This template is used for student-developed lesson plans in upper-level teacher preparation (UED) classes.

Your lesson
plan should be typed directly into this MS Word document. Boxes will expand to fit the amount of text in your plan.

Level II - Teacher Ed Lesson Plan Template (UED Courses)

Teacher (Candidate): Gabriella Erestain Grade-Level: 10 Lesson Date: 4/11-

4/26

Title of Lesson: Julius Caesar Cooperating Teacher: Ms. Conrad

Core Components
Subject, Content Area, or Topic
Reading, Fiction, William Shakespeare, Literary Analysis

Student Population
Block 1: Core English 10
Block 3: Honors English 10
Learning Objectives
(New, specific objectives each day)
TSW…
-analyze Julius Caesar
-identify motifs, moments of foreshadowing, and irony in Julius Caesar
-analyze character traits and the motives of characters in Julius Caesar
-determine the importance of fate and free will in Julius Caesar
Virginia Standard(s) of Learning (SOL)
10.4 The student will read, comprehend, and analyze literary texts of different cultures and eras.
d) Analyze the cultural or social function of literature.
e) Identify universal themes prevalent in the literature of different cultures.
g) Explain the influence of historical context on the form, style, and point of view of a literary text. h)
Evaluate how an author’s specific word choices, syntax, tone, and voice shape the intended meaning of
the text, achieve specific effects and support the author’s purpose.
k) Compare and contrast how rhyme, rhythm, sound, imagery, style, form, and other literary devices
convey a message and elicit a reader’s emotions.
l) Compare and contrast character development in a play to characterization in other literary forms.
VDOE Technology Standards
Content Strand: Empowered Learner (EL)
Students leverage technologies, including assistive technologies, to take an active role in
choosing, achieving, and demonstrating competency in their learning goals, informed by the
learning sciences.
Content Strand: Knowledge Constructor (KC)
Students critically curate a variety of digital resources using appropriate technologies, including
assistive technologies, to construct knowledge, produce creative digital works, and make
meaningful learning experiences for themselves and others.
English Language Proficiency Standards (WIDA Standards)
Interpret grade-level literature
Infer meaning from text
Answer questions about explicit information in texts
Analyze content-related tasks or assignments based on oral discourse
Materials/Resources
Worksheets (mentioned in each day below)
McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021
This template is used for student-developed lesson plans in upper-level teacher preparation (UED) classes. Your lesson
plan should be typed directly into this MS Word document. Boxes will expand to fit the amount of text in your plan.

Whiteboards + markers
Activity cards
High Yield Instructional Strategies Used (Marzano, 2001)
Check if Used Strategy Return
X Identifying Similarities & Differences 45%
X Summarizing & Note Taking 34%
X Reinforcing Efforts & Providing Recognition 29%
X Homework & Practice 28%
X Nonlinguistic Representations 27%
X Cooperative Learning 23%
Setting Goals & Providing Feedback 23%
Generating & Testing Hypothesis 23%
X Questions, Cues, & Advanced Organizers 22%
Does your instructional input & modeling yield the positive returns you want for your students?
Check if Used Strategy Return
X Teach Others/Immediate Use of Learning 95%
X Practice by Doing 75%
X Discussion 50%
X Demonstration 30%
X Audio Visual 20%
X Reading 10%
X Lecture 05%
Safety Considerations
Students’ belongings must be out of the walkways.

Time
(min.) Process Components

15 4/11/24: Act 1 Scenes 1-2

min. *Anticipatory Set
Library + Read 10
TTW walk the class to the library, where students are to return and check out books for
Read 10. Once students are done checking out a book, one teacher will walk them back
to the classroom and begin Read 10. Students will come back to the class as they are
done in the library and begin reading.
Bell Ringer
TTW give students 90 seconds to discuss each of the following questions:
-Why do people enjoy books, movies, and music that include betrayal, death, personal
failures, etc.?
-Imagine your BFF is president and starts to act like a dictator. What would you do?
-Imagine you learned about a plot where other politicians are planning to assassinate
your BFF. What would you do?
After each question, TTW call on a student from 2-3 groups then share her answers.
TTW connect the first question to the “Intro to Shakespeare” mini-lesson in which the
teacher discussed how Shakespeare’s work includes universal themes. TTW then explain
that this Bell Ringer was meant for students to step into the shoes of Julius Caesar + the
McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021
This template is used for student-developed lesson plans in upper-level teacher preparation (UED) classes. Your lesson
plan should be typed directly into this MS Word document. Boxes will expand to fit the amount of text in your plan.

senators, for they will begin reading Julius Caesar today.

