Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Caitria Jade Cunningham

Date

10/8/14

Subject/ Topic/ Theme

Music in Twelfth Night

Grade _HS Sophomores_________

I. Objectives
How does this lesson connect to the unit plan?
This lesson plan introduces the final project for the unit: the musical scenes. It also aids in the introduction of one of the most important themes of the play: music. It
should keep students aware of music in the play and keep them on their toes as they prepare for the final project.
cognitiveR U Ap An E C*

Learners will be able to:

Students will be able to explain how music can affect meaning.

Students will be able to describe how various literary devices work in Shakespeare, poetry, music, and theatre.
Students will be able to design a musical scene that stays true to the nature of the original scene and yet takes
ownership of it in a new way.
Students will be able to perform Shakespeare actively and communally.
Students will be able to use different poetic devices effectively in their musical scenes.

An.
An.
Ap., C.
U.
R., Ap.,
C.

physical
development

socioemotional

X
X

Common Core standards (or GLCEs if not available in Common Core) addressed:
CCSS.ELA-LITERACY.RL.9-10.7 states that students ought to be able to compare a text through different media; for example, through a musical rather than a play.
CCSS.ELA-LITERACY.RL.9-10.2 states that students ought to be able to determine a central theme in literature and see how it is affected by various details.
CCSS.ELA-LITERACY.RL.9-10.6 states that students ought to be able to interact with various cultures through different kinds of text.
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create

II. Before you start

Identify prerequisite
knowledge and skills.

Outline assessment
activities
(applicable to this lesson)

In order to be successful in this lesson, students must be able to read at a basic level and be
comfortable asking questions as well as be able to use a dictionary and/or glossary. They will need to
have read some of Shakespeare sonnets and be familiar with some of the poetic devices he uses and
how they connect to the various themes. They will also need to be somewhat familiar with the oral
culture of poetry. They need to have read different parts of Twelfth Night.
Pre-assessment (for learning): The students will be assessed via their reading quiz to make sure they are caught
up and prepared for todays lesson.
Formative (for learning): The students will be assessed via their journal entries. Although they will be graded
for completion, I will note how effectively they interacted with the material.
Formative (as learning): The students will be assessed via their participation in the class discussions, use of their
time, and how effectively they choose a scene and work together.
Summative (of learning): The students will be assessed via their final musical project, due at the end of

the unit.

What barriers might this

lesson present?
What will it take
neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?

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Provide Multiple Means of

Representation
Provide options for perceptionmaking information perceptible

Provide Multiple Means of

Action and Expression
Provide options for physical actionincrease options for interaction

Students will be able to discuss and

have multiple examples, both visual
and auditory.

Students will be able to both plan

and act out their scenes in different
groups.

Provide options for language,

mathematical expressions, and
symbols- clarify & connect
language

Provide options for expression and

communication- increase medium
of expression

Students will be able to hear

and see different examples.
They will also be able to use
modern day vernacular over
Shakespearian English.

Students will be able to put

together the performance in a
variety of ways. They must
interact with some form of
technology but which one is
their choice. It must be
available online.

Provide Multiple Means of

Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
Music and its impact should draw
students in and make the project
relevant to daily life.
Provide options for sustaining
effort and persistence- optimize
challenge, collaboration, masteryoriented feedback

Students will be able to work

together in groups, getting input
from each other as well as the
teachers available.

Provide options for comprehensionactivate, apply & highlight

Students will be able to perform

in a variety of settings and play
a variety of roles in the
production of the scene.

Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?

Provide options for executive

functions- coordinate short & long
term goals, monitor progress, and
modify strategies

Provide options for self-regulationexpectations, personal skills and

strategies, self-assessment &
reflection

This should give students a

This should provide students
better idea not only of
with the option to move forward
Shakespeare but of how theatre
at their own pace as long as
and productions work generally. they meet the correct due date.
I will need to have read and familiarized myself with Twelfth Night. I will need to be familiar with
Shakespeares timeline and the backstory for Twelfth Night. I will need to have researched
Shakespeares theatre and the oral culture of the time. A rubric and set of possible scenes will also
need to be prepared, with copies for each student.

An open space up front for acting would be helpful. The classroom will be set up in the usual U shape
with the tables.
How will your classroom
be set up for this lesson?

