Lesson Title
Literature
Goals & Objectives
Goal: Students will learn about William Shakespeare and a form of his writing.
Objective: Given a lesson on iambic pentameter, students will be able to recognize the characteristics of rhythm and create their own iambic pentameter poem with 100% accuracy.
Objective: Given a lesson on iambic pentameter, students will be able to recognize the characteristics of rhythm and create their own iambic pentameter poem with 100% accuracy.
California State Content Standard
7.8 Students analyze the origins, accomplishments, and geographic diffusion of
the Renaissance.
5. Detail advances made in literature, the arts, science, mathematics, cartography, engineering, and the understanding of human anatomy and astronomy (e.g., by Dante Alighieri, Leonardo da Vinci, Michelangelo di Buonarroti Simoni, Johann Gutenberg, William Shakespeare).
the Renaissance.
5. Detail advances made in literature, the arts, science, mathematics, cartography, engineering, and the understanding of human anatomy and astronomy (e.g., by Dante Alighieri, Leonardo da Vinci, Michelangelo di Buonarroti Simoni, Johann Gutenberg, William Shakespeare).
Lesson Introduction
Students will view a short film about the life and writings of William Shakespeare. The film is informative but also funny. This is important in keeping the student's interest during the video. Students will not take notes during the video, they are simply required to watch.
Vocabulary
Students will add the following vocabulary words to their “vocabulary bank.” The vocabulary bank is a collection of all of the vocabulary words learned over the course of the unit.
Vernacular: An everyday language people speak in a religion-Italian, French, or German, for example.
Tragedy: A form of drama based on human suffering.
Playwrite: A person who writes plays.
Vernacular: An everyday language people speak in a religion-Italian, French, or German, for example.
Tragedy: A form of drama based on human suffering.
Playwrite: A person who writes plays.
Content Delivery
10 minutes
Students will be given a short verbal lecture on iambic pentameter. The teacher will point out the use of iambic pentameter in "A Midsummer Night's Dream," and "Romeo and Juliet." Students will be given a handout that will include the definition of iambic pentameter, two passages that are written in the iambic pentameter form and an opportunity for students to write their own.
Students will be given a short verbal lecture on iambic pentameter. The teacher will point out the use of iambic pentameter in "A Midsummer Night's Dream," and "Romeo and Juliet." Students will be given a handout that will include the definition of iambic pentameter, two passages that are written in the iambic pentameter form and an opportunity for students to write their own.
iambic_pentameter_handout.doc | |
File Size: | 20 kb |
File Type: | doc |
Student Engagement & Critical Thinking
30 minutes
Students will have the opportunity to make their own iambic pentameter poem. Students will receive a handout that includes lines for their poem and a blank space for a drawing that represents their poem. After verbally explaining the instructions on the assignment, students will be shown an example, made by the teacher. This example will be posted at the front of the classroom for students to observe.
The teacher will be available to answer questions and will monitor student progress.
Students will have the opportunity to make their own iambic pentameter poem. Students will receive a handout that includes lines for their poem and a blank space for a drawing that represents their poem. After verbally explaining the instructions on the assignment, students will be shown an example, made by the teacher. This example will be posted at the front of the classroom for students to observe.
The teacher will be available to answer questions and will monitor student progress.
iambic_pentameter_poem_activity.doc | |
File Size: | 19 kb |
File Type: | doc |
iambic_pentameter_poem_example.doc | |
File Size: | 57 kb |
File Type: | doc |
Demonstrated Learning
Students will be turning in their iambic pentameter poem for credit. This will serve as formal assessment because the teacher will be able to read the poems the students came up with and assess whether or not the students have grasped the concept. Informal assessment will take place during the student engagement activity. The teacher will monitor student progress and decide if the students fully understand the concept or if it needs to be revisited.
Lesson closure
10 Minutes
The lesson will be concluded with a reading from the student's textbooks. Each student will open to page 401 and follow along as the teacher reads. The teacher will read an excerpt from "A Midsummer Night's Dream," out loud to the class. The story in this textbook is an adopted version of the play and is much easier to understand. Students will be permitted to ask questions about words they do not understand, plots and characters during the reading.
The lesson will be concluded with a reading from the student's textbooks. Each student will open to page 401 and follow along as the teacher reads. The teacher will read an excerpt from "A Midsummer Night's Dream," out loud to the class. The story in this textbook is an adopted version of the play and is much easier to understand. Students will be permitted to ask questions about words they do not understand, plots and characters during the reading.
Accomodations
English learners and students with special needs will receive an accommodation for the iambic pentameter poem activity. These students will only be required to write two lines of poetry. This will allow them to have more time to count syllables and focus on rhyming words.
Advanced students will be challenged during this activity. They will be required to use the words "betrayed" and "mortal" in their poem. these are words that are often used in Shakespearean poems and will allow the students to be challenged in their creativity.
Advanced students will be challenged during this activity. They will be required to use the words "betrayed" and "mortal" in their poem. these are words that are often used in Shakespearean poems and will allow the students to be challenged in their creativity.
What Came Before...
Prior to this lesson, students learned about the beginning of the Renaissance including, time (when), place (where), reasons (why), about the significance and development of city-states and the most significant inventions of the Renaissance.
What Came After...
After this lesson, students will learn about the developments in Renaissance art and how it contributed to the spread of Renaissance ideas.