*State the Objectives (grade-level terms)

By the end of class, I can…
-Analyze Act 1, Scenes 1-2 of Julius Caesar
-Identify literary devices in Act 1, Scenes 1-2 in Julius Caesar.
10 *Instructional Input, Modeling, or Procedures
min. -TTW provide the class announcements, which focus on how the gradebooks closed on
4/10, and grades are due on Monday 4/15. TTW remind students to check StudentVue
for their missing assignments and to come in during One Lunch if they need assistance
with any assignment. Students must message Ms. Erestain on Canvas when they have
completed a missing assignment.
-TTW explain that they are starting Read 10 again, and the new reading campaign is for
students to read 300 pages before June 4th.
Unit 1 Vocabulary Review
TTW pass back the vocabulary bonus point activity from last class. TTW quicky go
through each question and review the correct answers.
Answering the 3-2-1 Questions
(TTW have looked through the 3-2-1 notes and chosen commonly asked questions
among the students. TTW have researched and added the answers to the slides.) TTW
review the answers to these questions, such as the fact that Julius Caesar didn’t say “Et
tu, Brute?” in real life.
Setting up the Scene
TTW provide a quick explanation of where and when Julius Caesar begins and what
will happen in Act 1, Scene 1.
5 min. *Check for Understanding
As the class reads, TTW pause and ask simple recall or analysis questions, such as…
-If the people loved Pompey and are now celebrating his death, do you think they will
always love Caesar?
-What are Murellus and Flavius doing to Caesar’s statues at the end of Scene 1?
15+ *Guided Practice
min. TTW play an audio recording of the play, and TSW follow along on a paper copy of the
play (this has both the Shakespearean text and a modern translation). Throughout the
play, TTW pause and provide explanations of what is happening.
Character Analysis Packet
-TTW have passed out a packet with a chart of character names from Julius Caesar.
TTW explain that the students will be adding character traits for each character in the
packet each class as they read the play.
-As the class reads the play, TTW pause the audio and display her copy of the packet on
the board. TTW add descriptions to characters as they are introduced, explaining their
major character traits.

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021
This template is used for student-developed lesson plans in upper-level teacher preparation (UED) classes. Your lesson
plan should be typed directly into this MS Word document. Boxes will expand to fit the amount of text in your plan.

10+ *Independent Practice

min. Act 1, Scenes 1-2 Reading Guide
After finishing today’s reading, TSW complete a reading guide with 5 short answer
questions, such as
-Describe the attitude Flavius and Murellus have toward Caesar’s victory over Pompey.
Support with 1 quote from the play.
TTW explain that students can work with their classmates, should reference the play,
and can ask Ms. Erestain for assistance.
Assessment
N/A

3 min. *Closure
TTW give the students time to think about the following reflection question, “How do
you feel about the characters so far?” TTW call on 2-3 volunteers to share their
opinions.

Differentiation Strategies (e.g. enrichment, accommodations, remediation, learning style, multi-

cultural).
TSW listen to an audio recording of the play. The teacher provided a visual
representation/drawing of the characters in the play.
Classroom Management Strategies (To ensure a positive learning environment).
TTW ask students to not write on the copies of the play. TTW float around the room throughout
the lesson to ensure students are awake and on task.
Lesson Reflection. To be completed following the lesson. Did your students meet the
objective(s)? What parts of the lesson would you change? Why? (Professor will determine if
reflection goes here or in written report).
-Some students struggled with falling asleep
-Many students in Block 3 expressed their confusion about the play while filling out the reading
guide, even with the modern translation and my explanations.

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021
This template is used for student-developed lesson plans in upper-level teacher preparation (UED) classes. Your lesson
plan should be typed directly into this MS Word document. Boxes will expand to fit the amount of text in your plan.

