Texas A&M UniversityCommerce

Teacher: Ashley Grandstaff

Daily Lesson Plan Form

Subject: English

Grade Level: 10

Mentor: Rachel Pullen

Campus/District: Rockwall Date: 10/27/2014

High School/ RISD
Overall Goal of Lesson: Students will familiarize new grammar concepts using comma rule F. Students
will also analyze and interpret Shakespearean language by reading Julius Caesar.
Instructional Objectives: Students will participate in the grammar lesson by taking notes and
participating in the practice. Students will also answer questions as they read Julius Caesar.
Texas Essential Knowledge & Skills (TEKS) & ELPS:

Knowledge and skills. Reading/Vocabulary

Development. Students understand new vocabulary
and use it when reading and writing. Students are
expected to: determine the meaning of grade-level
technical academic English words in multiple
content areas (e.g., science, mathematics, social
studies, the arts) derived from Latin, Greek, or
other linguistic roots and affixes; analyze textual
context (within a sentence and in larger sections of
text) to distinguish between the denotative and
connotative meanings of words; infer word
meaning through the identification and analysis of
analogies and other word relationships. TEKS (b)
(1A, 1B, 1C, 1D).
Reading/Comprehension of Literary Text/Theme
and Genre. Students analyze, make inferences and
draw conclusions about theme and genre in
different cultural, historical, and contemporary
contexts and provide evidence from the text to
support their understanding. Students are expected
to: compare and contrast differences in similar
themes expressed in different time periods; analyze
archetypes (e.g., journey of a hero, tragic flaw) in
mythic, traditional and classical literature; and
relate figurative language of a literacy work to its
historical and cultural setting. TEKS (b) (2A, 2B,
2C).
Reading/Comprehension of Literary Text/Fiction.
Students understand, make inferences and draw
conclusions about the structure and elements of
fiction and provide evidence from text to support
their understanding. Students are expected to:
analyze isolated scenes and their contribution to
the success of the plot as a whole in a variety of

Key Vocabulary: Nonessential, essential,

appositive phrase, direct address, and
parenthetical expressions.

works of fiction; analyze differences in the

characters' moral dilemmas in works of fiction
across different countries or cultures; evaluate the
connection between forms of narration (e.g.,
unreliable, omniscient) and tone in works of
fiction; and demonstrate familiarity with works by
authors from non-English-speaking literary
traditions with emphasis on 20th century world
literature. TEKS (5A, 5B, 5C, 5D).
Cross-curricular second language
acquisition/listening. The ELL listens to a variety
of speakers including teachers, peers, and
electronic media to gain an increasing level of
comprehension of newly acquired language in all
content areas. ELLs may be at the beginning,
intermediate, advanced, or advanced high stage of
English language acquisition in listening. In order
for the ELL to meet grade-level learning
expectations across the foundation and enrichment
curriculum, all instruction delivered in English
must be linguistically accommodated
(communicated, sequenced, and scaffolded)
commensurate with the student's level of English
language proficiency. The student is expected to:
distinguish sounds and intonation patterns of
English with increasing ease; recognize elements
of the English sound system in newly acquired
vocabulary such as long and short vowels, silent
letters, and consonant clusters; learn new language
structures, expressions, and basic and academic
vocabulary heard during classroom instruction and
interactions; monitor
Higher Order Questions: When and where should place a comma within a sentence?
Throughout the play, what do you notice, other than the basic plot line?
Student Activities: Students will participate in the lesson over the new vocabulary and commas. Students
will also listen along to Julius Caesar and answer the questions as they go. After the
reading, the students will participate in a class discussion about the reading.
Modifications/ELL Strategies: ELL
students will be given the opportunity to
participate in class, and if they are still
struggling I will set aside a time for
tutoring with them where we can re-listen

Anticipatory Activity for Lesson: Students will come in

and get out their comma notes and their Julius Caesar
questions.

to the previous scenes until they are caught

up. I will also make sure they receive the
correct answers to the question, so any
unanswered questions can be filled in, and
they will be able to put the plot line
together easier.
Time Allotted
Teacher Input/Lesson Activity: (10 min.) Work through the new vocabulary for the week as
a class.
Modeling: (10 min.) Comma rule F PowerPoint and notes. We will go through the
PowerPoint and the students will follow along in their packets and fill in the blanks, as well
as complete the practices.
Guided Practice: (10 min.) Class discussion and answering some of the questions out loud
from the book.
Independent Practice: (20 min.) Students will listen and read along with the tape for Julius
Caesar. Students will also complete the questions as we go that go along with the reading.
Lesson Closure: (5 min.) We will go over the answers to the questions with the reading to
ensure that they all have the correct answers, and understand what is going on in the play.
Assessment Methods/Strategies: Students will participate in the class discussion over Julius
Caesar as we go over the correct answers. The questions will eventually be taken as a grade.
Resources:
Literature Textbook
Pencil
Overhead
Computer
Tape player