"“If your actions inspire others to dream more, learn more, do more and become more, you are a leader.” ...

LESSON PLAN IMPLEMENTATION

Instructional Strategies and Activities

Lesson Introduction:

· Students will receive a “Do Now” as an introduction to the lesson in which they will be asked to analyze and respond to the following quote by American novelist, F. Scott Fitzgerald: “Personality is an unbroken series of successful gestures.” Comment by Laynie Serro: insert "see attachment..."

· Students will first have to determine the meaning of this quote in their own words to answer the first question associated with this quote. Students will then will have to identify whether they agree with this quote or not, explain their judgment, and provide an example to support their stance, in order to answer the second questions associated with this quote.

· Students will have approximately five minutes to prepare a written response to this quote before the class reconveins for a discussion that will serve as a bridge to the learning activities for the day.

Learning Activities:

· As a transition into the class activity that students will be completing in class independently, the teacher will first provide a mini lecture about literary archetypes.

· The teacher will begin by providing a definition of “literary archetypes.”

· Students will be asked to identify character clichés that appear in literature and film, in order to tap into previous knowledge that students have about literary archetypes.

· The teacher will provide a list of literary archetypes and explain each one in depth, as well as take any student question at this point in time to maximize teacher clarity. Comment by Laynie Serro: explain! go more in depth, this should be the longest portion of the lesson

· Students will be provided with directions for the class activity in which they will be assigning archetypes to the characters in Othello, using the list that the teacher has provided for them.

· Students will complete a graphic organizer in which they must assign characters a literary archetype, extract quotations from the play to support their choice of archetypal assignments, and provide an explanation of their choices.

Closing:

· In the last few minutes of class, the teacher will ask students to arrange themselves into the teacher-made pairs projected onto the Promethean board.

· Students will discuss how and why they arranged literary archetypes in a “think-pair-share” exercise. If any discrepancies appear among these pairs, students must engage in a small debate to come to a consensus about which archetype is more appropriate for the character of concern. In this way, students will demonstrate to the teacher that they have carefully crafted and supported their arguments throughout the lesson.

· In the last minute of class, students will be asked to hand in their work to the teacher so that their work may be assessed, and a determination be made about what their grade will be for class participation that day.

LESSON PLAN

Grade/s

Duration of Lesson

12th grade, 52 minutes

Subject/Content Area

English Language Arts, Content Area Needed

Central Focus

In this lesson sequence, students will be learning about the various archetypes that exist, as found in literature, and will be compiling textual evidence to support any and all claims made about the complex text, Othello.

Lesson Plan # and Title

Lesson Plan #2: Binary Oppositions in Othello

State/Content Specific Standards

NJSLSA.R1. Read closely to determine what the text says explicitly and to make logical inferences and relevant connections from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

NJSLSA.W9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

Learning Objectives (LOs)

Given a reading of Act II scenes 2 and 3 of Othello and a mini lecture about binary oppositions, students will be able to complete a Venn Diagram in which they compare and contrast two seemingly opposite characters, and score at least a check on a check scale. Comment by Laynie Serro: make rubric

Instructional Resources, Materials, and Technology

The teacher will need: Promethean Board, Google Slides, text copy of Othello, Venn Diagram Worksheet.

Students will need: Notebook and writing utensil, text copy of Othello, Venn Diagram worksheet.

Language Demands

1. Functions

2. Vocabulary

3. Discourse

-or-

4. Syntax

1. Functions: This lesson will draw upon the theory of Advanced Organizers/Graphic Organizers by David Ausubel. Given this theory, students will be able to focus on comparative aspects of learning and draw from prior knowledge in order to complete the Venn Diagram.

2. Vocabulary: Students will learn the following vocabulary words throughout lesson: literary archetype, binary oppositions, and comparative analysis.

3. Discourse: Students will demonstrate to the teacher their understanding of the text through class discussion of the text at various checkpoints the teacher has embedded into class reading, and through completion of the Venn Diagram in which students will demonstrate their knowledge of binary oppositions through the analysis of literary archetypes.

