L4+Tracy,+Samantha

**__Lesson #:__ 4** **__Facet:__** Perspective **__Numbers of Days:__** 4(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 characters such as: Romeo, Juliet, Tybalt, Mercutio, and Benvolio.
 * Student will be able to **analyze how a character shapes the theme/meaning of the play.
 * Product: ** Published Biography

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 ** : Making a biography of their favorite character will encourage students to analyze more deeply each character and how they affected the entire story. This helps students figure out in their own way what happened in the story as opposed to just reading it and looking at the brief descriptors of what was being said.

Students will write up on the Question Board things that they do not understand about the plot, certain characters, etc. This is so students can ask questions confidentially and if they are afraid to speak up in class.
 * __ Assessments __**
 * __ Pre-Assessment: __** Question Board
 * __ Formative (Assessment for Learning) __**
 * Section I – checking for understanding during instruction **

Students will choose a favorite character in the play and then make a four-column chart describing their personality, important quotes, what they did in certain acts of the play, and how their death impacted the story/how someone elses death impacted them. After making this chart, they will get into groups according to the character that they chose and get peer feedback on what they wrote down. They can also add to their chart to help create a well rounded character. The same groups will get together and act as "Jigsaw Groups" where each person will teach to the group something about the character that they all have chosen.These Jigsaw Groups will then present the ideas and teach about their character to the class briefly while getting feedback from peers and teacher. The groups will then start writing the outline for their biography using this newfound information.
 * Section II – timely feedback for products (peer & teacher) **

The goal of this assignment is to write a biography (to be published) on one of the characters from //Romeo and Juliet.// You will include quotes from the character of your chosing, and explain how these quotes and the character were important to the story. Give in depth details of the character so that first time readers could really grasp who this character was without even reading the play. You will work with a group of four based on your choice of your favorite character. These biography's will be published online so keep it clean and professional!
 * __ Summative (Assessment of Learning): __**


 * __ Integration __**
 * Technology: ** In this lesson, writing up the biography and then being able to publish it online uses technology.
 * Content Areas: ** Along with English, this assignment will also use history because students have to do research on the time period when the character was written and how that affected the particular character also.

The Graphic Organizer used during this lesson is the Four-Column Chart. This will be used to describe the characters personality, physical description, what they did in certain acts of the play, and important quotes from them. Cooperative Learning is when students get into Jigsaw Groups. These Jigsaw Groups describe the character of their chosing and present information about this character to the class. The groups will have to present to the class about their character and the class can give them feedback/add anything they think necessary to the chart and information about the character.
 * __ Groupings __**
 * Section I - Graphic Organizer & Cooperative Learning used during instruction **

Each person will be given a colored index card when they walk into the room. Blue will be Romeo, Pink will be Juliet, Orange will be Mercutio, Black will be Tybalt, and Purple will be Benvolio. These groups will act as if the characters in the story were real people, and based on the evidence that the books gives us, write a full description of their life and what happened to them. Students will take on the role of a writer looking to help others understand more in depth the life of these particular people (characters).
 * Section II – Groups and Roles for Product **


 * __ Differentiated Instruction __**
 * __ MI Strategies __**
 * Verbal:** The Jigsaw groups speaking to the class and to one another about their character.
 * Visual/Linguistic:** Writing the biography.
 * Bodily-Kinesthetic:** The hook, getting up and figuring out where each trait of Shakespeare goes.
 * Naturalistic:** Going outside and interacting with certain points of nature.
 * Logical:** How to organize the biography and think critically about specific characters.
 * Interpersonal:** Working in Jigsaw groups and interacting with other students.


 * __ 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 put into a group with the least amount of people if they miss the day that the groups are assigned. If they miss the class where most research is done, they NEED to get in contact with group members to make up slack. I will make sure that the students who were present in class know that if a group member is missing, they should set aside some work or a certain part of the biography for that absent student. If they will be missing the whole week, then they need to come to me for a makeup assignment, which will be a miniature version of the biography.


 * __ Extensions __**
 * Type II technology: ** Writing the biography on the students' laptop and also publishing them online.
 * Gifted Students: ** Gifted students will need to create their own wiki for this biography with pictures and their own mini-webquest of their character.


 * __ Materials, Resources and Technology __**
 * Laptops (one per student)
 * // Romeo & Juliet // text for each student
 * Product Checklist
 * Four-Column Chart
 * Color coded cards
 * Color coded stations (for students to work on project)

// [|William Shakespeare Biography] // [|How To Write A Biography] [|Blog page to post biography]
 * __ Source for Lesson Plan and Research __**