III. The Plan

Time

Components

2 min
10
min

Motivation
(opening/
introduction/
engagement)

5 min

10
min

10
min

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Development
(the largest
component or
main body of
the lesson)

Describe teacher activities

AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
1. Begin with a mindful minute. This should
1. Students should be still and silent for the
bridge the time between the hallway and
mindful minute. They should not be
the class nicely.
talking, moving, or using technology.
2. Have a reading quiz. Try to make it sure it
2. The students should take the reading quiz.
is a pencil and paper quiz, if possible, so
There should be no talking. It is an
the students dont have to move to the lab.
individual assessment.
3. Ask students to get into partners and take
3. The students should be able to choose
out their keeping-track sheets. They
their partners. If this is an issue, the
should discuss their thoughts on the
teacher will do it. They should discuss
reading as well as address any lasting
their thoughts on the reading and
questions. Then bring the class to a whole
determine questions they still have. As a
group to discuss any other thoughts or
whole class, lingering plot, character, or
questions not yet addressed or that they
other questions ought to be addressed
feel ought to be addressed as a larger
before moving into the rest of the lesson.
group.
4. Ask students to read a scene silently.
4. The students should read the scene
Preferably, this one would be one of those
silently. This should be a scene that is new
that have been skipped over, so that it is
to them but they should have a clear
new, but nonessential to the plot. Then,
knowledge of the context. They should
play a YouTube clip of the same scene
watch the clip shown in class and discuss
that very deliberately makes use of music.
the effects of the music on the scene. They
Ask how the music affected their
should then take two minutes to write a
understanding or lack thereof, and how it
brief response to the music in the scene. It
did that. Give them two minutes to write a
will be graded on completion at the end of
response (graded on completion) in their
the class.
journals.
5. The students should consider the questions
5. Ask about musicals they have seen and
posed to them. They should be discussing
have/not liked. Disney? Show a clip of the
as a class, being quiet and respectful of
most popular one. Ask how the music
other students. This is not a time when
transforms the scene. Also discuss how a
background discussions are appropriate, as
remade video can be true to or betray the
students may miss something more

6.

20
min

3 min

Closure
(conclusion,
culmination,
wrap-up)

7.

original. Ask for examples. How has that

made a difference? Play examples if
possible or appropriate. Also talk about
sequels and series, and how good ones are
consistent and continuous and how bad
ones betray the original intent.
Assign groups of four or five. Pass out a
sheet of ten important scenes. Each group
needs to choose a scene to act out and put
to music in some creative way. For which
group gets what scene, it is first come,
first served. They should have five
minutes to discuss, and by then, they
ought to have chosen their scene and
begun to reading/discussing the best way
to present it. They ought to come up with
an alternate script or lyrics for at least
eight lines of the scene; they may do all of
it if they would like. They will be asked to
turn in a one-page report explaining their
music choices and including their reasons
for the changes they made. The teacher
should facilitate, but the students should
work independently to the best of their
abilities.
As the time for class to end comes closer,
gather students back together and have
them take out their keeping-track sheets.
Briefly look over them for a completion
grade and then go over them together
also briefly so that time does not run out.

6.

7.

significant. They should consider music

videos or remakes and decide what ones
may be best. If they are not participating
in the discussion actively, they should be
taking notes.
The students should get into their groups
for the final project. They should read
over the papers, which will also be
discussed as a class, and then begin to
choose their scenes. Once their scenes are
chosen, they should add their names to a
document online as well as come tell me
so I can mark that scene as taken by that
group. Then should then begin to
read/discuss the best way to present it.
They ought to come up with an alternate
script or lyrics for at least eight lines of
the scene; they may do all of it if they
would like. They will be asked to turn in a
one-page report explaining their music
choices and including their reasons for the
changes they made.

The students may discuss amongst

themselves as long as their keeping-track
sheets and journals are out for the teacher
to check that the assignment is completed.
Noise must be kept to a dull roar out of
respect.

Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)
Unfortunately, this is another lesson that I was unable to teach. We ran out of time for this type of assessment in the unit, and instead
we gave the students a two-part test. Despite the fact that it was necessary, I still wish we had been able to do these musical scenes. I
think they would have been fabulous at engaging the students in the media of theatre and music, which would have made Twelfth
Night so much more applicable to the rest of their lives. I enjoyed writing this lesson, too. It was a challenge, because before I could
fully introduce the assignment, which was the main focus, I had to figure out how to make the theatre and musicals matter. This can
be difficult with a class of too-cool, resistant fifteen and sixteen year olds. Instead, I wanted to start with forcing them to admit that
they like some musicals. They like music; they like TV; they like stories. In theory, musicals just combine these things that they like.
Disney seemed like a good place to start since nearly every middle class American child grows up watching at least some Disney
movies, and nearly all Disney movies are musicals. The students would have an easier time admitting to liking musicals as child than
to liking musicals as young adults, so I decided to use that route. Then came the actual introduction of the project. They had to get
started, which meant that no matter what, part of this class would have been chaos while the students figured out what to do. This is
why I wanted them divided into groups and having to fill out a sheet: I wanted to harness the chaos. I think this lesson would have
done so effectively.

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