Prerequisite Skill/Prior Knowledge/

Students must have the prerequisite knowledge of what literary archetypes are, as was defined and practiced in the prior lesson. Students must also know how a Venn Diagram functions, in order to complete the learning activity in this lesson in which students will compare and contrast the characters of Othello and Iago. Students must also have prerequisite knowledge of teacher expectations for Venn Diagrams, including the expectation that students provide quotes in their Venn Diagrams when making claims about the similarities and differences that exist between two characters. Students must have prior knowledge about how to engage in a “notice and note,” in which students must be able to self-regulate their reading comprehension by stopping during the reading of a text and take pertinent notes about what stood out to them in the reading, as well as what the main idea of a passage is. Additionally, students must have prior knowledge about plot points that have occured in the reading thus far to ensure that students analysis is based on knowledge of the text, rather than assumption about the text.

Safe Learning Environment

The teacher will provide a safe learning environment by periodically stopping in the reading of Act II scenes 2 and 3 to allow students to solely focus their attention on completing the Venn Diagram. The teacher will also emphasize important plot points during class discussion in order to allow students to extract the most vital information from the text. The teacher will require that students be respectful and attentive during a whole-group reading of the text to ensure that students feel mutually respected and supported by the teacher and fellow classmates. Likewise, the teacher will ensure that high level learners are assigned more extensive and complex reading roles during the whole-group reading of Othello, while low level learners have shorter, more readable lines. In this way, the teacher will provide a safe learning environment by ensuring that low level learners have more time in class to complete the Venn Diagram, while high level learners are challenged to multitask.

Planned Instructional Supports to address the language demands

The teacher will address language demands during the whole group reading of the text in which content specific vocabulary will be embedded into class discussion by the teacher. For example, the teacher may stop during an important moment in the text to direct students to engage in “comparative analysis” via their Venn Diagrams. The teacher will also pose questions that will be used to measure student understanding of plot and character development through oral response. Students will also have an opportunity to communicate to the teacher that they are understanding the lesson through their writing, in which they will complete the aforementioned Venn Diagram.

Planned Supports for Varied Student Learning Needs

The teacher will make it a point to support students of varied learning needs, including both low level and high level learners. The teacher will guide students to moments in the text in which similarities and differences between two characters is made apparent by William Shakespeare. In this way, the teacher will lead students to an understanding of binary oppositions as seen in this complex text without overtly giving students free answers. The teacher will also support high level learners by putting and emphasis on the similarities that two seemingly opposite characters may have in common. Consequently, high level learners will be able to make determinations about the limitations of certain literary archetypes. They will also be challenged to explore the “Yin and Yang” complex to make determinations about how seemingly “good” characters have negative qualities, and seemingly “bad” characters have positive qualities. High level learners will thereby receive encouragement from the teacher to think about literature beyond the material that was covered in class. Finally, students of all ability levels will receive supports in this lesson because the teacher will create assigned reading roles that will carry into the end of the reading. Students with high reading levels will be assigned main roles that consist of longer and more complex lines. Students who struggle with reading will also be assigned reading roles, but will be responsible for reading shorter lines.

Knowledge of Students to Inform Teaching and Learning

The teacher is aware that students may run into difficulties with multitasking, especially ELL students, and students with IEPs. For this reason, the teacher will provide students with additional time in class after the reading is complete to finalize their Venn Diagrams, in order to optimize student learning. The teacher is also aware that some students may not be confident with their knowledge about binary oppositions, even if they have informally used them inside and outside of the classroom. The teacher will draw on students’ prior knowledge to solidify student understanding of “binary oppositions” and its application to literary archetypes. Finally, the teacher is aware that some students may not be enthusiastic about reading Shakespeare, so the teacher will provide commentary throughout the reading to bring excitement into the reading and appeal to student interests.

Planned Assessments to Monitor and Support Student Learning

Students will be assessed both formally and informally in this lesson. Students will be assessed informally during whole group-instruction in which the teacher will be listening for student reading levels. The teacher will also be able to gain an understanding of plot points and character development that presents a challenge to students. In order to check for student understanding of figurative language, the teacher will strategically use a line of questioning to determine if students can identify irony throughout the reading of Act II scene 2. Students will also receive a formal assessment in which they complete a Venn Diagram about binary oppositions of literary archetypes. The teacher will assess student work on a check scale, as well as provide written and oral feedback to students about what was done well, and what needs more focused attention.

