UMF Unit-Wide Lesson Plan Template

Name: Rebecca Long Program: SMED Course: EDU 460

Lesson Topic / Title: Analysis 101

Lesson Date: 2/17/2022 Lesson Length: 70 minutes Grade/Age: 10

Learning Objectives & Content Standard Alignment - Selects, creates, and sequences learning
experiences and performance tasks that support learners in reaching rigorous curriculum
goals based on content standards.

Learning Objective(s) Instructional Decisions / Reasoning

1. Students will understand the basics of how critical 1. The lesson previous to this one
analysis works (argument, evidence, commentary) showed that students had gaps
in their analysis abilities. So, I
2. Students will be able to make productive created this lesson introducing
commentary on textual evidence the basics of critical analysis to
hopefully help them improve. I
3. Students will understand how one form of media knew students would need this
such a literature can inspire the creation of skill in upcoming assignments,
another like a game units, and English classes. I also
consider critical analysis an
essential life skill that students
should graduate knowing. I
decided the most important
objective would be to get
students to understand all the
basic components of analysis
(argument, evidence,
commentary). Most students
were doing one or two of these
right but were missing one
element or another.

2. The area most students were

lacking in when it came to
analysis was making
commentary. Students would
make an argument, supply
evidence, but then not explain
why their evidence proved
their claim. This happened so
frequently that I knew I needed
to address it specifically. I also
believe this part of analysis is
something that most students
struggle with when starting off,
so I thought giving it focused
attention could only be a good
thing. The textual evidence
portion of this objective is also
important because it is the
other area students were
lacking in. Often, students
would give examples from the
play, but not actually quote
 anything. Some students
weren’t using any evidence at
all too. Overall, I felt like I
couldn’t in good conscience
continue teaching Macbeth
without working on these skills
first.

3. The final objective of this

lesson is present because the
last of the student projects on
games based on literature were
presented at its start. The
entire purpose of these
projects was to show students
how one text can inspire
another work. Particularly, how
different forms of literature
have inspired games because in
their final projects students
will have to create a game
based off of Macbeth. Overall,
they were meant to illustrate
how one might integrate
elements of a text into a game.
Understanding intertextuality
is also important for students.
Especially ones that live in a
world where references are
rampant and often make the
difference between fully
understanding something and
not.

Content Standard(s) Instructional Decisions / Reasoning

ELA.912.R.CS - Demonstrates the ability to comprehend,
interpret, and analyze appropriately complex literary
texts.
ELA.912.S.CS - Demonstrates the ability to have formal
and informal discussions as well as give formal and
informal presentations.
ELA.912.W.CS - Demonstrates the ability to write and
revise writing as well as the ability to complete short and
sustained research.
ELA.912.L.CS - Demonstrates the ability to use content
specific language and more generalized vocabulary as
well as capitalization and punctuation rules.
These four standards are Mt. Blue
High School’s main English standards.
They cover four areas: language,
reading, writing, and
speaking/listening/media. They are
the standards and categories that I
will be grading students using. They
are modeled off of the Maine Common
Core English Standards and therefore
are suitable developmentally for the
sophomores I created this lesson for.
They also correspond with my four
unit goals and the objectives and
assignments of this lesson.
The reading standard, ELA.912.R.CS,
fits for this lesson because in the
Analysis 101 activity students will, as
a class, work together to analyze a
peer’s writing, analyze writing from
an outside source, and then write an
analysis together over a passage from