Time
Process Components
(min.)
10 4/12/24: Act 1, Scenes 2-3
min. *Anticipatory Set
Read 10
TTW set a 10-minute timer on the board, and TSW read their choice book. At the end,
TSW fill out their reading log in their journal.
*State the Objectives (grade-level terms)
By the end of class, I can…
-finish Act 1 of Julius Caesar
-identify motifs in Julius Caesar
5 min. *Instructional Input, Modeling, or Procedures
Act 1, Scene 2
TTW provide a recap of what the students read yesterday then give a short synopsis of
what will happen in the second half of Act 1, Scene 2.
Act 1, Scene 3
TTW pause the audio after Scene 2 and provide a short synopsis of Scene 3, highlighting
the major plot points.
5 min. *Check for Understanding
Gimkit
TSW play a 5-minute Gimkit, which reviews only what the students read last class in
Act 1, Scenes 1-2.5. TTW encourage students to reference their copy of the play. The
top 3 winners can get a piece of candy from the prize bin.
20+ *Guided Practice
min. Reading Log
To help students keep track of how many pages they are reading for the Read 10
campaign, TSW make a reading log in their journal. (TTW have placed a sticky note on
the 4th to last page of each student’s notebook.) TTW model how students are to make
their reading log in their journals (on the page to the right of the sticky note, TTW draw
2 vertical lines and add the labels of Title, Date, and # of Pages.
Act 1, Scenes 2-3 + Character Packet + Literary Devices
TTW play the audio recording of Julius Caesar. At certain moments, TTW pause the
audio, explain parts of the play to add clarity, and fill out the character analysis packet.
After the scene of Casca’s 4 weird sights is read, TTW explain the motifs of omens,
warnings, storms, and unnatural events.
10 *Independent Practice
min. Reading Guide: Act 1, Scenes 1-2
TSW have 10 minutes to finish the Reading Guide they began yesterday. TTW remind
them to work with their classmates and ask Ms. Erestain for help if they need it. TTW
then explain that students must finish in those 10 minutes, and TTW collect the reading
guide whether or not it is complete.
10 Assessment
min. Act 1 Reading Check
After the class finishes reading Act 1, TSW complete a reading check, which contains 5
multiple choice questions about Act 1. TTW explain that students may refer to the play,
but they may not work with classmates or use their Chromebooks.
5 min. *Closure
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Journal Entry
In their journals, TSW answer one of the following questions in 3 or more sentences:
1. Do you think Cassius is justified in wanting to take down Caesar? Why or why not?
2. Do you think Julius Caesar should become king of the Roman Republic? Why or why
not?
Differentiation Strategies (e.g. enrichment, accommodations, remediation, learning style, multi-
cultural).
TSW listen to an audio recording of the play and can follow along with the modern translation.
Students may refer to play when completing the reading guide and reading check.
Classroom Management Strategies (To ensure a positive learning environment).
TTW float around the classroom to ensure students are awake and on task.
Lesson Reflection. To be completed following the lesson. Did your students meet the
objective(s)? What parts of the lesson would you change? Why? (Professor will determine if
reflection goes here or in written report).
-Most students did very well on both the reading guide and reading check
-I skipped the last page of Scene 3 and provided a quick synopsis since it could easily be
summarized, and the students needed enough time to complete the reading check.

Time
Process Components
(min.)
McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021
This template is used for student-developed lesson plans in upper-level teacher preparation (UED) classes. Your lesson
plan should be typed directly into this MS Word document. Boxes will expand to fit the amount of text in your plan.

20 4/16/24: Act 2, Scene 1 (Part 1)

min. *Anticipatory Set
Read 10
TSW have 10 minutes to read their choice book. Afterwards, they are to fill out their
reading log in their journals and track how many pages they read today. Students must
be reading, not being on their phones or working on other assignments.
Review of Act I Reading Guide + Reading Check
-TTW pass back the Act I Reading Guide completed and collected last Friday. TTW
quickly go over the correct answers and explain how she graded each question (not
answering both parts of a question, not including a quote, etc.)
-TTW pass back the Act I Reading Check completed last Friday. TTW quickly review
the correct answers and remind students of the events in Act I in preparation to begin
Act 2 today.
Class Poll
TTW review the following instructions with the class:
An opinion statement will be posted on the board. Underneath this statement, “Agree”
with a left-pointing arrow and “Disagree” with a right-pointing arrow will be displayed.
TSW stand in the middle of the classroom while the teacher reads the statement. If they
agree with the statement, they must move to the left of the classroom. If they disagree,
they will move to the right of the classroom. TSW have 30 seconds to converse about
why they agreed/disagreed with students around them. TTW then call on 1-2 volunteers
from each side to share why they agree/disagree. After all four statements, TTW explain
that the students will encounter these issues in today’s reading.