LESSON PLAN IMPLEMENTATION

Instructional Strategies and Activities

Lesson Introduction : Comment by Laynie Serro: insert attachments

· Students will be given the following quotation as a “Do Now” by German theoretical physicist, Albert Einstein: “Great spirits have always encountered violent opposition from mediocre minds.”

· Students will have to break down this quote for meaning and answer the following questions: “Is it true that people with great ideas are always faced with opposition?” and “Is opposition always based on knowledge, or can it be spiteful?”

· Students will have five minutes to write a response before the teacher starts taking volunteers to share with the class what they wrote.

Instructional Activities:

· The teacher will then transition into the next activity by asking students to have their notebooks ready to take notes. The teacher will provide students with a mini lecture about binary oppositions, beginning with a definition of the term.

· The teacher will provide students with a list of binary oppositions that they may be familiar with such as happy/sad, rich/poor, and day/night. Students will then be asked to provide some of their own binary oppositions that will serve as an informal assessment for the teacher to measure if students are understanding the concept or not.

· Once the teacher feels that the students are confident with this new terminology, the teacher will provide students with an overview of the class agenda.

· The teacher will lead a whole-group reading of Othello using a casting-list for assigned roles. Students will be expected to fill in the Venn Diagram, comparing and contrasting two characters in this scene. Students may reference information from prior scenes as long as they are using textual evidence to support their claims.

Closing:

· Once the reading of the scene is complete, students will have additional time at the end of class to finish up their Venn Diagrams. This opportunity will be used as an additional support for low level learners who struggle with multitasking. This time will also serve as an opportunity for students to extract quotes from previous acts and scenes to incorporate into their Venn Diagrams if they deem it appropriate.

· Students will also be encouraged to proofread their work to assure that they are presenting a final product to the teacher.

· Students will submit their work to the teacher at the end of the period in order to receive a grade for their in-class work.

LESSON PLAN

Grade/s

Duration of Lesson

12th grade, 52 minutes

Subject/Content Area

English Language Arts, Content Area Needed

Central Focus

In this lesson sequence, students will be learning about the various archetypes that exist, as found in literature, and will be compiling textual evidence to support any and all claims made about the complex text, Othello.

Lesson Plan # and Title

Lesson Plan #3: Othello Speaking and Listening Mini Debate

State/Content Specific Standards

NJSLSA.SL4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.

LA.11-12.SL.11-12.3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.

Learning Objectives (LOs)

Given a reading of Othello up to Act II, students will be able to craft a pro or con response to controversial statements and verbally debate their stance, and score at least a 70 on a 100 point scale.

Instructional Resources, Materials, and Technology

The teacher will need: Promethean Board, Google Slides, text copy of Othello, “Othello Controversies” worksheet.

Students will need: Notebook and writing utensil, text copy of Othello, “Othello Controversies” worksheet, Speaking and Listening Cards.

Language Demands

1. Functions

2. Vocabulary

3. Discourse

-or-

4. Syntax

1. Functions: This lesson will draw upon the theory of Progressive Education and Philosophy of Pragmatism by John Dewey. This lesson will highlight student-centered learning, as students will lead classroom debate, while the teacher will act as a facilitator by keeping to strict time requirements and adding to or clarifying students’ statements.

2. Vocabulary: Students will learn the following vocabulary words throughout lesson: pro, con,and counter-argument/counterclaim.

3.Discourse: Students will demonstrate to the teacher their understanding of the text through completion of the “Othello Controversies” worksheet in which students will physically write out what arguments they will present in the debate. Students will also demonstrate their understanding of the text orally during a whole-group debate.

Prerequisite Skill/Prior Knowledge/

In order to actively participate in this lesson, students must have prior knowledge about how “Speaking and Listening” Cards work. They will use sentence stems in order to effectively structure their argument when debating during whole group instruction. Students must also have prior knowledge about how to select and analyze quotes that will best fit their argument. Students will also need prior knowledge about how to be a “team player,” as they will be working in groups during this lesson, and must depend on one another in order to win the prize (homework pass) that comes along with winning the debate.

