
in increasingly complex texts and in multiple genres; analyze the independently analyze literary elements of
relationships among literary elements and structures and how they Shakespeare’s Romeo and Juliet by creating a graphic
contribute to the overall meaning. organizer.
Grade: 8th Subject: ELAR Specific Measurable Attainable Relevant _Time

Literary Element Vocab.

1. Analyze what students know about the text and
Strategy to teach
Literary Language:
Element (C4)
Vocab after class discussion.
Task Analysis:
Plot, Conflict,(C4) What
Time, lang. must be
Characterization, taughtWhat
Setting, Point ofskills
View,must be taught:
Theme, 2. Show students an example of a detailed graphic
Figurative Language, Symbolism, Structure. As well as learning how to organizer.
create a graphic organizer. 3. Define each Literary Element Vocab word.
4. Teach students how to find the Literary Elements
Assessment: (C5) in texts.
5. Brainstorming on an Anchor chart.
After completing the graphic organizer with Literary Elements of 6. Guide students to fill in their graphic organizers
Romeo and Juliet students will present the information as a with Literary Element evidence they have
presentation. (Summative and Formative). gathered.
7. Present their gather information with
presentations.

Strategies for Success: (C6) Element of Technology: (C6)

Brainstorming can be done by an Anchor Chart. MindMiester App – Graphic Organizer
Slideshow Creator App – Presentations

Learning Styles Addressed: (C6)

Resources / Materials needed: (C6)
Visual – Students are given a graphic organizer example and
create their own. Kinesthetic
Auditory – Student laptops/tablets
Students read the text in groups.
Interactive/Smartboard in classroom
Kinesethic –
Students practice and present their Hard copy of required reading
presentation to the class.
Higher Order Questions to ask: (C6)
1. What happened in each act? (Remember)
2. How are certain characters similar or different?
(Apply)
3.
Can you write an outline of the plot?
(Understand)
Hook: (C7)
https://www.youtube.com/watch?v=WeW1eV7Oc5A
https://www.youtube.com/watch?v=SH893__4OxU
I would use these educational videos to help explain
Shakespeare’s way of writing during the Early Modern
English Era and the types of Literary Devices found in
Romeo & Juliet.
What is the turning point? (Analyze)
4
What do you imagine would have been the
outcome if the main characters made a different
choice? (Create)
5.
Why did the main character choose a certain
decision? (Evaluate)
Closure: (C7)
I will conduct a whole class Socratic Seminar with guided
Open and Closed-Ended questions focusing on the
Literary Elements and plot of the play.
 1. Teacher Input / Direct Instruction / Modeling: (C6)
Each day the students will be asked certain guided questions to get to the answers they will need later on for their
projects. These questions will trigger their critical thinking abilities that will lead to more questions they ask
themselves to create detailed notetaking. Students will be given examples of the graphic organizer so they can plan
accurately. Students will also be given written and verbal instructions and expectations of both the graphic
organizer and presentation to receive passing grades. If I’m presented with comprehension struggles, a variety of
graphs, charts, and diagrams can be used to deepen understanding.

2. Student Activities / Guided Practice: (C6)

During the class periods leading up to the presentations, students and I will be engaged in daily class discussions
about the reading. Each day we will incorporate new vocabulary to add to our graphic organizer and we will
manually create an example as we progress along with our reading and lessons.

3. Independent Practice: (C6)

After notetaking from class discussions and forming their own ideas from the graphic organizer examples, students
will work independently on the outline literary elements and vocabulary in detail to prepare for their
presentations. After reviewing students’ graphic organizers, I can assess whether they grasped the information
needed to move on to create their presentation or not. Either they did and they can move forward with creating
their presentations independently or I will direct them back to their notes, examples, and instructions.

Modifications / Accommodations: (E6) Comprehensible Input Techniques: (R6)

Notes:
 Name: Emily Bortell
DELIVERY PLAN (C8)
OBJECTIVE: After an introductory lesson, students will independently analyze literary elements of Shakespeare’s
Rigor Romeo and Juliet by creating a graphic organizer. With the information that is gathered by each student
they will create a presentation to share with the class and showcase their current knowledge of the play
and analysis of literary elements. Students will then add on to other student’s understanding during a
whole class Socratic Seminar.
OPENING:
Retrieval Students will be shown the videos in C7 as a whole and will be asked to share with the class their pre-
assessment knowledge as to which literary elements they’ve already encountered while reading the play.

TEACHER INPUT: I will show the students the MindMeister App and Sideshow Creator App and all the features that can be
Relevance used for organizations and presentation either on their laptops or tablets. I will also go over the
vocabulary in order to be successful in the project.

MODEL: Then I will model the expected organization of information for their project, just like I showed in the video I
Routing submitted regarding the MindMeister App. I will show them an example of a literary element found in the text
and where to correctly input this information in the graphic organizer. Then show a short example of how their
presentation should look like and what type of information they should include.
GUIDED PRACTICE:
Retaining / Rehearsing
I will walk along the rows of desks and supervise as needed. Making a point to either praise the students for great
organization or help guide students to a more efficient process and key information to gather.

INDEPENDENT PRACTICE:
Students will first perform a plot diagram to track the plot of Romeo & Juliet.

CHECK FOR UNDERSTANDING:

Recognizing
Students will submit their plot diagram to me, and I will give feedback and comments regarding their organization, use of
features of the app, and understanding of the vocabulary.

ASSESSMENT:
Students will be reminded of the grading rubric everyday we meet and work on their projects. I will have a certain about of literary
elements that need to be identified and a plot diagram is required as well. I will be taking the graphic organizer as a formative
grade and their presentation will count as a summative grade.
RESOURCES / MATERIALS:
Student laptops/tablets, Interactive/Smartboard in classroom, and a hard copy of required reading.

CLOSURE:
Re-exposure
After each students presents their presentation, I will conduct a whole class Socratic Seminar with guided Open and Closed-
Ended questions focusing on the Literary Elements and plot of the play. This will be a great opportunity to wrap up the Unit,
answer any questions they have about literary elements or the play, and the goal of the discussion is to scaffold onto the
students’ understandings with each other’s thoughts and information they’ve gathered for their projects.