L2+Tracy,+Samantha

**__Lesson #:__ 2** **__Facet:__ Explain** **__Numbers of Days:__** 3 (80)
 * ** 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 **characters and audiences point of view create the theme in literature.
 * Student will know **important events and people: Verona, fights, family feuds, death (jumping to conclusions).
 * Student will be able to **make meaning of Shakespeare's language (the Elizabethan language he uses in his writing).
 * Product: iMovie **

//Common Core State Standards// //Content Area: Reading// //Grade Level: 8// //Domain: Literature Romeo & Juliet// //Standard: Craft and Structure//
 * __ Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment __**
 * Rationale: ** This lesson helps students put Shakespeare's language into their own words which also helps them understand the text better.


 * __ Assessments __**
 * __ Pre-Assessment: __** the teacher will break up each act and have each one write about what they think happened in a short one-minute essay.


 * __ Formative (Assessment for Learning) __**
 * Section I checking for understanding during instruction ** One Minute Essay
 * Section II timely feedback for products (peers) ** Students will split up into groups based on their favorite acts of the play and create a Time-Order Chart. This chart will be presented to the class and their peers will help them add more information or edit their chart more. This will help them in the future when they go to create their actual script and movie.

**__Summative (Assessment of Learning):__** act out your favorite Act from //Romeo and Juliet// with groups of five who have also chosen that act as their favorite. Groups are expected to include important quotes in that scene and are allowed to interpret it in any way they wish. If you want to make the //Romeo & Juliet// characters modern day, that is fine. You could even go out of the box and see how Romeo & Juliet would act in ancient times, the 1920's, or any era of your choosing. The most important thing is to show me that you have a good understanding of this act through your expression in the movie. Costumes, props, makeup, scenery is all accepted and will help show that you went above and beyond for this project.

**__Integration__**
 * Technology: ** Technology is used in this lesson through the making of the movie and all the editing. Students will be using iMovie or other movie making software.
 * Content Areas: ** Art will be used in the making of backgrounds and costumes for the movie.

The graphic organizer used during this lesson is the Time-Order Chart which is filled out to show the important events that happened during certain acts of the play.
 * __ Groupings __**
 * Section I - Graphic Organizer & Cooperative Learning used during instruction **

The students will break up into groups of five to make this movie. To do so, people will choose their first and second favorite acts of //Romeo & Juliet// and write them down on slips of paper. The teacher will then collect these papers and split teams up depending on their favorite acts. The roles that the students take in this assignment is to take on a specific character and modernize it.
 * Section II Groups and Roles for Product **


 * __ Differentiated Instruction __**
 * __ MI Strategies __**
 * Verbal:** talking in the movie and writing the script.
 * Visual:** watching their movie and others.
 * Logical**//**:**// editing the movie and analyzing the scenes to interpret them in their own words.
 * Bodily-kinesthetic:** actually acting out the scenes.
 * Musical:** adding music and sound effects into the movie.
 * Interpersonal:** working with those in their groups to brainstorm ideas and make the movie.


 * __ Modifications/Accommodations __**
 * // From IEPs ( Individual Education Plan), 504s, ELLIDEP (English Language Learning Instructional Delivery Education Plan) //**// I will review student's IEP, 504 or ELLIDEP and make appropriate modifications and accommodations. //

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. If students are absent while we split the class up into groups, then they will be placed into a group that does not have enough people.
 * Plan for accommodating absent students: **


 * __ Extensions __**
 * Type II technology: ** Technology is used in this lesson through the making of the movie and all the editing. Students will be using iMovie or other movie making software.


 * Gifted Students: ** Gifted students will have to sum up each act from the play into their own words using important quotations and make this into a paper to be turned in with their movie.


 * __ Materials, Resources and Technology __**
 * // movie making software //
 * // Romeo & Juliet text for each student //
 * // Laptop (at least one per group) //
 * // Video camera (one per group) //
 * // Microphone (if not included in camera) //
 * // Product Rubric //
 * // Time-Order Chart (one per student) //
 * // Costumes/Props //

[|Time-Order Chart] [|How to make an iMovie] [|How to Make a movie using Windows Movie Maker] [|//Romeo & Juliet// resources] [|Shakespeare Help]
 * __ Source for Lesson Plan and Research __**

The desks will be set up into a "U" Shape so that everyone can give easy feedback to one another and makes it easier to role-play these acts.
 * __ PART II: __**
 * __ Teaching and Learning Sequence __**

Day One: Hook ( []) "What It Is, Hamlet" (5 minutes) Read & Role-Play rest of play (60 minutes) Assign and go over movie assignment (15 minutes)

Day Two: One-Minute Essay (5 minutes) Split into groups/Time-Order Chart (40 minutes) Feedback on chart & script so far (20) Have groups figure out meeting times & what to do on project (15 minutes) Exit Card

Day Three: Technical Questions (20 minutes) Find props/costumes (rest of class)
 * Projects done for next class*

Day Four: Show movies the classmates made in sequential order.

