This template is used for student-developed lesson plans in upper-level teacher preparation (UED) classes.

Your lesson
plan should be typed directly into this MS Word document. Boxes will expand to fit the amount of text in your plan.

Monday 3/25 Plan

Teacher (Candidate): Emily Harris Grade-Level:10 Lesson Date: 3/25

Title of Lesson: Julius Caesar Act 1 Cooperating Teacher: H. Comer

Scenes 1-3

Core Components
Subject, Content Area, or Topic
GSWLA English 10
Student Population
Block 1 GSWLA 18, 4 Male, 16 Females
Block 4 GSWLA 25, 6 Male, 19 Females, 2 504’s. 3 IEP’s, 1 BIP
Learning Objectives
10.4 The student will read, comprehend, and analyze literary texts of different cultures and
eras.
Students will know:

● that literature is universal and influenced by different cultures and eras

Students will be able to:

● construct meaning from text by making connections between what they already know and the
new information they read
● analyze how indirect characterization reveal(s) nuances of character and advances the plot
● analyze universal themes
● analyze works of literature for historical information about the period in which they were
written

Virginia Standard(s) of Learning (SOL)

10.4 The student will read, comprehend, and analyze literary texts of different cultures and
eras.

a) Make inferences and draw conclusions, using references from the text(s) for support.

b) Analyze the similarities and differences of techniques and literary forms represented
in the literature of different cultures and eras.

c) Interpret the cultural or social function of world and ethnic literature.

d) Analyze universal themes prevalent in the literature of different cultures.

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021
This template is used for student-developed lesson plans in upper-level teacher preparation (UED) classes. Your lesson
plan should be typed directly into this MS Word document. Boxes will expand to fit the amount of text in your plan.

e) Examine a literary selection from several critical perspectives.

h) Explain the influence of historical context on the form, style, and point of view of a
literary text(s).

i) Evaluate how an author’s specific word choices, syntax, tone, and voice shape the
intended meaning of the text.

m) Use reading strategies to monitor comprehension throughout the reading process.

Materials/Resources
● Julius Caesar Character Cards
● Julius Caesar Act 1 Scene 2 Comprehension Questions
● Literature Text Books of complete Julius Caesar Text (Available in Classroom)
● Group Prompts
● Untitled document

High Yield Instructional Strategies Used (Marzano, 2001)

Check if Used Strategy Return
Identifying Similarities & Differences 45%
X Summarizing & Note Taking 34%
Reinforcing Efforts & Providing Recognition 29%
Homework & Practice 28%
Nonlinguistic Representations 27%
X Cooperative Learning 23%
Setting Goals & Providing Feedback 23%
Generating & Testing Hypothesis 23%
X Questions, Cues, & Advanced Organizers 22%

Does your instructional input & modeling yield the positive returns you want for your students?
Check if Used Strategy Return
X Teach Others/Immediate Use of Learning 95%
X Practice by Doing 75%
X Discussion 50%
Demonstration 30%
X Audio Visual 20%
X Reading 10%
Lecture 05%

Safety Considerations
Emergency folder is ready and labeled with current rosters
Doors are locked
Aisle is free of clutter

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021
This template is used for student-developed lesson plans in upper-level teacher preparation (UED) classes. Your lesson
plan should be typed directly into this MS Word document. Boxes will expand to fit the amount of text in your plan.

Time
(min.) Process Components

1:
5-10
min *Anticipatory Set
Bell 1 Warm Up: : Julius Caesar Quote #2 Discussion Board

● Instructions:
○ This is a shirt for sale in 2024. It is a quote from Julius Caesar. Why would
someone put this quote on a t-shirt? How is this quote still relevant in 2024?
Why would someone buy this t-shirt? What is it about this quote that people
find attractive? Explain
■ Respond to the prompt in at least 3 complete sentences
■ Comment about a classmate's response in at least 2 sentences,
reference the response.
■ Comment about a 2nd classmate's response in at least 2 sentences,
reference the response.
Bell 4 Warm Up: Snow Ball Review:
● Write down anything you remember from Friday’s class or from Julius Caesar
so far and what you’ve learned.
○ Write at least 2 key concepts discussed whether it be related to the plot,
characters or the play itself
● Ball it up
● Toss it across the room
● Pick up someone else’s snowball
● Read it to the whole group
*State the Objectives (grade-level terms)

I can…understand that literature is universal and influenced by different cultures and eras
I can… pull meaning from Shakespeare’s text by making connections between what I
already know and the new information I read
I can…analyze universal themes
I can… analyze works of literature for historical information about the period in which
they were written
McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021
This template is used for student-developed lesson plans in upper-level teacher preparation (UED) classes. Your lesson
plan should be typed directly into this MS Word document. Boxes will expand to fit the amount of text in your plan.

