EDUC 2220- Educational Technology Lesson Plan Template

Shakespeare in Real Life

Meredith Kennedy
12th Grade English Language Arts

Common Core Standards:

Acquisition of Vocabulary Standard
Students acquire vocabulary through exposure to language-rich situations, such as reading books and other
texts and conversing with adults and peers. They use context clues, as well as direct explanations provided
by others, to gain new words. They learn to apply word analysis skills to build and extend their own
vocabulary. As students progress through the grades, they become more proficient in applying their
knowledge of words (origins, parts, relationships, meanings) to acquire specialized vocabulary that aids
comprehension.
Indicators for grade 12
1. Recognize and identify how authors clarify meanings of words through context and use definition,
restatement, example, comparison, contrast and cause and effect to advance word study. (ORC Resources)
5. Determine the meanings and pronunciations of unknown words by using dictionaries, thesauruses,
glossaries, technology and textual features, such as definitional footnotes or sidebars. (ORC Resources)
Reading Process: Concepts of Print, Comprehension Strategies and Self-Monitoring Strategies
Standard
Students develop and learn to apply strategies that help them to comprehend and interpret informational and
literary texts. Reading and learning to read are problem-solving processes that require strategies for the
reader to make sense of written language and remain engaged with texts. Beginners develop basic concepts
about print (e.g., that print holds meaning) and how books work (e.g., text organization). As strategic
readers, students learn to analyze and evalute texts to demonstrate their understanding of text. Additionally,
students learn to self-monitor their own comprehension by asking and answering questions about the text,
self-correcting errors and assessing their own understanding. They apply these strategies effectively to
assigned and self-selected texts read in and out of the classroom.
Indicators for grade 12
1. Apply reading comprehension strategies, including making predictions, comparing and contrasting,
recalling and summarizing and making inferences and drawing conclusions. (ORC Resources)
2. Answer literal, inferential, evaluative and synthesizing questions to demonstrate comprehension of gradeappropriate print texts and electronic and visual media. (ORC Resources)
Reading Applications: Informational, Technical and Persuasive Text Standard
Students gain information from reading for the purposes of learning about a subject, doing a job, making

decisions and accomplishing a task. Students need to apply the reading process to various types of
informational texts, including essays, magazines, newspapers, textbooks, instruction manuals, consumer and
workplace documents, reference materials, multimedia and electronic resources. They learn to attend to text
features, such as titles, subtitles and visual aids, to make predictions and build text knowledge. They learn to
read diagrams, charts, graphs, maps and displays in text as sources of additional information. Students use
their knowledge of text structure to organize content information, analyze it and draw inferences from it.
Strategic readers learn to recognize arguments, bias, stereotyping and propaganda in informational text
sources.
Indicators for grade 12
3. Analyze and compile information from several sources on a single issue or written by a single author,
clarifying ideas and connecting them to other sources and related topics. (ORC Resources)
5. Examine an author's implicit and explicit philosophical assumptions and beliefs about a subject. (ORC
Resources)
Reading Applications: Literary Text Standard
Students enhance their understanding of the human story by reading literary texts that represent a variety of
authors, cultures and eras. They learn to apply the reading process to the various genres of literature,
including fables, tales, short stories, novels, poetry and drama. They demonstrate their comprehension by
describing and discussing the elements of literature (e.g., setting, character and plot), analyzing the author's
use of language (e.g., word choice and figurative language), comparing and contrasting texts, inferring
theme and meaning and responding to text in critical and creative ways. Strategic readers learn to explain,
analyze and critique literary text to achieve deep understanding.
Indicators for grade 12
1. Compare and contrast motivations and reactions of literary characters confronting similar conflicts (e.g.,
individual vs. nature, freedom vs. responsibility, individual vs. society), using specific examples of
characters' thoughts, words and actions. (ORC Resources)
2. Analyze the historical, social and cultural context of setting. (ORC Resources)
3. Explain how voice and narrator affect the characterization, plot and credibility. (ORC Resources)
6. Recognize and differentiate characteristics of subgenres, including satire, parody and allegory, and explain
how choice of genre affects the expression of theme or topic. (ORC Resources)
8. Evaluate ways authors develop point of view and style to achieve specific rhetorical and aesthetic
purposes (e.g., through use of figurative language irony, tone, diction, imagery, symbolism and sounds of
language), citing specific examples from text to support analysis. (ORC Resources)
Writing Process Standard
Students' writing develops when they regularly engage in the major phases of the writing process. The
writing process includes the phases of prewriting, drafting, revising and editing and publishing. They learn to
plan their writing for different purposes and audiences. They learn to apply their writing skills in
increasingly sophisticated ways to create and produce compositions that reflect effective word and
grammatical choices. Students develop revision strategies to improve the content, organization and language
of their writing. Students also develop editing skills to improve writing conventions.
Indicators for grade 12
1. Generate writing ideas through discussions with others and from printed material, and keep a list of
writing ideas. (ORC Resources)
5. Use organizational strategies (e.g., notes and outlines) to plan writing. (ORC Resources)

