L3+Tracy,+Samantha

**__Lesson #:__ 3** **__Facet:__** Explain **__Numbers of Days:__** 3 (80) //Common Core State Standards// //Content Area: Reading// //Grade Level: 8// //Domain: Literature Romeo & Juliet// //Standard: Craft and Structure// __** Summative (Assessment of Learning): **__ Students will make a radio talk show interviewing Romeo and/or Juliet and how they would expect them to act in modern society. This can include appropriate sound effects and if you wish to include other characters in the talk show, speak with me about it first. The main goal of this assignment is to see how you think the characters would act and/or feel in today's society and how they relate to you as an individual. going to do of Shakespeare's language used in the text. [|Audacity Sound Effects] [|Radio Talk Show Tips] [|Help Modernizing Shakespeare] // Day One: // // Hook (5 minutes) // // Pre-assessment (10 minutes) // // Read Write Think Web/Three Minute Review (15 minutes) // // Split into groups & brainstorm (30 minutes) // // Share brainstorm with class (20 minutes) // // *Fix brainstorm with class and do script for homework // // Day Two: // // Technical questions (15 minutes) // // Feedback on script (30 minutes) // // Finalize script with sound effects, etc (15 minutes) // // Begin recording (20 minute) // // *Finish for next class // // Day Three: // // Present (30 minutes) // // Finish reading/role-playing (50 minutes) // Students will understand that comparing and contrasting texts and characters contributes to its meaning. Shakespeare's characters are purposely complex and it is up to the reader to modernize so that they can make meaning of who each character is in relation to the play. Students are learning this because it teaches us that even though these characters are from years ago, they still relate to us today. This is to help understand the Craft and Structure of Literature. In order to hook students into this lesson, I will show them an article from a magazine about two missing teenagers who seemed to be a modern day version of //Romeo & Juliet// ([]).
 * ** UNIVERSITY OF MAINE AT FARMINGTON ** ** COLLEGE OF EDUCATION, HEALTH AND REHABILITATION ** ** LESSON PLAN FORMAT ** **__ Teacher’s Name __**** : Ms. Tracy **
 * __ Grade Level __**** : 8 **
 * __ Topic: __** Literature- //Romeo & Juliet//
 * __ PART I: __**
 * __ Objectives __**
 * Student will understand that **comparing and contrasting texts and characters contributes to its meaning.
 * Student will know **critical details to translate //Romeo & Juliet// into modern language; Capulets and Montagues hate one another, Romeo and Juliet are forbidden lovers.
 * Student will be able to **predict what each character is trying to say.
 * Product: ** GarageBand Radio Talk Show
 * __ Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment __**
 * Rationale: ** This lesson helps students relate the lives of Romeo & Juliet to themselves and put it into modern text.
 * __ Assessments __**
 * __ Pre-Assessment: __** Line analysis; teacher passes out certain lines from the play and students will attempt to translate them.
 * __ Formative (Assessment for Learning) __**
 * Section I – checking for understanding during instruction ** Three Minute Review
 * Section II – timely feedback for products (self, peer, teacher) ** Read Write Think web/notetaker in groups to ask one another lines that they do not understand and also figure out as a group what parts of the text that are still fuzzy. Each group comes back together as a class where they ask the teacher the questions that were still unclear to them and the teacher helps them out by giving feedback.
 * __ Integration __**
 * Technology: ** Technology is used during the summative assessment when students have to use GarageBand (or a PC version) to create a radio talk show interviewing Romeo or Juliet and how they expect them to act in the modern age.
 * Content Areas: ** Sociology; students will be comparing the age that Romeo and Juliet came from with today's to see how Romeo and Juliet might act today.
 * __ Groupings __**
 * Section I - Graphic Organizer & Cooperative Learning used during instruction ** Three Minute Review & Read Write Think web/notetaker
 * Section II – Groups and Roles for Product ** Groups will be split up by their birthday. Students will line up from January to December (depending on birthday) and the two extremes will be partnered together. Only groups of two will be put together. One student acts as the interviewer/radio talk show host and the other acts as either Romeo or Juliet.
 * __ Differentiated Instruction __**
 * __ MI Strategies __**
 * Verbal:** using garage band and speaking on an auditory microphone.
 * Visual:**writing the script, logical is used when translating Shakespeare's language,
 * Interpersonal:** students' group work with their peers.
 * Intrapersonal:** students are self-assessed and pre-assessed on Shakespeare's language**.**
 * Musical:** the sound or music that students are to put into their radio talk show.
 * Logical:** is used to assess students on how well they understand Shakespeare and the translation that they are
 * __ Modifications/Accommodations __**
 * // From IEP’s ( Individual Education Plan), 504’s, ELLIDEP (English Language Learning Instructional Delivery Education Plan) //**// I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations. //
 * Plan for accommodating absent students: ** Absent students will be asked to notify me ahead of time for a planned absence and they will then receive the work that they miss and turn it in the next class period. If it is not a planned absence then students are asked to email me to see what they have missed. They are then asked to turn in that work the next day, and any work that was due the day the missed. Getting in contact with me if you are absent shows me that you really wanted to be there, but your immune system was being cranky that day. You will not be penalized for missing a class unless you do not take the time to contact me.
 * __ Extensions __**
 * Type II technology: ** Technology is used in this lesson through the GarageBand Radio Talk Show and making it using either Audacity or GarageBand.
 * Gifted Students: ** Gifted students will be accomodated by making a script for interviewing another character on their own using the same requirements for the Radio Talk Show (in their own words, details, etc).
 * __ Materials, Resources and Technology __**
 * // Laptop (at least one per group) //
 * // Romeo & Juliet text (one for each student) //
 * // Product Checklist //
 * // Read Write Think web/notetaker //
 * // Props //
 * __ Source for Lesson Plan and Research __**
 * __ [|GarageBand Sound Effects] __**
 * __ PART II: __**
 * __ Teaching and Learning Sequence __**** (Describe the teaching and learning process using all of the information from part I of the lesson plan) **
 * Where, Why, What, Hook, Tailor(s): **Visual, Verbal/Linguistic, Intrapersonal.

