Lesson Plans For Cup

Teacher Name: Alex Peterman
Lesson Title: Translating Shakespearean Sonnets into Modern Language

Purpose: What is the long-term goal for your lesson? Why is this topic
important?
As great as William Shakespeare is recognized to be, students can be averse
to studying him because of the language barrier. This is the same for many
renowned writers in earlier history. Learning how to take in-depth steps to
translate Shakespeares language into a modern voice can help decrease the
fear of studying a writer whose work appears much more difficult on the
surface. In addition, the purpose of this lesson is to reduce the learning curve
for all literature of this time period. Shakespeare may or may not be the first
from the period theyve studied, but it wont be the last. This lesson gives
them the tools to be prepared with translation/comprehension moving
forward.
Lesson Sequence: How does this lesson connect to previous lessons? How
does this lesson connect to future lessons?
Prior to this lesson, students will have found common themes between
Romeo and Juliet and another text and presented them in small groups.
This lesson acts as a transition from Shakespeares plays to his sonnets.
From this focus lesson, students will select one of the two sonnets (18 or 30)
and translate it in its entirety to modern language. They will prepare to share
their work in small groups the coming Monday, ending the unit on
Shakespeare.
Essential Question(s): What are the large idea(s) or issue(s) that will guide
students work?
-What are confusing for the reader, and how can context be used to
determine meaning?
-How does the structure play a role in translating the sonnet (order of words
and of lines in poem)?
-What is the theme of the sonnet, and how can this meaning be carried over
in the translation?
-Can the poem be shortened or lengthened and maintain the message? What
would the effect of doing this be?
Objective(s): What are your shortterm objectives for students active
learning?
State your objective(s). Remember
that objectives need to be able to be
assessed.
Assessment(s): Think about how

you will know if you meet your
objectives and are working toward
your long-term goal.
Write a form of assessment that
correlates with each objective. State
whether this assessment is formative

or summative.
Students will watch/listen to my
I will engage the student with body
thought process in translating the
movement and make sure all students
first two lines of sonnet 18.
are focused on my example. I will
confirm they understand my process
with follow-up questions.
Students and I will work together to I will lead the interactive translation,
translate the first two lines of sonnet taking comments and ideas from
30.
students. I will confirm they
understand the process and answer
any questions they have.
Students will complete translations
I will make sure students are on task
of whichever sonnet they choose.
by walking around and consistently
checking on progress. The sonnets
will be collected at the end to gauge
participation and level of success
with the assignment.
Materials: What materials will help you reach your goals?
Copies of both sonnets, paper, pencil, marker to work on board or projector.
Organization: How will you organize the environment (e.g. grouping,
furniture, pacing) for instruction and learning?
I prefer students work individually, so traditional rows are optimal for this
work. Small group sharing may follow if students finish early, in which case
small circles of tables would be recommended.
Activities and Time: What specific activities will provide deep engagement
for students and help stretch their abilities and understandings? Number the
lessons agenda items, and provide an estimate of how long each activity
will last.
I will model the first two lines of sonnet 18, demonstrating my translating
process (5-10 minutes)
I will interactively model the first two lines of sonnet 30, taking comments
and ideas from students to show translating process. (5-10 minutes)
Students will choose their sonnet and finish translating it to modern
language, combining Shakespeares intended meaning with their own
interpretation. (60 minutes)
Accommodations: Think about how you can assist every learner, including
second language learners, in meeting your objectives and long-term goal.
Students Who Need

Extra Support:
I will be available to
answer questions. They
may choose the sonnet
they are more
comfortable working
with, and I can scaffold
translations by working
one-on-one and getting
them started on the
third line of either
poem.
Students Whose First Students Who are

Language is not
Advanced or Gifted:
English: Think about
If multiple students are
language and
finished early, I
vocabulary objectives
encourage early sharing
here.
in small group, and Im
I will be available to
not averse to more
answer questions. They advanced students
may choose the sonnet helping out those
they are more
around them. Relying
comfortable working
on each other is better
with, and I can scaffold than relying on me.
translations by working
one-on-one and getting
them started on the
third line of either
poem. Dictionaries will
also be available and I
will allow technology to
confirm meaning of
difficult wording.
Standards: What standards does this lesson meet? Use the standards that
your cooperating teacher uses.
CCSS.ELA-LITERACY.L.9-10.2
Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
Determine or clarify the meaning of unknown and multiple-meaning words and phrases
based on grades 9-10 reading and content, choosing flexibly from a range of strategies.
CCSS.ELA-LITERACY.RL.9-10.1 Cite strong and thorough textual evidence to support
analysis of what the text says explicitly as well as inferences drawn from the text.
Thoughts After the Lesson: What will you do differently next time?
Lesson Title: Case study: Comparing speakers/characters across war poetry

