FOUR SHIFTS PROTOCOL: LESSON PLAN ANALYSIS 1

Four Shifts Protocol: Lesson Plan Analysis

Thomas Wheeler

Towson University

ISTC 702: Educational Leadership and Technology

Doctor Robert Caples

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Introduction

I graduated Towson University in 2015 and started teaching immediately in the Howard

County Public School System (HCPSS). At this point in my career, I have taught every grade

and almost every level of high school English possible. In high school, English is broken into

four categories: Standard, Honors, Gifted & Talented, and Advanced Placement. Gifted &

Talented is only offered for 9th and 10th grade, while Advanced Placement is only offered for 11th

and 12th grade. Throughout my tenure, I have only failed to teach one of the courses offered and

that would be 12th grade Advanced Placement. The HCPSS Language Arts Program is designed

to provide every student with opportunities to become successful communicators, to read

comprehensively, write effectively, speak meaningfully, and listen critically. The core of

Howard County’s Language Arts program is based on current research that children develop

language skills by using them in authentic contexts in an atmosphere where students are

constantly immersed in language and print. Howard County’s program uses a student-centered,

integrated instructional approach to ensure that learners become thinking, probing users of

language.

The lesson plan (Appendix A) that I have attached is a modified version of a HCPSS

ELA lesson from their resource page on Canvas. This lesson comes in the middle of the

Dramatist as a Social Commentator Unit. In this unit, students explore how the dramatist uses his

or her work to comment on the social issues of the time. Students identify the basis for this social

commentary and analyze the impact on audiences in the historical period in which the work was

written as well as the continuing impact in our contemporary time period. Students examine the

reasons why directors continue to produce such plays and discuss how audiences relate to their

universal and timeless themes. While there is choice as to which anchor text a teacher will use,
FOUR SHIFTS PROTOCOL: LESSON PLAN ANALYSIS 3

most choose to use William Shakespeare’s A Midsummer Night’s Dream. If a different text was

used, this same lesson shell could be applied, it would just require a change in time and song

used.

The objectives of the lesson are for students to perform a close reading of a text with

support, analyze complex characters that serve to advance the plot, analyze the author’s

purposeful use of literary devices and their contribution to meaning, and to cite textual evidence

to support interpretation of the text.

Higher Level Thinking

According to Dr. Scott McLeod, higher level thinking is when “students engage in tasks

of greater cognitive complexity.” The shift from low level thinking to higher level thinking

occurs when students cease to merely recall facts and procedure and begin to think critically and

problem solve. The basis of this shift is rooted in Bloom’s taxonomy (McLeod, 2020).

This lesson does not quite lend itself to high level thinking. The questions provided

(Appendix B) correlate to the three sub-sections of the MD Common Core ELA: Reading

Literature Standards. On the first reading of the lyrics, students will determine the main idea of

the song as well as cite textual evidence that supports their perspective. Once students have

determined and supported their impression of the main idea, they will be asked to reread the

lyrics with attention to craft and structure. The students will again be interpreting the song

through their own lens and citing textual evidence to support their perspective. The final set of

questions will have the students integrate their knowledge and ideas into the text, A Midsummer

Night’s Dream. The questions are scaffolded so that students are progressively asked to deal with

larger amounts of text and more complicated concepts. However, I would argue that more than

half of the assignment is regurgitation of information rather than high level thinking.
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In order to add more higher level thinking skills, I would modify the assignment to

integrate a self-selected music video analysis. This new layer would ask students to find a song

and music video that could further connect to the text. With this development, students are now

researching and analyzing music not just for the lyrics and sounds, but also for the film

associated with it. Video analysis adds a new layer to the skills that are being assessed and will

require higher level thinking from students.

Student Agency

Dr. McLeod goes on to define student agency as student “ownership and control of what,

how, when, where, who with, and why they learn.” When a teacher shifts towards a focus of

student agency, they are promoting a sense of individualism and personalization within the

learning environment (McLeod, 2020). This personalization often leads to higher levels of

engagement.

As it is, the lesson gives no ownership to students in terms of what they do. The teacher

selects the song and has written the questions to connect to the curriculum. There is almost no

choice in content and there is certainly no choice in the presentation of understanding. In my

reflection of the lesson, I described it as being teacher driven in terms of the learning goals,

learning activity, assessment of learning, and technology selection. Students had no input for the

lesson, technology, or learning goals.