2: *Instructional Input, Modeling, or Procedures-

Bell 1: ● Lesson Focus: Julius Caesar Act 1 Scenes 1-3

3-4
min ●
Bell 1:
○ TTW cover/review key details in the past 2 scenes with students
○ TTW break students into groups and explain the Independent Practice/
Bell 2: Group Activity
10 ● Bell 2:
min ○ TTW finish playing the audio in class for scene 2 and ask
comprehension/clarifying questions throughout.
○ Students will fill in:
■ Students will fill this sheet in but not submit, as they will continue to
add to characters as we read the play: Julius Caesar Character
Cards
■ Students will complete this worksheet and turn it in on canvas:
Julius Caesar Act 1 Scene 2 Comprehension Questions
○ TTW Explain instructions for Independent Practice/ Group Activity
*Check for Understanding
● (During the Independent Practice)

*Guided Practice-
Julius Caesar Act 1 Scenes 1 and 2
● Friday 3/22-The teacher led a guided reading of Act 1 Scenes 1-2
● Monday 3/25- (Independent Practice) TTW review with students what was read
Friday as a class and highlight key scenes.

3:
Bell
1+2:
*Independent Practice/ Check for understanding-UNFINISHED

20-25 Independent Practice/ GROUP ACTIVITY: (Similar to Jigsaw)

min ● Students will be broken into groups. -
● Block 1: 18 Students-6 groups of 3 (One group will have the same prompt as
another group)
● Block 4: 25 Students-5 groups of 5
● Each group will get:
○ A Literary Book of the original text
○ Printed Worksheet with their prompt and questions: Group Prompts
○ A Poster or Shared Google Slide Presentation (?)
○ Students can also use the modern translation of the text via Modern Audio
Link
■ Act 1 Scene 1 Modern translation:
https://www.youtube.com/watch?v=lZdPKbFRIhw

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021
This template is used for student-developed lesson plans in upper-level teacher preparation (UED) classes. Your lesson
plan should be typed directly into this MS Word document. Boxes will expand to fit the amount of text in your plan.

■ Act 1 Scene 2 Modern translation:

https://www.youtube.com/watch?v=9PSwWeBvYJ4

● Prompt 1 Evaluate Brutus’ character

○ (Act I Scene ii Lines 32-47)
○ Apply to today:
■ Have you or someone you know ever given someone a look that
was misinterpreted? How does that experience help you understand
Cassius’ comment?
○ Is Brutus angry with Cassius? What has caused the change in his
behavior?
○ Does Brutus seem to be a positive character? Explain your answer.
○ Students will use textual evidence to support their answer.
● Prompt 2 Evaluate Cassius’ Character:
○ Discuss how/why Cassius uses flattery in speaking with Brutus in Scene 2.
○ Does Brutus seem to be the type of person who would be swayed by
flattery? Why/Why not?
○ Sttudents must use textual support/evidence
○ Apply to today:
■ How do people today use flattery to manipulate or get their way?
● Examples could be from media, politics, business world,
friendships, etc.
● Prompt 3 Evaluate Cassius’ plans/motives
○ (Act I Scene ii lines 97-131)
○ Students will discuss and answer:
■ What does Cassius say about Caesar’s strength compared to other
mortals?
■ Why does Cassius say these things about Caesar to Brutus?
■ Does Cassius’ depiction of Caesar coincide with the way that the
commoners see Caesar and the way Caesar has portrayed himself?
○ Students will use textual evidence to support their answers.
○ Apply to today:
■ How might jealousy or envy lead someone to tear down another
person’s reputation? How can words be used to influence others?
● Prompt 4 Caesar’s Character
○ Using the text (Scene 1 and 2) List at least 3 different perspectives/opinions
of Caesar: (Commoners, Brutus, Cassius)
○ For example
■ Cassius’ perspective on Caesar:
● Believes he is weak
● Shouldn’t be the next leader of Rome
○ Make sure to use the text to back up your points.
○ Then, based on all of these views, as a group, provide your own conclusion
on the character of Caesar and whether he makes a good leader or if he is
a good or bad character.
McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021
This template is used for student-developed lesson plans in upper-level teacher preparation (UED) classes. Your lesson
plan should be typed directly into this MS Word document. Boxes will expand to fit the amount of text in your plan.

