L1+Haskell,+Emily

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

** LESSON PLAN FORMAT **

**__Grade Level__:** 11-12 **__Topic:__** Plot and Scene Structure
 * __ Teacher’s Name __**** : ** Miss Haskell
 * __ Lesson #: __**** 1 **
 * __ Facet: __** Empathy
 * __ Numbers of Days: __** 2-3 Days

**__PART I:__**

**__Objectives__**

Student will understand that structure of scenes and plot contribute to the over all meaning of __The Taming of the Shrew__. Student will know plot, structure, climax, conflict, opening, and resolution. Student will be able to consider the meaning of certain plot and scene structure.

**Product:** Story Cube

**__Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment__**

Content Area: Reading, __The Taming of the Shrew__ Grade Level: Grade 11-12 Domain: Literature Standard: Craft and Structure Cluster 4,5,6

**Rationale:** Students will use a sequence chart and deep conversation to gain a better understanding of how plot and scene structure influence meaning in __The Taming of the Shrew.__

**__Assessments__**

**__Pre-Assessment: (Lesson 1 only)__**

In the Think-Ink-Pair-Share activity students will explore their current understanding of plot sequence, scene structure, word meaning, and perspective as they apply to meaning.

**__Formative (Assessment for Learning)__**

**Section I – checking for understanding during instruction**

After doing a quick write activity individually, the students will read their short responses aloud in order to check their understanding of scene structure and plot.

**Section II – timely feedback for products (self, peer, teacher)**

Students will self-assess themselves and receive teacher feedback using a checklist which will clearly explain the expectations and requirements necessary to create a successful story cube.

**__Summative (Assessment of Learning):__**

Using an online template, students will make a cube on which they explore many of the commonly confused or misunderstood facets of plot sequence in __The Taming of the Shrew__. Each side will describe a different scene in Shakespeare's play. They will provide a short synopsis of each scene and a list and description of each of the characters present in the scene along with a picture of where they believe the scene is taking place.

**__Integration__**

**Technology:** Using an online template students will make a cube on which they explore many of the commonly confused or misunderstood facets of plot sequence in __The Taming of the Shrew__.

**Art-** Students will use their creativity to produce an aesthetically pleasing final product (story cube). **__Groupings__**

**Section I - Graphic Organizer & Cooperative Learning used during instruction**

Students will produce a sequence chart in which they explore the sequence of events within __The Taming of the Shrew__. They will then use the graphic organizer in order to guide their round robin cooperative learning activity in teams. Here they will go around in a circle and share their thoughts and feelings about the sequence of events in the play.

**Section II – Groups and Roles for Product**

Students will make a story cube in assigned pairs on which they explore many of the commonly confused or misunderstood facets of plot sequence in__The Taming of the Shrew__. The students will be expected to do an equal amount of research and have an equal role in designing and decorating the cube as well.

**__Differentiated Instruction__**

**__MI Strategies__**

**Verbal:** Students will write their opinions and feelings about the play during the quick write activity **Logical:** Students will use their logical intelligence to think through plot sequence and record it in their graphic organizer. **Visual:** In using a sequence chart as a graphic organizer, the students will be able to see their ideas in a physical manner. **Musical:** Students will find a song or songs that they believe fits the theme in __The Taming of the Shrew__. **Kinesthetic:** Students will be given flashcards with important events on them and be asked to put in the order they see fit. **Intrapersonal:** In the checking for understanding exercise students will have the opportunity to reflect on their own feelings and ideas before writing them down. **Interpersonal:** After completing the checking for understanding exercise students will be able to share their quick write with the entire class. **Naturalist:** Students will find pictures of places where they believe certain scenes are taking place.

**__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.//

**Accommodating** **Absences**- Students who are absent will be responsible for seeking out the work they have missed. Class notes will be offered to all students whether they are absent or not. The student will be responsible for scheduling time to review the material they have missed or to address questions they might have. If he or she knows that they will be absent, they will be responsible for getting the work ahead of time and communicating with their story cube partner to ensure that the work is received in a timely manner.

**__Extensions__**

**Type II technology:** Using an online template students will make a cube on which they explore many of the commonly confused or misunderstood facets of plot sequence in __The Taming of the Shrew__. This is a type II technology because it allows the students to view the cube before it is finished. It also has all kinds of formatting tools that make this much simpler to do online than on paper.

**Gifted Students:**

Students who want or require more of a challenge will have the opportunity to analyze the meaning of the scene as well as providing their synopsis and list of character descriptions.