However, with the integration of self-selected music video analysis that I described

above, students are granted more agency. They can engage in music that peaks their interests.

Furthermore, this opens the opportunity to completely shift the dynamic of the lesson by giving

students the time to interact with each other and discuss the music that they selected.
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Authentic Work

Authentic work provides students more opportunities to contribute to society. This

contribution can be on a local level or even range towards a global initiative, but it is about

having the opportunity (McLeod, 2020). There is a direct correlation being authenticity and

engagement as students feel more passionate about a topic that they can relate to and use in their

personal lives.

This lesson, as its presented, offers almost no opportunity to contribute to society and

certainly does not reach beyond the realm of academics. The song analysis as well as the

questions are all deeply rooted in curriculum, but do not give students the opportunity to use the

skill focus in their lives.

If students were to analyze music videos as well as the lyrics, they could also add their

analysis to the comment section of the video. In doing so, students would be engaging with the

outside world and would be able to utilize authentic, discipline specific tools and technologies.

YouTube is a staple of our culture and careers in video design are in the realm of possibilities for

students to work towards. Having a focus on that style of engagement would be beneficial to the

lesson plan.

Technology Infusion

Dr. Scott McLeod describes technology infusion as the shift away from pencil, paper,

binder, etc. material towards globally connected learning spaces. This is the final shift, and it is a

successful culmination of the first three (McLeod, 2020).

The questions that I have included are intended to be printed out and completed by

students. The original lesson plan had no technology integration whatsoever. Due to this, my

assessment of the lesson with the four shifts in mind found that students were not empowered
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through the use of technology. However, based on my changes that I have been discussing

throughout the paper, my new improved lesson would empower students and would be essential

to their success.

Summary

This lesson plan is designed to be a “cookie cutter” type of lesson to my understanding.

While it does apply to specifically A Midsummer Night’s Dream it is easily modifiable to fit any

song and any text. No lesson plan is perfect, however this one was far from what the Four Shifts

in Protocol dictate. Students find skill building more engaging when it directly relates to their

interests and technology infusion is one step in the right direction.

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References

4 Shifts Protocol | @mcleod. (2020, July 15). Dangerously Irrelevant | @Mcleod.

http://dangerouslyirrelevant.org/resources/4-shifts-protocol

HCPSS connect. HCPSS. (n.d.). Retrieved February 26, 2023, from

https://www.hcpss.org/connect/
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Appendix A

Unit: Dramatist as a Social Commentator 

Text: A Midsummer Night’s Dream by William Shakespeare

Howard County Secondary Language Arts English

Lesson Plan Format

Lesson Overview
This lesson asks students to conduct a close reading of the lyrics of the Bob Dylan song “Make
You Feel My Love.” Using the close reading, students will then draw connections between the
song and A Midsummer Night’s Dream. Page numbers will differ depending on your edition
but the lyrics to the song have been provided. 

After each play through of the song, Students will have the chance to discuss with a partner
their responses before we come together as a class. This is done to give students the
opportunity to have their opinion heard in case they do not share with the entire class.  

Although the lesson is designed for students to work as individuals and pairs, it could also be
done in small groups or as an entire class discussion. Its timing will also depend on the group,
which is why times are not included in the lesson plan. 

Teacher Planning and Preparation

Apply appropriate elements of UDL
 Lyrics will be played out loud in song version (UDL 1.1)
 Lyrics will be provided for students to read as they listen to the song (UDL 1.2) 

Student Objectives
Students will be able to:
 perform a close reading of a text with support
 analyze complex characters that serve to advance the plot
 analyze the author’s purposeful use of literary devices and their contribution to
meaning
 cite textual evidence to support analysis of what the text says

Common Core Lesson Focus Standards

 RI.9-10.1. Cite strong and thorough textual evidence to support analysis of what the
text says explicitly as well as inferences drawn from the text.
 RI.9-10.2. Determine a central idea of a text and analyze its development over the
course of the text, including how it emerges and is shaped and refined by specific
details; provide an objective summary of the text.
 RI.9-10.4. Determine the meaning of words and phrases as they are used in a text,
including figurative, connotative, and technical meanings; analyze the cumulative
impact of specific word choices on meaning and tone (e.g., how the language of a court
opinion differs from that of a newspaper).
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 RI.9-10.7. Analyze the representation of a subject or a key scene in two different

artistic mediums, including what is emphasized or absent in each treatment (e.g.,
Auden's "Musée des Beaux Arts" and Breughel's Landscape with the Fall of Icarus).

