L1+Lunt,+Cyril

** COLLEGE OF EDUCATION, HEALTH AND REHABILITATION **
 * ** UNIVERSITY OF MAINE AT FARMINGTON **

** LESSON PLAN FORMAT **


 * __ Teacher’s Name __**** : Mr. Lunt ** **__Lesson #:__ 2 __Facet__: Interpret**
 * __ Grade Level __**** : 11th - 12th ** **__Numbers of Days:__ Two**
 * __ Topic: Is Macbeth Good or Evil? __**


 * __ PART I: __**

Students will understand that Macbeth is a complex character that people view differently. The students need to justify their belief in whether or not Macbeth is a good man who turned evil, or was evil to begin with.
 * __ Objectives __**
 * Student will understand that **

That even the bad guys in history are complex people, and many people can have radically different views on a single person.
 * Student will know **

create an argument and persuasive essay.
 * Student will be able to do **

A blog entry that's worded as a persuasive essay, where the student
 * Product: **

Common Core State Standards Content Area: Reading Grade Level: Grades 11-12 Domain: Literature Standard: Key Ideas and Details, Craft and Structure, and Integration of Knowledge and Ideas Clusters: 3, 6, 7
 * __ Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment __**

Students will understand that good characters are complex, multidimensional people, much like real human beings.
 * Rationale: **


 * __ Assessments __**

The students will be given an exit ticket in the middle of the project to see where they're standing on the whole topic.
 * __ Formative (Assessment for Learning) __**
 * Section I – checking for understanding during instruction **

Students will meet up with both their courts and myself to see if they are fine, and following the rubric.
 * Section II – timely feedback for products (self, peer, teacher) **

Students will write a blog that will detail their beliefs about the character of Macbeth, and whether he's merely a good man that was caught in the wrong place, or was bad from the beginning. Students will meet with their court groups and discuss where they are, and what their feelings are about Macbeth. Once they post their blog entry, I will grade it according to the rubric.
 * __ Summative (Assessment of Learning): __**

Students will have to use a blogging website (//Blogster//) and write their essay there. They may use multimedia displays as well, such as pictures, youtube videos, and other technologies at their leisure.
 * __ Integration __**
 * Technology: **


 * Content Areas: **
 * Art - Theater is an art.

Students will use the "over/under" graphic organizer to place their thoughts, and organize the pros and cons of their specific argument.
 * __ Groupings __**
 * Section I - Graphic Organizer & Cooperative Learning used during instruction **

Much like most projects, the students will meet with their courts and discuss their beliefs on the subject of the project, as well as help one another with their own entries.
 * Section II – Groups and Roles for Product **


 * __ Differentiated Instruction __**


 * __ MI Strategies __**

 **Logical-Mathematical:** Arguments are very methodical, using pathos, logos, and ethos to make a point. You must know what amount of each to use in order to make a cohesive argument, which takes a very logical mind to do.  **Visual-Spatial:** You may use pictures to illustrate your points better.  **Musical:** You may give us a song selection to listen to while reading the blog post to put us in the right state of mind.  **Intrapersonal:** The assignment is written by you and you alone.  **Interpersonal:** You will have it peer edited by your court.  **Existentialist:** You can frame the argument as a huge question about morality, and whether or not there is good or evil (or if there is, if it's relative).
 * Verbal-Linguistic: ** Much like the previous lesson, this is pretty much verbal territory.


 * __ 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. //

If a student misses a class day while this project is going on, they can simply go to the class wiki and look up the assignment and complete it when it's due. Seeing as it's going to be totally online, there shouldn't be much preventing a student from finishing it on time.
 * Plan for accommodating absent students: **


 * __ Extensions __**

Students will use a blog account to post their essay on, and the wikispace to post the link.
 * Type II technology: **

Gifted students, or students who are looking for a challenge, have the opportunity to make a video to help explain their case, using whatever means they deem necessary (as long as it's approved my me).
 * Gifted Students: **

// List all the items you need for the lesson. //
 * __ Materials, Resources and Technology __**
 * Rubric
 * Blogger Account
 * Computers
 * Graphic Organizer
 * Two sets of Macbeth Assets

// List all URL and describe. // http://www.sparknotes.com/shakespeare/macbeth/canalysis.html#Macbeth
 * __ Source for Lesson Plan and Research __**


 * __ PART II: __**


 * __ Teaching and Learning Sequence __**** (Describe the teaching and learning process using all of the information from part I of the lesson plan) **// Take all the components and synthesize into a script of what you are doing as the teacher and what the learners are doing throughout the lesson. Need to use all the WHERETO’s. (3-5 pages) //

//Section 1:// Students will sit in their court groups with their laptops out, but not opened (until project beings)


 * Day 1:**
 * Students will be given one of two character sheets of Macbeth that list his traits. One sheet will only have good things to say, and the other will have his bad traits. It will not say that it is Macbeth. The students will meet in their court and discuss their feelings for the character (students in the same courts will be given the same character sheet). They will then tell their consensus to the class. Hopefully there will be conflict. (20 minutes)
 * Students will then be given the rubric and graphic organizer for the assignment. They will be told of what the assignment is, in full. (20 minutes)
 * Students will then start their blog entry in class. (40 minutes).

