L6+Lunt,+Cyril

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

** LESSON PLAN FORMAT **

**__ Teacher’s Name __**** : Cyril Lunt ** **__Lesson #:__ 6 __Facet:__ Perspective** **__ Grade Level __**** : 11th - 12th ** **__Numbers of Days:__ 4 Days** **__ Topic: __ Macbeth iMovie Part Deux **

**__ PART I: __**

**__ Objectives __** ** Student will understand that **

//Shakespeare’s language is still accessible today, and is understandable to us, though point out important wordplay. // ** Student will know ** //preform scenes from the play with understanding. // ** Student will be able to do ** //critical details: about Macbeth, Lady Macbeth, Banquo, the Witches, Macduff, the play itself, and Shakespeare. //

** Product: ** Students will write, direct, edit, and produce an iMovie by taking a scene from Macbeth and transposing it to another time or era.

**__ 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: ** Being able to write, edit, and create movies is a good way to get a fine eye for details. I know from experience that once you edit enough movies, you begin to start noticing not only good editing in movies and television, but also good storytelling.

**__ Assessments __**

**__ Formative (Assessment for Learning) __** ** Section I – checking for understanding during instruction ** Students will take a cell phone poll to see where they currently are. Because it's anonymous, they should feel more comfortable doing it.

** Section II – timely feedback for products (self, peer, teacher) ** Students will have most of the second class to finish up their pictures with their court groups. Once they are finished with the assignment, they will get a graded rubric back the following class.

**__ Summative (Assessment of Learning): __** Students will write, direct, edit, and produce an iMovie by taking a scene from Macbeth and transposing it to another time or era.

**__ Integration __** ** Technology: ** Students will use iMovie for this assignment. They have already used iMovie in Lesson Four, but it was more of a vehicle for their music than it was the major part of the project. They will be graded much more for their product on this assignment than the previous one.

** Content Areas: ** Filmography: Having to make the film. Art: Editing is an art-form. Seriously. **__ Groupings __** ** Section I - Graphic Organizer & Cooperative Learning used during instruction ** Students will use a storyboard to pace their scenes, as well as to block out their thoughts.

** Section II – Groups and Roles for Product ** The groups will be the Court groups. Each group needs a director, cameraman, and editor. The Courts decide this on their own. However, if someone had a specific job in Lesson Four, they cannot have the same job for this assignment.

**__ Differentiated Instruction __**

**__ MI Strategies __**

** Verbal-Linguistic: ** You have to write the script for the iMovie before you make it. **__ 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. //
 * Logical-Mathematical **: You have to have a very keen eye to make good edits for the movie, and organize them in a way that makes sense.
 * Visual-Spatial: ** The entire project hinges on the visual aspect.
 * Musical: ** You can use/make songs that go well with the scenes to add emotion to the piece.
 * Interpersonal: ** You must work with your teammates in order to have a product.
 * Naturalist: ** You may set the movie to be outside.
 * Existentialist: ** The movie could be an exploration into the minutia of the particular scene.

** 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 iMovie for this assignment. They have already used iMovie in Lesson Four, but it was more of a vehicle for their music than it was the major part of the project. They will be graded much more for their product on this assignment than the previous one. ** Gifted Students: ** Students who wish to go above and beyond could work with other groups to create a cohesive story. There's nothing in the handout that says they all can't be the same genre/era.

**__ Materials, Resources and Technology __** *Laptops *Internet *The Library *Writeup *Rubric *Cameras *Photoshop (or Gimp 2.0) *COW (Computers on wheels)

**__ Source for Lesson Plan and Research __** // List all URL and describe. // []

**__ 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__ **

Students will be seated at their court groups for this assignment.

** 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. *Once the students have gone to their groups, I will begin the day by showing the movie Lion King. This will take all class (and more). This is to show that you can take an existing play/book/movie/etc. (Hamlet) and change the setting (Lion King), while retaining the original message (89 minutes).
 * For homework, I will give them the project writeup and rubric to read over. They do not have to start the assignment, but they can if they want.

** Day Two: **
 * Get a COW and have the students take a laptop. Once that is complete, I'll ask them to spend the majority of the class researching their scene, as well as start writing their script. (70 minutes)
 * At the end, I'll send the students to the cell phone poll page, and ask them to do it. (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. (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 preform scenes from the play with understanding. ** See Content Notes ** *Beyond using their group as a support system, the students will also use a storyboard to place their thoughts and information down. *I will set up a cell phone poll to see where the class is at the moment. 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** __ * Students will work with their courts for this project. *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 a storyboard, as well as the presentation itself. *Students can have their rough drafts looked over by their courts, and if they would like, myself. Students will use a storyboard 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 be able to have a more complex understanding of Macbeth, and possibly much more. ** 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) //

[] This has everything you needed to know about Macbeth, including the play itself. If you ever wanted to know why a character did something, or what a character was //really// saying, than look no further.

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

**__ 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 storyboard will help them put the scenes in an order that makes sense.

**// Microscope: //** The project itself is going through an entire scene, piece by piece, and taking all the meaning from it, and applying it to another scenario. It's a Microscopes dream!

**// Puppy: //** Like Lesson Four, this is a group project, so a Puppy will have a lot of support on it. Also, they will be with their court, so they'll know everyone who's working on the assignment.

**// Beach Ball: //** Much like lesson three, there are various ways that a student could take this project. They can put it in whatever time, era, or genre they so choose, so the limits are endless.

**// Rationale: //** Being able to write, edit, and create movies is a good way to get a fine eye for details. I know from experience that once you edit enough movies, you begin to start noticing not only good editing in movies and television, but also good storytelling.

**// 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: //** **Perspective**

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

**// MI Strategies: //** ** Verbal-Linguistic: ** You have to write the script for the iMovie before you make it. **// Type II Technology: //** Students will use iMovie for this assignment. They have already used iMovie in Lesson Four, but it was more of a vehicle for their music than it was the major part of the project. They will be graded much more for their product on this assignment than the previous one. **// Rationale: //** <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 12pt;">Being able to write, edit, and create movies is a good way to get a fine eye for details. I know from experience that once you edit enough movies, you begin to start noticing not only good editing in movies and television, but also good storytelling. **// Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. //**
 * Logical-Mathematical **: You have to have a very keen eye to make good edits for the movie, and organize them in a way that makes sense.
 * Visual-Spatial: ** The entire project hinges on the visual aspect.
 * Musical: ** You can use/make songs that go well with the scenes to add emotion to the piece.
 * Interpersonal: ** You must work with your teammates in order to have a product.
 * Naturalist: ** You may set the movie to be outside.
 * Existentialist: ** The movie could be an exploration into the minutia of the particular scene.

**// Formative: //**

**// Summative: //** <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">Students will write, direct, edit, and produce an iMovie by taking a scene from Macbeth and transposing it to another time or era.

**// Rationale: //** <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 12pt;">Being able to write, edit, and create movies is a good way to get a fine eye for details. I know from experience that once you edit enough movies, you begin to start noticing not only good editing in movies and television, but also good storytelling. || ||   || 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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Portions not contributed by visitors are Copyright 2011 Tangient LLC. <span style="display: block; height: 1px; left: -40px; overflow: hidden; position: absolute; top: 6916.5px; width: 1px;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-ansi-language: EN-US; mso-bidi-language: AR-SA; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-US;">Being able to write, edit, and create movies is a good way to get a fine eye for details.