important?
Being able to pinpoint common themes across texts is a central skill for
developing readers. The unit focuses on the role of the individual in war, and
keying in on how two characters in different situations relate to each other is
an inference skill that students will use in reading and writing analysis.
Comparison and contrast can be easily extended beyond these texts to relate
to all literature; even outside of this class, recognizing the existence and
importance of patterns and relationships is a significant skill in adolescent
development with regard to students understanding of the world around
them.
Prior to this lesson, students will have just finished presenting their sonnets
and projects analyzing themes between Romeo and Juliet and another text.
This is the beginning of this unit, but the presentation of their cross-thematic
work will provide a good foundation for this lesson. Following this lesson,
we will move away from the soldier and discuss how war affects the family
member back home, using multimodal learning devices for a change of
learning pace.
students work?
-How are the emotions of the speaker impacted by his surroundings?
-How do the speakers relate to each other? In what ways are they similar?
Different?
-What common themes are present in these two poems?
learning?
assessed.

or summative.
Students will listen to the readStudents will be supplied with a
alouds of both poems and prove their worksheet asking them questions
understanding of the written work.
regarding the speakers and themes.

This will be collected, which will be
expressed to them before the readalouds.
Students will complete their
I will walk around the room
worksheets independently.
following the read-alouds, making
the sure the students are on task.
Students will share their findings
I will monitor students by walking
with each other once the worksheets around, gauging participation and
are completed, using their answers as interacting briefly with each group
taking points.
before ending the discussion.
Students will interact in large group I will facilitate the discussion,
discussion, sharing their own
clarifying comments, asking followfindings and things they noticed in
ups, and gauging participation.
their small groups.
Copies of both poems for all students, pen/paper, worksheets.
Independent rows, followed by circles for small group work, followed by
one large circle for the group discussion closing out the class period.
will last.
Read-aloud of both poems. (5-10 minutes)
Students will complete their worksheet about the poems. (15-20 minutes)
Students will share their findings in small groups circles. (5-10 minutes)
Students will come together as a class and have a large-group discussion.
(15-20 minutes)
Students Who Need
Extra Support:
Language is not
Advanced or Gifted:
By giving the students a language and
Students at an advanced
chance to participate in vocabulary objectives
level may assist other
small groups and large here.
students with answer-
group settings, I am
making sure speaking
anxiety does not impede
on their opportunities to
participate. I will also
be available during
independent work, and
students may check
answers in small group
discussion.
By giving the students a

chance to participate in
small groups and large
group settings, I am
making sure speaking
anxiety does not impede
on their opportunities to
participate. I will also
be available during
independent work, and
students may check
answers in small group
discussion.
checking in small
groups, and there will
be ample opportunities
to participate in largegroup discussion.
Standards: What standards does this lesson meet? Use the standards that your
cooperating teacher uses.
CCSS.ELA-LITERACY.RL.9-10.1 Cite strong and thorough textual evidence to support
analysis of what the text says explicitly as well as inferences drawn from the text.
CCSS.ELA-LITERACY.W.9-10.1.A
Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims,
and create an organization that establishes clear relationships among claim(s),
counterclaims, reasons, and evidence.
Lesson Title: Create Found Poems From Key Words
important?
For beginners, poetry can be daunting. Knowing where to start is oftentimes
the hardest part for students. This activity will limit students scope. This
lesson teaches the importance of keeping your focus narrow, as the more
specific you are in writing anything, typically, the stronger the content and
more meaningful the message. Students can take this knowledge and use it
in their own creative endeavors outside of school, and this is a great writing
tool for generating ideas and getting started on writing assignments they can
use now and in the future.
Prior to this lesson, students will have finished their third poem of the
previous week, the last of the poems they will be choosing words from. This
was a multimodal lesson through audio. Following this lesson, students will
meet in groups to discuss their found poems, then revise their found poems
without any restrictions, and finally, discuss any changes they made in small
groups again.
students work?
-How can narrowing focus encourage more creative content?
-In revision process, be able to explain why something didnt work or why
something did.
-What makes a word meaningful in context?
-How can you change context to make words connect?
Objective(s): What are your shortAssessment(s): Think about how
term objectives for students active
learning?
that objectives need to be able to be Write a form of assessment that
assessed.
or summative.
Students will choose 5 meaningful
I will monitor students going through
words from each of the three poems. poems and will require that they
write down their selected words on a
sheet of paper.
Students will choose at least 10 of
I will walk around the class as they
the 15 words and construct a found
perform this activity, checking in
poem using those words.
with each student briefly once some
time has passed. I will gauge active
participation through walking around
the room.
Students will discuss their poems in I will gauge participation by
group work and then revise their

