L4+Lunt,+Cyril

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

** LESSON PLAN FORMAT **

**__ Teacher’s Name __**** : Cyril Lunt ** **__Lesson #:__ 4 __Facet:__ Empathy** **__ Grade Level __**** : 11th - 12th ** **__Numbers of Days:__ 4 Days** **__ Topic: __ Life and Times of Shakespeare **

**__ PART I: __**

**__ Objectives __** ** Student will understand that ** //the era that Macbeth was written in influenced many parts of the play. // ** Student will know ** //consider the pressures and events within Shakespeare's life. // ** Student will be able to do ** //consider the pressures and events within Shakespeare's life. //

** Product: ** iMovie, with a mandatory GarageBand song.

**__ Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment __** // 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 //

** Rationale: ** Students will understand why Shakespeare wrote the play, to whom he wrote it for, and why. They will see that even though some things are different, such as culture, somethings are the same, like famous people requesting works to please other famous people.

**__ Assessments __**

**__ Formative (Assessment for Learning) __** ** Section I – checking for understanding during instruction ** Have students get up and move to either side of the room while asking them questions.

** Section II – timely feedback for products (self, peer, teacher) ** Students will spend the third day in class for editing their iMovie, as well as having any questions answered about the project. At the end of the presentations, I will pass back completed rubrics.

**__ Summative (Assessment of Learning): __** Students will make a silent iMovie presentation about a scene from Shakespeare's life, or a scene from the Jacobean era. They will have several days to complete it, and on the fourth day, they will present it to the class.

**__ Integration __** ** Technology: ** Students will use both iMovie and Garageband for this assignment. iMovie is a movie editing program for Macs, and Garageband is an audio editing program and song maker, also for Macs. Both are renowned for their ease of use.

** Content Areas: ** Filmography: Having to make the film. Art: Editing is an art-form. Seriously. History: We're dealing with the Jacobean Era.

**__ Groupings __** ** Section I - Graphic Organizer & Cooperative Learning used during instruction ** Students will use the pinwheel organizer to block out what their song will sound like, and what scenes they want to use.

** Section II – Groups and Roles for Product ** The groups will be the Court groups. Each group needs a director, composer, cameraman, and editor. The Courts decide this on their own.

**__ Differentiated Instruction __**

**__ MI Strategies __**

**Verbal-Linguistic: ** Students will have to read in between the lines when it comes to certain parts of the play, especially with Banquo's relation with James the First.  **Logical-Mathematical:** Students will have to organize their thoughts in the most logical way that fits their learning style.  **Visual-Spatial:** Students will have to make visuals when it comes to the iMovie.  **Musical:** The entire lesson revolves around music.  **Intrapersonal:** The musical score can be made by one person.  **Interpersonal:** A cohesive group is required to make the presentation good.  **Naturalist:** The movie can be set outside.

**__ 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: ** If you are absent, or know that you will miss a day of class, please shoot me an email. I will understand. Please check the syllabus for what you missed, and tell me if you need a handout. I am willing to work with you during my office hours, or after-school with an appointment.

**__ Extensions __**

** Type II technology: ** Students will use both iMovie and Garageband for this assignment. iMovie is a movie editing program for Macs, and Garageband is an audio editing program and song maker, also for Macs. Both are renowned for their ease of use.

** Gifted Students: ** Students who are looking for a challenge can try to make an iMovie that's longer than

**__ Materials, Resources and Technology __** *Laptops *Internet *The Library *Writeup *Rubric *Video Camera *iMovie *Garageband *COW (Computers on wheels)

**__ Source for Lesson Plan and Research __** // List all URL and describe. // http://shakespeare.palomar.edu/timeline/summarychart.htm

**__ 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) //

** __First Section__ **

** Day One: ** *Students will first sit in their court groups when they enter the room. For future references, that will be their official groups for this project. *They will be asked to take out a piece of paper, and write down what they did over the nearest seasonal break (Summer or Winter). I'll specifically ask them to write it like stage directions, without dialog. I'll suggest that if they can, pick a song that would go along with it. Once they have completed, I'll ask for volunteers to share. (20 minutes) *Once the sharing is done, I'll pass out the write up for the project proper. I'll ask a student to read it out-loud, and I'll summarize afterwards (20 minutes) *I will then ask for the Court groups to divide the jobs up amongst themselves, and talk about ideas for the iMovie. (20 minutes) *After that, I will ask the students what they plan to do, and write down their choices/job placements. I'll also check to see if all four groups have access to cameras. If a group doesn't, I'll rent one from the computer lab for the project. (20 minutes) *At the end of the class, I'll ask the students to play around with some ideas. Their homework is to come up with a skeleton script (about a page summary of what they want to do).

** Day Two: ** *Check to see if the Court groups wrote their script. (5 minutes) *Get a COW and have the students take a laptop. I'll then ask them to open up iMovie, and play around with it for about ten minutes. Then I'll ask them to do the same for Garageband. Just enough time for them to get acquainted with the technology. (20 minutes) *Once that is complete, I'll ask them to spend the majority of the class researching their scene, as well as start making the song. (50 minutes) *At the end, I'll ask if there is any questions that they'd like for me to answer. (10 minutes) *Homework will be starting the project proper, if they already haven't.

Day Three: *The entire day will be used for editing the movie and song. (80 minutes) *The homework will be to finish the movie by next class.

