KUD Lesson Planning

Grade Level
My lesson is designed for the 12 th grade because at this stage, students are already
aware of their studying style. I will be teaching high school students because that is
when they are getting ready for college, they have a lot of skills that require an
educator to fine-tune and help them identify their strengths.
Instructional Model
Interactive instruction model will be used, specifically cooperative learning groups.
Students will be divided into groups and instructed on activities to undertake within
their small groups.
Standards
CCSS.ELA-Literacy.RI.11-12.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly
as well as inferences drawn from the text, including determining where the text leaves matters
uncertain.
Objectives
Students will KNOW
 How to purposefully read a text, and derive the meaning being passed across by the
author.
 How to identify textual evidence from a story and cite correctly to show a proper
understanding of the text.

Students will UNDERSTAND
 The importance of citing evidence from a text, and the impact that has on the answer
that the student provides
Students will be able to DO
 Discuss the main themes that they will be able to identify in Shakespeare, William.
The Tragedy of Hamlet. New Haven: Yale University Press, 2003. (1599) in Act III,

Scene 3
 They will write down the themes and cite specific evidence from the text to support the
theme.
Assessment Plan
Formative:
Formative assessment will include group presentations. Each group will comprise of
three students, and each group will be required to identify a minimum of three themes.
Therefore, each student will be tasked with presenting one theme and explaining how
they arrived at the answer, what evidence from the text shows that the theme is
developed. Formative assessment will take place during the lesson. Each student will
have one minute to make the presentation. Clarity and ability to defend the answer
through citing textual evidence will be checked.
Summative:
For the summative assessment, students will be given worksheets containing questions
relating to the text, (Shakespeare, William. The Tragedy of Hamlet. New Haven: Yale
University Press, 2003. (1599) From Act III, Scene 3). They will be allowed to respond
to the questions, and I will mark the worksheets. At the end of the unit, students will be
given written questions, which will be marked and graded.

Procedure

1. Review previously learned material
   I will revisit the topic covered in the previous lesson, where I will remind the students
   how we had analyzed chapter 5 of Lahiri, Jhumpa. The Namesake. New York:
   Houghton Mifflin, 2004. (2003). I will explain to them that previously we had done
   purposeful reading with them, but they will be required to do the activity alone by
   reading the days text and identifying the themes developed by the author.
2. State objectives of the lesson
   I will state the objectives of the lesson and project them on the board for all the

students to see and read.

3. Present new material
   I will provide students with reference books and explain to them how to use their
   tablets to access online materials to be used during the lesson, including the text.
   I will also show the students how to interactively identify themes from the text being
   read in class.
4. Guided practice
   First, I will divide students into small groups comprising of three students each. I will
   then guide them through how they will go about discussing the themes. First, one
   student will read loudly, while the rest follow keenly. They will then explain what the
   text is about in their own words, each at a time. Students will then take turns
   identifying themes and discussing evidence from the text that support the identified
   themes.
5. Independent practice
   Students will answer worksheets and questions directed to them. They will also present
   individually the themes identified from their discussions.