○ Apply to today:
■ Is it fair to decide if someone is a good person or leader based only
on what other people think of them? Explain why or why not.
■ How should a person’s character be accurately interpreted?
● Prompt 5 Omens and the Ides of March
○ Research what omens are on your chromebooks. Provide a definition and
explain it.
○ Why might the Ides of March be a bad omen?
○ Do you agree or disagree with Caesar’s response to the soothesayer? If you
were in Caesar’s position, would you take the soothesayer seriously?
○ How does Shakespeare use foreshadowing in scene 2, particularly regarding
the warnings about the Ides of March?
■ What impact does this foreshadowing have on the audience's
understanding of future events in the play?
○ Apply to today: When people receive warnings about possible dangers or
problems, how do they usually react today? Can you think of any recent
examples where people ignored or listened to warnings? What happened as
a result?

After each group completes their prompt together, each group will elect one member of
their group to be their spokesperson.
This spokesperson will join another group and discuss their group’s prompt. The group
they join will also share their prompt as well.
10 Spokespeople should explain:
min ● The passage focused on
● The prompt’s questions
● The group’s responses to the questions and textual evidence/explanation.
Once students have finished sharing, students will sit down and the teacher will call on 2
groups to share to the whole group.

4:
10 Paired Reading: Or Teacher Guided- Reading
min Act 1 Scene 3
● Students will finish reading Act 1 in pairs and work together to respond to
comprehension questions.
● Scene 3 Comprehension Questions
● After students finish reading Act 1 Scene 3, the teacher will go over the questions
as a class.
● If there needs to be further clarification, TTW pull up Act 3 and read it along with
the students.

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021
This template is used for student-developed lesson plans in upper-level teacher preparation (UED) classes. Your lesson
plan should be typed directly into this MS Word document. Boxes will expand to fit the amount of text in your plan.

Assessment
n/a

5:
*Closure-
ABC Exit Ticket-

● Students will be tasked to think of the FIRST letter of their LAST name.
● Students will use this letter to think of a word that summarizes the lesson or
concept. (It could be anything they learned).

●
If there is any extra time, students will be challenged to make a sentence using
their seating group’s words that can accurately paint a picture of Act 1 Scenes 1-3
:)
Differentiation Strategies (e.g. enrichment, accommodations, remediation, learning style, multicultural).
Interactive group expert activity with Act 1 Scene 2
Warm up activity
comprehension questions
ABC exit ticket
Classroom Management Strategies (To ensure a positive learning environment).

Lesson Reflection. To be completed following the lesson. Did your students meet the objective(s)? What
parts of the lesson would you change? Why? (Professor will determine if reflection goes here or in written report).

Lesson Rationale- The hope was to get through Act 1 Scenes 1-2 on Friday 3/23, but I felt there
needed to be more time spent on especially scene 2 in order for students to fully comprehend what
is happening in the play and what is happening between characters. So this plan for Monday has
been changed from what I originally had planned for. I have created a group-jigsaw activity with
tiered discussion questions to have students become hands on with the text and pull meaning from
it. My rationale for groups: I believe discussion, collaboration, and active engagement leads to
learning/understanding. In order for students to successfully tackle literary theories and their
relation to the text in my future lessons, they must first understand the text itself.

*Denotes Madeline Hunter lesson plan elements.

Candidate Signature Cooperating Teacher Signature Date

Signatures indicate the candidate presented the lesson for cooperating teacher review and input.

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021