*State the Objectives (grade-level terms)

By the end of class, I can…
-analyze the first part of Julius Caesar’s Act II, Scene I
-write a persuasive letter
10 *Instructional Input, Modeling, or Procedures
min. Julius Caesar
As the students listen to the audio version of the play, TTW pause and explain crucial
aspects of the scene and characters. TTW also display what students should add to their
character analysis packets. For example, TTW highlight how Brutus was against killing
Marc Antony, which will negatively impact him later in Act IV and V.
As *Check for Understanding
seen As the teacher reviews the Act I Reading Guide and Reading Check, she will ask recall
above. questions to jog their memories about what occurred in Act I of Julius Caesar. For
example, TTW ask…
-Who were Flavius and Murellus? What were their roles?
-Why were people celebrating Caesar in Act I, Scene I?
-Is Calphurnia able to have a baby?
-Does Cassius think Caesar should be king?
-Who is the only person that likes Caesar/wants him to be king?
*Guided Practice
Write a Letter
TTW display the Write a Letter worksheet on the board and read through each prompt.
TTW then model how to choose one of the prompts and write the letter, such as adding a
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This template is used for student-developed lesson plans in upper-level teacher preparation (UED) classes. Your lesson
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greeting (Dear manager of Spotify,) and closing (Sincerely,). TTW point out that in Act
II, Scene I, the fake letters written to Brutus contained good/positive elements (praising
Brutus) and negative elements (fear of Julius Caesar). TTW model how to include both
in the body of the letter. For example, if she were to complete prompt #3, TTW
highlight the amazing lyrics + high number of Spotify listeners of Tyler, the Creator.
TTW then include what she does not like about other the other rappers, such as the
sound of Drake’s voice. TTW warn students that they may include both good and bad
elements for all prompts EXCEPT the second. Students may NOT write negative things
about their classmates when choosing a class representative.
15+ *Independent Practice
min. Write a Letter!
TSW choose between one of the four prompts below and write a letter w/ a greeting,
body, and closing. The letter must include those elements and be a MINIMUM of 5
sentences long.

1. There is only one spot open for either Taylor Swift, Doja Cat, Lana Del Rey, or
Beyonce to headline Coachella. Write a letter to the Coachella festival managers
convincing them to make the artist of your choice the headliner.
2. Your concerns and thoughts about this class can only be communicated to Ms.
Erestain and Ms. Conrad through one class representative. Write a letter to Ms.
Conrad and Ms. Erestain explaining which student (yourself or a classmate)
should be this representative.
3. Spotify decided that only 1 rapper’s music can be played on the app. They
announced that listeners must decide between Drake, Kanye West, Travis Scott,
or Tyler, the Creator. Write a letter to the manager of Spotify convincing them to
keep the rapper of your choice.
4. The 2024 Olympic Committee is thinking of adding ballet onto the sports list.
This addition will require a lot of funding, which means they must make
financial cuts. They are thinking of keeping either wrestling, volleyball, ice
hockey, or the track program. Write a letter to the International Olympic
Committee, convincing them why they should keep the sport of your choice.

Assessment
N/A

5 min. *Closure
TSW read their letter to a classmate, then listen to their classmate’s letter. TSW discuss
if they have differing opinions and think their classmate’s letter is convincing enough.
Differentiation Strategies (e.g. enrichment, accommodations, remediation, learning style, multi-
cultural).
The Write a Letter activity provided differentiation of interest. I made those 4 prompts to appeal
to pop culture and the students’ interest, for I know many students play sports. The audio
recording helps auditory learners, and the picture/drawing of the characters helps visual learners.
Classroom Management Strategies (To ensure a positive learning environment).
TTW use the 5-4-3-2-1 attention signal to gain students’ attention. Before class, TTW have
arranged the desks in rows and assigned new seats to each student.
Lesson Reflection. To be completed following the lesson. Did your students meet the
McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021
This template is used for student-developed lesson plans in upper-level teacher preparation (UED) classes. Your lesson
plan should be typed directly into this MS Word document. Boxes will expand to fit the amount of text in your plan.