9. Use precise language, action verbs, sensory details, colorful modifiers and style as appropriate to
audience and purpose, and use techniques to convey a personal style and voice. (ORC Resources)
10. Use available technology to compose text. (ORC Resources)
11. Reread and analyze clarity of writing, consistency of point of view and effectiveness of organizational
structure. (ORC Resources)
12. Add and delete examples and details to better elaborate on a stated central idea, to develop more precise
analysis or persuasive argument or to enhance plot, setting and character in narrative texts. (ORC
Resources)
14. Use resources and reference materials (e.g., dictionaries and thesauruses) to select effective and precise
vocabulary that maintains consistent style, tone and voice. (ORC Resources)
Writing Applications Standard
Students need to understand that various types of writing require different language, formatting and special
vocabulary. Writing serves many purposes across the curriculum and takes various forms. Beginning writers
learn about the various purposes of writing; they attempt and use a small range of familiar forms (e.g.,
letters). Developing writers are able to select text forms to suit purpose and audience. They can explain why
some text forms are more suited to a purpose than others and begin to use content-specific vocabulary to
achieve their communication goals. Proficient writers control effectively the language and structural features
of a large repertoire of text forms. They deliberately choose vocabulary to enhance text and structure their
writing according to audience and purpose.
Indicators for grade 12
6. Produce informal writings (e.g., journals, notes and poems) for various purposes. (ORC Resources)
Writing Conventions Standard
Students learn to master writing conventions through exposure to good models and opportunities for
practice. Writing conventions include spelling, punctuation, grammar and other conventions associated with
forms of written text. They learn the purpose of punctuation: to clarify sentence meaning and help readers
know how writing might sound aloud. They develop and extend their understanding of the spelling system,
using a range of strategies for spelling words correctly and using newly learned vocabulary in their writing.
They grow more skillful at using the grammatical structures of English to effectively communicate ideas in
writing and to express themselves.
Indicators for grade 12
1. Use correct spelling conventions. (ORC Resources)
2. Use correct capitalization and punctuation. (ORC Resources)
3. Use correct grammar (e.g., verb tenses, parallel structure, indefinite and relative pronouns). (ORC
Resources)
Research Standard
Students define and investigate self-selected or assigned issues, topics and problems. They locate, select and
make use of relevant information from a variety of media, reference and technological sources. Students use
an appropriate form to communicate their findings.
Indicators for grade 12
2 Identify appropriate sources and gather relevant information from multiple sources (e.g., school library
. catalogs, online databases, electronic resources and Internet-based resources). (ORC Resources)

