Thursday 3/28 Plan

Teacher (Candidate): Emily Harris Grade-Level: 10 Lesson Date: 3/28

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

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.

 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
● Google slide presentation uploaded to canvas
● character cards
● Julius Caesar Movie 1970

High Yield Instructional Strategies Used (Marzano, 2001)

Check if Used Strategy Return
Identifying Similarities & Differences 45%
Summarizing & Note Taking 34%
X Reinforcing Efforts & Providing Recognition 29%
Homework & Practice 28%
Nonlinguistic Representations 27%
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
Teach Others/Immediate Use of Learning 95%
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

Time Process Components

(min.)
15-20 *Anticipatory Set
min
warm-up- (instructions will be on a google slide on the board):
1
Julius Caesar Collage Instructions:
1. On a Google Slide, you will be creating a collage that
represents a chosen character from Act 1.
2. You can either A.) Strike a pose:
a. You can take a picture posing as your character, using
your phone, then upload it to your google slide page. You
would then add images or clip art to create a collage
that accurately portrays your character.
Or You can B.) create a collage using appropriate Google
images or clip art.
(The main difference between these two options is that you can
either pose as your character, or provide a google image of your
character).
On your slide:
● You must have an image of a person who represents your
chosen character
● Your whole google slide should be filled up entirely like a
collage.
● You should include at least one line from Act 1 that accurately
portrays your character (Include the Act and Scene: ex:“Act 1
Scene 2”)
● You need to have school appropriate images on your slide.
*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

*Instructional Input, Modeling, or Procedures

n/a

15-20 *Check for Understanding *After independent practice*

3 (Students will have been working on filling in character cards up
until this point in the play. As we read, students will fill in
information about the new characters)
● Character Card Gallery Walk:
○ TTW instruct students to pull out their chromebooks and
open their Julius Caesar Character Cards.
○ Students will walk about and see what fellow students
have done so far.
○ TTW Play Music
● Students will then return to their desks to work on their own
character cards.
[The whole idea is that students can get a feel for how other
students may be going about doing the character cards if they feel
stuck or unsure of what to put for a character. TTW make it clear
that not all characters will be filled in, only the characters seen so
far in Act 1 and the beginning of Act 2.]
4 *Guided Practice
● Read Act 2 Scene 1 of Julius Caesar
30-40 ○ Students will be assigned roles to read.
min
○ TTW pause students at key points to explain or ask
questions.
■ Question Examples:
■ Lines 46-47- What does the letter urge Brutus to
do?
■ Line 51- What must Brutus figure out about the
parts where the letter is vague?
■ line 114-140:
● Does Brutus want to make an oath or pact
with the conspiritors? Why or Why not?
● Explain: He doesn’t want an oath, and he
appeals to pride by saying that their cause is
noble and honest enough that they do not
need an oath. He doesn’t want the murder to
look dishonorable and secretive.
● Why would they (the conspirators decide to
 not kill Antony?
■ lines 264-287:
● How does Portia know that Brutus is not
physically ill? (lines 264-267)
● What does Portia say is wrong with Brutus?
(line 268)
● What questions does Portia ask toward the
end of this passage? Why? (lines 281-286

20-30 *Independent Practice -

mins ● Students have finished reading Act 1, so TTW provide a visual
representation of each scene through the movie rendition
2 (Julius Caesar 1970).
● TTW pause the movie where applicable to identify important
parts of the scene, ask questions, etc. TTW also pause the
movie for students to finish responding to any guided
questions they have yet to finish for each scene. (Up until this
point many students have yet to have turned in their question
sheets, so this will allocate some class time to get those
submitted and for further comprehension of the play. I also
believe visuals are beneficial especially when reading a play
that was originally performed.)
● TTW also tell the students that they will be doing a walk about
to see character cards after the movie.
○ Students who have completed the guided questions
should be working on character cards. Especially
because the movie helps provide a visual representation
of each character and their physical traits.
● TTW say that the class expectation is to: have heads up and
actively working to submit the guided questions and share the
character cards with everyone.
● TTW walk around and monitor while the movie is on (no phones,
on task, no heads down)
Assessment
N/A
 *Closure
4 Last 15 minutes of class TTW redirect to guided reading questions
Last on canvas for Act 2 Scene 1.
15
Differentiation Strategies (e.g. enrichment, accommodations, remediation, learning style, multicultural).
● Gallery Walk
● Movie Visual With Reading
● Guided questions to monitor reading comprehension
● Character Cards
● Collage Warm Up- Creating a visual representation of a character
Classroom Management Strategies (To ensure a positive learning environment).
1. Play Music and have music ready to play
2. Have the Windows Open and Ready for Class
3. Have a timer loaded if needed
4. walk around class and monitor students