CEP Lesson Plan Form: Colorado State University College of Health and Human Sciences Page 1

CEP Lesson Plan Form
Teacher: Myers
School: Blevins Middle School
Date: 12. 7. 2015

Grade Level: 7
Content Area: English
Title: Shakespeares Got Rhythm
Content Standard(s) addressed by this lesson:
Lesson #: 5 of 10
Content Area: Reading, Writing, and Communicating
Standard: 2. Reading for All Purposes

Prepared Graduates:
Seek feedback, self-assess, and reflect on personal learning while engaging with increasingly more difficult texts
Grade Level Expectation: Seventh Grade
Inquiry Questions: What is poetic meter? What is the definition of Iambic Pentameter? Why did Shakespeare use
Iambic Pentameter?
Concepts and skills students master: Literary elements, characteristics, and ideas are interrelated and guide
the comprehension of literary and fictional texts
Evidence Outcomes: ii. Analyze the structure an author uses to organize a text, including how the major sections
contribute to the whole and to the development of the ideas. (CCSS: RI.7.5)
Every student will be able to:
Students will be able to define and apply Iambic Pentameter using Shakespeares Sonnet 18.
Assessment of Evidence Outcomes:

Formative Review: Students will complete a handout in which they
have to identify the various literary devices in music. The song will play and they have a certain amount of time to
identify the device. There is a peer-assessment part of this: students will write on a whiteboard their answer and
then must check with their teammates to determine whether the answer is correct before they hold up their paddle.
Colorado State University College of Health and Human Sciences
Page 1
Alternative Formative Assessment: Students will complete a handout in which they must identify the stressed
and unstressed syllables in sonnet 18, with a partner.
Planned Lesson Activities

Activity Name
Shakespeares Got Rhythm
Approx. Time
80 minutes.
Anticipatory
Set
Warm Up Quote:
So long as men can breathe or eyes can see,

So long lives this and this gives life to thee. ~ William Shakespeare
Teaching/
Presentation:
(Select the most
appropriate
teaching model.)
-direct
instruction
-presentation
model
-concept
teaching
-cooperative
1. A. Say the quote out loud.

B. Sing the quote.
C. Interpret the quote.
Includes: Input, Modeling and Checking for Understanding
1. Input: You Tube Music Sections. Video: Iambic Pentameter <
https://youtu.be/I5lsuyUNu_4>
2. Modeling: Teacher will model how to label iambic pentameter using student names on the
white board and then will show them how to label the first two lines of Sonnet 18 on the
DocCam.
3. Checking for Understanding: Teacher will walk around room and make sure students are
on the right track. Students will also be self-checking with their partner.
4. Questioning Strategies: (knowledge, comprehension, application, analysis, evaluation)
Page 2

learning
-inquiry
Teaching
Strategy:
Guided Practice
&
Differentiation
Teaching
Strategy:
(Independent
Practice)
Closure
Materials
Teacher will guide students during literary device review on how to play the game and complete
the activity. (20 minutes)
Teacher will show students how to label iambic pentameter on a sonnet. (10 minutes)
Quote Interpretation. (5 minutes)

Students will identify literary devices in music. (20 minutes)
Students will be working on their individual sonnets but with a partner. (30 minutes)
Review iambic pentameter briefly in a call and response fashion. (5 minutes)
Smart Board
Internet
You Tube videos for songs listed on the handouts
White Board
Doc Cam
Writing Utensil
Page 3

Accommodatio
ns
&
Modifications
Assessment
To modify: all handouts have been modified for lower level students
To extend: the lesson has already been extended by creating a sort of game out of the musical
activity. The sonnet activity was equally difficult for most students.
Formative Review: Students will complete a handout in which they have to identify the
various literary devices in music. The song will play and they have a certain amount of time to
identify the device. There is a peer-assessment part of this: students will write on a whiteboard
their answer and then must check with their teammates to determine whether the answer is
correct before they hold up their paddle.
Alternative Formative Assessment: Students will complete a handout in which they must
identify the stressed and unstressed syllables in sonnet 18, with a partner.
Page 4
Post Lesson Reflection

1. To what extent were lesson objectives achieved? The added
literary device review really helped students comprehend the literary
devices. The sonnet activity went extremely well but some students
struggled.
2. What changes, omissions, or additions to the lesson would
you make if you were to teach again? I think it could use another
sonnet activity.
3. What do you envision for the next lesson? I chose to use the
extension I mentioned in the unit outline. It should help with the
understanding of the language and will enable the class to begin the
play.
Page 5
Page 6