Safe Learning Environment

In order to create a safe learning environment, the teacher will discuss the importance of every student’s voice being heard during this mini class debate. The teacher will stress the fact that students must treat one another with respect during this class activity, so that no one student feels disrespected or alienated. The teacher will encourage students to present themselves with a kind, but informed demeanor, and the teacher will also create a safe space by overseeing the conversation that takes place in class. In this way, the teacher can redirect students who are unfocused or who make comments that are not relevant to the subject at hand. The teacher will manage time for each subject and team so that both sides of the debate are given an equal chance to argue their case. In order to address shy and reserved students, the teacher will assign students with the task of being the “Quote Keeper.” They will contribute to their groups by providing team members with quotes that have been preselected by the teacher in order support their argument.

Planned Instructional Supports to address the language demands

The teacher will create instructional supports to address language demands. The teacher will provide students with a graphic organizer with columns labeled “pro” and “con” where students will have to “brainstorm” ideas in the written component of this lesson. The teacher will also address language demands within the debate to assess student understanding of plot, character development, and argument formation. Through communication/class discussion, the teacher will be able to measure which students are understanding complex topics that are discussed in the play, and which students need additional support. Hence, language demands will be assessed on a written platform, as well as orally and aurally.

Planned Supports for Varied Student Learning Needs

Students of all learning needs will be addressed in this lesson due to the heterogeneous grouping that the teacher will place them in. The class will be divided into two parts, with an emphasis being placed on high level learners and low level learners being scattered throughout each group. Low level learners will be addressed because they will have the guidance of gifted and talented students to help them with any challenges or difficulties they are facing in formulating an argument. High level learners will be addressed in this lesson because they will have other high level learners within the group to challenge their ideas. These gifted and talented students will receive the challenge of listening to group members and synthesizing their ideas into one harmonious pro or con statement.

Knowledge of Students to Inform Teaching and Learning

The teacher is aware that students have varying personalities in this class. Some students are very outgoing and articulate, while others are more shy. Consequently, the teacher is aware that there will be discrepancies between individual students’ performance in this class activity. To combat this foreseen issue, the teacher will create an incentive for all students to participate. Students will be made aware that engagement in this activity counts toward class participation, but to also encourage students, the teacher will provide the each member of the winning team with a homework pass. In this way, the teacher will use the theory of “Punishment and Reward” by psychologist, B.F. Skinner, to guide student participation.

Planned Assessments to Monitor and Support Student Learning

Students will be assessed both formally and informally in this lesson. The teacher will assess students informally through the debate of each contradictory statement about the text, Othello. The teacher will be able to assess how students work in groups, and how they can verbalize a pro or con argument. Students will be assessed formally when they submit their “Othello Controversies” worksheet that they used to craft their verbal responses in class. The teacher will check for an understanding of the text, and for relevant and insightful quotes to prove student claims. While the “Othello Controversies” worksheet will be assessed formally, the teacher will take into consideration that this is a brainstorming activity, and students may write in shorthand. Comment by Laynie Serro: perhaps the debate itself should count towards the formal assessment (ex: teams will be awarded points for winning each category)

LESSON PLAN IMPLEMENTATION

Instructional Strategies and Activities

Lesson Introduction:

· As an introduction to the lesson, the teacher will provide students with a quote that they must analyze. The quote, written by Mahatma Gandhi, is as follows: “Honest disagreement is often a good sign of progress.”

· Students will be asked to first identify the meaning of “honest disagreement” to address the first question and then will be asked to recount a time in which they had an argument that accomplished something meaningful or important, in order to address the second question associated with this quote.

· Students will have five minutes to formulate their responses in writing. The teacher will then begin to transition students into a class discussion so that various perspectives may be explored and analyzed.

· The teacher will stress “disagreement” as the key word for the day, as students will be engaging in debates of their own during the learning activity in this lesson.

Learning Activities:

· As a preliminary step to executing a student-centered lesson, the teacher will first give students a bit of context that will serve as a solid introduction to the learning activity.