objective(s)? What parts of the lesson would you change? Why? (Professor will determine if
reflection goes here or in written report).
-Block 1 did not finish writing the letter = no time left for closure
-Block 1 was very excited to do the class poll! I said I might need to skip the last statement, but
they asked to keep going. Block 3 was not excited to move. Most students stayed on one side of
the room and didn’t move back to the middle when I asked them to.
-Block 1 loved the letter prompts and were visibly excited about it. Block 3 had no energy and
completed the work silently.

Time
Process Components
(min.)
20+ 4/17/24: Act 2, Scene 1 (Part 2)
min. *Anticipatory Set
Taylor Swift or William Shakespeare w/ Whiteboards
TSW write “Taylor Swift” or TS on one side of their whiteboard and “William
Shakespeare” or WS on another side of their whiteboard. TTW explain that they are
going to watch a video where the National Theatre’s cast of Romeo and Juliet plays a
McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021
This template is used for student-developed lesson plans in upper-level teacher preparation (UED) classes. Your lesson
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game where they must identify whether a quote is a Taylor Swift lyric or a line from a
Shakespeare play. As the video plays, TTW stop after each quote, and TSW hold up
their whiteboard with their guess. TTW play the video and reveal the answer after a few
seconds. TTW explain that this video was a fun introduction to the class and was meant
for them to try to understand Shakespeare more.
Block 1: Read 15 or finish the Write a Letter
If they completed their Write a Letter activity from yesterday, TSW read their choice
book for 15 minutes then record how many pages they read in their reading log. If the
student did not finish their Write a Letter activity, they will complete that first. If time
permits, TSW then transition into Read 15 and record how many pages they read in their
reading log.
Block 3: Read 10
TSW read their choice book for 10 minutes then record how many pages they read in
their reading log. TTW remind students that they must read 300 pages before June 4th.
*State the Objectives (grade-level terms)
By the end of class today, I can…
-demonstrate what I know about characterization and conflict
-analyze the second part of Julius Caesar’s Act II, Scene I
10+ *Instructional Input, Modeling, or Procedures
min. Video + Act 2, Scene 1 (Part 2) Film Guide
!!! Before the students watch the play, TTW provide a warning that Portia cuts her thigh.
The taping shows this, but it very clearly looks like the actress is only smearing blood on
her leg. TTW tell students when this scene will happen in case they would like to look
away.

TSW watch a taping of the play (for only today’s scene) and follow along on their copy
of the play. TSW also complete a film guide, which includes recall/simple understanding
questions from the play. As the students watch the play, TTW pause to highlight
important elements from the scene and to help students answer their film guide.
5 min. *Check for Understanding
After the pre-assessment, TTW call on students to answer recall questions from
yesterday’s reading/the first part of Act II, Scene I. TTW explain the significance of
some scenes and character choices. Some examples include:
-What did Cassius write Brutus?
-What were these letters about?
-Did Brutus agree to kill Mark Antony? Remember, this will hurt Brutus later in Act IV
and V!
5 min. *Guided Practice
Pick an Activity Explanation
After they watch the play, TSW choose to complete 1 of 3 activities: a comic strip, a
twitter thread, or a conspiracy group w/celebrities (more details are below). TTW
display the worksheets on the board and explain the directions for each one. TTW model
how students should complete each activity, providing examples of what they should
and should not do. For example, an unacceptable tweet would be “LOL” or “I just rode a
unicorn today!” The tweets must be 10 or more words long, and they must make sense in
the context of the play.

