L6+Tracy,+Samantha

Common Core State Standards Content Area: Reading Grade Level: 8 Domain: Literature //Romeo & Juliet// Standard: Craft and Structure Rationale: Having students make a blog entry will help them reflect on what they have learned over this unit and what they now understand about the craft and structure of Shakespeare's plays.
 * ** UNIVERSITY OF MAINE AT FARMINGTON ** ** COLLEGE OF EDUCATION, HEALTH AND REHABILITATION ** ** LESSON PLAN FORMAT ** **__ Teacher’s Name __ : Ms. Tracy **
 * __Lesson #:__ 5 **
 * __Facet:__ Self-Knowledge **
 * __ Grade Level __ : 8 **
 * __Numbers of Days:__ 2 (80) **
 * __ Topic: __ Literature- //Romeo & Juliet// **
 * __ PART I: __**
 * __ Objectives __**
 * Student will understand that **they will read increasingly complex text.
 * Student will know **definitions to drama, sonnet, tragedy, themes, motifs.
 * Student will be able to **self-assess how much they have learned from the text.
 * Product: **Blog Entry
 * __ Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment __**
 * __ Assessments __**
 * __ Pre-Assessment: __** The pre-assessment for this lesson is for students to use Hand Signals (Thumbs up, thumbs neutral, thumbs down) to convey the prior knowledge of //Romeo & Juliet//.

KWL Chart When we make a human KWL chart, students and I will give each other feedback on if they felt the same way or differently. I will also give feedback on this KWL chart by having students think more deeply about their learning experiences during this unit. I will return to their first pre-assessment of the Hand Signals in the first lesson. Also, I will look over students' journals that they were required to keep throughout the unit to write down new things they learned and questions they had about what was going on. I will answer questions that are in the journal and give feedback inside the journal. **__Summative (Assessment of Learning):__** This blog is to reflect on your learning throughout reading //Romeo & Juliet.// To make this easier, it is beneficial to keep a journal of what you learn along the way and then you can reflect on this in your blog entries online. These must include important definitions, characters, plots, misconceptions, or anything else you feel inclined to put onto your blog. This is your chance to reflect on the story but I do not want a summary, I want what you have specifically learned throughout this unit. You may choose to share your blog with the class for extra credit. The graphic organizer is the KWL chart. We will use this as a sample because we will actually go outside and create a human KWL chart. Cooperative Learning is used during the KWL chart activity because they all interact with one another to see what they thought at the beginning of this unit, the end, and things they want to learn more about. There will not be groups put together for this project because they are reflecting on their own, but they will be in similar groups while they are in the KWL chart activity. The role of the students in the summative assessment is to reflect on how they felt at the beginning of the unit and then at the end. They can think of themselves in third person and write a story of the journey they took through learning //Romeo & Juliet.//
 * __ Formative (Assessment for Learning) __**
 * Section I – checking for understanding during instruction **
 * Section II – timely feedback for products (teacher & peer) **
 * __ Integration __**
 * Technology: ** Technology used in this lesson is making the blog and posting it online.
 * Content Areas: ** Another content area used in this lesson is computer science. Students will figure out how to manuever through the blog site and they will be typing up all of their ideas so they will use skills from a typing class also.
 * __ Groupings __**
 * Section I - Graphic Organizer & Cooperative Learning used during instruction **
 * Section II – Groups and Roles for Product **
 * __ Differentiated Instruction __**
 * __ MI Strategies __**
 * Linguistic:** By typing up everything they have learned throughout this unit, students are using their verbal/linguistic intelligence.
 * Kinesthetic:** Not just using a worksheet as a KWL chart but making a human one.
 * Naturalistic:** Going outside and creating a physical KWL chart using nature.
 * Logical:** Reflecting back on the unit, thinking rigorously about what they have learned throughout the semester.
 * Intrapersonal:** Typing up the blog entries on their own.
 * Interpersonal:** Doing the group KWL activity with their peers.
 * __ 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 can still write up the blog entries at home because there is not much instruction for this. They will miss out on the KWL chart activity which is a fun way to reflect and get students thinking more. They will need to bring in their journals for me to look over them and answer any lingering questions they may have. Absent students do need to contact me over email or calling so they can find out what they missed and what they need to do to make up the missed work. As long as they contact me and do the blog entries/turn in their journal when they return back to class.
 * __ Extensions __**
 * Type II technology: ** Posting blog entries onto my blogger.
 * Gifted Students: ** Gifted students will turn their blog entries into a creative story that describes the journey of themselves but told in third person. They have to include what this person learned throughout the reading of //Romeo & Juliet// and has to include new terms they have learned.


