Lesson Plan : Setting the Stage/JULIUS CAESAR
Teacher Name: | R. Suttle |
Grade: | Grade 9-10 |
Subject: | Language Arts |
Topic: | Background information necessary for understanding Shakespeare's play plus writing biographical pieces. |
Content: | Blank verse, iambic pentameter, pun, ambiguity, feet, meter, accented, unaccented, limerick |
Goals: | 1. Students will be able to measure beats of iambic pentameter. 2. Students will be able to identify and define puns and ambiguity. 3. Students will review skills necessary for biographical writing. |
Objectives: | 1. Students will be able to identify and explain ambiguity in puns. 2. Students will be able to divide lines of poetry into feet. 3. Students will practice biographical writing techniques. |
Materials: | Handouts, Holt Literature and Language Arts Textbook |
Introduction: | 1. Punny Pages: define pun and ambiguity 2. Accent on Poetry: break couplets into syllables 3. Roadmap: choose significant historical figure and discuss his/her contributions |
Development: | 1. Model cartoon on "leveling"--explain the ambiguity and why it is funny. 2. Break down "Night Before Christmas" into syllables and feet. 3. Review instructions & techniques for writing biographies. |
Practice: | 1. Students will explain why 8 was mad at 7--because 7 ate 9. 2. Students will break couplets into syllables and count beats and accents. 3. |
Accommodations: | 1. Students will decipher structure of "Now I lay me down to sleep" and "There was a young man from Japan." 2. Students will explain why the following puns are funny: a. Scientists have created a flea from scratch. b. The Department of Corrections has a large budget for liquid paper. c. The high priest was arrested on drug charges. d. I dropped out of my communism class because of lousey Marx. e. Did you hear about the guy whose whole left side was cut off? He's all right now. f. Police were called to a day care where a 3-year-old was resisting a rest. g. What do you call cheese that is not yours? Nacho Cheese. 2. Select additional lines from poems for measurement. 3. Help students craft a thesis sentence and structure essay. |
Checking For Understanding: | 1. Ask class for examples of puns. 2. Ask class for examples of limericks. 3. Ask class for criteria of a biographical essay. |
Closure: | 1. Ask class why saving soles is funny. 2. Have students write a couplet. 3. Have students reflect on how today's biography differs from the one on Shakespeare. |
Evaluation: | |
Teacher Reflections: |
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