Lesson Overview Students will use small group discussions as a forum to discuss their understanding of authenticity and how this concept is presented in Students will use textual evidence to discuss and respond to The Shakespeare Stealer. interpretive questions to determine the authenticity of the characters and historical era presented in the text. Teachers will use the Shared Inquiry discussion guidelines to support students in gaining a deeper understanding of the text by discussing interpretive questions, initial ideas, and responses of their peers. They will draw upon their background knowledge of the era and use Shared Inquiry discussions to analyze the authenticity of the portrayal of Elizabethan England in the text. The students will identify, describe, and discuss the use of language in The Shakespeare Stealer to analyze how language is used to contribute to the author’s authenticity of a historical setting. Students will evaluate which examples of language are most effective in creating the historical authenticity of the text. Teacher Planning, Preparation, and Materials INTRODUCTION: This lesson models instructional approaches for differentiating the CCSS for advanced/gifted and talented students. Gifted and talented students are defined in Maryland law as having outstanding talent and performing, or showing the potential for performing, at remarkably high levels when compared with their peers (§8-201). State regulations require local school systems to provide different services beyond the regular program in order to develop gifted and talented and services will students’ potential. Appropriately differentiated programs accelerate, enrich, and extend instructional content, strategies, and products to apply learning (COMAR 13A.04.07 §03). Differentiate the Content, Process, and Product for Advanced / Gifted and Talented (GT) Learners
Lesson Overview Students will use small group discussions as a forum to discuss their understanding of authenticity and how this concept is presented in The Shakespeare Stealer. Students will use textual evidence to discuss and respond to interpretive questions to determine the authenticity of the characters and historical era presented in the text. Teachers will use the Shared Inquiry discussion guidelines to support students in gaining a deeper understanding of the text by discussing interpretive questions, initial ideas, and responses of their peers. They will draw upon their background knowledge of the era and use Shared Inquiry discussions to analyze the authenticity of the portrayal of Elizabethan England in the text. The students will identify, describe, and discuss the author’s use of language in The Shakespeare Stealer to analyze how language is used to contribute to the authenticity of a historical setting. Students will evaluate which examples of language are most effective in creating the historical authenticity of the text. Teacher Planning, Preparation, and Materials INTRODUCTION: This lesson models instructional approaches for differentiating the CCSS for advanced/gifted and talented students. Gifted and talented students are defined in Maryland law as having outstanding talent and performing, or showing the potential for performing, at remarkably high levels when compared with their peers (§8-201). State regulations require local school systems to provide different services beyond the regular program in order to develop gifted and talented students’ potential. Appropriately differentiated programs and services will accelerate, enrich, and extend instructional content, strategies, and products to apply learning (COMAR 13A.04.07 §03). Differentiate the Content, Process, and Product for Advanced / Gifted and Talented (GT) Learners