· The teacher will discuss how William Shakespeare creates dynamic characters in his tragic play, Othello. The teacher will then reference the previous lessons in which students analyzed binary oppositions to make a point about how these differences in personality are not so cut and dry.

· The teacher will then inform students that they will be discussing their own opinions about these characters in this class activity.

· Students will be given their assigned groups, and will also be told whether they must argue “pro” or “con” for each point of consideration.

· Students will be given approximately 15 minutes formulate an argument and assign pre-selected textual evidence for all points. Students will write down their findings during this brainstorming activity on their “Othello Controversies” worksheets. Students may use these sheets as reference material when engaging in the debate.

· The teacher will provide students with “Speaking and Listening Cards” that will serve as suggestions for how to begin arguing a statement. Students will apply these sentence stems when and where they deem necessary.

· The teacher will serve as a facilitator during this debate that will be executed point by point. The teacher will manage time (precisely three minutes per controversial point) and will redirect student attention to the task at hand if the conversation becomes off topic.

· The teacher will also “volley” between the pro and con teams in insure that both teams are given an equal amount of time to verbalize their arguments.

Closing:

· Once students have successfully contributed to each controversial statement by arguing either “pro”or “con,” the teacher will ask students to reflect on the class activity.

· Students will have to identify the strengths and weaknesses of their own groups and also reflect on what they would have done differently if the class were to engage in this activity again.

LESSON PLAN

Grade/s

Duration of Lesson

12th grade, 52 minutes

Subject/Content Area

English Language Arts, Content Area Needed

Central Focus

In this lesson sequence, students will be learning about the various archetypes that exist, as found in literature, and will be compiling textual evidence to support any and all claims made about the complex text, Othello.

Lesson Plan # and Title

Lesson Plan #4: Emilia Mini Essay

State/Content Specific Standards

NJSLSA.W4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

NJSLSA.W9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

Learning Objectives (LOs)

Given an essay prompt, students will write a three paragraph essay and score at least a 15 on a 20 point writing rubric.

Instructional Resources, Materials, and Technology

The teacher will need: Promethean Board, Google Slides, essay prompt, turnitin.com

Students will need: Notebook and writing utensil, essay prompt, text copy of Othello, Macbook Air Laptops, turnitin.com

Language Demands

1. Functions

2. Vocabulary

3. Discourse

-or-

4. Syntax

1. Functions: This lesson will draw upon the theory of Reader-Response Theory by Louise Rosenblatt. This lesson will demonstrate how each student/reader will extract their own meaning from the tragic play, Othello. Therefore, there are no “right” answers, so long as students can provide textual evidence to support their claims about the text. As part of the Reader-Response Model, students will be writing a three-paragraph opinion essay.

2. Vocabulary: Students will learn the following vocabulary words throughout lesson: Reader-Response Theory, academic integrity, and quotation sandwich (introduce quote, insert quote, explain quote).

3.Discourse: Students will demonstrate to the teacher their understanding of the text through a written response to the prompt. Students will also demonstrate an understanding of the text through verbal discussion with a teacher during one-on-one conferences that will be built into the lesson.

Prerequisite Skill/Prior Knowledge/

In order to successfully complete the learning activity in this lesson, students must have prior knowledge about how to structure a formal essay. Students must be aware of necessary elements to maintain in their writing, such as addressing each question per body paragraph. Students must use textual evidence throughout their body paragraphs to support any and all claims they make about the text. Additionally, students must know about academic integrity, so that they produce work that is original, and give credit when using another individual’s ideas or words. Finally, students must have prior knowledge about the reading thus far in Othello (Act II), so that they may be able to respond to this prompt with a high degree of accuracy.

Safe Learning Environment

In order to create a safe learning environment, the teacher will briefly review the conventions of writing so that students are aware of the teacher’s expectations. For example, the teacher will review proper MLA format (heading, Times New Roman, 12 point font, double-spaced, 1 inch margins, left justified, etc.) Students will also be given a prompt that will be reviewed in class so that directions are clear, and students do not have to struggle to understand the prompt. The teacher will also take ELL students, as well as students with IEPs into consideration so that they are given the necessary modifications, such as additional time, for instance, and are set up for success. The teacher will show interest in student thoughts by making the essay prompt opinion based, but will also maintain the standards of academic writing by requiring students to use quotations as textual evidence.