5 Integrate quotations and citations into written text to maintain a flow of ideas. (ORC Resources)
.
6 Use style guides to produce oral and written reports that give proper credit for sources and include
. appropriate in-text documentation, notes and an acceptable format for source acknowledgement. (ORC
Resources)
7 Use a variety of communication techniques including oral, visual, written or multimedia report to present
. information that supports a clear position about the topic or research question and defend the credibility
and validity of the information presented. (ORC Resources)
Communications: Oral and Visual Standard
Students learn to communicate effectively through exposure to good models and opportunities for practice.
By speaking, listening and providing and interpreting visual images, they learn to apply their communication
skills in increasingly sophisticated ways. Students learn to deliver presentations that effectively convey
information and persuade or entertain audiences. Proficient speakers control language and deliberately
choose vocabulary to clarify points and adjust presentations according to audience and purpose.
Indicators for grade 12
4 Evaluate how language choice, diction, syntax and delivery style (e.g., repetition, appeal to emotion, eye
. contact) affect the mood and tone and impact the audience. (ORC Resources)
5 Demonstrate an understanding of the rules of the English language and select language appropriate to
. purpose and audience. (ORC Resources)
7 Vary language choices as appropriate to the context of the speech. (ORC Resources)
.
8 Deliver informational presentations (e.g., expository, research) that: a. present a clear and distinctive
. perspective on the subject; b. present events or ideas in a logical sequence; c. support the controlling idea
or thesis with well-chosen and relevant facts, details, examples, quotations, statistics, stories and
anecdotes; d. include an effective introduction and conclusion and use a consistent organizational structure
(e.g., cause-effect, compare-contrast, problem-solution); e. use appropriate visual materials (e.g.,
diagrams, charts, illustrations) and available technology to enhance presentation; and f. draw from and cite
multiple sources, including both primary and secondary sources, and consider the validity and reliability
of sources. (ORC Resources)
9 Deliver formal and informal descriptive presentations that convey relevant information and descriptive
. details. (ORC Resources)
Lesson Summary:
This lesson is designed to help seniors in AP English classes better understand Shakespeare. Through use of
multiple technologies, collaboration, and critical thinking, students will have a fun and interactive way to grasp
a typically difficult subject.
Estimated Duration:
I would suggest this lesson over five 50-minute class periods (about one academic week). Depending to
instruction time and workshop time, it may be possible to cut it down to four 50-minute class periods.

Commentary:
I think it will be challenging for students to get outside the box in their thinking of Shakespeare. Many find it
too complex and do not apply the critical thinking that is necessary to comprehend the word. This lesson will
be good practice for students who need to expand critical thinking. Hopefully it will also help students learn to
appreciate and enjoy Shakespeare through fun assignments and not just reading the book.

Instructional Procedures:
Day 1:
First 10 minutes: Students will log onto individual iPads and complete the pre-assessment through Google
Drive.
Next 2-3 minutes, watch this video: https://www.youtube.com/watch?v=G8BAN5KyQ4c
The 20 minutes following the video should be spent in class discussion. Some sample questions for teacher-led
discussion include:

What is the first thing you associate with Shakespeare?

What is your least favorite thing about learning Shakespeare?

What is the most difficult part about learning Shakespeare?

What is the best part about learning Shakespeare?

What do you wish to gain out of learning Shakespeare?

Ask what students relate to or agreed with in the video.

These questions will help students take ownership of their learning and, in turn, help the teacher gauge the
classs feelings towards Shakespeare.
With Roughly 18-20 minutes left in the class period, spend this time allowing students to divide into on their
own. This helps the teacher see who falls into what group within the class.
Once groups are decided, assign one genre + vocabulary combination to each group:

Tragedy + soliloquy

Comedy + allegory

History + sonnet

Group topics will be duplicated this is okay because it keeps the groups small and will give the class several
different perspectives on the topics. Tell students to spend their homework time researching their assigned
genre and vocabulary, and come to class tomorrow prepared to share what they found amongst their group.
YOUR homework as the teacher will be to review student pre-assessments.
Day 2:

Ideally, students come to class prepared with last nights research.