Direct Instruction
Describe or
demonstrate the
lesson introduction
including how you
establish set (i.e.,
prepare students to
learn) and how you
share the lesson
outcome.
Demonstrate or list
the task analysis of
the skill or procedure
(i.e., define precisely
what the learners
need to do)
Describe or
demonstrate your
modeling of the skill
or procedure.
Describe or
demonstrate guided
practice including the
second (or third)
example and then
address your method
to check for
understanding (i.e.,
how you assess
student learning
before moving to the
next stage). Include
Presentation
Model
Describe or
demonstrate the
lesson introduction
including how you
prepare students to
learn) and how you
share the lesson
outcome.
Concept Teaching
Describe or
demonstrate an
advance organizer.
Describe or
demonstrate all of
the critical attributes
of the concept,
identify the class or
category to which the
concept belongs.
Describe, picture or
demonstrate learning
materials and
activities specific to
the options of this
model (e.g.,
explaining links and
examples; ruleexample-rule;
signposts and
transitions). Two or
more of the teaching
and learning
activities are rich and
engaging.
Describe, list or
demonstrate one or
more questions, or a
discussion structure
Describe or
demonstrate the
lesson introduction
including how you
prepare students to
learn) and how you
share the lesson
outcome.
Describe or
demonstrate a clear
progression of
examples and nonexamples; deduction
is illustrated through
the early definition of
the concept;
induction is
illustrated through
definition of the
concept late in the
activities.
Describe or
demonstrate the
Cooperative
Learning
Describe or
demonstrate the
lesson introduction
including how you
prepare students to
learn) and how you
share the lesson
outcome.
Describe or
demonstrate the
assessment methods
you use to determine
the academic
progress of EACH
student in the class
(i.e., make each
student individually
accountable) and
how you assess the
social and/or
interpersonal skills
identified for
acquisition or
practice during the
lesson.
Describe or
demonstrate the
grouping
arrangement and
the ways in which
you promote positive
Page 7
Inquiry
Describe or picture
the instructional
materials and
resources you use to
reveal their
creativity,
functionality, and
appropriateness to
the question(s)
posed.
List the specialists
and field experiences
you included.
Describe or
demonstrate how you
inspire curiosity on
the part of your
students. Describe or
demonstrate your
review of classroom
guidelines for social
and/or interpersonal
skills
Describe or
demonstrate how you
prompt investigative
processes. Reveal
how you facilitate
your students efforts
as they propose how
to gather information,
study, craft an

examples of
feedback you provide
for correct and
incorrect student
responses.
Describe or
demonstrate your
method of
independent
practice.
Two or more of the
teaching and learning
activities during
guided and
independent practice
are rich and
engaging.
Describe or
demonstrate how
your students
demonstrate their
learning after
instruction (e.g., a
quiz, ticket-to-leave,
etc.).
you provide to
extend your
students thinking on
the content.
Describe or
demonstrate how
your students
demonstrate their
learning. Address
assessment methods
during instruction
(i.e., checking for
understanding), and
after instruction (e.g.,
a quiz, ticket-toleave, etc.).
assessment
processes you use to
test for acquisition of
the concept at key
points during the
presentation of
examples and nonexamples.
Describe, list or
demonstrate one or
more questions, or a
discussion structure
you provide to
extend your
students thinking on
the concept.
Two or more of the
engaging.
Describe or
demonstrate how
your students
demonstrate their
learning after
instruction (e.g.,
students summarize
their definition of the
concept orally or in
writing, etc.).
interdependence
between group
members.
experiment, observe
and/or conduct
interviews.
Describe or
demonstrate the
instructional
materials and
resources; address
resource
interdependence as
necessary.
Write or demonstrate
a sample question
through which you
assist students to
make connections
and/or discover new
knowledge
Describe or
demonstrate your
directions for group
formation,
rearranging furniture
(If necessary) and
how
materials/resources
are distributed.
Describe or
demonstrate the
expectations for
demonstration of
interpersonal and
small group skills
Two or more of the
engaging.
Describe or
Page 8
Summarize or
demonstrate your
method to help
students share their
new ideas with
others. Possible
formats include a
panel discussion, a
debate, a gallery
walk, a science fair,
etc. Frame or
illustrate two
questions during
which you assist your
students to discuss
the conclusions they
can draw from their
collective effort.
Describe or
demonstrate two or
more teaching and
learning activities
that are rich and

demonstrate your
method to check for
understanding (i.e.,
a description of how
you will assess
student learning
academically and
socially) as you
circulate among the
groups as well as the
feedback you
provide.
Page 9
engaging.
Reveal how you
promote reflection.
Share one question
that may prompt
students to reflect on
the process they
followed; share a
second question that
prompts students to
identify new
questions that arose
from this lesson.
Page 10

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CEP Lesson Plan Form

Date: 12. 7. 2015

Content Area: English

Title: Shakespeares Got Rhythm

Content Standard(s) addressed by this lesson:

Content Area: Reading, Writing, and Communicating

Standard: 2. Reading for All Purposes

Assessment of Evidence Outcomes: