Name: Leslie Coronado Grade/Subject: 8th grade ELA Date:

1. Texas Essential Knowledge and Skills (TEKS): (C2)

8.7 Analyze literary elements within and across increasingly complex traditional, contemporary, classical, and diverse texts

2. Deconstructing/Unpacking the TEKS: (C2) What students will know and be able to do
8.7A: Analyze how themes are developed through the interactions of characters and events

3. SMART The student will be able to analyze how themes are developed through interactions of characters
Objective(s): (C3) and events.

Essential Question: What defines the experience of love?

4. Central Focus How do Theseus and Hyppoloytas interactions develop the theme of the story, A Midsummer
(C4) Night's Dream.
How will this lesson link
with other lessons in the Students will define a word in two sections of the text using context clues and then a glossary.
unit? They will then analyze and describe how each word is used to create humor in each scene.
Learning Targets
I CAN statements that
Clearly show alignment
with TEKS
5. Academic Language
(C5) Language Function (an active verb that students will use to demonstrate their learning in the
assessments; some examples are- explain, describe, predict, summarize, compare, evaluate, interpret,
justify):
Academic language Analyze
represents the language
of the discipline that
students need to learn
and use to engage in the Vocabulary (words, phrases, and/or symbols that are used within disciplines):
content area in theme. develop. interactions
meaningful ways.

There are 4 language

demands to consider as
you require students to
read, write, speak, listen,
demonstrate and perform.
Discourse (Structures of written and oral language, how will they talk, write, and participate in
knowledge construction: discussions, reports, essays, multi-media presentations, performance):
We will read the play as a class. When we reach the first section, we will discuss the students
will work with their groups to define the term using context clues and after with the glossary.
After, they will analyze and describe how this term adds to the humor of the scene. We will
They will document their thoughts on a worksheet

Syntax (The set of conventions for organizing symbols, words, and phrases together into structures, e.g.,
graphic organizers, formulas, charts, language rules, outlines, graphs, tables):
The groups will be able to define two keywords in the play and explain how the terms add to the
humor of the scene.
6. Targeted Language Language Function (How will you help them demonstrate the DO verb?)
Supports (C5) Students will be able to analyze how themes are developed through the interactions of
The resources, characters and events
representations, and
strategies you will
provide to help students Vocabulary Strategies - (GO TO Page)
understand, use, and 1. Analyze
practice the concepts and
language they need to 2. Evaluate
learn within the
discipline Discourse strategies - (GO TO Page)
-Write: The students will close read the two sections of the play. They will use and write down
Site the researcher’s the context clues they find to determine the definition of a term from each section.
name as you refer to the
strategy. -Talk: The students will discuss their findings from their close readings with their groups to
determine how this word adds to the humor of the scene.

Syntax - (GO TO Page)

1. Analyze sentence complexity to determine the underlying themes within character
interactions.

2. Students will analyze the text for literary devices to evaluate their role within character
interactions.

Making Content Comprehensible (R9)

The content will be made comprehensible by simplifying language, especially the play’s old
English. I will also provide students with opportunities to practice through discussions with
their peers.

7. Assessment/ Assessment of your TEK

Evaluation (C6) Formative: A ven diagram comparing and contrasting the two scenes and how the character's
Assessment(s) must be interactions add to the humor of each scene.
aligned to the TEKS,
and objectives.

Summative:
A written short essay describing how character interactions developed the theme in A
Midsummer Night’s Dream.

Assessment of your language demands:

Formative: Group oral presentation regarding their discussion about the two sections of the
play in which they analyze context clues for 2 terms and how they develop the humor within the
play.

Summative: A presentation about the literary devices used during character interactions that
develop the theme of the play.
8. Hook (C7) Hook activity (make connections to prior learning)
Gallery walk with visual anchor charts detailing how a character interaction developed the
theme, the students will have a chance to walk around in groups to discuss the anchor charts and
Closure (C7) take notes.

Closure Activity: (make connections to prior learning)

Students will complete an exit ticket where they detail in 3-5 sentences the interaction they felt
Student Assets (C7) was most impactful.

Personal assets: The way the student defines conflict and love as impactful in the development
of the theme.
Cultural assets: The importance, or lack there of, of humor and love within conflict resolution
Community assets:
9. Body of Lesson/
Teaching Strategies and I DO –
Learning Task(s) I will model how to use the glossary to define vocabulary words. I will explain that their
(C9) explicit definition of the term may be different from how it is used in a text which is why
we should consider context clues
Be sure to include:
How will students learn
and use academic
language? WE DO –
As a class we will read a portion of A Midsummer Night's Dream in which we are able to
analyze how themes are developed through interactions using context clues.
Three higher order
thinking questions.

YOU DO –
Marzano Strategy Students will them use context clues to define the words aggravate, and obscenely. They will
then define these using the glossary, and compare

Differentiation-(GO TO page) (Tailoring instruction to meet individual needs; differentiating the

content, process, product, and/or learning environment):

o Second Language learners / Cultural Diversity:

o Gifted / advanced learners:

Technology: -(GO TO page)

They will use technology to comple their worksheet and to create their anchor char for the
gallery walk.

Marzano Strategy - (GO TO page)

They will summarize and take notes during our gallery walk

Higher Order Thinking Questions (GO TO page)

1. What is happening with the fairies in the play, and how does it develop the theme?
2. How does the word “aggravate” add humor to the scene?
3. How does the word “obscenely” add humor to the scene?

10. Resources and
materials needed (C9)
(E7)
11. Classroom
Management Strategies
(CBM5)
What procedures will you
employ to manage
transitions, behavior,
passing out materials,
engagement, etc.?
Add 3 procedures
12. Academic Supports
for Students (E6)
What instructional
strategies and planned
supports, will you employ to
meet the needs of each
student that has identified
special learning needs?
(E11)
Grouping / Partnering Technique: (Hattie)
Within- class ability groiuping, preferable mix in higher students with critical students.
Potential misconceptions and your plan to address it:
A potential misconception will be thast the students will misunderstand that they are men=ant to
use context cues t define the vocabulary terms to understand how they are used, i will model
what they are suppose to do with one od the terms, asnd release them to do it with the other,
I would make sure that my visual aids are provided in large print so that students who need them can
access them as well as magnifies for small text.
(How might you differentiate materials and resources for learners with various needs?)
SUBMIT LPG and SELF EVALUATION RUBRIC – C9
1. Formations, when group work is taking plasce having set groups would help the
class move more swiftly
2. student led routines (leadership)
3. assignment collection, all students pass their work up asnd to the eft most student
of the classroom.
Accommodation(s)- (A change that helps a student overcome or work around obstacles):
1. Increase level of support by giving students more access to glossary
2. Adapt instruction to visual and auditory learners
3. Allowing lower level classes more time to complete the work.
Modification(s)- (A change in what is being taught or what is expected from the student):
1. Higher level classes may be expected to do more independent work than lower level
classes
2.
3.
Strategies for ELLs (strategies that support language acquisition)
1. More access to visuals
2. More access to glossary within lesson
3. ability to cooperate with classmates
4.
5.