Component III: Instructional Unit

Task I: Designing Instructional Strategies and Activities

Lesson #
1

Unit Objective #
A.3.c

A.2.c

Lesson Objectives/ Learning

Target
Today I can read dramatic literature
and analyze its conventions to
identify how they express a writers
meaning

Today I can demonstrate

comprehension of increasingly
challenging texts (print) by
answering questions. (underpinning
standard)

Formative
Assessment(s)
Assessment description:
Students will complete an exit slip
in which they will be given a cold
passage to test their ability to
identify the elements of drama.
They will also need to define some
of the elements. See the attached
document.

Instructional Strategies/Activities
Strategies/Activities:
1.
2.
3.

Individually, students will compare/contrast a prose

passage and script to identify the elements of drama.
In groups, students will rewrite a prose passage to be in
the form of a script.
Students will read the opening two pages to Trifles and
identify the elements of drama. They will also define
them.

Differentiated Strategies/Activities:
Differentiated Assessment Plan:
Extended time if needed.

In groups, students will be given roles according to Kagan group

structuring
Media/technologies/resources:
PowerPoint
GradeCam (Exit Slip)

A.3.c

A.2.c

Today I can read dramatic

literature and analyze the
stage design/set to
identify how it expresses
a writers meaning.
Today I can demonstrate
comprehension of increasingly
challenging texts (print) by
answering questions. (underpinning
standard)

Assessment description:
Students will complete an exit slip
in which they will be given a cold
passage to test their ability to
analyze how the stage/set design
elements express a writers
meaning. See the attached
document.

Differentiated Assessment Plan:

Strategies/Activities:
1.
2.
3.
4.
5.
6.

Students will begin by designing their ideal bedroom

anticipatory activity.
Teacher will lecture over stage design/set
Teacher will introduce the play Trifles.
Students will complete a freewrite to engage them with
the text.
The class will read the first two pages out loud together.
Students will be in groups and will design the set for
Trifles. They will have to list props/set elements and
describe why they chose these specific things to add to
their set design (analyze the meaning).

Extended Time if Needed

Differentiated Strategies/Activities:
In groups, students will be given roles according to Kagan group
structuring
Media/technologies/resources:
PowerPoint, Video Introduction to Trifles
GradeCam (Exit Slip)

A.6.c

A.2.c

A.3.c

A.2.c

Today I can locate important details

and facts that support ideas,
arguments, or inferences in
increasingly challenging texts.
Today I can demonstrate
comprehension of increasingly
challenging texts (print) by
answering questions. (underpinning
standard)
Today I can read dramatic literature
and analyze the dialogue to identify
how it expresses a writers meaning.
Today I can demonstrate
comprehension of increasingly
challenging texts (nonprint) by
answering questions. (underpinning
standard)

Assessment description:

Strategies/Activities:

Students complete a Bellringer that

will review their ability to master
this standard. See the attached
document.

N/A (flashback)
Differentiated Strategies/Activities:
N/A (flashback)

Differentiated Assessment Plan:

Media/technologies/resources:

Extended Time if Needed

N/A (flashback)

Assessment description:

Strategies/Activities:

Students will complete an exit slip

in which they will watch a scene
from A Few Good Men and answer
questions that test their ability to
analyze how the dialogue expresses
a writers meaning. See the attached
document.

1.
2.

Differentiated Strategies/Activities:

Differentiated Assessment Plan:

IEP students will be given a version of the play that has summaries
throughout.

3.

Teacher will lecture about dialogue

Students will watch video clips from Office Space and
Austin Powers and determine who has the power based
on the dialogue.
Students will read

Extended Time if Needed

Media/technologies/resources:

Projector for videos

4

A.5.e

A.2.c

Today I can identify, analyze, and

evaluate the ways in which a
metaphor achieves special effects
and shapes meaning.

Today I can demonstrate

comprehension of
increasingly challenging
texts (print) by answering
questions. (underpinning
standard)

Assessment description:
Students will complete an exit slip
in which they will be given a cold
passage to test their ability to
analyze how a metaphor achieves
special effects and shapes a writers
meaning. See the attached
document.

GradeCam (Exit Slip)

Strategies/Activities:
1.
2.
3.
4.

Mr. Edwards will lecture about metaphor and give an

example (I do)
In groups, students will be given a metaphor and have to
come up with the meaning behind it. (we do)
Students will continue reading Trifles. Mr. Edwards will
bring up metaphors and question students about them.
Students will analyze the meaning of the bird in Trifles
(You do).

Differentiated Assessment Plan:

Differentiated Strategies/Activities:
Extended Time if Needed
IEP students will be given a version of the play that has summaries
throughout.
Their activity will have guided questions.

Media/technologies/resources:
GradeCam (Exit Slip)
5

A.5.c

A.2.c

Today I can analyze how mood/tone

are used together to create meaning
in a text.
Today I can demonstrate
comprehension of increasingly
challenging texts (nonprint) by
answering questions. (underpinning
standard)

Assessment description:
Students will complete an exit slip
in which they will be given a cold
passage to test their ability to relate
a literary work to the important
ideas of the time and place in which
it is set or in which it was written
and to analyze how mood/tone are
used together to create meaning in a

Strategies/Activities:
1.
2.
3.
4.