 * __ Materials, Resources and Technology __**
 * Laptop (one per student)
 * Blogger account
 * // Romeo & Juliet // text (one per student)
 * Journals

KWL Chart How to write a reflective journal- [] Helping students write reflectively- []
 * __ Source for Lesson Plan and Research __**

Students will understand that they will read increasingly complex text.Shakespeare's characters are all purposely complex and create the theme in the play, which is a tragedy. Learning about //Romeo & Juliet// shows how Shakespeare set the stage for many modern authors.This is to help students understand the Craft and Structure of Literature. In order to hook students into this lesson they can play this interactive game on //Romeo & Juliet//: ([]). **Where, Why, What Hook, Tailor(s):** Logical, Visual, Intrapersonal.
 * __ PART II: __**
 * __ Teaching and Learning Sequence __**
 * Desks will be arranged into rows because this lesson is to have students reflect on themselves instead of working together with others **
 * Day One: **
 * Hook (15 minutes) **
 * Human KWL Chart (30 minutes) **
 * Introduce Blog Entry Assignment(15 minutes) **
 * Pass in journals(5 minutes) **
 * *think about what you have learned throughout the unit **
 * Day Two: **
 * Journals passed back (5 minutes) **
 * Ask teacher questions about comments made [independently] (20 minutes) **
 * Work on blog entry, ask for feedback (55 minutes) **
 * *blog entry finished and posted on site by next class **

After students have been shown the hook, I will take attendance. Students will know definitions to drama, sonnet, tragedy, themes, motifs. They will use a physical KWL chart to tell what they knew at the beginning of the unit, what they wanted to know, and what they learned at the end of the unit. We will go outisde and use natural aspects to form a human KWL chart. Students will have plenty of time to reflect on their learning and organize their journals throughout the unit. After sharing how they felt about //Romeo & Juliet// throughout the unit, the teacher will edit the journals and see if they need to think more intently about one thing or explain in more detail and give comments. **Equip, Explore, Rethink, Revise, Tailors:** Logical, Visual, Verbal/Linguistic, Interpersonal, Kinesthetic, Naturalistic, Students will use a physical KWL chart to tell what they knew at the beginning of the unit, what they wanted to know, and what they learned at the end of the unit. We will go outisde and use natural aspects to form a human KWL chart. This is then shared with the class and everyone can give each other feedback on how they felt the same way or differently at the end of the unit. After sharing how they felt about //Romeo & Juliet// throughout the unit, the teacher will edit journals that students were required to keep throughout the unit and see if they need to think more intently about one thing or explain in more detail and make comments. Then students will either add or omit things from their journal and type it up on a blog entry that is at least 5 paragraphs long. They need to explain the key terms that we, as a class, discussed throughout the unit and also characters and plot line. This is to show me what you have learned. **Explore, Experience, Revise, Refine, Tailors:** Intrapersonal, Interpersonal, Logical, Verbal, Visual, Kinesthetic, Naturalistic.

Students are pre-assessed by student interviews. The teacher will ask what they learned and any questions that they currently have so I can answer them and help them in any way figure out the story more. Students are self-assessed when they type up their journals and see how much they truly have learned throughout the unit. They reflect on any problems they faced in reading the text, anything they really enjoyed and if they want to learn more about Shakespeare. Finally, they will make this blog entry which will be evaluated by using a checklist. **Evaluate, Tailors:** Intrapersonal, Logical, Verbal/Linguistic.