Materials/Equipment
 Copies of the lyrics so students may write on them. 
 Copies of handout titled “Close Reading Questions for Bob Dylan Analysis”
 Speakers to play the song “Make You Feel My Love” by Bob Dylan (Cover by Adele) 

Pre-assessment
Students should have read at least to the end of Act II so they have an understanding of the
characteristics that each “lover” displays. They should also be familiar with close reading
strategies (such as talking to the text) and literary terms including denotation and connotation,
symbolism and contrast. 

Anticipatory Set/Context Setting 

 Students will respond to the following Henry Longfellow quote: “Music is the universal language
of mankind.” Students will either support or refute the statement and support their answers with
personal examples. 

Development/Procedures 
First Draft Reading: Creating Questions 
 Instruct students to listen to the song while reading the lyrics. While doing this,
students should also be “talking to the text.” They should conclude the reading by
writing two questions about the text. If there is time, students may share their questions
with the group.

Second Draft Reading: Focusing on Contrast in Characters

 Distribute the handout “Close Reading Questions for Bob Dylan Analysis.” Instruct
students to re-read the lyrics. There are specific directions on the handout to direct their
reading. Then have students answer the questions on the handout for the “Key
Ideas/Details” section only.  
 Students will then share their results with a partner before we answer them as a class.

Transition
Explain that students will now be listening to the song again but this time paying attention to
the “Craft and Structure” questions on the sheet.

Development/Procedures
 Play the song again and allows students time to complete the provided questions for
“Craft and Structure”
 Instruct students to share their answers with a partner before we come together as a
class to share our responses. 

Transition
Explain that students will now be listening to the song again but this time paying attention to
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the “Integration of Knowledge and Ideas” questions on the sheet.

Development/Procedure
 Play the song again and allows students time to complete the provided questions for
“Integration of Knowledge and Ideas” (This is dependent on time as well as the
teacher’s discretion of the necessity of the third play through)
 Instruct students to share their answers with a partner before we come together as a
class to share our responses. 

Summary/Closure
Ask several students to share their responses to the final question “What character from A
Midsummer Night’s Dream would most closely identify with the author of this song? Explain
using concrete textual evidence to support your reasoning.” 

Assessment
The teacher may collect the handouts and assess them and assign a grade for a summative
assessment, or the teacher may use the information provided in the answers as a formative
assessment to design a follow up lesson.  
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Appendix B

Name: ______________________________    Date: ___________    Period: ____

“Make You Feel My Love” by Bob Dylan 

Song Lyric Analysis
(Adele Cover)
 
1    When the rain is blowing in your face,
     And the whole world is on your case,
     I could offer you a warm embrace
     To make you feel my love.

2    When the evening shadows and the stars appear,

     And there is no one there to dry your tears,
     I could hold you for a million years
     To make you feel my love.

3    I know you haven't made your mind up yet,

     But I will never do you wrong.
     I've known it from the moment that we met,
     No doubt in my mind where you belong.

4    I'd go hungry; I'd go black and blue,

     I'd go crawling down the avenue.
     No, there's nothing that I wouldn't do
     To make you feel my love.

5    The storms are raging on the rolling sea

     And on the highway of regret.
     The winds of change are blowing wild and free,
     You ain't seen nothing like me yet.

6    I could make you happy, make your dreams come true.

     Nothing that I wouldn't do.
     Go to the ends of the Earth for you,
     To make you feel my love
     To make you feel my love
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Name:
Period:
Date:

Close Reading Questions

Key Ideas/Details 

1. What does the song reveal about the author’s current relationship?  How do
you know? 

2. What is the main idea of the text?  Explain using text evidence. 

Craft and Structure 

3. What is the meaning of “I'd go hungry; I'd go black and blue, I'd go crawling
down the avenue” in Stanza 4?  Highlight another similar example in Stanza
6. 

4. What is the meaning of “The storms are raging on the rolling sea, And on the
highway of regret” in Stanza 5? Is this a positive or negative connotation? 
Explain.
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5. What is the mood and tone of the song?  What words and phrases add to the
feeling of the song? 
  

Integration of Knowledge and Ideas

6. Which character from A Midsummer Night’s Dream would most closely

identify with the author of this song?  Explain your reasoning with support
from the text.
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Appendix C
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