English Renaissance and Shakespeare Introduction

Direct Instruction Lesson Plan

Teachers: Subject:

Cecilia Cabral English

9-10.RI.1 Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text.

9-10.RI.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.
Learning Objective:

Students will be able to describe the influence of historical figures, perspectives, and ideas that
influenced Renaissance literature.

Evidence of Mastery (Measurable):

◻ How will you assess if your student achieved mastery of the lesson objective?
◻ Determine the type of demonstration/activity the student will use to demonstrate mastery of the objective.
◻ What is the condition and degree, the setting or situation in which the student will be able to express the depth and extent of
learning?
◻ What is an exemplary student response with the level of detail you expect to see?

Students will analyze Shakespeare’s sonnet and determine the meaning of words and phrases
by recording five observations in the comments section of the google document.
Key Academic Vocabulary: (Consider Bloom’s Materials Needed:
Verbs)
Computer
Analyze
Pear Deck Presentation
Determine

Record

Opening Activity
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 ◻ How will you activate student interest?
◻ How will you connect and uncover prior knowledge?
◻ How will you present the lesson objective in an engaging and student-friendly way?

The teacher will project a video about the Renaissance and William Shakespeare to activate
student interest. The teacher will connect and uncover prior knowledge by presenting slides that
cover Pre-Renaissance, Renaissance themes, and literature in the Renaissance to introduce
Shakespeare. The teacher will facilitate a quick class discussion to compare and contrast Pre-
Renaissance and the Renaissance. The teacher will present a series of slides about William
Shakespeare that will introduce Shakespeare and help students make relevant connections.

Instructional Input “I do”

Teacher Will: Student Will:

◻ How will you model/explain/demonstrate all ◻ What will students be doing to actively capture and
knowledge/skills required of the objective? process the new material and connect to their prior
◻ What types of visuals will you use? knowledge?
◻ How will you address misunderstandings or ◻ How will students be engaged?
common student errors that may be uncovered
within prior knowledge?
◻ How will you explain and model behavioral
expectations?
◻ Is there enough detail in this section so that
another person could teach it?

The teacher will provide a few slides that Students will listen to the Think Aloud and
go over close reading, annotating, what to observe the teacher break down the excerpt.
look for and ways to annotate before They will ask questions as the Think ALoud
starting the pre-reading activity. The progresses.
teacher will then model annotating using
an excerpt from Shadow and Bone by
Leigh Bardugo. This text will model
annotating using a less complex text than
Shakespeare’s sonnet. The teacher will
use the Think Aloud strategy to keep
students engaged. The teacher will open
the floor for students to ask questions.

Guided Practice “We do”

Teacher Will: Student Will:

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 ◻ How will you provide guidance to all students as
they practice?
◻ How will you ensure that all students have multiple ◻ How will students be engaged?
opportunities to practice new content and skills ◻ How will students practice all knowledge/skills required
with your support? of the objective, with your support?
◻ How will you utilize the support of peers within this ◻ How will you elicit student-to-student interaction?
practice? ◻ How are students practicing in ways that align to
◻ Is there enough detail in this section so that independent practice?
another person could facilitate this practice?

The teacher will project William Students will discuss and go up to make
Shakespeare’s Sonnet 18 on the board. additions to the Sonnet annotations.
The teacher will use a marker to annotate
together with the students. The teacher
will facilitate a discussion as they annotate
the sonnet and open the floor so students
can go up and make additions.

Independent Practice “You do”

Teacher Will: Student Will:

◻ How will you plan to coach and correct during this ◻ How will students be engaged?
practice? ◻ How will students independently practice the knowledge and
◻ How will you provide opportunities for remediation and skills required by the objective?
extension? ◻ How are students practicing in ways that align with the
◻ How will you clearly state and model academic and assessment of collection of evidence of mastery?
behavioral expectations within the collection of ◻ How are students using self-assessment to guide their own
evidence of mastery? learning?
◻ Did you provide enough detail so that another person ◻ How are you supporting students giving feedback to one
could facilitate the practice? another?

Teachers will support students as they Students will make a copy of the sonnet to
annotate a Shakespeare sonnet. They will annotate it. They will make five observations
walk around and offer individual or group about the sonnet in the comments section of
support. the Google doc.

Closing Activity:
◻ How will students reflect on learning?
◻ Summarizing and stating the significance of what they learned.
◻ Acknowledge the new information that was added/developed within their schema.

Students will reflect on their learning by completing an exit ticket. They will post details on a
shared discussion slide to summarize what they learned about William Shakespeare.

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