Students will understand that characters and audiences point of view create the theme in literature. Students point of view will shape the way that they make their movie. They can choose to do a rap, like the students who created my hook for this lesson. Or they can make any sort of movie that they want as long as it shows the major parts of the play. Students should learn this so they can better understand the history of Verona in the 1300s (the play was written in 1595). This is to help understand Craft and Structure in Literature. To show students what they could possibly come up with for a video, they can watch this one called "What It Is, Hamlet" ([]) Students will know important events and people: Verona, fights, family feuds, death (jumping to conclusions). (See Content Notes). On the first day, students will role-play along with the teacher the rest of the play. Then, the students will split into groups of five that students split into depending on their favorite acts of the play, and using the Time-Order Chart, they will write down important moments of that act. They write down how they think events happened in specific scenes in their own interpretation. They will then present their ideas to the class and the class will give them feedback on what else they think they should include or omit.
 * Where, Why, What, Hook, Tailor(s): **Musical, Verbal/Linguistic, Visual.
 * Equip, Explore, Rethink, Revise, Tailors: Logical, Visual, Verbal, Intrapersonal, Interpersonal.**

After students have split into their groups and explained their Time-Order Chart, they will meet in their groups again to discuss how they want to act out the scene and do a mock play in front of the class or just explain how they will go about that act. Their peers will then give them feedback on what they should change and what they should keep the same or tweak and the teacher will give some feedback as well. They will have to include specific details in the script to show specific characters' role in the play. As well as receiving peer feedback and comments from myself, there is a chance for revision of the scripts if they lack creativity or inaccurate portrayals of characters. To pre-assess students, the teacher will break up each act and have them write about what they think happened in a short One-Minute Essay. This essay should contain the plot line, important characters and events that happened in the act. Then, to self-assess they can ask teachers anything they want to on an exit card. For students to self-assess themselves, they will write down on an exit card one thing they learned from that days lesson of //Romeo & Juliet//. The next class day, we will discuss what everyone learned and see if there are any questions over the material.
 * Explore, Experience, Revise, Refine, Tailors: Visual, Verbal, Kinesthetic, Interpersonal, Intrapersonal.**
 * Evaluate, Tailors:** **Logical, Verbal, Visual, Intrapersonal.**

Students will know important events and people.
 * __ Content Notes __**
 * Romeo loves Rosaline and is heartbroken.
 * Romeo and Benvolio crash the Capulet party and Romeo & Juliet fall in love.
 * Romeo meets Juliet on her balcony later that night and they both profess their love to one another.
 * These two star-crossed lovers decide to get married and run away with each other.
 * The fight between Mercutio and Tybalt. Tybalt and Mercutio were both killed; Mercutio by Tybalt and then Tybalt by Romeo.
 * Romeo banned from Verona for killing Tybalt.
 * Montagues and Capulets are mortal enemies.
 * Romeo and Juliet get married by Friar Lawrence.
 * Romeo goes into hiding in Juliets bedroom, they spend the night together.
 * Juliet is set to marry Paris, but does not want to so she takes a potion Friar Lawrence gave her that makes her look dead.
 * Romeo hears the news that Juliet is dead and rushes to see her, he thinks she is dead although she is not really.
 * Romeo and Juliet both kill themselves. Romeo takes poison and Juliet stabs herself with Romeo's sword.

[|Shake It Up] this site shows how to use media (like iMovie) to portray Shakespeare's themes and stories. [|Shakespeare/Modern Language]this site is used to get students more interested in Shakespeare.

[|Time-Order Chart] Rubric
 * __ 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: //** The agenda will be written up on the board every day.
 * // Microscope: //** Role-Playing and having deep discussion of the play and it's meaning will appeal to the Microscope's.
 * // Puppy: //**These type of students will learn well through role-playing and specifically working with their group to convey the characters accordingly.
 * // Beach Ball: //** The choices and spontaniety of acting out the play on camera because they can choose to create whatever movie they wish as long as it is in their own words.
 * // Rationale: //**This lesson involves closely reading the play, discussing the play often with the class, and role-playing crucial scenes. This way, students have a chance to understand what is going on in the play each day through the graphic organizers, one-minute essay and so on. They will be able to talk about the characters addition to the play and how each one is important. This type of lesson hits all the different types of learners.


 * // Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory. //**
 * // Content Knowledge: //** Students will know important events and people: Verona, fights, family feuds, death (jumping to conclusions), etc.


 * // CCSS: //** Craft & Structure of Literature
 * // Facet: //** Students will be able to make meaning of Shakespeare's language (the Elizabethan language he uses in his writing).
 * // Rationale: //** This lesson helps students learn about the Craft & Structure of Literature by interpreting it into their own words and relate it to themselves.


 * // Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet studentsâ€™ needs. //**
 * // MI Strategies: //**
 * Verbal:** (talking in the movie and the script),
 * Visual:** watching their movie and others.
 * Logical**//**:**// editing the movie.
 * Bodily-kinesthetic:** actually acting out the scenes.
 * Musical:** if chosen to add music to create mood or a catchy song.
 * Interpersonal:** working with those in their groups to brainstorm ideas and make the movie.


 * // Type II Technology: //** Making an iMovie (or using any other movie making software)
 * // 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.
 * // Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. //**

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 * // Formative: //** I will break up each act and have each one write about what they think happened in a short one-minute essay. This essay must contain major characters, the plot/turning point of the act, and major events that happened. Key Ideas/Facts should be well represented too. Then, they will fill out an Exit Card of what they learned in that class period and any questions that they might have.
 * // Summative: //** Students will make a movie about their favorite act of //Romeo & Juliet.// The groups will be split up by their favorite acts (or second favorite if the group gets too big) and they will all discuss how they would most like to interpret this Act of the play into their own words. They are free to use props, costumes, scenery, etc. This will be graded using a rubric.
 * // Rationale: //**These assessments will help students grasp important parts of the play and put them in their own words. This not only helps them with the planning process, but also, they can learn from other peoples movies because they are going to be watching them in sequential order. It is like they all made their own mini movies and ten combining them into one! || [[image:http://www.wikispaces.com/_/4k0z606x/i/c.gif width="1" height="600"]] ||  ||
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