mini lesson

TPA Lesson Plan #_1______

1. Teacher Candidate	Cristal Alcala	Date Taught	11-30-2015
Cooperating Teacher	Jana McKnight	School/District	Barker High
2. Subject	Language Arts	Field Supervisor	Elizabeth Phillips
3. Lesson Title/Focus	Romeo & Juliet  Roles and imagery	5. Length of Lesson	20 minutes
4. Grade Level	9th grade

6. Academic & Content Standards (Common Core/National)	CCSS.ELA-LITERACY.RL.9-10.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone). CCSS.ELA-LITERACY.SL.9-10.1.A Come to discussions prepared having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
7. Learning Objective(s)	By the end of this lesson students will have read a scene from Romeo and Juliet to find imagery through role play. Students will use foundations for learning about poetic tools to enhance their awareness for reading literature.
8. Academic Language demands (vocabulary, function, syntax, discourse)	The academic language students will need to understand in order to accomplish goal: Imagery, scene, line number, roleplay, descriptive words. The purpose and use for this language is to enhance students understanding of poetic devices incorporated in many of Shakespeare's plays. This language knowledge allows students to apply their knowledge of imagery to a storyline of events for meaning.

9. Assessment

students will be assessed throughout the lesson for understanding through hand raising, and participation. I will use a checklist for group participation as they will be required to roleplay a character of their choice from the given scene. Students will be required to complete a imagery worksheet as they watch each group perform. These worksheets will be assessed for completeness and correct answers. The assessments for this mini lesson are formative and will be followed up by a summative quiz at the end of the quarter. I believe these assessments best apply to this mini lesson because they provide quick feedback that can be easily assessed for meeting the objective.  **Attached** all assessment tools for this lesson

10. Lesson Connections

This lesson will be building off of student’s previous knowledge of symbolism and imagery found in literature. Students have also had previous experience contributing to class/group discussions from the beginning of the year. Discussion is an important part of student achievement. According to Dr. Stephen Preskill discussion teaches students dispositions and practices, and provides students with the opportunity to serve and connect with others, and also tests our ability to confront difficult problems by thinking them through collaboratively. By having students work through the text together they are more likely to be prepared to simulate thoughts and ideas in their writing. My students will be contributing to classroom discussion about the text on a daily basis and are also encouraged to connect what they have learned to previous readings from the week. This will build student memory of text and important ideas, but will also encourage students to constantly be making connections in their reading. These readings will encourage a wide range of ideas about culture and our personal connections to it and also provide knowledge for cultural awareness within our community.

11. Instructional Strategies/Learning Tasks to Support Learning
Learning Tasks and Strategies Sequenced Instruction
Teacher’s Role ●     Teacher will introduce objective and checklist on white board. ●     Teacher will check for understanding through a raise of hands. ●     Teacher will introduce Author (Shakespeare) with powerpoint. ●     Teacher will then review imagery             definition. ●     Teacher will connect how imagery is found through Shakespeare’s “Romeo & Juliet”. ●     Teacher will check for understanding through a raise of hands. ●     Teacher will assign groups of three ●     Each Group will be assigned a scene to work from. ●     Group 1 will act out scene while students write down any words that display imagery. ●     Group 2 will act out scene while students write down any words that display imagery. ●     Teacher will observe student participation with a checklist. ●     whole class will discuss task difficulty/ease for finding imagery in “Romeo & Juliet”. ●     Teacher will review objective and have students write a number 1-5 whether they feel they have met objective next to their written objective on the worksheet as an exit task. ●     (end)	Students’ Role ●     Students will write objective on paper. ●     Students will raise hands for understanding. ●     Students will raise hands if they understand how to find imagery in literature. ●     Students will get into groups of three. ●     Students will pick actors. ●     Students will work on their scene to find words for imagery. ●     Students in group 1 will act out scene, other groups will be writing down words heard that represent imagery. ●     Students in group 2 will act out scene, other groups will be writing down words heard that represent imagery. ●     Students in group 3 will act out scene, other groups will be writing down words heard that represent imagery. ●     Students will participate in discussion. ●     Students will write a number 1-5 whether they feel they have met objective next to the written objective on their worksheet.
Student Voice to Gather Student voice will be gathered throughout the lesson to check for understanding. This will be established through hand raising, classroom discussion, group discussion, and exit task prompts. The exit task prompt will require them to evaluate if objective was met through class activities by writing a number from 1-5 next to their  “I can” statement. Class discussion will allow students the opportunity to voice misunderstanding or need for further knowledge before task and after task. Their knowledge of the relationship between the assessment and learning objectives will be established through student voice with a raise of hands and whole class discussion at the beginning of classroom period and “I can” statements for exit.

12. Differentiated Instruction

Plan The lesson is designed to be universally accessible through the use of choice. Students will be allowed to choose whichever character they feel comfortable reading aloud. For students who may need extra support, the classroom discussions are designed to promote student involvement through respect for individual voices to be heard. Students will receive guidelines for respectful listening and speaking established through the common core standards.

13. Resources and Materials

Plan This lesson is using a copy of Shakespeare’s “ Romeo & Juliet”, along with the use of the overhead for informational text support about the poet, pens, imagery handout, and whiteboard for clear objective display.

14. Management and Safety Issues

Plan While contributing in groups students will be monitored for respectful comments and actions. If any student does not follow guidelines they will be removed from group and will meet with teacher after class for further action. During group work the instructor will monitor for respectful ideas/comments. .

15. Parent & Community Connections

Plan I will engage parents through a Monday handout about Shakespeare's’ famous, “Romeo & Juliet” and its importance to student learning, along with it’s romanticized ideas that may come up in reading. A notification through the school website will also be available. This is where parents or community members can access to view daily readings or topics for discussion.