Planned Instructional Supports to address the language demands

The teacher will include instructional supports in this lesson to address language demands. The teacher will go over the prompt in class and take student questions into consideration so that students may communicate to the teacher what they do and do not understand about the prompt. Students will primarily communicate their understanding of language demands through writing, as this lesson is heavily centered around the production of writing, but an emphasis on reading comprehension and analysis.

Planned Supports for Varied Student Learning Needs

In order to address to various learning levels in the class, the teacher will conference with students one on one as they begin working on this essay in class. The teacher will meet with low level learners to get an understanding of the points they would like to include in their paper, and redirect them if they are struggling to grasp plot points or quote analysis. The teacher will also meet with high level learners to challenge them with higher order thinking questions. For example, the teacher may ask high level learners to make text-to-real world connections. In this way, high level learners will be challenged to think about the subject matter outside the bounds of the classroom.

Knowledge of Students to Inform Teaching and Learning

The teacher is aware that students struggle to write solid and effective introductory and concluding paragraphs. For this reason, introductory and concluding paragraphs will be temporarily postponed. To clarify, students will not have to write an introductory and concluding paragraph for this lesson segment. In an additional lesson, the teacher will front-load the lesson with tips and practice material for students to use to add an introductory and concluding paragraph to the running essay they will produce in this lesson. The teacher is also aware that students are more likely to maintain academic integrity if their work is run through turnitin.com. The teacher has chosen this method to review student work so that academic and behavioral issues can be minimized. The teacher has also chosen to base this assignment around the character of Emilia to assess students’ understanding of the lesson segment thus far, as students will have to assign Emilia a literary archetype.

Planned Assessments to Monitor and Support Student Learning

Students will receive an informal assessment before the end of class in this lesson. The teacher will ask students to show a rough draft of their work, so that the teacher may measure how much and how well students can write during class time. This will serve as a basis for comparison when students submit their final drafts. Upon submitting their final drafts, students will be assessed formally using a 20 point rubric. Student work will be run through turnitin.com to check for originality. The teacher will provide written and oral feedback to students to supplement student learning.

LESSON PLAN IMPLEMENTATION

Instructional Strategies and Activities

Lesson Introduction:

· Students will break down the following quote by Plato for a “Do Now”: “Opinion is the medium between knowledge and ignorance.”

· Students will first be asked to identify what this quote means. They will then be asked to agree or disagree with this quote, explain why, and provide an example to support their claims.

· Students will have five minutes to write a response to this “Do Now” before the class reconveins for a discussion.

Learning Activities:

· The teacher will then transition students into the main class activity for the day. Students will be given the following prompt: “A character of great importance who is often overlooked in Othello is Emilia. She plays a pivotal role in the play, as she has one foot in either side of the tension. She serves Othello’s wife, Desdemona, but is married to Iago. Applying the knowledge we learned in class this week, assign Emilia a literary archetype.

1. How does Emilia fit into this archetype?

2. Does Emilia follow stray from the characteristics of this archetype, or does she follow it exactly?

3. Do you think this archetype will add to or alleviate some of the tragedies that take place in Othello?”

· The teacher will remind students to use proper MLA format, as this is a formal paper.

· The teacher will take questions from students and clarify any points of concern that are not clear to the students.

· Next, the teacher will ask students to take out their Macbook Air Laptops and open up a new document so that they may begin writing their first draft.

· Students will have until the remainder of the period to work on a rough draft of this paper.

Closing:

· Before the end of the class, students will be required to conference with the teacher about the work they have produced thus far. The teacher will do a check of student work to assure that students used class time wisely to begin this task.

· The teacher will also have students self-identify what their weaknesses and strengths are in this essay so the teacher may assist them as appropriately and precisely as possible.

· The teacher will also focus on making students aware of any incomplete or unclear arguments they are making so that students have time for correct their work before submitting a final draft.

· Students will have additional time outside of class to complete their essays and the students will submit their work to turnitin.com for assessment.

· The teacher will provide students with written and oral feedback, which will help students with a future writing assignment that they will receive upon completion of the complex text, Othello.