SAINT FRANCIS UNIVERSITY

Loretto, PA 15940

EDUCATION DEPARTMENT

LESSON PLAN Format

Student Teacher Kathryn Dunleavy Grade 9

Subject English 9
Time Needed for Lesson 90 minutes Lesson Concept Wrap up for Romeo and Juliet__

PA STANDARD(S):

CCSS.ELA-Literacy.RL.9-10.10:
By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9-10
text complexity band proficiently, with scaffolding as needed at the high end of the range

CCSS.ELA-Literacy.RL.9-10.2:
Determine a theme or central idea of a text and analyze in detail its development over the course of the text,
including how it emerges and is shaped and refined by specific details; provide an objective summary of the text

BIG IDEAS/ESSENTIAL QUESTIONS:

How can ideas be portrayed through multiple mediums?

Are words important to the context of a play?

ELIGIBLE CONTENT:

N/A

OBJECTIVE(S) (Be sure to include all four parts):

 The student will work effectively when in a group with his or her peers.
 The student will create a project based on the characters and plots through a different artistic medium.
  The student will analyze why the author chooses specific words to provoke specific meaning in the text.

MATERIALS:

 Emoji pairs for sort

 Phones
 Paper for guessing scenes during the gallery walk
 Copies of the individual scenes

ACTIVITIES (There are three sections here):

OPENING
 Physical sort using emojis that are cut in half
o Students will match their half with their partner to form their pair.
 Teacher will explain emoji activity to the students

BODY
 Each pair will be assigned a scene to describe using only emjois.
o Each pair should keep their scene a secret.
o The students will be permitted to have their phones out and open to their notes section.
 The pairs will type out emojis to accurately portray the events of the scene that they have been assigned.
o These should be as detailed as possible (at least 20 emojis should be used)
 The students will set their phones open to their notes page where they completed the assignment and set
it in certain spots around the room.
 The students complete a gallery walk around the room and attempt to guess which scenes go with which
emoji descriptions.
 The students will grab their phones and find their seats.
 The teacher will hold up the phones one by one and ask which scene people think is being portrayed.
 When the correct scene is guessed, the creators of the description will come up, retrieve their phone, and
explain why they used certain emojis to portray the scene that they were given.

CLOSURE
 The teacher will ask questions to confirm the important of word choice
o “Was it hard to portray the scene 100% accurately through the use of emojis?”
 “Why?”
o “Why is word choice important?”
 What do words help the author to portray?”

ACCOMMODATIONS/MODIFICATIONS:
  Gifted students will be given two scenes to complete
 Struggling learners will be given 10 emojis and will only need to find 10 more to complete the
assignment.
ASSESSMENT: (How you will determine that student has mastered objectives?): Consider formative and
summative assessment measures for all levels of differentiation.

 Questioning techniques
 Students will explain their reasoning for using certain emojis

SELF-ASSESSMENT/REFLECTION: (Complete this section if you have taught this lesson to peers or in
clinical placement):