LESSON PLANS
Unit Project Planning
Project title: Gender Identity in Literature
Teacher(s): Ms. Graham
School: Burke High School
Grade level(s): High School (10th) (ENGLISH 2)
Subjects: English
Begin with the End in Mind
Summarize the theme for this project. Why do this project?
Gender Identity is something that is becoming more of a prevalent topic in our society. It is important for students to explore and research gender identity in their daily life, in the content area,and different cultures. We will specifically be focusing on this in literature. Understanding what roles Gender Identity plays in our literature is and how this may affect who will read it.
Identify the content standard that students will learn in this project (two to three per subject).
Standard 1: Formulate relevant, self-generated questions based on interests and/or needs that can be investigated. 1.1 Use a recursive process to develop, refine, and evaluate questions to broaden thinking on a specific idea that directs inquiry for new learning and deeper understanding.
Standard 5: Determine meaning and develop logical interpretations by making predictions, inferring, drawing conclusions, analyzing, synthesizing, providing evidence, and investigating multiple interpretations. 5.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text; identify multiple supported interpretations.
Identify key skills students will learn in this project.
List only those skills you plan to assess (two to four per person).
Critical thinking
Research
Close reading
Identify the habits of mind that students will practice in this project (one to two per project).
Team work
Close reading
Craft the Driving Question
What is gender identity?
What genre do we see gender identity roles playing in the most? (adult lit, young lit, poems, speeches?)
How do we see this presented in literature?
Do certain characters play into this idea of gender identities?
How do some writers describe this feeling of gender identities?
Does Gender identity play a big or small role in what you researched?
State the essential question or problem statement for the project.
How do Gender Identity Roles play a role in our literature (or do they at all?)
How does gender identity present?
Plan the Assessment
Define the products for the project. What will you assess?
Early in the Project:
Reflection on Gender Identity in their experience,community, culture, and whatever else they see gender identity playing a role.
During the Project:
Picking a reading that explores Gender Identities.
End of the Project:
Group project (presentation). They will present their findings on the piece of literature they explored. In these project they will:
Explain what does gender identity mean (MAKE YOUR OWN DEFINITION)
Educating their own class about this specific piece (they are the experts)
Compare this explanation to Gender Identities to different cultures' understanding.
How do we see Gender identities playing a role in this piece?
Relating it to our area (how do we see this in our community?)
Importance of gender identities?
Their reflections
Criteria for the Assessment
State the criteria for exemplary performance for each product:
Product: Reading a piece together (as a class) and exploring how gender identity plays a role.
Criteria: Students will participate in discussions and work with classmates to understand how gender identity plays a role in this piece.
Product: Reflection
Criteria: Students will reflect upon their experience, community, culture, and whatever else they see gender identity playing a role.
Product: Book club with classmates
Criteria: Exploring a piece and seeing how it explores gender identities. Using close reading, researching (maybe about the author, the book, the time period when it was written, the culture, questions you may have),and discussions. (USE TEXT TO BACK UP CLAIMS)
Product: Presentation with group (teaching your class)
Criteria: Group project (presentation). They will present their findings on the piece of literature they explored. In these project they will:
Use your text to back up your claims.
Explain what does gender identity mean (MAKE YOUR OWN DEFINITION)
Educating their own class about this specific piece (they are the experts)
Compare your explorations to Gender Identities to different cultures' understanding. (3 different ones)
How do we see Gender identities playing a role in this piece?
Relating it to our area (how do we see this in our community?)
Importance of gender identities?
Their reflections
LESSON PLAN
Name: Caroline Graham
Grade/Subject: English 2/ High School
Overall Objectives for all 5 lessons:
Students will be able to intercept phases and meanings in the selected text.
Students will be able to understand and develop logical interpretations.
Students will get a deeper understanding of the meaning of the text and the vocabulary used throughout it by performing.
Students will deepen their understanding of the text by translating it from Old English into modern English.
Students will be able to write a narrative using the vocabulary and context from our reading.
Lesson 1
Lesson Objective:
Students will be able to understand and develop logical interpretations of Macbeth and infer meaning through the context.
ELA Standard:
Standard 10: Apply a range of strategies to determine and deepen the
meaning of known, unknown, and multiple-meaning words, phrases, and
jargon; acquire and use general academic and domain-specific
vocabulary.
10.1 Use context clues to determine the meanings of words and phrases.
(English 2, Reading Literary Text, Standard 10, Indicator 10.1)
Materials:
Content and Strategies:
Rereading Act One: as a class
In a smaller group, they will dissect one scene (three scenes in Act 1)(20 mins)
Research the meaning behind saying and words.
Make a timeline of what is happening in their assigned scene.
Each group will give us an overview of each scene. (10 mins)
Definitions of unknown terms.