Mr. Edwards will lecture about mood/tone

Using whiteboards, students will answer questions related
to mood/tone
Mr. Edwards will lecture about Shakespeare/Julius
Caesar.
Students will begin reading Julius Caesar Act I. They are
to finish Act I for homework. While reading, they will
complete a graphic organizer over the mood/tone. They

passage. See the attached document.

A.4.a (not tested
over)

Today I can relate a literary work to

the important ideas of the time and
place in which it is set or in which it
was written.

will also answer questions about the time period in which

it is set.

Differentiated Assessment Plan:

Differentiated Strategies/Activities:

Extended Time if Needed

IEP students will be given a version of the play that has summaries
throughout.
Media/technologies/resources:

A.8.f

A.5.h

A.2.c

Today I can define and identify

common idioms and literary,
classical, and biblical allusions in
increasingly challenging texts.
Today I can identify the authors
stated and implied purpose in a text.
Today I can demonstrate
comprehension of increasingly
challenging texts (nonprint) by
answering questions. (underpinning
standard)

Assessment description:
Students will be informally assessed
on their ability to define/identify
common idioms and allusions
throughout class.
Students will complete an exit slip
in which they will be given a cold
passage to test their ability to
analyze how a metaphor achieves
special effects and shapes a writers
meaning. See the attached
document.

GradeCam (Exit Slip)

Strategies/Activities:
1.
2.
3.
4.
5.
6.

Mr. Edwards will lecture about idioms.

Students will read through Act I and find idioms/puns in
groups.
Mr. Edwards will lecture about allusion.
Students will individually use the ipads to research 3
allusions from Act I of Julius Caesar.
Mr. Edwards will lecture about stated/implied purpose.
Students will analyze Cassius and Brutus dialogue from
Act I to determine each characters main claims.

Differentiated Strategies/Activities:
IEP students will be given a version of the play that has summaries
throughout.

Differentiated Assessment Plan:

Media/technologies/resources:
Extended Time if Needed
iPads for research on allusions
7

A.5.c

A.5.f

Today I can analyze how conflict

creates meaning in a text.
Today I can analyze an authors

Assessment description:
Students will write a quality
paragraph in which they will
analyze Brutus soliloquy for the

GradeCam (Exit Slip)

Strategies/Activities:
1.
2.

Mr. Edwards will lecture about conflict

In pairs, students will select one conflict from the play
thus far (through Act II) and then create a poster tracking

implicit and explicit argument in a

text.

authors argument. See attached

document

3.

Differentiated Assessment Plan:

4.

the conflict and how it shapes the text.

Mr. Edwards will lecture about writing a quality
paragraph and how to analyze an authors text for the
purpose/argument.
The class together will go through an example of how to
analyze an argument.

Extended Time if Needed

Differentiated Strategies/Activities:
Extended Time if Needed
Media/technologies/resources:
8

A.3.c

Today I can read dramatic literature

and analyze the characterization to
identify how it expresses a writers
meaning.

Assessment description:

N/A
Strategies/Activities:

Students will complete an exit slip

in which they will be given a cold
passage to test their ability to
analyze how the stage directions
(characterization) express a writers
meaning. See the attached
document.

1.
2.
3.

Mr. Edwards will lecture about characterization.

Together, the class will chart the direct characterization.
Students will be divided into groups and each group will
be given one of the five methods of indirect
characterization (STEAL method) to analyze. Students
will present to the class their findings.

Differentiated Strategies/Activities:
Differentiated Assessment Plan:
Extended Time if Needed

In groups, students will be given roles according to Kagan group

structuring
Media/technologies/resources:
N/A

A.5.f

Today I can analyze an authors

implicit and explicit argument in a
text.

Assessment description:
Students will write two paragraphs
analyzing the argument in both
Antonys and Brutuss monologues
from Act III.

GradeCam (Exit Slip)

Strategies/Activities:
1. Mr. Edwards will read Brutus monologue out loud in
class.
2. Students will track the reaction of the audience ot the
speech.
3. Students will individually read Antonys monologue.

4.
Differentiated Assessment Plan:
5.
Extended Time if Needed

Mr. Edwards will use questioning to assess students

understanding of the monologues.
Students will then debate who they think gave the better
speech.

Differentiated Strategies/Activities:
Extended Time if Needed
Media/technologies/resources:
N/A
Use of Technology for Instruction
Describe how you will use technology to enhance instruction and how students will use technology to enhance/facilitate their learning.
I will use technology to enhance instruction in many ways. At the beginning of the unit, I will use GradeCam to analyze the results of the pre-assessment in order to inform which
topics I need to spend more time on throughout the unit. I can also use GradeCam to easily collaborate with fellow teachers. I will use my laptop/projector daily to show PowerPoint
or Prezi presentations for my lectures. I will use Youtube and Vimeo to find videos that will enhance my students learning. I will use Weebly to post all
assignments/videos/classroom materials for students who are absent from class that day.
My students will use the iPads at times to do individual research on the topic at hand. They will also use vocabulary.com to learn the vocabulary words that are used in Julius Caesar.
They will use GradeCam to grade their assessment so that they can get individual feedback on how they did.