Lesson Plan Multiple Intelligences

Intern: Zulema Roque/Carolina Barrera Grade Level: 7 th Grade

Title: Literature: Shakespeare Date:

I. ObjectivesStudents will be able

1. Goal 1, Standard 1: To use English to communicate in social settings: Students will use English to participate in social interactions

2. Content Objective: Identify elements in the life and work of Shakespeare.

II. Materials for Learning Activities1. CD and CD player2. Handouts with the lyrics of the song3. Worksheets with chart4. Poster papers and masking tape.5. Notebooks

III. Procedures for Learning ActivitiesWarm up ActivityMental trip to the setting of the writer. Students will be taken outside to an open area, preferably to a garden, and will be asked to get into a comfortable position and close their eyes. With background music, students listen to the descriptions given by the teacher to imagine the place and time being told. Students share their experience.TransitionStudents listen to the song “Romeo and Juliette” and brainstorm what they know about that story and its writer.ActivitiesActivity 1Jigsaw. Students are numbered out to form four groups. Each group will read and comment on one part of Shakespeare’s biography: Childhood, personal life, studies and interests, novels and work, to complete a chart. Then, students are numbered again inside their first group and form a new group where there is one student from each of the original groups. Each student shares a summary of what was read in their original group, and everyone completes the chart with the information being shared. At the end students return to their places and check their work with the guidance of the teacher.

Activity 2Students write a journal entry with pictures about what they imagined in the previous activity. Then, they find a partner to share their work. Finally each pair shares to the whole class how they imagined similar and different things.

IV. AssessmentStudents write in their notebooks: 3 facts in Shakespeare’s life; 2 things or facts about Shakespeare’s time and place that called their attention, and 1 activity they enjoyed explaining why. At the end, students volunteer to share their reflections.

V. DifferentiationStarting up: The Students can write sentences instead of writing a paragraph for the journal entry. They can also draw using a handout with the script of the mental trip.Beginning: The students can be helped by the interaction with other students with higher level of proficiency or by the guidance of the teacher.Developing: Students can write a paragraph in activity 2 using sensory language.Expanding: Students can compose a rhyme or rap about Shakespeare, using the descriptions in the warm up or using the same song (transition activity).Bridging: Advanced students may use the class resources (internet, dictionaries, books, etc.) to research about one of Shakespeare’s stories

VI. Reflection

Did all students achieve the goal? Was differentiation effective? In what activities was the outcome positive and in which ones was it negative? What difficulties did I encounter? Were students able to fulfill the activities? How or why not? What are some adjustments or modifications I should make for next class?

How are the Multiple Intelligences met in this plan?

Intelligence Warm-up Transition Activities AssessmentLinguistic X X X X

Logical-Math XSpatial X

Kinesthetic X XMusical X X

Interpersonal X X XIntrapersonal X XNaturalistic X