Subject:
English Language Arts
Material Type:
Lesson Plan
Level:
High School
Grade:
11
Provider:
Pearson
Tags:
Grade 11 ELA
License:
Creative Commons Attribution-NonCommercial 4.0
Language:
English

Ending Evaluation

Ending Evaluation

Lesson Overview

In this lesson, students will discuss and evaluate the ending of Much Ado About Nothing . They will also start to think about how to write about this play in an analytical way and look toward their scene memorization project.

Lesson Preparation

  • Read the lesson and student content.
  • Anticipate student difficulties and identify the differentiation options you will choose for working with your students.
  • Choose student Quick Write responses on topic and theme from the previous lessons that best suit the needs of your class.

Section 1: Ending Evaluation

  • Have students submit their final Dialectical Journal entries.

Opening

Now that you’ve finished the entire play, consider the ending. Complete a Quick Write in response to the following questions.

  • What was one problem you had with the ending, and how would you like to change it?
  • Even if you can’t come up with a problem of your own, imagine a small change and consider the difference it might make. How would things be different because of it?

Open Notebook

Be sure to submit your final Much Ado About Nothing Dialectical Journal entries to your teacher.

Section 2: Theme Discussion Questions

  • Read aloud to the class your selected Quick Write responses from the previous lesson.
  • Discuss with students the ideas present in these themes and suggest how they might be turned into a good essay.
  • Segue from here to the provided questions about the play.
  • Begin a class conversation about them. Two examples of prompts from the discussion questions asset that might work well are as follows: Let’s talk about Margaret’s complicity. Did she know what was happening when she met with Borachio? Once she realized that she was mistaken for Hero, why did she not come forth and explain everything? Return to the information in The Good and the Badde to help in this assessment.Regarding Claudio’s “penance,” why would he consider being forced into marriage to someone he didn’t know to be equal to what he had done to Hero? What was the male view of marriage at that time?
  • Determine a time limit for this discussion.
    • ELL: Some ELL students in particular may benefit from a model of how to create a good essay topic from this discussion. If this is true for your students, you may want to demonstrate this process for the class before sending students off to work individually in the following task.

Work Time

Thinking back to your topic and theme Quick Write during the last lesson, discuss with the class how these ideas might be turned into a subject for your essay.

  • Pay close attention to the examples your teacher shares with you.
  • Be sure to think about what topic and questions you’d like to address in your own final essay.

Section 3: Perfect Paragraph Prompt

  • Project or display the student instructions and questions for easier viewing.
  • Have students take one of the prompts and begin to write an essay, starting with a Perfect Paragraph.
    • SWD: For students who have difficulties organizing their writing, you can remind them at this point of the structure of a paragraph, and suggest that they create a short outline of their ideas for their paragraphs before they start writing. If appropriate, you can create a model paragraph for them to reference as they create their own.
  • Allow students time to share with their partners.
  • Have students assess the comments their partners gave them and give them a chance to edit and rework their Perfect Paragraphs.
  • Make sure to go over the paragraphs before the next lesson to give students suggestions and comments. They will be continuing their essays in class during the next lesson.

Work Time

Choose one of the prompts or questions that interests you and begin to write a Perfect Paragraph in response to it.

When you have a draft of your paragraph, share it with a partner.

  • Can you identify things your partner does well?
  • Can you find places where he or she needs to improve?
  • Once you’ve received feedback on your own paragraph, see if you can make it stronger by using your partner’s suggestions.
  • Hand in your paragraph so your teacher can give you suggestions and comments.

Open Notebook

If you’re having trouble, take another look at the instructions for creating these paragraphs. Go to the next task to find your materials.

Section 4: Passage Practice

  • Remind students of the criteria you’ll be looking for when you evaluate their performances.
    • SWD: For some students, it can be helpful to provide an example of what you are expecting them to do. You can either perform or record and play back your own 15-line passage. Then, review the your performance using the rubric and invite students to help you identify clear examples of what you did well and what you could have done better, according to the rubric.

Closing

With the time left in the period, practice your short memorized passage with your partner.

  • Give and take constructive criticism.
  • Use the rubric criteria to give feedback. You’ll find the rubric in the Performance and Prompt Book Project assignment sheet.
  • Your teacher will be evaluating your performance on the basis of your memorization, how easily understood you are, and your interpretation and enthusiasm.
  • Talk about your memorization strategies, and share anything that’s been working well for you.

Section 5: Memorization and the Prompt Book

  • Before students leave, make sure that each has signed up for a memorization passage and Prompt Book scene.

Homework

  • Work on memorizing your lines for your presentation as well as on your Prompt Book project.