Assessment - Uses assessment flexibly to expand and deepen understanding of learner
performance and determines best supports for continued learner growth.
Assessment
Summative: The final assessment for this unit is a “pitch”
students will give to a “board of approval” for a game
based on Shakespeare’s Macbeth. Students will have to
consider character design, game play, and game
mechanics. Most of which will have to be explicitly or
implicitly inspired by Macbeth.
Formative: Students were asked to revise their word wall
analysis activity to apply the new skills they learned to it.
In said activity, students had to read passages from the
play to see if they had certain devices or themes present.
Then, they had to choose two of those excerpts to form an
argument about using textual evidence.
Macbeth. While watching Act Five of
Macbeth we will also pause to discuss
the play. In doing this, students
interpret and analyze what they’ve
seen too.
The speaking/listening/media
standard, ELA.912.S.CS, is being
worked toward in this lesson because
students are presenting a research
project to the class. This standard is
also met because we will be having a
class discussion while watching Act
Five of the play. Moreover, the analysis
101 activity will primarily be a whole
class discussion. Students will have to
work together to write an analysis,
and will discuss other pieces of
writing as well.
The writing standard, ELA.912.W.CS,
is targeted in this lesson by the
research project students are
presenting at the beginning of class. It
shows both their research abilities
and their ability to write for a specific
audience. Students will also have to
show their ability to write and revise
writing when we do the analysis 101
activity together.
The language standard, ELA.912.L.CS,
is met through this lesson because
students will have to use content
vocabulary when doing analysis and
discussing Macbeth, general
vocabulary in their presentations, and
mechanics control all throughout
both.
Instructional Decisions / Reasoning
Summative: This assessment acts as a
cap to many of the topics and skills
students have been working on
throughout the unit including all of
the objectives of this lesson. For
example, students will have to use a
minimum of five quotes from the play
to support their creative choices. In
doing this, they will have to argue why
their decisions make sense in light of
the quotes chosen. Through the use of
these quotes students will show their
grasp of objectives one and two.

Formative: For every act they finish, students have to
respond to a prompt off of a bookmark they were given
for homework. On the Macbeth bookmark there are ten
prompts to choose from, some creative, some analytical,
some opinion-based. Students are expected to respond in
a paragraph or more, and the prompts frequently ask for
textual evidence.
Formative: Semi-weekly, students have an independent
reading assignment to do. Using a book of their choice
students have to choose an abstract shape from a
bookmark full of them to connect to their reading.
Students are asked to be specific in their explanation of
why the shape fits that section of reading.
Another requirement of the
assessment, is to integrate copious
elements from the text into their
game. Students will literally be using
one form of media to create another
all on their own. Meaning they will be
explicitly showing their ability to meet
objective three.
Formative: The word wall analysis
activity was a formative assessment
students did in the lesson previous. It
revealed that students needed more
instruction on critical analysis. This
lesson was meant to remedy that. One
way to see how well this lesson
worked was to have students return to
their word wall analysis and revise it.
If students could succeed in the
assignment which showed their lack
of ability before then they clearly
grasped the analysis lesson well.
Formative: Another way to judge how
well students absorbed this lesson
and accomplished its objectives is
through their Macbeth bookmarks.
Not every prompt on the bookmark
requires analysis skills or the use of
textual evidence but many do.
Therefore, they are an appropriate
place to look for the application of
objectives one and two. This is also a
place where I can give feedback like
where they could use a quote, when
they need to give commentary on
evidence, when they need to make a
stronger argument, etc.
Formative: One of the best places to
see if students are gaining new skills
is in their independent reading
assignments. As the name implies,
these assignments are done
independently meaning they have less
scaffolding, so any skills used in them
are used at the students' behest.
However, they are directed to be
specific in their descriptions, so this
will be a good place to see if students
can use textual evidence. They are
also asked to pick a shape and argue
why it fits for their reading so they
will also have the opportunity to show
their critical analysis skills. Overall, I
think aside from the final assessment
these will be the assignments that
show students’ progress the most.
Instructional Materials and Resources - Stays current in content knowledge and expands expertise
in reviewing instructional materials from the perspectives of both the discipline and individual
learner needs.

Materials, Resources, and / or Technology Instructional Decisions / Reasoning

Teacher's laptop The teacher’s laptop and projector are

Projector needed to present students’ video
Students’ Reader/writer notebooks games inspired by literature research.
Google Classroom They are also needed to do the
Analysis 101 activity analysis 101 activity because we will
Macbeth production be watching videos, reading and
discussing various writings, and then
writing a paragraph of analysis
together. The end of the class will also
consist of watching a production of
Macbeth which also requires both a
laptop and projector.

Students’ Reader/writer notebooks

are needed during the presentations
to put down responses. This ensures
students are paying attention to their
peers, and thinking critically about
what they are being presented.

Google Classroom is home to anything

and everything done in the class. The
Macbeth production was posted there,
the lesson for the day including the
analysis activity, and all of students’
work is there too. Keeping everything
in one place helps everyone stay
organized, and limits transition time
because everything is easily found. It
also means the whole lesson will be
available to any absent students, or
any student who wants to return to it
for some reason.