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15+ *Independent Practice

min. Pick an Activity
TSW have the choice to make a comic strip, create a Twitter thread between Portia and
Brutus, or make a conspiracy group with celebrities. The directions are as follows:
1. Comic Strip: Draw a comic strip of today’s reading (pages 19-22) Act 2, Scene
1. You must include 6 scenes with drawings and captions for each scene.
2. Twitter Thread: Write a Twitter thread between Portia and Brutus. You must
write AT LEAST 8 tweets (4 tweets per character), and create a Twitter handle
for both characters. You may use modern English, but your tweets must be true
to Act 2, Scene 1 (make sure it makes sense!) Each tweet must have at least 10
words.
3. Celebrity Conspiracy: Form a conspiracy group of 4 celebrities against 1 “Julius
Caesar” celebrity. Write the names of each celebrity below. In at least 5
sentences, explain why the 4 conspirators are against the “Julius Caesar”
celebrity, as well as how they will take the other celebrity down.
TSW choose one of these worksheets and complete it by the end of class. They can
reference the play, ask questions, and talk to their classmates.
10 Assessment
min. Pre-Assessment on Characterization and Conflict
TSW complete a 12-question, multiple choice pre-assessment on characterization and
conflict. This includes questions about STEAL, foil characters, and various kinds of
conflict (character vs. character, internal/external conflict, etc.) TTW pass out copies of
Julius Caesar as students complete the assessment. Once students are finished, they
must review the reading from yesterday (pages 14-18).
3 min. *Closure
Opinion Question
TSW discuss the following question with a shoulder partner, “Which character from Act
1-Act 1, Scene 1 is your favorite so far? Why?” TTW then call on 2-3 pairs to share their
answers.
Differentiation Strategies (e.g. enrichment, accommodations, remediation, learning style, multi-
cultural).
-Today is the first day when students get to watch the play be acted out. The film guide and
recording of the play helps visual, auditory, and kinesthetic learners.
-The Pick an Activity assignment is differentiation by interest, for students have the choice to
complete whichever of the 3 assignments they would like.
Classroom Management Strategies (To ensure a positive learning environment).
TTW float around the class to ensure students are awake and on task.
Lesson Reflection. To be completed following the lesson. Did your students meet the
objective(s)? What parts of the lesson would you change? Why? (Professor will determine if
reflection goes here or in written report).
-Today’s schedule was cut short because the last 45 minutes of the day were dedicated to a
schoolwide Spring Festival.
-Block 1 did not get to the Pick an Activity assignment, so they must take some time during
tomorrow’s class to complete this.
-Time did not permit for students to complete the closure question
-Students loved watching the taping of the play since it made the play clearer.

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021
This template is used for student-developed lesson plans in upper-level teacher preparation (UED) classes. Your lesson
plan should be typed directly into this MS Word document. Boxes will expand to fit the amount of text in your plan.

Time
Process Components
(min.)
5 min. 4/18/24: Act 2, Scenes 2-4
*Anticipatory Set
Blooket on Shakespeare Terms
TSW play a 5-minute Blooket on Shakespearean words and phrases. The questions will
give a line from a Shakespeare play and put one of the words in parentheses at the end.
TSW try to choose the correct definition of this word. For example, one question is,
“Ay, marry, sir, now I begin to work. (Marry)” The definition of marry is indeed. The
top 3 winners will choose a piece of candy from the prize bin.
Block 1: Pick an Activity
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15 TTW review the directions to the Pick an Activity assignment, which Block 1 did not
min. complete due to the schedule change. TSW have 15 minutes to complete this
assignment. If they do not finish, they must come in during One Lunch to complete it.
*State the Objectives (grade-level terms)
By the end of class, I can…
-identify the importance of fate vs. free will in Julius Caesar
-analyze Act 2, Scenes 2-4 of Julius Caesar
15 *Instructional Input, Modeling, or Procedures
min. Julius Caesar + Video + Film Guide Explanation
TSW watch today’s reading of Act 2, Scenes 2-4 on the taping of the play. As they
watch it, they must complete the film guide. Similar to yesterday’s film guide, TTW
pause the play to explain important parts of the scene and to help students answer their
film guide. However, there are 2 analysis questions that the students must complete on
their own:
-What do you think it means when Caesar says, “Cowards die many times before their
deaths. The valiant never taste of death but once”? (Don’t just copy the translation!)
-How is Portia’s view of women different from a modern view of women?
TTW explain that she can help students answer these questions, but they are primarily
there for students to think critically. They will not be marked wrong, but they must
answer the questions.
10 *Check for Understanding
min. Let’s Check! + Whiteboards
To review significant parts of the play, TTW give each row of students a card w/ recall
and analysis questions on them. Each row is responsible for answering the questions and
writing them down on their whiteboard in 5 minutes. For example, one card asks, “Who
says the following quote, “The fault dear Brutus, is not in our stars but in ourselves”?
Which Act and Scene is this quote found in? Why is this quote important?” TTW float
around and help students answer the questions. Afterwards, TTW have each student read
their question card and answers, and TTW correct or confirm their answers.
3 min. *Guided Practice
Fate vs. Free Will Worksheet
TTW explain the directions for the Fate vs. Free Will worksheet. TTW model how to
write the PPE paragraph and cite the quotes. TTW show how the students should draw
and label their quote(s), then provide an example answer to the application question. For
example, TTW explain that one could say fate is more influential in JC. An example
would be when the Soothsayer says, “Beware the ides of March” (Act 1, Scene 2). TTW
provide some sentence stems for the PPE paragraph. TTW then draw and label a stick
figure drawing of this scene. Finally, TTW recall when a friend of hers was warned to
not work at Chick-Fil-A, but they did anyway and quit after 1 week.