Lesson 2
Lesson Objective:
Students will be able to use a range of strategies to determine and deepen their understanding of vocabulary in Macbeth.
ELA Standard:
Standard 5: Determine meaning and develop logical interpretations by making predictions, inferring, drawing conclusions, analyzing, synthesizing, providing evidence and investigating multiple interpretations.
5.1 Cite significant textual evidence in order to articulate explicit meanings
and meanings that can be inferred from the text; identify multiple
supported interpretations.
(English 2, Reading- Informational Text, Standard 5, Indicator 5.1)
Materials:
Content and Strategies:
Groups that didn’t give an overview of their scene go today.(Grouping) (10 mins)
Each group will give us an overview of each scene.
Definitions of unknown terms.
Individually: (5 mins)
Student will pick their favorite word they learned
Create a storyboard.. https://www.storyboardthat.com/lesson-plans/macbeth-by-william-shakespeare/vocabulary
In a Shakespearean vocabulary board, students can use the words in a sentence they create, or they can pick a phrase from the play.
To make sure the whole class is on the same page, we will collectively (as a class) go over this handout so everyone has easy access to the vocabulary…(Teacher Talk) (15 mins)
Lesson 3
Lesson Objective:
Students will get a deeper understanding of the meaning of the text and the vocabulary used throughout it by performing.
ELA Standard:
Standard 2: Demonstrate understanding of spoken words, syllables, and sounds.
Standard 4: Read with sufficient accuracy and fluency to support comprehension.
(English 2, Reading- Informational Text, Standard 2, Standard 4)
Materials:
Content and Strategies:
As a class, we are going to demonstrate our understanding of the text by acting out Act 1…(THREE SCENES) (30 mins)
Students will volunteer to play the roles. (CHANGES EACH SCENE)
We will have props and costumes
Students will be practicing the language in the text and deepening their understanding of the text by performing.
Lesson 4
Lesson Objective:
Students will deepen their understanding of the text by translating it from Old English into modern English.
ELA Standard:
Standard 1: Demonstrate understanding of the organization and basic features of print.
Standard 3: Know and apply grade-level phonics and word analysis skills in decoding words
(English 2, Reading- Informational Text, Standard 1, Standard 2)
Materials:
Content and Strategies:
In smaller groups, students will translate the text from Old English to modern English. (Grouping)
Three groups for three scenes
Around 10 minutes to translate as much as possible.
As a class…
Students will volunteer to play the roles. (CHANGES EACH SCENE)
We will have props and costumes.
Students will be able to deepen their understanding of the text and practices translating text into modern versions. (20 mins)
Lesson 5
Lesson Objective:
Students will be able to write a narrative using the vocabulary and context from our reading.
ELA Standard:
Standard 3: Write narratives to develop real or imagined experiences
or events using effective techniques, well-chosen details, and well-structured event sequences.
3.1 Gather ideas from texts, multimedia, and personal experience to write
narratives that:
a. develop real or imagined experiences or events using effective
techniques, well-chosen details, and well-structured event sequences;
c. use narrative techniques of dialogue, pacing, description, reflection, and multiple plot lines to develop experiences, events, and/or characters;
f. use precise words and phrases, telling details, and sensory language to convey a vivid
picture of the experiences, events, setting, and/or characters; and
(English 2, Writing, Standard 3, Indicator 3.1 a,c,f)
Materials:
Paper and pencil/pen
Computer (if they rather type it)
Internet to research
Content and Strategies:
As a class… (Teacher Talk)
we will review our Shakespearean vocabulary again (10mins)
On a laptop or a piece of paper…(20 mins)
Writing a narrative using Old English.
Creating a narrative in the same period as Macbeth.
Use the vocabulary we learned in class
References/Outside Materials Used:
Hawkins, Dawn. Lyda, Nita. 21 (2015).South Carolina College- and Career-Ready Standards and Indicators for English 2, South Carolina, pp.345.
Hylton, J. (n.d.). Macbeth: Entire Play. The Tragedy of Macbeth. http://shakespeare.mit.edu/macbeth/full.html
Bear, D., Invernizzi, M., Templeton, S., & Johnston, F. (2019). Words Their Way: Word Study for Phonics, Vocabulary and Spelling Instruction (7th ed.). Pearson. Pp 345.
Staake, J. (2018, April 23). 30 Shakespeare Activities & Printables for the Classroom. We Are Teachers. https://www.weareteachers.com/best-shakespeare-activities-printables/
Prototypes, C. L. (n.d.). Shakespeare Vocabulary Activity | Mastering Shakespeare. Storyboard That. https://www.storyboardthat.com/lesson-plans/macbeth-by-william-shakespeare/vocabulary