Students will know critical details to translate //Romeo & Juliet// into modern language; Capulets and Montagues hate one another, Romeo and Juliet are forbidden lovers. (See Content Notes). Students will have a Three-Minute Review using the Read Write Think web/notetaker in groups to ask one another lines that they do not understand and also figure out as a group what parts of the text that are still fuzzy. T hen students will start work on their final product for this lesson, making a talk show.

This talk show will first be written into a script featuring dialogue, any sounds clips, and any music students wish to put in. The students will pass this script in to the teacher at the beginning of the class period for feedback and they will receive them back the next morning. **Equip, Explore, Rethink, Revise, Tailors:** Logical, Verbal/Linguistic, Musical, Interpersonal.

Students will have a Three-Minute Review using the Read Write Think web/notetaker in groups to ask one another lines that they do not understand and also figure out as a group what parts of the text that are still fuzzy. Each group comes back together as a class where they ask the teacher the questions that were still unclear to them and the teacher helps them out. The students will pass this script in to the teacher at the beginning of the class period for feedback and they will receive them back the next morning. Finally, students will get together in their group and look over the changes the teacher has made using a checklist and apply them to their new script and record the product. **Explore, Experience, Revise, Refine, Tailors:** Visual, Verbal/Linguistic, Interpersonal, Logical.

 To pre-assess students, the teacher will first pass out specific lines from Shakespeare's //Romeo & Juliet// and they will then have to attempt to translate what that section is saying. These should be put into modern terms and students will have to try their hardest. Then, to self-assess, the teacher will pass out the same pre-assessment at the end to see how much students learned and improved. **Evaluate, Tailors:** Logical, Visual, and Intrapersonal.