Allow first 10 minutes of class for group discussion. Listen for students comparing results and debating
contrasting information. Listen for websites cited. Listen for groups getting off task.
Reign students back in and have each group delegate a spokesperson to share (1) the definition they decided on
for their genre, and (2) the definition they decided on for their vocab word. Groups with the same topics may
have identical definitions, but if not, they can bounce ideas off of each other. This allows the class to work
together as a whole. This section should take no more than 5 minutes.
Spend the next 20 minutes explaining the presentation to the class. Be sure to first explain Prezi as some
students may have never used this form of technology before. Then, explain what is expected in each groups
presentation, including the following:

Overall understanding of the genre

Overall understanding of the vocabulary
Connections to at least 3 works of Shakespeare
Neatness and organization of presentation
Creativity including at least one EMBEDDED video and three images
Giving one example of the vocabulary explicitly stated in any chosen play within the genre
Citing sources in text and verbally
Being dressed appropriately and presenting professionally

Be sure to inform students they will also be handing in group assessments which will contribute to their
individual grades.
Allow about 5 minutes for questions, comments, and concerns about the project guidelines.
The last 10 minutes of class should be spent with each group discussing what they want to have prepared for
class tomorrow. Inform them that they will begin working on Prezis tomorrow.
Day 3:
Spend the first 5 minutes of class with each student getting a laptop out of the laptop cart and getting them
booted up.
Then, spend about 5 minutes recapping how to make an account on Prezi and how to share them amongst their
group. Make sure each group shares their Prezi with you as well.
Finally, set them free. The next 35(ish) minutes will be workshop time. Its important for students to have this
bulk of time to, again, take ownership of their learning. This will be especially good for students who dont do
well sitting still during lecture time. Listen for discrepancies amongst groups. Listen for students headed in the
right direction with their topics. Be sure to make yourself available to questions throughout the class period.
During the last 5 minutes of class, bring them back together to discuss wrapping up their presentations
tomorrow. Groups will discuss what they need to accomplish that night at home individually.
Day 4:
The beginning of this class will be spent in workshop. Depending on what each group seems to have done,
allow 30 minutes.
Get the classs attention and have them shift gears to deciding who is going to talk about what during their

presentations. This should take no more than 10 minutes.

Spend the last 20 minutes of class in discussion. This part is very open and flexible. If need be, let groups use
this time to continue to workshop. If you do go forward with the discussion, talk about what students are
finding difficult about the project. Is it Prezi related? Shakespeare related? Group-members related? Etc.
Tell students to come to class tomorrow PREPARED TO PRESENT. No time will be given at the beginning of
class to workshop or finish the project.
Day 5:
Spend first 5 minutes having groups sign up for presentation order and handing out feedback forms. (It is
advised that feedback forms are distributes as paper copy. If students were to fill out feedback on iPads, they
could be distracted or playing during group presentations).
The next 40 minutes should be spent in presentations. Audience members are expected to ask questions and
contribute comments after each presentation, and presenters are expected to field these questions.
Every audience member is required to fill out a feedback form during each groups (aside from their own)
presentation. These will not be counted as a grade, but counted towards participation points. Feedback forms
will be turned in to the teacher, and the teacher will distribute feedback forms to each group when grades are
returned.
Allow the last 5 minutes of class to be spent on group assessments. Have them turn in any leftover materials
and the assignment is finally complete!

Pre-Assessment:
The pre-assessment I plan to use is a quiz on Google Forms.
The quiz asks questions pertaining to:

Reading Applications: Literary Text Standard 6

Acquisition of Vocabulary Standards 1 & 5

Reading Process Standards 1 & 2

I will evaluate student answers to the quiz on Google and see where the class falls as a whole in terms of
Shakespearean vocabulary and concepts.
Scoring Guidelines:
I will grade the pre-assessment on a right or wrong basis. The quiz is out of 10 questions; therefor
students will receive a grade out of 10 that does not affect their overall grade in any way. I will simply
use the mass results of the pre-assessment to figure out what I need to spend the most instruction time
on.
Post-Assessment:
The post-assessment for this lesson is a presentation made on Prezi. The students will be broken into three
groups and required to give presentations on the following pairs:

