Lesson Frame on summary vs. critique for Romeo and Juliet

1. Frame the Lesson
Teacher: Awesome English Teachers
Class:
___:English I_________
SSR and or Poetry (10 minutes)
Date: 11-18-13
Anticipatory Set: Show the clip of the fight scene (2:37)
Student Expectations Bundled in Lesson:
Frequent Small Group Purposeful Talk About the
Learning: (Consider ELPS Stems) Question Stem(s):
Students will work together to create a script based off of
Act 3 Scene 1 of Romeo and Juliet.
Teacher Model: Teacher will model for students how to take dialogue and
summarize it in order to write a script (5 minutes).
9
13A: Plan a first draft
13B Structure ideas in a sustained way and develop drafts
14C: Write a script with an explicit or implicit theme and details
that contribute to a definite mood or tone.
Teacher will divide the class into 8 groups. Each group will receive one
section of the play (if your class sizes are too small for 8 groups, you can
give groups two sections). I will give each of you the scene selections in
PLC.
Write Critically: (Consider ELPS stems)
Product: I will explain the importance of
brainstorming.
Text structures:
1.
2.
Benchmark
6 – Weeks
Common
Tweet
3.
Gangster
4.
Country
5.
70’s Disco
6.
“White Girl” or Valley Girl
7.
Fig19A Pink
Fig19B pink
TAKS
History:
Text Message
Hashtags
8.
Madea
5”E” Model Check:
Frame the Lesson:
Objective: We will structure ideas and develop a
first draft of a script.
Product: I will explain the importance of
brainstorming.
Guided Practice: Teacher will guide students through the fight scene in
order to complete the writing of the script on time.
Rough Drafts
•
Explore: does lesson include
exploration activities that allows
them to generate questions and
ideas?
•
Explain: are students asked to
explain their experiences? Are
they involved in discussion and
generating questions and
definitions?
•
Elaborate: Does lesson allow
students to apply knowledge to
their world, and relate to other
concepts?
Evaluate: Does lesson allow for
checking for understanding
Independent Practice: Students will summarize each character’s dialogue
and re-write it in the text format they chose from the hat.
Product: I will explain the importance of brainstorming.
Points to Check for Understanding:
Brainstorming
Engage: does lesson include
something in the beginning that
will generate curiosity, and
motivate students?
•
Does this FTL address the data?
Did we reference last year’s FTL to improve
performance?
•
Vocabulary:
Script, controlling idea, first draft, brainstorming, theme
Yes
Resources/Materials: class set of Act 3 Scene 1
(fight scene), pen/pencil, paper, role sheets
No