L1+Tracy,+Samantha

//Common Core State Standards// //Content Area: Reading// //Grade Level: 8// //Domain: Literature Romeo & Juliet// //Standard: Craft and Structure// The Graphic Organizer used during this lesson is the Story Map to relate characters to the plot of the first two acts. This will help students figure out where each character fits in terms of the plot and how they are important pieces of the story even if they are just small characters. Cooperative Learning is the Think-Pair-Share where they get together and share each other's story map to help show students others' thought processes and ways they could make their story map better or more in depth. There will be groups of three that are split up by having them call off a number, between 1-5. The one's will go to one table, the two's at another, and so forth. This is so students who normally sit next to one another will not be partnered together and they will get to know other classmates. The roles that these students take in this project is to act as if they are interviewing a specific character from //Romeo & Juliet// of their choosing and their personality based on what we have read so far. Technology is used in this lesson through the use of podcast and either GarageBand or Audacity to make this podcast about the plot line in the first two acts of //Romeo & Juliet//. How to make a podcast on GarageBand // : //[] How to make a podcast on Audacity: [] Resources on //Romeo & Juliet:// [] Story Map (to be used as a character map): [] The classroom will be set up in clusters so students in groups can sit at their own tables while also still being able to see the teacher and pay attention to any direction given throughout the process. Day 1: Hook: A Short Recap of //Romeo & Juliet:// [] (5 minutes) Pre-Assess using Thumbs Up game (2 minutes) Read/Role-Play First Two Acts (65 minutes) (whatever we do not finish in class will be assigned for homework) Day 2: Story Map Activity (30 minutes) Break into Podcast groups & assign characters to each group (10 minutes) Given rubric and go over it (15 minutes) Brainstorm (20 minutes) Ask students to work on rough draft of their script for homework (5 minutes) Day 3: Ask teacher any technical questions/feedback on podcast (20 minutes) Peer Feedback on script so far (30 minutes) Record (30 minutes) Day Four: Groups present podcast and are evaluated (whole class period) Students will understand that characters and audiences point of view create the theme in literature. Shakespeare's characters are all purposely complex and create the theme in the play, which is a tragedy. Students are learning this because it teaches them to end feuds before it goes too far. This relates to students because many commit suicide or hurt themselves because they are being bullied or are in fights with other classmates. //This is to help understand the Craft and Structure of Literature.// In order to hook students into //Romeo & Juliet//, I will show a video of "[|A Short Recap of //Romeo & Juliet//]." After students have been shown the hook, I will take attendance. We will then read the first two acts of the play and role-play. What is not finished will be assigned for homework. The next day, I will pass out a story map of the characters from //Romeo & Juliet// (Montagues, Capulets, Romeo, Juliet, Tybalt, Mercutio, and Benvolio). Students will know important characters like the Montagues, Capulets, Romeo, Juliet, Tybalt, Mercutio, and Benvolio. (See Content Notes). Students will use the Think-Pair Share process to develop a story map to relate characters to the plot and their roles in the story. The Think-Pair-Share groups will be split up by the season that people's birthdays are in. If there are some groups too big and others too small, then they will go to whichever group that their birthday is second close to. Students will then get peer feedback by splitting up into stations and having other groups read their work while they read others where they will use a rubric to score their classmates. The stations will be set up around the class and students move from station to station. After students have received this feedback from their peers on how to make the script better, they will then create their final product. Students will be able to consider how well they relate to certain characters through this podcast. In the podcast, they choose how they see the plot line/characte and what they interpret them as. For students to self-assess themselves, the will create a character map of major characters and how they are either Capulets or Montagues. They will receive instant feedback after they have filled out their character map because I will then show them mine and they can compare their answers to mine. This will also create a future reference for students because it is easy to mix characters up and forget which house they belong to. In order to pre-assess the students, they will do a "Thumbs Up" activity where they will either put their thumb up, to the side, or down depending on how well their understanding of //Romeo & Juliet's// plot line; this will be done the first day before we start reading. They will be evaluated using rubrics. Students will know the characters of //Romeo & Juliet.// Written by William Shakespeare. Takes place in Verona, Italy in the 1300's. Major Characters: Rubric Character/Story Map-[| http://www.eduplace.com/graphicorganizer/pdf/storymap2_eng.pdf] //Clipboard//: The agenda will be written on the board so that the clipboards can see structure and organization of the class. // Rationale: // This lesson gives students diverse ways to learn by appealing to certain intelligences and also to their individual learning styles. They will use graphic organizers, meet with peers, think deeply about Shakespeare's language, and also his culture. // Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory. // Content Knowledge: Students will know important characters like Romeo, Juliet, Montagues, Capulets, Tybalt, Mercutio, and Benvolio. // CCSS: // Craft and Structure of Literature Facet: Students will be able to consider how well they relate to certain characters. // Rationale:This lesson helps students learn about the craft and structure of literature because it analyzes specific characters in students' own words and helps them become more familiar with the time period (Verona, Italy 1300s). // // Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students needs. // // MI Strategies: // **Verbal/linguistic**//:// making the script and the actual podcast. with one another about their project and bounce ideas off one another. map that shows them exactly how characters are related. according to the families of Montague and Capulet. they remembered where characters belong in the two major families. // Type II Technology: // Making a podcast // 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. // //Formative//: In order to pre-assess the students, they will do a "Thumbs Up" activity where they will either put their thumb up, to the side, or down depending on how well their understanding of //Romeo & Juliet's// plot line.Students will then use the Think-Pair Share process to develop a Story Map to relate characters to the plot and their roles in the story. // Summative: // Podcast with rubric // Rationale: These pre-assessments, self-assessments, and summative assessment will help the student fully grasp the characters and plot line so far in the play. // || ||   || About � Blog � [|Pricing] � Privacy � Terms � [|**Support**] � [|**Upgrade**] Contributions to http://edu221spring11class.wikispaces.com are licensed under a [|Creative Commons Attribution Share-Alike 3.0 License]. 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 * ** ‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍UNIVERSITY OF MAINE AT FARMINGTON **** COLLEGE OF EDUCATION, ** ** HEALTH AND REHABILITATION **** ‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍ ** ** LES‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍ ‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍SON PLAN FORMAT ** **__ Teacher's Name __**** : Ms. Tracy ** **__Lesson #:__ 1** **__Facet__:Empathy** **__ Grade Level __**** : 8 ‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍ ** **__Numbers of Days:__** 4 (80) Days ‍‍‍‍‍‍‍‍‍‍‍‍ ‍‍‍‍‍‍‍‍‍‍‍‍ ‍‍‍‍‍‍‍‍‍‍‍‍
 * __ 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 characters like the Montagues, Capulets, Romeo, Juliet, Tybalt, Mercutio, Benvolio.