poems independently, without prior
word restrictions.
interacting with each group, talking

about what students came up with
and discussing the creative process. I
will monitor the room quietly while
they revise.
Students will join their groups again I will again interact with each group,
to discuss any changes they made in this time inquiring about the revision
their revisions or why they didnt
process. This way, I can gauge
make changes. Peer reading.
participation.
Copies of the three poems previously discussed, pen/paper.
Rows for independent work, circles for small group discussion.
will last.
Students will choose their selected 15 words from the 3 poems. (10 minutes)
Students will pick at least 10 and construct a found poem. (30-40 minutes)
Students will join together in groups and discuss the choices they made with
their found poems. (10 minutes)
Students will revise without prior restrictions on wording. (10-15 minutes)
Students will join their groups again and talk about changes they made,
discussing why they did or did not change things. Peer reading. (10-15
minutes)
Students Who Need
Extra Support:
Language is not
Advanced or Gifted:
Dictionaries and
Advanced students can
technology will be
language and
provide helpful
available should
feedback to students in
students need help
here.
their small groups
identifying words in the Dictionaries and
during the peer reading.
first step.
technology will be
They will have the
Help/feedback with
available should
option of choosing the
peer reading can be
students need help
maximum amount of
sought after in group
identifying words in the selected words to use in
work.
first step.
their found poems.
Help/feedback with
peer reading can be
sought after in group
work.
CCSS.ELA-LITERACY.W.9-10.1.C
Use words, phrases, and clauses to link the major sections of the text, create cohesion,
and clarify the relationships between claim(s) and reasons, between reasons and
evidence, and between claim(s) and counterclaims.
CCSS.ELA-LITERACY.W.9-10.2.D
Use precise language and domain-specific vocabulary to manage the complexity of the
topic.
Lesson Title: Creating character mind-maps for The Sniper
important?
The purpose of this lesson is to recognize symbolism and creatively portray
the emotions and thought process of the main character in the short story
given to students. A character analysis is a valuable reading and writing tool
for students to develop at the secondary level. It is a building block for
deeper meaning in a text, and can be applied across virtually all texts a
student will come in contact with inside and outside of school.
Prior to this lesson, students will have worked with Upturned Face,
another war short story and studied it by creating tableaus in group work,
and then rewriting dialogue with a partner. Following this lesson, at the
beginning of the new week, students will watch All Is Quiet on the Western
Front. This lesson finalizes the segment on short stories, while acting as a
foundation for moving into a movie discussing how individual soldiers lives
are affected. Both humanize the soldiers in unique, perhaps frightening
ways.
students work?
-How can I describe the emotions of The Sniper through imagery.
-What is the impact of war on family?
-How does the soldier deal with pain, with curiosity? What role does risk
play in this short story?
Objective(s): What are your shortAssessment(s): Think about how
term objectives for students active
learning?
that objectives need to be able to be Write a form of assessment that
assessed.
or summative.
Students should listen to the readI will be walking around gauging
aloud of The Sniper.
participation via listening and
attentiveness. I will also recommend
student take notes on the main
characters decisions by highlighting
or marking things on a separate sheet
of paper.
Students should create individual
I will be walking around gauging
mind-maps.
participation by the progress of the
maps in the class.
Students will share their work in
I will facilitate the rotations, walking
pairs, rotating around the room.
around and listening to students give
brief descriptions of why they chose
to add what they did in their mindmaps. They will be collected.
Copies of short story for class (or online copy on Chromebooks), mind-map
template, additional pen and paper for notes if applicable.

