L5+Tracy,+Samantha

**__Lesson #:__ 5** **__Facet:__**Apply **__Numbers of Days:__** 3 (80) Common Core State Standards Content Area: Reading Grade Level: 8 Domain: Literature //Romeo & Juliet// Standard: Craft and Structure Students will be given a concept map and they have to fill in the important story lines and the characters involved. This helps show me that the students remember important lines, who said them, and what they mean. The Character Analysis chart will then be used for feedback. They will show me what they wrote on their chart, and then I will show the class my chart. They will self-assess by using different color ink or switching with a partner to show me what they put first, and then that they were then corrected. We will review this after the Charts are passed back to the original owners so students can see what they got right/wrong. Students will be assigned to make a comic on the story of //Romeo & Juliet.// This comic can have humorous aspects but make sure that you stay true to the story and do not leave important parts out. All of the major characters should be included as well as their important quotations. You are free to create this in modern day language, just make sure that you use the correct quotations used in the text. The Graphic Organizer is a Problem-Solution chart which will highlight the major conflicts in //Romeo and Juliet// and then students have to fill out what the solution will be. Cooperative Learning is when students get into groups to discuss their Problem-Solution charts. Also, they are cooperatively learning when working on the comic together and doing round-robin brainstorming. Groups will be split up into threes based on favorite colors (out of blue, pink, orange, and yellow). After that students will make their comics and act as if they are comic makers trying to sell a comic book version of //Romeo & Juliet//. They can make the comic funny, adventurous, dramatic, etc. ** Gifted Students: ** Gifted students will have to identify themes in particular scenes in their comics so that I know where each theme is present. (The theme could just be written in the upper left hand corner, just somewhere I can see that they understand where these themes and motifs exactly are in the story). How to use ComicLife software- [] Comic Definition-[] Sample Education Comics- [] The desks will be arranged in a cluster in the middle of the room so that I can walk around to them and they can work closer together. Day One: Hook (15 minutes) Read/Role-Play Act V (45 minutes) Concept Map (20 minutes) *finish reading act for homework Day Two: Discuss Act V (30 minutes) Problem-Solution Chart (30 minutes) Share Problem-Solution chart (10 minutes) Introduce Comic Assignment/Split into groups (10 minutes) Day Three: Round-Robin Brainstorming (20 minutes) Work on comics/clarifying questions (60 minutes) Have students split up work evenly, meeting times, after school help, etc. *comic due next class Students will understand that comparing and contrasting texts and characters contributes to its meaning. Students learn about //Romeo & Juliet// because this text shows how jumping to conclusions and errors of judgement can have serious reprecussions. This all helps understand the Craft and Structure of Literature because students need to understand what text is saying and what it means. The hook for this lesson is to have certain traits of particular characters on students' desks. There will be signs across the room of "Romeo" "Juliet" "Tybalt" "Mercutio" and "Benvolio." They will then have to put their trait with the matching character. They will then fill out the character analysis chart which will act as their pre-assessment also. **Where, Why, What Hook, Tailor(s):** Logical, Kinesthetic, Interpersonal. After students have been shown the hook, I will take attendance. We will then read the last act of the play and role-play. What is not finished will be assigned for homework. Students will know important events like the fights between the Montagues and Capulets, Mercutio and Tybalt's death, how Romeo & Juliet died, their marriage, and the resolution of the play. They will use the Problem-Solution chart to map out the problems in the play, and then how they were resolved. Groups of three are then established and they will each discuss what they think should be included in their comic for //Romeo &// //Juliet//. The class will then do a round-robin brainstorming where they will discuss what one another came up with in terms of the important aspects of the play. **Equip, Explore, Rethink, Revise, Tailors:** Kinesthetic, Logical, Verbal, Linguistic, Interpersonal**.** To explore the topic a little further, students will use the Problem-Solution chart to map out the problems in the play, and then how they were resolved. They will then get into groups to share their ideas with one another and see how each explained the solution to the problems in the play. The class will then do a round-robin brainstorming where they will discuss what one another came up with in terms of the important aspects of the play. They take these new ideas and incorporate them into the storyboard that they created for their comic. **Explore, Experience, Revise, Refine, Tailors:** Visual, Verbal, Interpersonal, Logical. To pre-assess students, they will be given a character analysis chart after we perform the hook. They fill it in based on what we did in the hook and then I show them how mine looked too. Someone else will grade their chart and then it will be passed back so they can see what they earned which will then be passed back to me. To self-assess them, they will then review with the teacher what they had filled in on the concept map with the teacher to see if they were correct or needed refining on what happened in the plot line of //Romeo & Juliet//. The summative assessment will be graded using rubrics. **Evaluate, Tailors:** Logical, Verbal, Visual, Intrapersonal, Interpersonal. Students will know important events like: Character Analysis Chart Problem-Solution Chart Product Rubric Character Trait Cards
 * ** 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 be able to **decide how the families shape the whole play.
 * Product: **ComicLife
 * __ Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment __**
 * Rationale: ** Having students make a ComicLife of the play will help show how much they understand the play and the Craft and Structure of it.
 * __ Assessments __**
 * __ Pre-Assessment: __** Concept Map
 * __ Formative (Assessment for Learning) __**
 * Section I – checking for understanding during instruction **
 * Section II – timely feedback for products (teacher, self) **
 * __ Summative (Assessment of Learning): __**
 * __ Integration __**
 * Technology: ** Technology is used when students make their comic. It takes awhile to get used to the software.
