Learning Experience Plan

Subject: English

Grade level: 12th Grade

Unit: Shakespeares Much Ado About Nothing

Length of LEP: 1 Day

Topic: Act 1 Scene 2 and 3

Content Standards: CCSS.ELA-LITERACY.RL.11-12.4

Determine the meaning of words and phrases as they are used in the text, including
figurative and connotative meanings; analyze the impact of specific word choices on
meaning and tone, including words with multiple meanings or language that is
particularly fresh, engaging, or beautiful.
CCSS.ELA-LITERACY.RL.11-12.3

Determine two or more themes or central ideas of a text and analyze their development
over the course of the text, including how they interact and build on one another to
produce a complex account; provide an objective summary of the text.
Learning Experience Outcomes
(knowledge/skills)

Students will:
-Incorporate a Summarizing Strategy
after reading the text.
-Complete a Narrative Pyramid.
-Share their findings with the class.
-Developing an understanding of what
the text says implicitly and explicitly.

Learning Experience Assessments

-Partner with a fellow student to discuss
with during partner work.
-Actively listen and participate in class.
-Provide thoughtful answers to questions.
-Generate thoughtful questions.
-Complete a Narrative Pyramid
independently.

Differentiation (What will you do to meet the needs of students at these different levels?)
Approaching
On-level
Beyond
Approaching students will
On-level students will
Students who are beyond
benefit from partner work
benefit from the strategy
will benefit from the pyramid
because they will be able
because there is enough
because they can use their
to bounce ideas and
space for them to perform in depth interpretations to
questions off of their
on their own and
fill in the pyramid. Their
partners. This will help
personalize, but also
pyramids can be more
them gain insight. The
enough room where they
detailed.
post reading strategy will
can ask questions.
also help guide the reader
and give them a study
guide.
Curriculum Integration

Any techniques that are taught in todays lesson will work perfectly well in any
other content area classroom. These techniques can easily be molded to fit
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other content areas. If students find any beneficial they will be able to continue
to use them in their other classes.
Material
s

Procedures/Strategies
Day 1

(add additional days as needed)

Sponge Activity As students walk in to class they will be partnered up

with a classmate to discuss their answers to the Do-Now question after
have individually thought about it.
Starboar
d

Anticipatory Set Students will have a Do-Now on the board asking, What
is the importance of summarizing after reading the text? List a couple of
ways you summarize a text. Once students have written down what they
do to summarize, the students will turn to their partner and discuss their
unique strategies and discuss whether it works.
Activating Prior Knowledge Students will volunteer their answers to the
first part of the Do-Now question. Students will volunteer multiple answers
so that as a class we can build our own definition of what the importance
is of summarizing. This allows students to personalize the definition in a
way that they remember. Students will then answer the second part of the
Do-Now question. This will help students see that everyone is unique
because there are different strategies that can be used to summarize after
reading. These strategies will be written up on the board. This activity will
help students to have a full grasp on the text.

Noteboo
ks

Text

Direct Instruction Today we are going to continue reading Shakespeares

Much Ado About Nothing. Yesterday we read Act 1 Scene 1 so today we will
read Act 1 Scenes 2 and 3. We recently learned about the different kinds of
strategies that can be used during reading, so today we are going to learn
about the different comprehension strategies that can be used after
reading. Today we will be using a summarizing strategy called the
Narrative Pyramid. Narrative pyramids help us summarize stories after
we have read. It is used as a retelling for short stories, novels, etc. I have
modified the original Narrative Pyramid slightly to best fit your needs as
learners. To practice, I will model how to use the Narrative Pyramid using
yesterdays reading. Follow along so that you can help fill in the pyramid.
The modeling of the strategy will benefit students because they will see it
is not as restrictive as it looks. The strategy will help students go back to
the text to help gain a better understanding.

Guided Practice As a class we will go back to the first scene that we read.
I will have the Narrative Pyramid projected up on the Smart Board so that
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students can go up and write in information. Students will pick one of the
more important characters of the text to use in the pyramid. I will explain
that unlike the original Narrative Pyramid the students will not have a word
limit. There may also not be multiple problems in that first scene. The
students will just fill in whatever is applicable. Doing it together will help
students comprehend the strategy to eventually complete successfully on
their own.
Narrative
Pyramid

Independent Practice Once any questions have been cleared up, there
will be a read aloud of the two scenes for today. Students will be given
roles to play. Once the text has been read, the students will go back and
use the Narrative Pyramid I will be handing out to them. I would like to see
as many sections of the pyramid filled in as possible. Students will then
discuss their pyramids with their partners from earlier. By doing the
strategy themselves, they will start to reinforce active reading even after
they have finished the assigned reading. Sharing with a partner will help
clear up any questions and maybe help fill in any missing pieces.

Closure Students will come together and share what they did
independently and with their partners. As a class we can discuss what
everyone did to have a deeper understanding of the reading. This will
reinforce post-reading strategies.
HW: Read Act 1 Scene 4 for homework and use a narrative pyramid after
you have read.

Characters Name

Describe the character

Describe the setting
3
Describe an event(s)
Describe a theme, solution to a problem, or use of literary techniques that convey a message
State a problem or situation

4
It looks like there could possibly be a theme in regards to gossiping. It is too early in the text to tell.
lls Benedik about his crush on Hero. He asks Benedik for some advice. Later Benedik tells Claudios secret to
L

Claudio has a crush on Hero

The men have returned from battle and are greeted by Leonato. It is a moment of celebration.

Shy, honorable, brave, soldier, young

Claudio
Example