READ 3013 Instructional Strategy Group Lesson

NAMES OF TEAM MEMBERS:

Kaitlin Sharp and Alison

Name of the content topic (ex. Matrix), instructional strategy (ex. Wordsmithing):
Name: The Meaning of the Word Shrew, using Word Meaning Graphic Organizer

Texts and Materials needed to teach this particular lesson; complete and thorough {No
Powerpoints}
List:
The Taming of the Shrew by William Shakespeare
Oxford English Dictionary Online
Whiteboard and markers
Candy
Computer for video clips from YouTube.com: The Taming of the Shrew and Ten
things I Hate About You 1999 movie trailer.
Projector to show the movie clips as well as the definition from the OED

How have you effectively chosen, prepared and used Materials? How are the texts
appropriate for the lesson purpose and gr. 8-12 students? What real text(s) (book, video,
artwork, etc.) {not a Powerpoint or worksheet} are you using?
We have effectively chosen, prepared, and used materials based on how we can used
the item to effectively teach the students.
The texts are appropriate for the lesson because using the Oxford English Dictionary
along with Shakespeares The Taming of the Shrew is useful and essential for
students to understand the lesson.
The real texts are the two movie clips which are appropriate because they provide
two different examples of the primary text.

What literacy demands do the topic, text, and lesson place on your students?
o It requires students to piece together their individual and group knowledge about a
vocabulary term in order to form a better understanding of the multiple meanings of
the word shrew, and it requires students to record and organize their definition of
the word in a graphic organizer.
o It asks students to think about a word in a variety of ways, to notice when and how
its being used, and why its important to know (Daniels, 138).

Step by step Procedures for this lesson. Procedures are in sequence and in enough detail for
another to teach this lesson. All should participate in the lesson.
Have you planned to build/activate Prior Knowledge and Interest?
Yes, Steps 2-7
Have you planned for your Instructions to be clear? Do you include modeling or clear
explanations?
We have planned to provide clear verbal instructions, and we provide an example of
what we would like the students to do on the handout.
Have you planned for the class members to participate in an Active way?
Yes, and we have done this by motivating students by giving candy to those that
participate in order to keep their interest. We are allowing them to participate in an
active way by asking open ended questions and by providing a handout to complete.
Have you planned to promote critical or creative Thinking about the text? Will you form

groups of no more than 4 students (for maximum participation)?

We will be breaking the students into small groups to talk about how the new
knowledge they received changes the meaning of the word given previously. We will
walk around and monitor those answers.
Is your team Prepared to implement the procedures (ex: Is it evident that all team members
know what they will do during the lesson; have you indicated which team member will
implement which procedure; are there plans to organize materials organized before class.)?
Yes, because the name of the person completing the task is written in the procedures.

LIST PROCEDURES:
1. First, Alison and Kaitlin will prepare for the lesson by opening the websites that will be
used, turning on the projector, and draw a blank graphic organizer on the board.
2. Alison will write the word shrew on the board and ask students what they think the
word means.
3. Kaitlin will give out a piece of candy to students that answer questions (to prompt
participation).
4. A handout with the Word meaning graphic organizer on it will be passed out to the
students by both presenters. Kaitlin will tell the students that an example is provided for
them on one side of the handout and to ask her or Alison if they have any questions about
how to complete the handout.
5. Students be instructed to get in small groups of 3 to fill out the worksheet. They will have
3 minutes to do this.
6. Then Alison will ask one person from each group to tell the class what they put in one of
the boxes. (Candy will not be given out to speaker because they are giving a group
response).
7. Alison will then state that todays class will be a brief introduction to Shakespeares play
The Taming of the Shrew.
8. Students will then be show the 1999 trailer for the movie 10 Things I Hate About You.
9. Then Kaitlin will tell the students they have a few minutes (2-3) to try to fill out more of
the Word Meaning Graphic Organizer handout as a small group based on the
information provided in the movie clip. (This gives students a chance to analyze new
information and exchange ideas within a group).
10. Students will then be show the movie clip from Act 1, Scene 1 of The Taming of the
Shrew.
11. Then Kaitlin will tell the students they have a few minutes (2-3) to try to fill out more of
the Word Meaning Graphic Organizer handout as a small group based on the
information provided in the movie clip.
12. We will talk about how the new knowledge they received changes the meaning of the
word given previously. Kaitlin will give out a piece of candy to students that answer
questions (to prompt participation). Students will be asked to share what new information
they have put in their boxes in the organizer which Kaitlin and Alison will take turns
writing on the board.
13. Then Kaitlin will pull up the Oxford English Dictionarys definition of the word shrew
to have the class look for the archaic meaning of the word which Shakespeare is using.
14. Finally, we will discuss how new knowledge changes the
meaning/connotation/denotation of the title. We will then ask the students what they
think Shakespeare means in his title The Taming of the Shrew.
Rationale (reasons): How do your lesson procedures support the students learning through disciplinary
literacy practices?
Describe

o
o

The lesson procedures support the use of English related disciplinary literacies by
asking students to use specialized knowledge about the multiple meanings of a word
by using the literary terms (connotation and denotation).
The lesson asks students to focus on how something is being said instead of simply
focusing on what is said, which is a specialized focus of analysis for English
Language studies.

How have you planned to demonstrate and/or discuss the Rationale?

o We will demonstrate the rational for the disciplinary literacy by asking students to
look at the word shrew outside of disciplinary literacy practices by asking students
to look at a literary meaning of the word as an adjective rather than the general or
scientific definition of a shrew which is a noun.
For example, students are asked to consider why Shakespeare called her a
shrew instead of calling her an unmarried, old maid or a single-woman.
Texas Essential Knowledge and Skills for English Language Arts and Reading
o 110.31. English Language Arts and Reading, English I Knowledge and skills:
Reading/Vocabulary Development. Students understand new vocabulary and
use it when reading and writing. Students are expected to:
o (B) Analyze textual context (within a sentence and in larger sections
of text) to distinguish between the denotative and connotative
meanings of words;
o (E) Use a dictionary, a glossary, or a thesaurus (printed or
electronic) to determine or confirm the meanings of words and
phrases, including their connotations and denotations, and their
etymology.
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:
o (C) Relate the figurative language of a literary work to its historical
and cultural setting.

Sources of information about strategy:

Daniels, Harvey, and Steven Zemelman. Tools for Thinking: Reading Strategies Across
Curriculum. Subjects Matter: Every Teacher's Guide to Content-Area Reading.
Portsmouth, NH: Heinemann, 2004. Print.
Taming of the shrew- Act 1 Scene 1. Youtube.com, 22 Jan. 2009. Web. 10 Oct. 2013.
<http://www.youtube.com/watch?list=PLAA3C9F6FEB750D8F&v=PK-5TeQAeM8>.
TEKS Documents. Texas Essential Knowledge and Skills. Texas Education Agency, 2007.
Web. 10 Oct. 2013. <http://www.tea.state.tx.us/index2.aspx?id=6148>.
10 Things I Hate About You (1999) Trailer. Youtube.com, 11 May 2012. Web. 10 Oct. 2013.
<http://www.youtube.com/watch?v=vpVZS5nTxh8>.