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021
This template is used for student-developed lesson plans in upper-level teacher preparation (UED) classes. Your lesson
plan should be typed directly into this MS Word document. Boxes will expand to fit the amount of text in your plan.

15+ *Independent Practice

min. Fate vs. Free Will Worksheet
TSW complete the Fate vs. Free Will worksheet in which they must—
-Write a Point-Prove-Explain paragraph explaining whether fate or free will is more
influential in Julius Caesar. They must include a QUOTE from the play to support their
point. (Cite this quote with the Act and Scene number). They may argue that both fate
and free will are equally influential, but they must include 2 quotes—1 of fate and 1 of
free will—to support their point.
-Draw a picture of the quote(s) they included
-Answer the application question: Describe a time when you or someone else was
warned not to do something. Did you or the person follow their advice? What happened
as a result?
Students must reference their play, can work with a classmate, and may ask the teacher
for help.
Assessment
N/A

3 min. *Closure
TSW discuss the following questions with a shoulder partner, “How would you react if
you were Julius Caesar? Would you go to the Capitol after the omens + warnings?”
TTW call on 2-3 volunteers to share their answers.
Differentiation Strategies (e.g. enrichment, accommodations, remediation, learning style, multi-
cultural).
The video taping of the play and the film guide allow auditory, visual, and kinesthetic learners to
understand Julius Caesar better.
Classroom Management Strategies (To ensure a positive learning environment).
TTW float around the classroom to ensure students are awake and on task.
Lesson Reflection. To be completed following the lesson. Did your students meet the
objective(s)? What parts of the lesson would you change? Why? (Professor will determine if
reflection goes here or in written report).

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021
This template is used for student-developed lesson plans in upper-level teacher preparation (UED) classes. Your lesson
plan should be typed directly into this MS Word document. Boxes will expand to fit the amount of text in your plan.

Time
Process Components
(min.)
5 min. 4/19/24: Act 3, Scene 1 (Part 1)
*Anticipatory Set
Which Julius Caesar Character Are You? Quiz + Post-It Notes
TSW take a short 7-question quiz in which the results will reveal which character from
Julius Caesar the user is. TTW pass out a sticky note to each student; TSW write on
their sticky note their name, quiz result/character name, and whether they think their
results are true. For example, the teacher’s results are Mark Antony, who “frequently
does the opposite of what is expected of them just for the drama of it all.” TTW would
write that these results are not true because she does not like drama.

*State the Objectives (grade-level terms)

By the end of class, I can…
-define foil characters
-identify various types of conflict
-analyze the first part of Act 3, Scene 1 from Julius Caesar
20+ *Instructional Input, Modeling, or Procedures
min. Characterization + Conflict Focused Notes
TTW present a mini-lesson on direct/indirect characterization, foil characters, and types
of conflict. TSW take focused notes on these topics as the teacher presents. The
presentation will have both fill-in-the-blanks and
Video + Julius Caesar + Film Guide
TSW watch the taping of the live play of JC and complete the questions in their film
guide. TTW pause at certain moments to help students answer the film guide and to
point out important elements of the plot and characters.
5 min. *Check for Understanding
Gimkit: Conflict
After the mini lesson, TSW play a 5-minute Gimkit, reviewing types of conflict. TSW
be encouraged to use their notes, and the top 3 winners can get a piece of candy out of
the prize bin.
5 min. *Guided Practice
Walkthrough of Characterization + Conflict activity
TTW model how to fill out the Venn diagram and demonstrate how to find the type of
conflict with an example quote from Julius Caesar.