 * Student will be able to **consider how well they relate to certain characters.
 * Product: ** Podcast
 * __ Maine Learning Results (MLR) or Common Core State Standards(CCSS) Alignm __****__ ent __**
 * Rationale: ** This lesson introduces students to the characters of //Romeo & Juliet// where they assess each characters personality.
 * __ Assessments __**
 * __ Pre-Assessment: __** (Thumbs Up Game) Thumbs Up, to the side, or down depending on students understanding of //Romeo and Juliet// and it's plot line (before we start reading the book).
 * __ Formative (Assessment for Learning) __**
 * Section I � checking for understanding during instruction **Hand Signals (Thumbs Up Game)
 * Section II � timely feedback for products (peer & teacher) ** ‍‍‍Students will create a Character Map‍‍‍ on their own and put characters into either the house of Capulet or Montague. They will switch their character map with someone else who will give feedback on this map then pass it back to the original owner of the map. The teacher will then present to the class her Character Map so they can compare and self-assess how well they did. Then the students and teacher will discuss as a class why I put them in the certain houses and also why they did. Students can make changes to their character map as it will serve as a reference for the rest of this unit.
 * __ Summative (Assessment of Learning): __** Students will get into groups of three and create a podcast that explains the plot line of //Romeo & Juliet// in the first two acts of the play. They can include music, pictures, or sound effects to their liking as long as it is appropriate and relates to the story line. The teacher will then create a rubric of the information that they expect to be on the podcast. **25 pts.**
 * __ Integration __**
 * Technology: ** Technology is used in this lesson through the use of podcast and either GarageBand or Audacity to make this podcast about the plot line in the first two acts of //Romeo & Juliet//.
 * Content Areas: ** Another content area in this lesson is history because students will have to learn about the city of Verona in the 1300s.
 * __ Groupings __**
 * Section I - Graphic Organizer & Cooperative Learning used during instruction **
 * Section II - Groups and Roles for Product **
 * __ Differentiated Instruction __**
 * __ MI Strategies __**
 * Verbal/linguistic**//:// writing the script and the actual podcast for the project.
 * Interpersonal**//:// the students will be split into groups of three so they can converse with one another about their project and bounce ideas off one another.
 * Visual:** students include pictures related to the content in their podcast and also when they create a character map that shows them exactly how characters are related.
 * Logical**//:// students have to create a character map and they have to figure out where each character goes according to the families of Montague and Capulet.
 * Intrapersonal:** students work on their own to make this character map to assess themselves on how well they remembered where characters belong in the two major families.
 * Musical:** students put either music, sound effects, etc into their podcast.
 * __ Modifications/Accommodations __**
 * // From IEPs ( Individual Education Plan), 504s, ELLIDEP (English Language Learning Instructional Delivery Education Plan) //**// I will review students 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: **
 * Gifted Students: ** Gifted students will be accommodated in their summative assessment by also including an essay on what they think a conversation with one of their chosen characters would be like. Or a day in the shoes of that character. This helps them go beyond just a short interview and putting the character into their own eyes to relate to them even more than before.
 * __ Materials, Resources and Technology __**
 * Laptops (for teacher and at least one per group)
 * // Romeo & Juliet // text for each student
 * Product Rubric (1 per student)
 * Syllabus (1 per student)
 * Character Map (1 per student)
 * White board with dry erase markers
 * Costumes/props for in-class role-playing
 * __ Source for Lesson Plan and Research __**
 * __ PART II: __**
 * __ Teaching and Learning Sequence __**
 * Where, Why, What, Hook, Tailor(s): Visual, Verbal/Linguistic, Intrapersonal. **
 * Equip, Explore, Rethink, Revise, Tailors: Logical, Visual, Verbal, Interpersonal.**
 * Explore, Experience, Revise, Refine, Tailors: Visual, Verbal, Kinesthetic, Interpersonal.**
 * Evaluate, Tailors:** **Logical, Verbal, Visual, Kinesthetic.**
 * __ 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 __//**
 * // Microscope: //** Acting out of the play and having deep discussion of the meaning of Shakespeare's text will appeal to the Microscope's.
 * // Puppy: //** The classroom environment will be open to discussion, everyone is allowed to speak without worry of their opinions being turned down.
 * // Beach Ball: //** The choices of which character they want to "interview" in their podcast and also the choices of music, sound effects, etc.
 * Interpersonal**//:// the students into groups of three so they can converse
 * Visual:** students include pictures related to the content in their podcast and also when they create a character
 * Logical**//:// students have to create a character map and they have to figure out where each character goes
 * Intrapersonal:** students work on their own to make this character map to assess themselves on how well
 * Musical:** students put either music, sound effects, etc into their podcast.
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