**__Materials, Resources and Technology__** > **__Source for Lesson Plan and Research__** >
 * // Laptops //
 * // Sequence chart handout //
 * // Copy of syllabus //
 * // Picture of playbill //
 * // Prompt for quick write activity (handout) //
 * // Checklist handout //
 * // List of story cube partners //
 * [] **Sequence Chart**
 * http://edu221spring12class.wikispaces.com/S+Haskell%2C+Emily **Class Syllabus**
 * [] **Playbill Picture**
 * __ 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)//

Day 1 (80 mins) Day 2 (80 mins)
 * Students will be sitting in clusters in order to promote class discussion when appropriate.
 * As a hook, a picture of a playbill for __The Taming of the Shrew__ (5)
 * The students will take a short amount of time to reflect on the photo and will then have a small group discussion using a round robin activity to discuss what they think it is and why it is there. (15)
 * Students will do a quick write activity explaining what they know about Shakespeare, plot, scene structure and plays in general. (5)
 * Students will then use a think-ink-pair-share activity and, with a partner, share what they wrote and thought about Shakespeare, plot, scene structure and plays in general, addressing each of the topics one at a time. (15)
 * Come together as a class and discuss our findings within our pairs (10)
 * Briefly summarize the plot of __The Taming of the Shrew__ and be sure to review the characters. (30)
 * Students will start the class by producing a sequence chart in which they outline the basic plot, main points of the story, and a short description of each. (30)
 * Following this the students will engage in a discussion in small groups where they will share their sequence charts. (10)
 * Students will then discuss the sequence charts and their discussions with the rest of the class. (10)
 * The teacher will put students into pairs and review the process for creating a story cube with their partner. (15)
 * Students will be given the rest of the time to begin their projects and ask the teacher any questions that they might have. (15)

Students will understand that structure of scenes and plot contribute to the over all meaning of The Taming of the Shrew. CCSS //Craft and Structure.//Students will be able to use the knowledge they gain to interpret future literary works and strengthen their logical intelligence and work through sequences.The teacher will show a picture of a playbill for __The Taming of the Shrew__ as an introduction to the play. During this time the students will think briefly about why they believe the picture is there and what they believe it is. The teacher will ask questions such as,"What is the significance of the differences in size between the two people on the playbill?", "Who are the two people on the playbill?", and "Why do you think the woman is surrounded in rope?" Students will then discuss their thoughts in small groups using a round robin activity.

**Where, Why, What,** **Hook, Tailors:** Interpersonal, Intrapersonal, logical, and verbal, visual

Students will know plot, structure, climax, conflict, opening, and resolution. (See Content Notes) As a pre-assessment the students will write a brief statement (Quick write) describing what they know about The Taming of the Shrew and plays in general. After thinking individually about Shakespeare, The Taming of the Shrew, and plays in general, they will get together with a partner and review what they have written in a think-pair-share activity. The teacher will be facilitating discussion and asking questions like, "What are the important parts of a play?" and "What have you already learned about plays in school?" After discussing this with a partner, the class will come together and explore and share their findings. At the end of the class the teacher will offer a full summary of The Taming of the Shrew and a short description of each of the major characters. Students will then use a sequence chart in order to show their understanding of the plot in The Taming of the Shrew and will share their ideas in small groups and then with the rest of the class.

**Equip, Explore, Rethink, Revise, Tailors:** //interpersonal, intrapersonal, verbal, logical, visual//

Student will be able to consider the meaning of certain plot and scene structures. Using their sequence charts, students will create a story cube in order to explore and share their understanding of the main plot points in The Taming of the Shrew. Students will be paired up depending on their level of understanding when it comes to technology (ex. a student who has little experience with technology will be paired with a student who has a lot of experience with technology.) Together each pair will create a story cube. Students will be responsible for collaborating on the project and will be expected to divide the work evenly among themselves. Students will be given a checklist in order to track their process and self-assess.

**Explore, Experience, Revise, Refine, Tailors:** //Visual, Verbal, Interpersonal.//

Students will be given a checklist in order to track their process and self-assess. As they will be working in pairs, each student will be given a checklist in order to gauge their own performance. Students will submit their graphic organizers along with the final product. The teacher will then assess the students' story cubes by using the same checklist and providing feedback.

**Evaluate, Tailors:** interpersonal, intrapersonal, visual, verbal

**__Content Notes__**

Student will know plot, structure, climax, conflict, opening, and resolution.

Day 1:

On the first day of this lesson the students will be shown a picture of a playbill for The Taming of the Shrew. They will each have a short amount of time to reflect on the picture individually before a class discussion. Before the students are given time to reflect on the picture ask them questions such as, "What is the significance of the differences in size between the two people on the playbill?", "Who are the two people on the playbill?", and "Why do you think the woman is surrounded in rope?" Then in the round robin activity students will go around the circle they are in one at a time and share something they have found or believe.

The teacher will then describe the components of a play. Plot is "the arrangement of events or the selection and order of scenes in a play." A plot is not the same thing as a story. The story is //what// happens and the plot is //how// it happens. The plot in short is the selection and arrangement of scenes within the story or play.

There are many elements of a play. Some of these (the ones that we will discuss) are exposition or opening, conflict, climax, and resolution. The exposition, more commonly called the opening, is what sets the play up for the audience. This will include such things as setting (place, day, time period), a list of characters and a short description of each, and perhaps a forward or introduction by the playwright.There are all kinds of characters and the teacher will briefly mention that there are different roles that characters can play. For example, a character can be a protagonist, an antagonist, a counterpart, a narrator, or a confidante.

