Lesson Plan

Chatham High School



Teacher: Erin Hall                                             Date(s): December 9, 2013

Subject Area: English 10                       Standard(s): SOLs 10.3/10.4/10.6

Objectives: The student will discuss Act III of Julius Caesar.



Materials/Resources Needed: textbook, binder, worksheets, dvd, computer, projector, board



<p class="MsoNormal" style="margin: 0in 0in 10pt;"><span style="font-family: "Times New Roman","serif";">Anticipatory Set/Review: mugshot/warm-up, journal (dealing with Julius Caesar)

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<p class="MsoNormal" style="margin: 0in 0in 10pt;"><span style="font-family: "Times New Roman","serif";">Instructional Strategies: Lecture, Cooperative Learning, Teacher Modeling, Class Discussion, Group Work, Student Centered Learning

<p class="MsoNormal" style="margin: 0in 0in 10pt;"><span style="font-family: "Times New Roman","serif";">Monday-

<p class="MsoNormal" style="margin: 0in 0in 10pt;"><span style="font-family: "Times New Roman","serif";">             -Students will write a brief paragraph in which they give a summary of what happened in Act 1 and Act II of Julius Caesar instead of having the teacher review what happened. This will also be their journal that they do as a warm-up activity (assessment).

<p class="MsoNormal" style="margin: 0in 0in 10pt;"><span style="font-family: "Times New Roman","serif";">             -Students will continue reading Julius Caesar Act III by reading the textbook and being able to visually see the play as well by watching the movie while reading (the movie follows the textbook). Students will read the play, and the teacher will discuss the play with them by asking them questions about what they should have gathered from reading and watching the play.

<p class="MsoNormal" style="margin: 0in 0in 10pt;"><span style="font-family: "Times New Roman","serif";">             -While reading and watching the play, the students will also have time to answer critical thinking questions with a partner (students will be paired by weak and not so weak) to find the correct answers themselves. The teacher will go over these questions with the students once the entire act is finished (assessment).

<p class="MsoNormal" style="margin: 0in 0in 10pt;"><span style="font-family: "Times New Roman","serif";">             -Students will also be presented with various higher order thinking questions they must answer by using the “clicker.”   The teacher can easily see the student responses by having students click in their answers. These questions are presented in the higher order thinking questions section of the lesson plan format.

<p class="MsoNormal" style="margin: 0in 0in 10pt;"><span style="font-family: "Times New Roman","serif";">             -Students will continue creating their graphic organizer (outline) in which they will build on throughout the play. They will have already created their outline that has details from Acts 1 and 2 (assessment).

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<p class="MsoNormal" style="margin: 0in 0in 10pt;"><span style="font-family: "Times New Roman","serif";">Check for Understanding/Formative Assessment: observation, effective questioning, discussion

<p class="MsoNormal" style="margin: 0in 0in 10pt;"><span style="font-family: "Times New Roman","serif";">             •   Specific Higher Order Thinking Questions:

<p class="MsoNormal" style="margin: 0in 0in 10pt;"><span style="font-family: "Times New Roman","serif";">             -Why would Decius grab the letter from Artemidorus given what we know about Artemidorus?

<p class="MsoNormal" style="margin: 0in 0in 10pt;"><span style="font-family: "Times New Roman","serif";">             -What is the point of having the conspirators crowd around Caesar and present him with a petition?

<p class="MsoNormal" style="margin: 0in 0in 10pt;"><span style="font-family: "Times New Roman","serif";">             -What does Caesar mean by the phrase, “Et tu, Brute?”   What would be your reaction in this case?

<p class="MsoNormal" style="margin: 0in 0in 10pt;"><span style="font-family: "Times New Roman","serif";">             -Why does Cassius not want to let Antony speak at Caesar’s funeral? Do you agree or disagree with him? Why?

<p class="MsoNormal" style="margin: 0in 0in 10pt;"><span style="font-family: "Times New Roman","serif";">             -Why is Act III considered to be the climax?

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<p class="MsoNormal" style="margin: 0in 0in 10pt;"><span style="font-family: "Times New Roman","serif";">Guided Practice: Students will answer questions, and the teacher will discuss the answers with the students after the students have had time to answer them on their own. The teacher will also circulate the room to check for understanding on all key concepts of Julius Caesar.

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<p class="MsoNormal" style="margin: 0in 0in 10pt;"><span style="font-family: "Times New Roman","serif";">Closure: We will review Act III and discuss as a class what they think will happen in Act IV.

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<p class="MsoNormal" style="margin: 0in 0in 10pt;"><span style="font-family: "Times New Roman","serif";">Independent Practice (Homework):

<p class="MsoNormal" style="margin: 0in 0in 10pt;"><span style="font-family: "Times New Roman","serif";">Monday-finish graphic organizer

<p class="MsoNormal" style="margin: 0in 0in 10pt;"><span style="font-family: "Times New Roman","serif";">Tuesday-

<p class="MsoNormal" style="margin: 0in 0in 10pt;"><span style="font-family: "Times New Roman","serif";">Wednesday-

<p class="MsoNormal" style="margin: 0in 0in 10pt;"><span style="font-family: "Times New Roman","serif";">Thursday-

<p class="MsoNormal" style="margin: 0in 0in 10pt;"><span style="font-family: "Times New Roman","serif";">Friday-

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