Tragedy + soliloquy

Comedy + allegory

History + sonnet

This setup teaches students to use technology outside of the usual Powerpoint software. Using Prezi allows
them to all work on it outside of class without having to plan a time to meet.
In the presentation, students should exhibit understanding of the genre they have been assigned and correct use
and understanding of the associated vocabulary. Students should make connections between texts of several
Shakespearean plays within their assigned genre and include several connections to the vocabulary.
Scoring Guidelines:
I will grade the Prezis based on a number of things:
Overall understanding of the genre
Overall understanding of the vocabulary
Connections to at least 3 works of Shakespeare
Neatness and organization of presentation
Creativity including at least one EMBEDDED video and three images
Giving one example of the vocabulary explicitly stated in any chosen play within the genre
Being dressed appropriately and presenting professionally
Students will hand in group-evaluations so that I may know who did what. I think it is important for students to
keep each other accountable. Additionally, it will help me grade on participation.

Differentiated Instructional Support

Instruction can be altered to meet the needs of accelerated students in the following ways:

As they may be ahead and finish early on the research portion, you could assign them to make a
YouTube video instead of a Prezi. This allows them to take more time being creative since they flew
through the research portion.

Assign accelerated students (groups) more vocabulary terms; ask for more examples in pop culture, etc.
to lengthen the presentation-creating process.

Assign them to a group of struggling students

Students struggling with the material can:

Be assigned help from accelerated students. Be sure the accelerated student does not bulldoze the entire
group. Instead, have them contribute ideas and creative input, rather than contributing to the actual
presentation.

Extension
This first site provides students the list of standards they are expected to master in 12th grade English Language
arts. http://www.ohiorc.org/standards/ohio/grade/englishlanguagearts/grade12.aspx
This next website presents students with frequently encountered words when reading Shakespeare, their

definitions, and in-text examples. http://www.shakespeareswords.com/FEW

To have general Shakespeare questions answered, students should visit: http://www.shakespeareonline.com/faq/lifefaq.html
Because it is fun and a clever way to understand Shakespeare, I would encourage students to check out
http://www.reducedshakespeare.com/

Homework Options and Home Connections

Students should be expected to work on their research and presentations outside the classroom, as delegated by
each individual group. This will involve them using technology such as Prezi and Google Drive, which allows
all students to contribute to the work without having to come together as a group.

Interdisciplinary Connections
This lesson can be integrated best with History and Philosophy. Discuss in class the connections to the
historical time periods of students assigned genres, and Shakespeares likely ethical mindset when
constructing the work.
Materials and Resources:

For teachers

Smartboard: to project videos and student presentations

Google Drive account: to create Google Forms and view results of pre-assessment
Smartphone with ScanLife QR code app: to receive statistics on which provided
websites students are viewing

For students

iPads: to complete pre-assessment

Google Drive account: to access pre-assessment
Laptops or desktops: to create Prezi (in class AND outside of class)
Smartphone (with QR code app and functioning camera): to access QR codes with
helpful extras
ScanLife app: this one SPECIFICALLY so teacher can receive seach information

Key Vocabulary
Sonnet - a poem of fourteen lines using any of a number of formal rhyme schemes, in English typically having
ten syllables per line.
Soliloquy - an act of speaking one's thoughts aloud when by oneself or regardless of any hearers, especially by
a character in a play.
Iambic Pentameter - a line of verse with five metrical feet, each consisting of one short (or unstressed) syllable
followed by one long (or stressed) syllable, for example
Allegory - a story, poem, or picture that can be interpreted to reveal a hidden meaning, typically a moral or
political one.
Satire - the use of humor, irony, exaggeration, or ridicule to expose and criticize people's stupidity or vices,
particularly in the context of contemporary politics and other topical issues.
Parody - an imitation of the style of a particular writer, artist, or genre with deliberate exaggeration for comic
effect.
Tragedy - a play dealing with tragic events and having an unhappy ending, especially one concerning the
downfall of the main character
Comedy a play intended to make the audience laugh
History - a continuous, typically chronological, record of important or public events or of a particular trend or
institution; a historical play