The students should be in the rows accomplish independent work on mind
maps. They will be getting up to walk around and share, so there is no need
to organize the desks.
will last.
Students will listen as I read-aloud The Sniper. (10-15 minutes)
Students will create mind-maps about the main character using given
templates (40-50 minutes)
Students will rotate in pairs, sharing their work with each other. (10 minutes)
Students Who Need
Extra Support:
Language is not
Advanced or Gifted:
Students will have
Advanced students will
copies to follow along
language and
have ample time to be
with the read-aloud and vocabulary objectives
creative in their
the paired work will
here.
representation of the
allow less comfortable Students will have
The Sniper. Students
speakers to get credit
copies to follow along
will also have the
for participation apart
with the read-aloud and opportunity to present
from large group
the paired work will
their mind-map to the
discussion.
allow less comfortable class, but this will not
speakers to get credit
be required.
for participation apart
from large group
discussion.
Engage and orient the reader by setting out a problem, situation, or observation,
establishing one or multiple point(s) of view, and introducing a narrator and/or
characters; create a smooth progression of experiences or events.
CCSS.ELA-LITERACY.W.9-10.9
Draw evidence from literary or informational texts to support analysis, reflection, and
research.
Lesson Title: Annotate book club selections in preparation of final unit
paper.
important?
Creating annotations, as a close-reading exercise, is an extremely valuable
reading tool and pre-writing tool. For this text, students knowledge of the
themes and characters in their book club selections will be greatly aided by
annotating each chapter building a collection of insights will give them the
building for their analytical unit paper. But on a broader scale, annotations
can help students build insights/envisionments when reading any text.
Though they should not be overused, in moderation, they can be very
beneficial.
Prior to this lesson, students will have completed a reaction worksheet on
All Is Quiet on the Western Front, discussing the portrayal of soldiers as
individuals. Following this lesson, students will begin annotating for the rest
of their novel, beginning a two-week process of reading and annotating in
preparation of the unit paper drafts due at the end of the unit.
students work?
-What are the central themes and characters developments in each chapter of
your book?
-How does the character evolve/change throughout the story (consider
evolution and progression moving from annotation to annotation; what are
the effects of events and why?)
-How does the book (or how do characters in your book) compare to
characters or texts weve looked at in this unit. Note these comparisons!

learning?
assessed.

or summative.
Students will listen to me model an I will walk around during my
annotation of Purple Heart.
read-aloud, gauging student
participation during this and
afterwards during my annotating.
Students will begin annotating
I will walk around and check in
their texts, focusing on chapter 1.
with students to make sure that
theyre on the right track with
annotating format and content.
Copies of all books present for book clubs, Chromebooks.
Independent or small group circles are acceptable, but independent work
needs to be emphasized. This should be quiet work.
will last.
Read-aloud of Purple Heart, chapter 1. (10 minutes)
Model annotation for first chapter, answering any questions about the
process. (10-15 minutes)
Students will spend the remainder of the short period working on their
annotations, reading the first chapters of their books while I check in. (25
minutes)
Students Who Need
Extra Support:
Language is not
Advanced or Gifted:
Students will have the
language and
Advanced students will
opportunity to ask
have time to move
questions during my
here.
ahead in their
modeling of
annotations if they pace
annotations. With them

working independently,
I will be constantly
available to help answer
questions they have as
they begin the
annotating process.
Students will have the

themselves, and could
opportunity to ask
potentially create
questions during my
multiple annotations for
modeling of
the first chapter if they
annotations. With them feel it necessary or
working independently, they can move on to
I will be constantly
chapter 2.
available to help answer
questions they have as
they begin the
annotating process.
CCSS.ELA-LITERACY.W.9-10.3.D
Use precise words and phrases, telling details, and sensory language to convey a vivid
picture of the experiences, events, setting, and/or characters.
CCSS.ELA-LITERACY.W.9-10.3.E
Provide a conclusion that follows from and reflects on what is experienced, observed, or
resolved over the course of the narrative.
Engage and orient the reader by setting out a problem, situation, or observation,
establishing one or multiple point(s) of view, and introducing a narrator and/or
characters; create a smooth progression of experiences or events.
CCSS.ELA-LITERACY.W.9-10.9
Draw evidence from literary or informational texts to support analysis, reflection, and
research.

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Teacher Name: Alex Peterman

Lesson Title: Translating Shakespearean Sonnets into Modern Language

Assessment(s): Think about how

whether this assessment is formative

Students Who Need

Students Whose First Students Who are

Lesson Title: Case study: Comparing speakers/characters across war poetry

Assessment(s): Think about how

understanding of the written work.

regarding the speakers and themes.

By giving the students a

group work and then revise their

interacting with each group, talking

furniture, pacing) for instruction and learning?

Assessment(s): Think about how

objectives and are working toward

annotations. With them

Students will have the

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