Students will know definitions to drama, sonnet, tragedy, themes, motifs.
 * __ Content Notes __**

Drama- A prose or verse composition, especially one telling a serious story, that is intended for representation by actors impersonating the characters and performing the dialogue and action. (dictionary.com) Students should know that Shakespearean plays are a type of drama.

Sonnet- A 14-line verse form usually having one of several conventional rhyme schemes. (dictionary.com) This play has many sonnets throughout; Shakespeare is pretty famous for using sonnets in his plays.

Tragedy- A Shakespearean tragedy is a five act play where all or most of the characters die in the end. (dictionary.com) //Romeo & Juliet// is a tragedy because Romeo, Juliet, Tybalt, and Mercutio all die. From the very beginning, Shakespeare says that Romeo and Juliet will die but it is how these characters develop and come to their fate that makes this play so popular.

Themes- Fundamental and often universal ideas explored in a literary work. (dictionary.com)
 * love
 * time
 * destiny/fate
 * love as a cause of violence
 * individual vs. society

Motifs- Recurring structures, contrasts, and literary devices that can help to develop and inform the text’s major themes. (dictionary.com)
 * light
 * darkness
 * points of view

// KWL Chart // // Checklist //
 * __ 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: //** Students will have a deep reflection process of the play and learning experiences
 * // Puppy: //** Students will go outside and be able to interact with one another in another setting besides just in the classroom. They get more room to move also.
 * // Beach Ball: //** The choices in this lesson are very low, so beach balls will enjoy how we go outside and make a physical KWL Chart because it creates a new model for them and some variety in the classroom.
 * // Rationale: //** These learning styles appeal to all students and so, this lesson will appeal to all students because they have to think critically, get up and move, feel like they are in a comfortable environment where they can talk freely and interact with other students.
 * // Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory. //**
 * // Content Knowledge: //** Students will know definitions to drama, sonnet, tragedy, themes, motifs.
 * // CCSS: //**Common Core State Standards Content Area: Reading Grade Level: 8 Domain: Literature //Romeo & Juliet// Standard: Craft and Structure
 * // Facet: Self-Knowledge //**
 * // Rationale: This lesson helps students learn the Craft and Structure of Literature because they reflect on what they have learned about themes, motifs, drama, tragedy, etc. and also about characters and plot lines. //**
 * // Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. //**
 * // MI Strategies: //**


 * Linguistic:** By typing up everything they have learned throughout this unit, students are using their verbal/linguistic intelligence.


 * Kinesthetic:** Not just using a worksheet as a KWL chart but making a human one.


 * Naturalistic:** Going outside and creating a physical KWL chart using nature.


 * Logical:** Reflecting back on the unit, thinking rigorously about what they have learned throughout the semester.


 * Intrapersonal:** Typing up the blog entries on their own.


 * Interpersonal:** Doing the group KWL activity with their peers.
 * // Type II Technology: //** Posting blog entries
 * // Rationale: //** The combination of posting blog entries and the variety of Multiple Intelligences appeal to students individually and it helps them use many different aspects to learn and reflect on learning throughout the unit.

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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: //** In order to pre-assess students, they will meet with the teacher and have student interviews. I will ask them how they feel about the book, anything else they want to know, what they have learned and what else they expect to know in coming to a conclusion with //Romeo & Juliet//. Students will then make a human KWL chart with the class so we can see how well they did. They will write down what they learned and then we go outside and make it come to life!
 * // Summative: //**This blog is to reflect on your learning throughout reading //Romeo & Juliet.// To make this easier, it is beneficial to keep a journal of what you learn along the way and then you can reflect on this in your blog entries online. These must include important definitions, characters, plots, misconceptions, or anything else you feel inclined to put onto your blog. This is your chance to reflect on the story but I do not want a summary, I want what you have specifically learned throughout this unit. You may choose to share your blog with the class for extra credit. They will be evaluated using a checklist.
 * // Rationale: //**These pre-assessments, self-assessments, and summative assessment will help the student fully grasp the play by reflecting on what they have learned throughout the unit. || [[image:http://www.wikispaces.com/_/4k0z606x/i/c.gif width="1" height="600"]] ||  ||
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