Day Four: *The entire class will be used to watch the movies. After each movie is shown, the students will hold a questions and answers if anything was left ambiguous. (80 minutes) *Give back feedback and filled out rubric. If students have any questions, they may see me after class. ** Where, Why, What, Hook Tailors: ** Verbal, Visual, Interpersonal, Naturalist, Bodily, Existential, Logical, Musical, and Intrapersonal (depending)

__ **Second Section** __ * *Students will know that about King James' influence of the play, as well as Shakespeare's own experiences that went into the play. Read books from the library and online resources to find information about the era and their subject. ** See Content Notes ** *Beyond using their group as a support system, the students will also use the pin-wheel organizer to place their thoughts and information down. *I will ask the students where they stand on the topic and the presentation, and if they have any questions, they may catch me during office hours, or email me. Describe all your content (include hyperlinks) in this paragraph and attach teacher content notes. ** Equip, Explore, Rethink, Revise, Tailors: ** Verbal, Visual, Interpersonal, Naturalist, Bodily, Existential, Logical, Musical, and Intrapersonal (depending)

__ **Third Section** __ * <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">Read books from the library and online resources to find information about the era and their subject. Make an iMovie about a scene from Shakespeare's life that went into the formation of Macbeth. Catch is, it must be a silent movie, and the action must be expressed through music created in GarageBand.

* The groups will be the Court groups. Each group needs a director, composer, cameraman, and editor. The Courts decide this on their own. *They will be given the rubric before the project starts, to show what I am looking for in a presentation. On top of this, they will have the opportunity to use the pin-wheel graphic organizer, as well as the iMovie presentation itself. <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">*Students can have their rough drafts looked over by their courts, and if they would like, myself. Students will use a pin-wheel organizer to place their thoughts down on paper. ** Explore, Experience, Revise, Refine, Tailors: ** Verbal, Visual, Interpersonal, Naturalist, Bodily, Existential, Logical, Musical, and Intrapersonal (depending)

__ **Fourth Section** __ * Students are free to ask for clarification, as well as use the rubric I pass back as a gauge to see how well they are doing. *With the knowledge gained from this assignment, the students will understand the background of Shakespeare more, as well as the time the play was written. ** Evaluate, Tailors: ** verbal, Visual, Interpersonal, Naturalist, Bodily, Existential, Logical, Musical, and Intrapersonal (depending)

**__ Content Notes __** Students will know….. // Develop detailed content notes so a substitute or a colleague can teach your lesson. (2-3 pages) // http://shakespeare.palomar.edu/timeline/summarychart.htm This website has, essentially, everything I need to do this assignment. It has a timeline of Shakespeare's life, as well as major events that happened during his life. Students can choose from any part of the list, or request one that isn't. If they do the latter, they must get it okay'd by myself.

Students will be shown how to use Garageband and iMovie in class. They will be shown very basic information, such as how to splice a video or audio piece in two, and how to drag things into the queue. They will be allowed time to play with it in class. Also, show them how to upload video using a fire-wire cable (pretty self intuitive, just plug it in and wait for iMovie to recognize it).

**__ Handouts __** // List the items that need to be printed out for the lesson. // *Writeup *Rubric

**__ 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: //** Some Clipboards will find the pin-wheel graphic organizer will help them pace out the music, as well as put the scenes in an order that makes sense.

**// Microscope: //** Along side studying about the fascinating history of the Jacobean era, they get to methodically comb through all the information they get to make a coherent plot to the story.

**// Puppy: //** Seeing as the groups that the students will be working with are their Court groups, they should know everyone well enough by this point to

**// Beach Ball: //** Much like lesson three, there are various ways that a student could take this project. They can take a part of Shakespeare's life, his entire life, or instead of all of that, and important event in the Jacobean era. The possibilities are endless.

**// Rationale: //** <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">Students will understand why Shakespeare wrote the play, to whom he wrote it for, and why. They will see that even though some things are different, such as culture, somethings are the same, like famous people requesting works to please other famous people.

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

**// Content Knowledge: //**

**// MLR or CCSS: //** // 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 //

**// Facet: //** Empathy

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

**// MI Strategies: //** **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Verbal-Linguistic: **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Students will have to read in between the lines when it comes to certain parts of the play, especially with Banquo's relation with James the First. <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;"> **Logical-Mathematical:** Students will have to organize their thoughts in the most logical way that fits their learning style. <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;"> **Visual-Spatial:** Students will have to make visuals when it comes to the iMovie. <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;"> **Musical:** The entire lesson revolves around music. <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;"> **Intrapersonal:** The musical score can be made by one person. <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;"> **Interpersonal:** A cohesive group is required to make the presentation good. <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;"> **Naturalist:** The movie can be set outside.

**// Type II Technology: //** Students will use both iMovie and Garageband for this assignment. iMovie is a movie editing program for Macs, and Garageband is an audio editing program and song maker, also for Macs. Both are renowned for their ease of use.

**// Rationale: //** <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">Students will understand why Shakespeare wrote the play, to whom he wrote it for, and why. They will see that even though some things are different, such as culture, somethings are the same, like famous people requesting works to please other famous people.

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

**// Formative: //**

**// Summative: //** Students will make a silent iMovie presentation about a scene from Shakespeare's life, or a scene from the Jacobean era. They will have several days to complete it, and on the fourth day, they will present it to the class.

**// Rationale: //**

<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">Students will understand why Shakespeare wrote the play, to whom he wrote it for, and why. They will see that even though some things are different, such as culture, somethings are the same, like famous people requesting works to please other famous people. || ||   || 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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