Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Kenton McRuer

Date 4/13/2015
Grade 9________________

Subject/ Topic/ Theme

Romeo and Juliet Representation

I. Objectives
How does this lesson connect to the unit plan?
Students learn multiple ways to engage with a text (Romeo and Juliet), in order to gain overall literacy
cognitiveR U Ap An E C*

Learners will be able to:

Read and comprehend plot elements from Shakespeares Romeo and Juliet: Act I
Create artistic representations of thematic elements as well as characters from the play
Articulate their experience with the plot and characters from Act I

An
E
C

physical
development

socioemotional

Common Core standards (or GLCEs if not available in Common Core) addressed: By the end of grade 9, (students will be able to) read
and comprehend literature, including stories, dramas, and poems.
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create

II. Before you start

Identify prerequisite
knowledge and skills.

Students must have general knowledge of play structure. Knowledge of vocabulary words like: act,
scene, enter, and exit, as well as an ability to read a story told through dialogue and little narration.
Students must have read Act 1 prior to coming in for class
Pre-assessment (for learning):

Students will be asked to journal on a question critical thinking questions for Act 1
Outline assessment
activities
(applicable to this lesson)

What barriers might this

lesson present?
What will it take
neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?

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Formative (for learning):

Students will be introduced to symbolic representation activity

Formative (as learning):

Students will use materials or objects to create symbolic representations of characters

Summative (of learning):
Students will present in small groups on their symbolic representation choices
Provide Multiple Means of
Representation
Provide options for perceptionmaking information perceptible

Provide Multiple Means of

Action and Expression
Provide options for physical actionincrease options for interaction
The symbolic representation
activity requires the physical act of
creating artwork

Provide options for language,

mathematical expressions, and
symbols- clarify & connect
language

Provide options for expression and

communication- increase medium
of expression

The activity itself offers

multiple means of expression
through artwork and oral
presentation

Provide Multiple Means of

Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
Students are required to present
within a small group, rather than
the entire class. Students have a
choice of characters, scene, themes,
and artistic mediums
Provide options for sustaining
effort and persistence- optimize
challenge, collaboration, masteryoriented feedback

Students are encouraged to do

their best work when creating
their symbols

Provide options for comprehensionactivate, apply & highlight

Students give written

comprehension through brief
journal entry, applying their
ideas and inner thoughts.
Students will also provide oral
comprehension through class
discussion and small group
presentation
Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?

Provide options for executive

functions- coordinate short & long
term goals, monitor progress, and
modify strategies

Provide options for self-regulationexpectations, personal skills and

strategies, self-assessment &
reflection

Lesson plan and activity enables

goals for personal engagement
and close reading. Students are
involving themselves personally
with a text. Working towards
the goal of life-long literacy.

Students are given an

opportunity to flex artistic
representation skills. Students
will also asses each other
through small group activity
and reflect on their reading
together

Art materials are required: paper, glue, colored pencils, markers, scissors, glitter, feathers, construction
paper, etc.

Materials to create symbolic representations will be at the front of class while students will work at
their desks, which are in an everyday row formation.
How will your classroom
be set up for this lesson?

When students break off into small groups of 3 they while turn desks to face one another.

III. The Plan

Time
0:00

0:15

Components
Motivation
(opening/
introduction/
engagement)

Describe teacher activities

AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
Teacher opening questions:

If you were either Romeo or Juliet, how

do you think your parents would react
to your telling them the news that you
had fallen in love suddenly with the
child of their sworn enemy?

Think back to a situation where someone

made a strong first impression on you.
What was your reaction? What factors
contributed to it?
What other characters in the literature that
you've studied have had an instant
reaction (either good or bad) to each
other? What was the reaction and how did
the characters account for it?
How does society feel about the idea of
people falling in love instantly? Why do
you think people feel this way?
When you react with strong emotions to a
situation, how do others around respond to
you?
How does the opening fight scene set the
stage for the rest of the novel? Do you
think it foreshadows what is to come?
The teacher will task the students with creating
symbolic representations of characters, themes, and
themselves connecting to a scene of their choice
from Romeo and Juliet Act 1

Students will write a brief journal half

page answer to the first question
Students will then raise their hands and
engage in a class discussion, by
contributing and answering the following
questions aloud

0:15

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Development
(the largest
component or
main body of

Using the introduction questions as a launching

point, the students will use the art materials to
create symbolic representations of characters,
themes, and even place a representation of

the lesson)

themselves within a scene

The teacher will walk around the classroom,
helping students with their thoughts and ideas and
ensuring that they stay on task

1:00

Students are required to include

representations of
o Themselves
o One theme
o 2-3 characters

Students will take turns discussing and

presenting their creations/choices within
their small group

The teacher is informally assessing the students

engagement and understanding

0:45

0:45

Closure
(conclusion,
culmination,
wrap-up)

Teacher divides class into groups of three

and tasks them with taking turns
presenting and orally articulating their
choices for symbolic representation
The teacher informally assesses the class
during this final activity

Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)

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