// The desks will be arranged in clusters so that it is easily accessible for groups. // // Day One: // // Hook (30 minutes) // // Question Board (20 minutes) // // Character break-off/ Four Column Chart (30 minutes) // // Day Two: // // Jigsaw Groups/Feedback (30 minutes) // // Character Outline (45 minutes) // // Exit Card (5 minutes) // // Day Three: // // Review Exit Cards (15 minutes) // // Split Up Each Chapter (10 minutes) // // Rough Draft (30 minutes) // // Peer Edit (25 minutes) // // *pass those back to groups* // // Day Four: // // Teacher Edit (45 minutes) // // *meanwhile, students set up wiki* // // Upload them to wiki/blog (35 minutes) // // *Finished!* :) // Students will understand that characters and audiences point of view create the theme in literature. To understand how important theme is to literary works because without that, there is no clear understanding of the text. The theme comes in early in literature, many students have read Mother Goose stories where each has a theme and a lesson to be taught; Shakespeare is just like a more complex Mother Goose! This is to help understand Craft and Structure of Literature.When students walk into the classroom, the teacher will hand them a sheet of paper that has a number or fact on it. These pieces of paper will represent specific moments of Shakespeare's life. Examples include, 1564 for Shakespeare's birthdate, Stratford upon Avon for Shakespeare's birth place and so on. The class will then go outside where there is more room and use specific parts of nature to identify where to go based on Shakespeare's traits. Then students have to guess what they think their cards mean by arranging themselves into groups. The teacher will then explain what each card means to the students. After students have been shown the hook, I will take attendance. The Question Board will be assessed to see the questions that students have so far and answer them. After that, Students will choose a favorite character and then make a four-column chart describing their personality, important quotes, what they did in certain acts of the play, and how their death impacted the story/how someone elses death impacted them. Students will know important characters such as: Romeo, Juliet, Tybalt, Mercutio, and Benvolio. (See Content Notes). The same groups will get together and act as "Jigsaw Groups" where each person will teach to the group something about the character that they all have chosen. These Jigsaw Groups will then present the ideas and teach about their character to the class briefly while getting feedback from peers and teacher.
 * __ PART II: __**
 * __ Teaching and Learning Sequence __**
 * Where, Why, What, Hook, Tailor(s): Interpersonal, Kinesthetic, Naturalistic. **
 * Equip, Explore, Rethink, Revise, Tailors: Verbal, Interpersonal, Visual.**

Students will choose a favorite character (out of the list above) and then make a four-column chart describing their personality, important quotes, what they did in certain acts of the play, and how their death impacted the story/how someone elses death impacted them. After making this chart, they will get into groups according to the character that they chose and get peer feedback on what they wrote down. They can also add to their chart to help create a well rounded character. To pre-assess students, they will write up on a question board things they do not understand about the plot, certain characters, etc. This is so students can ask questions confidentially and if they are afraid to speak up in class. To self-assess, students will reflect on what they learned in that class period on an exit card. They could also explain if their question was answered or need more refining. They will be evaluated by using a checklist. Students will know the characters of //Romeo & Juliet.// Written by William Shakespeare. Takes place in Verona, Italy in the 1300's. Major Characters:
 * Explore, Experience, Revise, Refine, Tailors: Visual, Verbal, Interpersonal.**
 * Evaluate, Tailors: Verbal, Visual.**
 * __ 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. 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).

// [|Four Column 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 so that clipboards can stay well organized and see exactly how the day is going to be played out.
 * // Microscope: //** Having a deep discussion of characters in the Jigsaw Groups will appeal to the Microscopes.
 * // Puppy: //** Puppies get to work in groups (social interactions) to help process ideas better.
 * // Beach Ball: //** Beach Ball's will have the choice of how they want to make this biography in unique ways; the possibilities literally are endless!
 * // Rationale: //** All of these learning styles are met with this lesson because students get to have choice, they get to think creatively, work with groups, have deep discussion and disect each character and all together, are very well organized.


 * // 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 such as: Romeo, Juliet, Tybalt, Mercutio, and Benvolio.
 * // CCSS: //** Craft and Structure of Literature
 * // Facet: //** Perspective
 * // Rationale: //** This lesson helps students learn about the Craft and Structure of Literature because they are interpreting and finding out as much information about a character as possible so that they can understand the novel and each characters role in it.

//** Rationale: **// All of the learning styles combined with Type II Technology help appeal to different students and make sure their products involve deeper thinking and meaning than just making a regular character profile.
 * // Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. //**
 * // MI Strategies: //**
 * Verbal:** The Jigsaw groups speaking to the class and to one another about their character.
 * Visual/Linguistic:** Writing the biography.
 * Bodily-Kinesthetic:** The hook, getting up and figuring out where each trait of Shakespeare goes.
 * Naturalistic:** Going outside and interacting with certain points of nature.
 * Logical:** How to organize the biography and think critically about specific characters.
 * Interpersonal:** Working in Jigsaw groups and interacting with other students.
 * // Type II Technology: //** Writing a biography to be published online

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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: //**To pre-assess students, they will write up on a question board things they do not understand about the plot, certain characters, etc. This is so students can ask questions confidentially and if they are afraid to speak up in class. Students will choose a favorite character (out of the list above) and then make a four-column chart describing their personality, important quotes, what they did in certain acts of the play, and their physical traits. They will then get into Jigsaw Groups to teach about the character to the class and receive feedback.
 * // Summative: //** A Published Biography
 * // Rationale: //** The assessments in this lesson show the teacher just how well students understand the characters in //Romeo & Juliet// and it also helps identify and other problem the student might have with the story in the pre-assessment and using the graphic organizer. || [[image:http://www.wikispaces.com/_/4k0z606x/i/c.gif width="1" height="600"]] ||  ||
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