Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Isaac DeBoer

Date Nov. 30 Subject/ Topic/ Theme Romeo and Juliet Grade __9th__________

I. Objectives
How does this lesson connect to the unit plan?
This lesson delves into the marriage aspect of Romeo and Juliets love: is it smart? Why did they make this descision? What does it do for or to the story? We will be
looking at it from different angles.

cognitive- physical socio-

Learners will be able to: R U Ap An E C* development emotional
Discuss and interpret the theme of marriage in Romeo and Juliet U,An,E
Locate and discuss symbols/ themes in Romeo and Juliet An, E, U
Locate, discuss, and condense plot points of Romeo and Juliet scenes An, E, C,
Monitor a partners presence in discussing Romeo and Juliet, according to a rubric U
E, An, U

Common Core standards (or GLCEs if not available in Common Core) addressed:
StandardsCovered:SWBATsummarize,intheirownwords,writtentexts
SWBATdiscussideas,whilerespectingothers,withinagroupsetting

(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 Read up to where we are in Romeo and Juliet (Act 2, scene 7)
knowledge and skills.

Pre-assessment (for learning): Do Now Worksheet w/ prompt

Formative (for learning): Think, Pair, Share / Fishbowl

Outline assessment
activities Formative (as learning): Fishbowl
(applicable to this lesson)
Summative (of learning): Partner rubric for Fishbowl

What barriers might this Provide Multiple Means of Engagement Provide Multiple Means of Provide Multiple
lesson present? Representation Means of Action and
Expression
Provide options for self-regulation- Provide options for Provide options for
expectations, personal skills and strategies, comprehension- activate, apply & executive functions-
What will it take
self-assessment & reflection highlight coordinate short &
neurodevelopmentally,
Packet of Romeo and Juliet long-term goals,
experientially, emotionally, monitor progress, and
available, discussing with a
etc., for your students to do modify strategies
partner, hearing discussion in
this lesson?
the classroom, participating in
Response on the
discussion in the classroom, Fishbowl discussion
options for writing down allows for feedback of
questions and having them the format and the
answered. students participation.
Provide options for sustaining effort and Provide options for language, Provide options for
persistence- optimize challenge, collaboration, mathematical expressions, and expression and
mastery-oriented feedback symbols- clarify & connect communication-
Partner pairing, group discussion, ending language increase medium of
writing will give them a chance for expression
feedback.

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 Provide options for recruiting interest- choice, Provide options for perception- Provide options for
relevance, value, authenticity, minimize threats making information perceptible physical action-
Do Now on marriage as an idea. Partners will have a chance to increase options for
Different room set-up provides different give insight to the play, and interaction
interaction points mentally. many voices will be heard
throughout the discussion.

Materials-what materials
(books, handouts, etc) do
you need for this lesson and
are they ready to use?
Pencil/writing utensil
Blank sheet of paper (located at the front of the room)
Romeo and Juliet Packet

Seating in 2 concentric circles, Fishbowl set-up.

How will your classroom be
set up for this lesson?

III. The Plan

Describe teacher activities AND student activities
Time Components for each component of the lesson. Include important higher order thinking questions and/or
prompts.
Do Now Worksheet with this prompt:
Motivation
(opening/ Do you know anyone who is married?
introduction/ Do you know when they were married?
engagement) Whats the earliest age (for you) that you would get married?
What is marriage to you?

(10 minutes)
Development
(the largest Task:
component or Continuingourworkondiscussionskills,weregoingtotakewhatw
main body of elearnedyesterdayandreallyfocusontheskillofwaitingourturnto
the lesson) speak/notinterruptingothers. Students will work with their
partner, discussing and writing
Yourjobisasfollows:Pickapartner(differentfromyesterday) down their own summaries
Withyourpartner,youregoingtosummarizeyesterdayssection
ofRomeoandJuliet
.Inyoursummary,include:Atleast2mainplotpoints
Recurringthemesorsymbols

PersonAsharesfirst;then,personBisgoingtoparaphrasewhat
PersonAsaid.

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 Person A shares first, then person
Then,theroleswillreverseandPersonBwillsharehis/her B paraphrases what Person A
summaryandPersonAwillparaphrasewhatwassaid. said. Then the reverse.

(15minutes)

Teacher: This is a Fishbowl

You will write down your responses to open ended questions

prior to the discussion. These will be the first questions asked Students will be listening at their
during the discussion. These questions will ask you to relate desks
the issues in the play with real life situations.

Youwillbeaskedtothinkcritically,questioneachotherandyourself,
andlistencriticallywhileparticipatinginafishbowldiscussion.
Students will be listening to
Inthistypeofdiscussionyouwillformtwocirclescontainingan instructions.
equalamountofstudents.Therewillbeanouterandinnercircle.The
innercirclewilldiscussthequestionstheyrespondedtopriorto
discussion.
Theoutergroupwillhaveachancetosaysomethingbysittinginan
openchairintheircircle.Whiletheinnercircleparticipatesinthe
discussiontheoutercirclewillbelisteningcriticallytowhatisbeing
saidandwillwritedowntheirideasaboutthediscussion.
Studentswillthenevaluatethe
Oncetheinnergroupgetsachancetodiscussallofthequestionsthe discussionasagroupandasan
twocircleswillreverseroles.Studentswillthenevaluatethe individual.
discussionasagroupandasanindividual.

Questions:Analyzeandgiveyourthoughtson:
MarriageculturaldifferencesThenvs.Now
Romeosactions/emotions/rationaleinthegivenscenes
Julietsactions/emotions/rationaleinthegivenscenes
FriarLawrencesactions/emotions/rationale

(40minutes) Students will fill out this rubric

for their given partner, assessing
Rubric for the fishbowl discussion Written work: how they did in discussion.
5=great 3=average 0=poor
Responses to questions prior to discussion
1. Opinion clearly stated 5 3 0
2. Opinion clearly supported 5 3 0
Discussion 2=good 0=poor
1. Opinion/belief/value clearly stated 2 0
2. Opinion/belief/value clearly supported 2 0
3. Paraphrasing/summarizing discussion 2 0
4. Question other opinion/belief/value 2 0
5. Written responses to questions brought 2 0
up in discussion 20 points possible for each discussion

(10 minutes)

Closure Teacher should say:

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 Students should work on their
You will write a post-discussion response analyzing the pros and post-discussion response, not
cons of the group discussion. You will suggest any changes that talking, at their desks.
should be made as well as commenting on the beneficial parts of
the discussion. You will finally share your feelings about their role
(conclusion, in the discussion.
culmination,
wrap-up) 2 paragraphs

This will be due next class period.

(10-15 minutes)

Remind the students about how their Reading Logs are due on If students are finished, they
Monday. If they finish on this Reading response early, they can read at could be reading silently at their
their desks silently. desks.
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.)

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