Students will know the characters of //Romeo & Juliet.// Written by William Shakespeare. Takes place in Verona, Italy in the 1300's. Major Characters: Important Quotes: // List the items that need to be printed out for the lesson. //
 * __ Content Notes __**
 * **Romeo**: In the house of Montague. He is one of the major characters in the play as made obvious by the title. He falls in love with someone that he is not supposed to (Juliet) and their love is forbidden because their families are mortal enemies with one another. They both die a tragic death all because of misunderstandings too.
 * **Juliet**: In the house of the Capulet. She was supposed to marry Paris, who is cousin to the Prince of Verona. She falls in love with Romeo though against her parents wishes. She marries Romeo and then to fool her parents, she takes a potion that makes her appear dead but she is only sleeping. Romeo thinks she is actually dead so he takes poison and kills himself. Juliet wakes up and sees Romeo dead so she stabs herself with his sword.
 * **Benvolio**: In the first scene with Romeo, he helps Romeo when it comes to his love for Rosaline and tells him to try to get over it by going to the Capulet house to crash their party. He is Romeo's cousin in the house of Montague.
 * **Mercutio**: Romeo's best friend. Is not in any particular house, but is closest to the Montague family. He is killed by Tybalt and his famous quote in this play: "A Plague On Both Your Houses!" which is right before his death.
 * **Tybalt**: In the house of Capulet. He is the antagonist in the play because he is always trying to start fights. He kills Mercutio, Romeo's best friend, and so then Romeo kills Tybalt in a fit of rage.
 * __ Handouts __**
 * __ Maine Standards for Initial Teacher Certification and Rationale __**
 * // Standard 3 – Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development. //**
 * //__ Learning Styles __//**
 * // Clipboard: //** I will write the agenda on the board everyday.
 * // Microscope: //** Translating the text to relate it to themselves nowadays (modernizing Shakespeare)
 * // Puppy: //** Students will feel free to openly discuss and act in front of fellow students.
 * // Beach Ball: //** There will be choices of which character students want to role-play as in their radio talk show and their theme or how they want to go about the talk show is completely up to them.
 * // Rationale: //** This lesson gives diverse strategies for different students. It will meet many students needs and help them understand what they are doing better.


 * // Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory. //**
 * // Content Knowledge: //**Students will know critical details to translate //Romeo & Juliet// into modern language; Capulets and Montagues hate one another, Romeo and Juliet are forbidden lovers.


 * // MLR or CCSS: //** Craft and Structure of Literature
 * // Facet: //**Students will be able to predict what each character is trying to say.
 * // Rationale: //** This lesson helps students learn the craft and structure of literature by analyzing particular characters dialogue and how it relates or would be interpreted in this day and age.


 * // Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. //**
 * // MI Strategies: //**
 * Verbal:** using garage band and speaking on an auditory microphone.


 * Visual:**writing the script, logical is used when translating Shakespeare's language,


 * Interpersonal:** students' group work with their peers.


 * Intrapersonal:** students are self-assessed and pre-assessed on Shakespeare's language**.**


 * Musical:** the sound or music that students are to put into their radio talk show.


 * Logical:** is used to assess students on how well they understand Shakespeare and the translation that they are

going to do of Shakespeare's language used in the text.


 * // Type II Technology: //** GarageBand Radio Talk Show
 * // Rationale: //**The use of technology and different learning styles helps students see that teachers are trying to help them learn better by appealing to whatever intelligence they possess the most.

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 * // Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. //**
 * // Formative: //** Read Write Think Web/Notetaker and line analysis
 * // Summative: //** Radio talk Show with Checklist
 * // Rationale: //** These assessments help give students clearer meaning of what we read meant and then they can put it into their own words and put themselves in the characters own shoes. || [[image:http://www.wikispaces.com/_/4k0z606x/i/c.gif width="1" height="600"]] ||  ||
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