This lesson plan introduces students to William Shakespeare. It includes 5 activities that target different learning styles: 1) A warm-up activity where students close their eyes and imagine Shakespeare's time and place. 2) Listening to a song about Romeo and Juliet. 3) A jigsaw activity to learn about Shakespeare's life. 4) Writing a journal entry about their imagination. 5) An assessment where students write facts about Shakespeare's life. The plan also provides differentiation strategies for students of varying abilities and a reflection on how the multiple intelligences were addressed.

1. Lesson Plan Multiple Intelligences
Intern: Zulema Roque/Carolina Barrera Grade Level: 7th Grade
Title: Literature: Shakespeare Date:
I. Objectives
Students will be able
1. Goal 1, Standard 1: To use English to communicate in social settings: Students will
use English to participate in social interactions
2. Content Objective: Identify elements in the life and work of Shakespeare.
II. Materials for Learning Activities
1. CD and CD player
2. Handouts with the lyrics of the song
3. Worksheets with chart
4. Poster papers and masking tape.
5. Notebooks
III. Procedures for Learning Activities
Warm up Activity
Mental trip to the setting of the writer. Students will be taken outside to an open area,
preferably to a garden, and will be asked to get into a comfortable position and close
their eyes. With background music, students listen to the descriptions given by the
teacher to imagine the place and time being told. Students share their experience.
Transition
Students listen to the song “Romeo and Juliette” and brainstorm what they know about
that story and its writer.
Activities
Activity 1
Jigsaw. Students are numbered out to form four groups. Each group will read and
comment on one part of Shakespeare’s biography: Childhood, personal life, studies and
interests, novels and work, to complete a chart. Then, students are numbered again
inside their first group and form a new group where there is one student from each of
the original groups. Each student shares a summary of what was read in their original

2. group, and everyone completes the chart with the information being shared. At the end
students return to their places and check their work with the guidance of the teacher.
Activity 2
Students write a journal entry with pictures about what they imagined in the previous
activity. Then, they find a partner to share their work. Finally each pair shares to the
whole class how they imagined similar and different things.
IV. Assessment
Students write in their notebooks: 3 facts in Shakespeare’s life; 2 things or facts about
Shakespeare’s time and place that called their attention, and 1 activity they enjoyed
explaining why. At the end, students volunteer to share their reflections.
V. Differentiation
Starting up: The Students can write sentences instead of writing a paragraph for the
journal entry. They can also draw using a handout with the script of the mental trip.
Beginning: The students can be helped by the interaction with other students with
higher level of proficiency or by the guidance of the teacher.
Developing: Students can write a paragraph in activity 2 using sensory language.
Expanding: Students can compose a rhyme or rap about Shakespeare, using the
descriptions in the warm up or using the same song (transition activity).
Bridging: Advanced students may use the class resources (internet, dictionaries, books,
etc.) to research about one of Shakespeare’s stories
VI. Reflection
Did all students achieve the goal? Was differentiation effective? In what activities was
the outcome positive and in which ones was it negative? What difficulties did I
encounter? Were students able to fulfill the activities? How or why not? What are some
adjustments or modifications I should make for next class?
How are the Multiple Intelligences met in this plan?
Intelligence Warm-up Transition Activities Assessment
Linguistic X X X X
Logical-Math X
Spatial X
Kinesthetic X X
Musical X X
Interpersonal X X X
Intrapersonal X X
Naturalistic X