Due to the response I received from

the last lesson’s assignment, I created
an activity to help students improve
their analysis skills. In the assignment,
I included student samples to discuss,
samples about pop culture topics that
I figured students would be familiar
with, a model I wrote, and a way to
practice the skills together. I also
included a quick, simple introduction
to critical analysis that students could
continue to use as a guide in their
writing.

Finding an appropriate production to

share with the class was surprisingly
difficult. I had to search through many
recordings to find one that was well
produced, non-abridged, and had

Instructional Methods: Selects, creates, and sequences learning experiences and performance
tasks by using a variety of instructional approaches, strategies, and technologies that make
learning accessible to all learners and support learners in reaching rigorous curriculum goals.
Teaching and Learning Sequence
The rest of the class will present their video game
research projects. During presentations students will
write either three interesting facts, surprising things they
learned, or thoughts they had from each presentation in
their RWN’s. (20 minutes)
Analysis 101 activity (40 minutes)
Watching and discussing Macbeth as a class. (10 minutes)
decent subtitles. However, all of those
qualities was necessary to show
students how it feels to see a play in
person, or how it might of felt in
Shakespearse’s time.
Instructional Decisions / Reasoning
The beginning of class activity for the
past few classes has been student
presentations. By having the same
starting activity a dependable routine
is created. It also means the class will
be broken up into multiple activities. I
think variety with routine is extremely
important for students. Routine offers
them comfort and predictability
whereas variety ensures that class
doesn’t get stale and boring. It is also
difficult to engage in one activity for
70 minutes straight, so having
transitions is important in that way
too.
This analysis 101 activity will allow
me to recognize outstanding student
work because we will be breaking
down student samples. I’ve also
chosen two pop culture examples of
critical analysis to keep things
relevant and engaging to students. By
choosing pop culture examples it is
also more likely students will be
familiar with the content. Analyzing
familiar media will also show students
that critical analysis is useful for all
aspects of life.
As this was the class before vacation,
and because I felt it would be good for
students to see the Macbeth
performed, I decided to take a break
from reader’s theater and share a
production of Macbeth with the class.
Afterall, plays are meant to be
performed and there is only so much
justice we can do for it as a class.
Particularly, when it comes to hearing
the language of the play spoken out
loud. I also thought it would be good
for visual and auditory learners to
watch and hear the play done by

Meeting students’ needs (differentiation,
extensions, modifications, accommodations)
Reading all directions and all parts of the
assignment out loud.
Continually rewording directions/instructions
Writing the WRN instructions on the board where
everyone can read it.
Having an agenda
Teaching for various learning styles
professionals. I thought this might
give students ideas when making their
final project too. For some students
visualization is difficult, so I figured
having an image of the play supplied
to them could be very helpful.
Especially because they will have to
create character designs and gather
images to represent the background of
their game too.
Instructional Decisions / Reasoning
Many students understand things
better when they are said out loud.
Many also benefit from hearing
directions said multiple ways. Also,
both of these help to limit
misunderstandings and improve the
clarity of expectations.
Another way to provide clear
expectations and curb misconceptions
is putting the WRN instructions and
agenda up where everyone can see
them. These visual reminders also
help students stay on track and let
them know what to expect of the class.
Being able to predict what will happen
in class is very important for some
students too. This is part of the reason
everything is put on Google Classroom
beforehand too. Overall, having an
agenda and putting directions on the
board contributes to a positive
classroom climate and sets clear
expectations for the class.
This lesson was tailored to fit many
learning styles. One of the examples
used in the analysis 101 activity was a
song from Mulan. I found a source that
analyzed it in a way that would be
easy to break down for students. This
was meant to target musical learners.
Then, the verbal learners of the group
would benefit from the write up I
created on analysis and the lecture
part of the lesson. Social learners
would do well with the portion of the
lesson where we are working together
to analyze others' writing and then
writing an analysis together. Finally,
for logical learners I created a list of
the key points on how to analyze,
shared the reason behind the lesson,
and gave a step by step system to
follow when analyzing.
Field Courses Only – Post lesson
Reflection

The last of the games inspired by the books presentations went pretty smoothly.
There were a few students who still weren’t done so they won’t get the chance to
present, but we can’t spend any more time on these presentations. This is a
conundrum I’m running into more and more as we progress through the unit.
Students do a lot of late work, or just don’t end up turning assignments in. This
makes it very hard to plan instructional time because you never know if something
will be turned in or not. However, I don’t really see much to do about it because
students already get a lot of in class work time for assignments. Perhaps teaching
some time management skills would help? Hopefully, this is something that I’ll find
a workable answer to by the end of student teaching.