Day 2:
 * Students will be given the class period to work on their assignment, get help from either me or their courtmates. It will be due by the end of the day. (80 minutes)

** Where, Why, What, Hook Tailors: ** Verbal, Visual, Interpersonal, Logical, and Intrapersonal.

//Section 2:// ** Equip, Explore, Rethink, Revise, Tailors: ** Verbal, Visual, Interpersonal, and Intrapersonal.
 * Students will know how complex of a character Macbeth is, and why that is important. Use examples from the play to formulate their opinion.
 * Students will have their rough drafts looked over by their courts, and if they would like, myself. Students may use the over/under graphic organizer to sort out the pros and cons for their argument.
 * I will use an exit ticket to see how the students are fairing.

//Section 3:// ** Equip, Explore, Rethink, Revise, Tailors: ** Verbal, Visual, Interpersonal, Logical, and Intrapersonal.
 * Use examples from the play to formulate their opinion. Write the blog.
 * Students will understand that Macbeth is a complex character that people view differently. The students need to justify their belief in whether or not Macbeth is a good man who turned evil, or was evil to begin with.
 * Students will work by themselves on the final product, but can get help from their peers and myself.

Section 4: *Students will grade themselves using the rubric. I, too, will grade them, and see if their assessment is fair. ** Explore, Experience, Revise, Refine, Tailors: ** Verbal, Intrapersonal, Interpersonal, Logical, and Visual.

Students will know….. // Develop detailed content notes so a substitute or a colleague can teach your lesson. (2-3 pages) // http://www.sparknotes.com/shakespeare/macbeth/canalysis.html#Macbeth This page has pretty detailed accounts of most, if not all, of the main characters. However, the link above goes directly to Macbeth, as he is the focus of the product. However, it is biased towards the anti-Macbeth side. I would say to show the kids the site, but point out that it does carry said bias.
 * __ Content Notes __**

// List the items that need to be printed out for the lesson. //
 * __ Handouts __**
 * Rubric
 * Graphic Organizer
 * Two sets of Macbeth Assets


 * __ 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. //**

**// Clipboard: //** Students who are clipboard learners have a lot of resources at their disposal. They have the handouts to look through, and have the opportunity to meet with their classmates and teacher if they have any questions or concerns.
 * //__ Learning Styles __//**

**// Microscope: //** The assignment is an in-depth analysis of the psyche of a complex character, where multiple interpretations will be found. It's a microscope's dream.

**// Puppy: //** Students will be able to meet up with their court groups for this assignment, and get help from the teacher if they need it.

**// Beach Ball: //** There are many different ways one can interpret scenes and actions Macbeth takes. A beachball will never run out of things to think about over the course of the assignment.

**// Rationale: //** This lesson plan provides students ways to learn in all eight of the intelligences. This allows all learning styles to learn and understand the content in a way that is comfortable to them. This lesson also ties into the present which will help students relate to the content. There are also activities throughout the lesson that provides students multiple opportunities to understand the past and tie in their own interests.


 * // Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory. //**


 * // Content Knowledge: //**

// Common Core State Standards // // Content Area: Reading // // Grade Level: Grades 11-12 // // Domain: Literature // // Standard(s): Key Ideas and Details, Craft and Structure, and Integration of Knowledge and Ideas //
 * // MLR or CCSS: //**

//Explain//
 * // Facet: //**


 * // Rationale: //**
 * // Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. //**


 * // MI Strategies: //**
 * Verbal-Linguistic:** Much like the previous lesson, this is pretty much verbal territory.
 * Logical-Mathematical:** Arguments are very methodical, using pathos, logos, and ethos to make a point. You must know what amount of each to use in order to make a cohesive argument, which takes a very logical mind to do.
 * Visual-Spatial:** You may use pictures to illustrate your points better.
 * Musical:** You may give us a song selection to listen to while reading the blog post to put us in the right state of mind.
 * Intrapersonal:** The assignment is written by you and you alone.
 * Interpersonal:** You will have it peer edited by your court.
 * Existentialist:** You can frame the argument as a huge question about morality, and whether or not there is good or evil (or if there is, if it's relative).

Blogger
 * // Type II Technology: //**

Students will understand that good characters are complex, multidimensional people, much like real human beings.
 * // Rationale: //**


 * // Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. //**

See above.
 * // Formative: //**


 * // Summative: //**

A blog entry that's worded as a persuasive essay, where the student


 * // Rationale: //**

Students will understand that good characters are complex, multidimensional people, much like real human beings. || ||   || 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]. Portions not contributed by visitors are Copyright 2011 Tangient LLC. Exit ticket
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