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021
This template is used for student-developed lesson plans in upper-level teacher preparation (UED) classes. Your lesson
plan should be typed directly into this MS Word document. Boxes will expand to fit the amount of text in your plan.

15 *Independent Practice
min. Block 1: Fate vs. Free Will Worksheet
TSW take 15 minutes to complete the Fate vs. Free Will worksheet in which they must
—
-Write a Point-Prove-Explain paragraph explaining whether fate or free will is more
influential in Julius Caesar. They must include a QUOTE from the play to support their
point. (Cite this quote with the Act and Scene number). They may argue that both fate
and free will are equally influential, but they must include 2 quotes—1 of fate and 1 of
free will—to support their point.
-Draw a picture of the quote(s) they included
-Answer the application question: Describe a time when you or someone else was
warned not to do something. Did you or the person follow their advice? What happened
as a result?
Students must reference their play, can work with a classmate, and may ask the teacher
for help.
Differentiated Characterization + Conflict Activity
15+ On 4/16/24, students took a pre-assessment on characterization and conflict. The data
min. revealed that students need to reveal STEAL (indirect characterization), foil characters,
and types of conflict. Based on the results and the amount of time, the students will
complete a differentiated assignment on foil characters and types of conflict. (The
students were sorted into groups based on the pre-assessment results. Their assignments
are shown below.)
Novice: TSW fill out a Venn diagram, comparing the two foil characters, Cassius and
Brutus. TSW then identify what type of conflict Julius Caesar vs. the Conspirators is
(character vs ______), as well as whether this is an internal or external conflict. TSW
finally determine how this conflict advances the plot.
Developing: TSW choose 2 foil characters in JC and compare them in a Venn diagram.
TSW find a quote of man vs. supernatural and man vs man conflicts. TSW determine
how these conflicts advance the plot.
Proficient: TSW choose 2 foil characters in JC and compare them in a Venn diagram.
TSW find a quote of 1 internal conflict + a quote of 1 external conflict, which they must
label (man vs _____). TSW determine how these conflicts advance the plot.

Assessment
(Characterization and conflict pre-assessment completed on 4/16/24).
3 min. *Closure
TSW discuss the following question with a shoulder partner, “Caesar’s last words before
his death were, “Et tu, Brute?—Then fall, Caesar.” What would your last words be if
you were Julius Caesar?
Differentiation Strategies (e.g. enrichment, accommodations, remediation, learning style, multi-
cultural).
The film guide and taping of the live play allow auditory, visual, and kinesthetic learners
understand Julius Caesar better. The independent practice is differentiated by readiness based on
pre-assessment results.
Classroom Management Strategies (To ensure a positive learning environment).
TTW float around the classroom to ensure students are awake and staying on task.

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021
This template is used for student-developed lesson plans in upper-level teacher preparation (UED) classes. Your lesson
plan should be typed directly into this MS Word document. Boxes will expand to fit the amount of text in your plan.

Lesson Reflection. To be completed following the lesson. Did your students meet the
objective(s)? What parts of the lesson would you change? Why? (Professor will determine if
reflection goes here or in written report).

Time
(min.) Process Components

*Anticipatory Set

*State the Objectives (grade-level terms)

*Instructional Input, Modeling, or Procedures

*Check for Understanding

*Guided Practice

*Independent Practice

Assessment

*Closure

Differentiation Strategies (e.g. enrichment, accommodations, remediation, learning style, multi-cultural).

Classroom Management Strategies (To ensure a positive learning environment).

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021
This template is used for student-developed lesson plans in upper-level teacher preparation (UED) classes. Your lesson
plan should be typed directly into this MS Word document. Boxes will expand to fit the amount of text in your plan.

Lesson Reflection. To be completed following the lesson. Did your students meet the objective(s)? What
parts of the lesson would you change? Why? (Professor will determine if reflection goes here or in written report).

*Denotes Madeline Hunter lesson plan elements.

Candidate Signature Cooperating Teacher Signature Date

Signatures indicate the candidate presented the lesson for cooperating teacher review and input.

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021