After the presentations, we were able to quickly transition into the Analysis 101
activity which felt extremely productive. I gave my mini lesson and then students
worked through the student sample together. That went well and then we moved
onto our pop culture examples. I was worried using an example from Mulan and
SpongeBob Square Pants might distract students too much, but they were able to
stay on task and were receptive to the examples. The modeling portion of the
lesson went really well too. Students were participating in the writing and they
were succeeding pretty well with the analysis. Overall, it seemed like students were
really getting the basics of analysis like I wanted. It helped that the students were
really on task today. We did end up spending longer on this portion of the lesson
than I expected though. I planned to get through this quick enough that we could
watch two thirds of Act Five of Macbeth. We ended up only getting through Act One
which was disappointing because I wanted students to see more of the different
scenes and actors in the production. I think if I were to teach this unit again
something I would change is I would share more clips of different productions. I
think that doing a reader’s theater is important, but there were definitely scenes
that would have been beneficial to watch. If we watched a scene near the beginning
of the reading it would also have probably helped students understand play
production better too. Still, we got to watch some important scenes and talk about
them which students seemed to appreciate.

Teaching Standards and Rationale

Standard 4 Content Knowledge

The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s)
he or she teaches and creates learning experiences that make these aspects of the discipline
accessible and meaningful for learners.

In its entirety, this lesson required a strong understanding of multiple areas of my discipline.
The start of class activity where students presented their research required me to understand
multimedia, intertextuality, presentation skills, and know many classic novels. Then, the analysis
101 activity required a deep knowledge of how to analyze and write critically. In fact, for a large
portion of the class, I modeled to students how to structure and perform critical analysis.
Moreover, the last portion of the class required me to know about play structure, play
production, historical context, language devices and more. I also had to understand how to
question students to prompt different types of responses such as critical thinking, prediction,
probing for comprehension, etc. I also aimed to make all of this instruction as accessible as
possible. I used students samples to show learners that this type of analysis was reachable for
them, I chose familiar pop culture examples to make instruction relevant, non-intimidating, and
engaging, I gamified the research students had to do, broke down the Macbeth production to
ensure comprehension, and anything else I could do to support students. Overall, this lesson
required me to know my area of study extensively and was scaffolded to make that knowledge
understandable for students.

Standard 6 Assessments
The teacher understands and uses multiple methods of assessment to engage learners in their
own growth, to document learner progress, and to guide the teacher’s on-going planning and
instruction.

Both the starting activity of the lesson and the analysis 101 activity were forms of
assessment. The presentation students did were a type of formative assessment used to gauge
how students research abilities, presentation skills, and understanding of intertextuality were
coming along. I used this to see if students were ready to start their summative assessment, or if
they would need more practice with these skills. Then, the analysis 101 activity was a formative
assessment done by way of observation meant to show how well the students were absorbing
the information they were given about critical analysis. Afterwards, students were also asked to
go back to their word wall analysis assignment, the previous lesson's main activity where
students analyzed passages from the play using key terms/devices, and assess and revise their
work. This was meant as an explicit way for students to show their ability to use the skills they
had just learned and a way for them to assess their growth from one lesson to the next. This
lesson and the revision students did based off of it also helped me to decide how much more
instruction was needed on these analysis skills and how prepared students were for the final
project. I actually ended up adding a textual evidence requirement to the final assessment
because of this lesson and the one previous. Moreover, even the discussion during the final
portion of class over the Macbeth production was used to evaluate students' understanding of
the play’s characters, themes, and language going into the summative project. The homework
assignments students did, which are listed in the assessment section of the lesson plan, were
also used to determine students’ absorption of the different skills taught in this lesson. In
particular, the analysis and textual evidence portions of the lesson were assessed by the writing
and critical thinking students did as a part of these assignments. In all, I used many different
forms of assessment in this lesson to assess the different skills students’ have been working on
throughout the unit and to guide my planning for the end of the unit.