 * Content Areas: ** European History. Students have to find out more about Verona in the 1300s in an exercise we do in class to help them with their comics more and set the setting better.
 * __ Groupings __**
 * Section I - Graphic Organizer & Cooperative Learning used during instruction **
 * Section II – Groups and Roles for Product **
 * __ Differentiated Instruction __**
 * __ MI Strategies __**
 * Visual:** creating the comic and showing it to the class
 * Logical:** Thinking about the sequence of events in //Romeo & Juliet// and putting them into a concept map and during the hook.
 * Bodily-Kinesthetic:** The hook where students have to physically move to the character they think their trait goes to.
 * Verbal:** Presenting ideas to the class that they think are major points in the play during the Problem-Solution chart portion of the lesson.
 * Interpersonal:** Getting in groups to create the comic.
 * Intrapersonal:** Making the concept map on their own.
 * __ 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 placed into a group that has the fewest amount of people. They will need to contact me to find out what they missed (and not the day we come back to class!) Email, come see me the next day, call, etc. They will need to make a Concept Map and do a Problem-Solution chart after school one day with me.
 * __ Extensions __**
 * Type II technology: ** ComicLife software
 * __ Materials, Resources and Technology __**
 * // Laptop (one per team) //
 * // Romeo and Juliet text for each student //
 * // Character Analysis Chart //
 * // Problem-Solution Chart //
 * // Props/Costumes //
 * __ Source for Lesson Plan and Research __**
 * __ PART II: __**
 * __ Teaching and Learning Sequence __**
 * __ Content Notes __**
 * the fights between the Montagues and Capulets
 * Mercutio and Tybalt's death- sword fight. Tybalt stabs Mercutio when Romeo gets in the way. Romeo stabs Tybalt after Tybalt kills Mercutio (Romeo's best friend)
 * How Romeo & Juliet died- Juliet took potion to make herself look dead, Romeo thought she really was dead, he takes poison then Juliet wakes up, sees Romeo dead and stabs herself in the heart with his sword.
 * Their marriage- They marry the next day by Friar Lawrence who thinks if he marries these two then the families will stop their fighting.
 * The resolution of the play- the families decide to put aside their differences so nothing like the death of their children happens again.
 * 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.
 * Major Characters & Quotes:**
 * **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. Important Quotes: "But soft, what light through yonder window breaks? It is the east, and Juliet is the sun" (2.1.44–46).
 * **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. Important Quotes: "O Romeo, Romeo,wherefore art thou Romeo?" (2.1.74–76).
 * **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. Important Quotes: "Romeo, away, be gone! The citizens are up, and Tybalt slain. Stand not amaz'd, the Prince will doom thee death If thou art taken. Hence be gone, away!" (3.1.132-135).
 * **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!" (3.1.91). 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. Important Quotes: " To strike him dead I hold it not a sin" (1.5.58).
 * __ 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 up on the board every day.
 * // Microscope: //** Students will be translating quotes and who said these quotes. Finding deeper meaning in what each character is saying and how it relates to the overall story.
 * // Puppy: //** The classroom is an open environment for anyone to speak freely and openly.
 * // Beach Ball: //** Students will have a choice of how they want to approach their comic.
 * // 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: //**important events like the fights between the Montagues and Capulets, Mercutio and Tybalt's death, how Romeo & Juliet died, their marriage, and the resolution of the play.
 * // CCSS: //**Craft and Structure of Literature
 * // Facet: //** Apply
 * // Rationale: //**This lesson helps students learn the craft and structure of literature by summing up everything they have learned and analyzed throughout the unit (text, characters, quotations, plot line, symbols, themes, motifs, etc.).
 * // Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. //**
 * // MI Strategies: //**
 * Visual:** creating the comic and showing it to the class
 * Logical:** Thinking about the sequence of events in //Romeo & Juliet// and putting them into a concept map and during the hook.
 * Bodily-Kinesthetic:** The hook where students have to physically move to the character they think their trait goes to.
 * Verbal:** Presenting ideas to the class that they think are major points in the play during the Problem-Solution chart portion of the lesson.
 * Interpersonal:** Getting in groups to create the comic.
 * Intrapersonal:** Making the concept map on their own.
 * // Type II Technology: //** ComicLife 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. //**
 * // Formative: //**Students will be given a concept map and they have to fill in the important story lines and the characters involved. This helps show me that the students remember important lines, who said them, and what they mean. The Graphic Organizer is a Problem-Solution chart which will highlight the major conflicts in //Romeo and Juliet// and then students have to fill out what the solution will be. Cooperative Learning is when students get into groups to discuss their Problem-Solution charts. Also, they are cooperatively learning when working on the comic together and doing round-robin brainstorming.

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 * // Summative: //**Students will be assigned to make a comic on the story of //Romeo & Juliet.// This comic can have humorous aspects but make sure that you stay true to the story and do not leave important parts out. All of the major characters should be included as well as their important quotations. You are free to create this in modern day language, just make sure that you use the correct quotations used in the text. They will be evaluated using rubrics.
 * // Rationale: //**These assessments help give students clearer meaning of what we read meant and then they can try to take their own spin on //Romeo & Juliet// in their comics. || c[[image:http://www.wikispaces.com/_/4k0z606x/i/c.gif width="1" height="600"]] ||  ||
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