The teacher will ask the students to pay attention to the theme they believe may be present at all times when reading __The Taming of the Shrew__. The theme is the central idea (almost never directly stated) that is implied through the plot points or through the actions of the characters. The students will also be asked to discuss dialogue wich is simply the language used by the characters. They will be asked to pay special attention to dialogue as it pertains to meaning.

Day 2:

On the second day of the lesson students will begin class by completing a sequence chart. They will write down all of the terms they have learned where they see fit; words such as climax (the point where one force is favored over the other or where one of the characters prevails), resolution (whatever comes after the climax leading up to the end of the story) and opening (Everything the audience needs to know in order to understand the play). They will include these words with a short description of what is happening at this point in the play. The students will then be put with a partner and discuss their sequence charts. The class will then come together and try to make a large sequence chart as a class, recalling as much information as possible. Finally the teacher will put students into pairs and go over the process of creating a story cube. The students will then have the remaining time to begin work on their story cube and ask any questions they may have about the final product.

**__Handouts__**
 * // Syllabus //
 * // Checklist //
 * // Prompt for quick write activity //

**__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://** //Students will have a checklist and a prompt to guide their final product and their quick write activity.They will also learn through experience when they create their story cube with a partner and will be guided through a thinking process before and during the time that they fill out the sequence chart that will act as the framework for their final product.//

**//Microscope://** //Here the students will be able to go in depth and explore the details that accompany many if not all of the major plot points and characters. They will have the opportunity to analyze why scenes are structured the way they are and why the plot sequence is as it is.//

**//Puppy://** //The students who describe themselves as puppies when it comes to learning will be given a safe, warm, and productive environment in which to learn. The teacher will help to facilitate their discussion and will be sure to ask them questions that make them think. The students will also be allowed to work in both small groups and will share their work and ideas with the rest of the class.//

**//Beach Ball://** //The beach ball students will be given the time to brainstorm freely and in a manner wich they see fit. These students will appreciate the variety of activities that we will do, including looking at a picture, writing, and having class discussions among other things. They will also enjoy the opportunity to work with their colleagues in a social manner.//

**//Rationale://** //In this lesson plan each of the students will be comfortable as each learning style has een taken into account. Not only will each of the students be able to learn to the best of their abilities, but they will be able to see and experience many other learning styles in the process. Regardless of their learning style, there is something in this lesson for everyone.//

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

**//Content Knowledge://** //(See Content Notes)//

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

**//Facet://** //Empathy- In this lesson I want the students to analyze not only why the plot and scenes are structured the way they are, but to also decide why the author (or playwright in this case) decided to put things in the order that he or she did. They will look at some of the reasons that the playwright may have put major plot points in certain places.//

**//Rationale://** //This lesson ensures that the students know about things like plot, climax, resolution etc. This lesson has been planned in such a manner as to ensure that the students will gain a full knowledge of the terms listed within the content notes, the plot of__The Taming of the Shrew__, and the importance of literary features within a work. They will also meet the curriculum goals as are previously stated.//

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

**//MI Strategies://** **Verbal:** Students will write their opinions and feelings about the play during the quick write activity. **Logical:** Students will use their logical intelligence to think through plot sequence and record it in their graphic organizer. **Visual:** In using a sequence chart as a graphic organizer, the students will be able to see their ideas in a physical manner. **Musical:** Students will find a song or songs that they believe fits the theme in __The Taming of the Shrew__. **Kinesthetic:** Students will be given flashcards with important events on them and be asked to put in the order they see fit. **Intrapersonal:** In the checking for understanding exercise students will have the opportunity to reflect on their own feelings and ideas before writing them down. **Interpersonal:** After completing the checking for understanding exercise students will be able to share their quick write with the entire class. **Naturalist:** Students will find pictures of places where they believe certain scenes are taking place.

**//Type II Technology://** //Students will use a story cube creation tool online as well as their online planner. This tool allows them to quickly organize their thoughts and turn them into a printable story cube already on the template for cutting out.//

**//Rationale://** //This lesson includes different activities and instructional strategies to ensure that many if not all of the intelligences are touched upon throughout the class period. This way students have the opportunity to learn in a way that suits them and they have the chance to use a type II technology in the process.//

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

**//Formative://** //As a pre-assessment students will do a quick write activity (as a part of think-ink-pair-share) so that the teacher and the other students can gauge where they are and how much they know about the components of a play and Shakespeare in general. The class will also have multiple discussions and will be responsible for filling out a sequence chart in order to fuel their discussion and thinking process.//

**//Summative://** //At the end of the lesson students will be responsible for completing a story cube with a partner. At the end of the unit they will also be asked to compete a performance task in which they display the knowledge they have gained throughout the entire unit.//

**//Rationale://** //This lesson incorporates many different kinds of assessment and allows the students to show their knowledge without the pressure of simply having a test or paper to write. Using these types of assessment the teacher can successfully gauge the students' progress in multiple ways.//