L2+Haskell,+Emily

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

**__Grade Level__:** 11-12 **__Topic:__** The Significance of Word Meaning
 * __ Teacher’s Name __**** : ** Miss Haskell
 * __ Lesson #: __** 2
 * __ Facet: __** Application
 * __ Numbers of Days: __** 2-3

**__PART I:__**

**__Objectives__**

**Student will understand that**word meaning (both connotative and figurative) impact all aspects of a literary work. **Student will know**connotative meaning, figurative meaning, interpretation, theme, analysis. **Student will be able to**adapt word meaning to fit a specific theme or message.


 * Product: ** Garage Band Podcast

**__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 persuasion map and a numbered head activity to gain a better understanding of how both connotative and figurative language influence meaning in __The Taming of the Shrew.__

**__Assessments__**

**__Formative (Assessment for Learning)__**

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

During class the students will get together with a partner and engage in a timed pair share. The entire class will then come together to share what they have discussed in their individual groups.

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

Students will self-assess themselves and receive teacher feedback using a rubric which will clearly explain the expectations and requirements necessary to create a successful Garage Band Podcast.

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

Using Garage Band students will create a podcast in which they explore many of the commonly confused or misunderstood words and phrases in __The Taming of the Shrew__. In this podcast students will interview a character in Old English to show their understanding of it. They will be sure to fully introduce the character, specify his or her role, and over the course of the interview, provide context clues that may allow an audience to decipher the meaning of specific Old English words.

**__Integration__**

**Technology:** Using Garage Band students will create a podcast in which they explore many of the commonly confused or misunderstood words and phrases in __The Taming of the Shrew__. This will allow students to upload the track to a podcast sharing site and it will allow their peers to download it to their computer or mp3 device in order to listen to the product.

**Music-**Students will use their musical abilities and intelligence to add sounds and music to their finished product in order to make it seem more professional.

**__Groupings__**

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

Students will use a persuasion map and a numbered head activity to gain a better understanding of how both connotative and figurative language influence meaning in __The Taming of the Shrew.__ Here students will be placed in groups and each assigned a number. They will, as a group, talk for a few minutes about what they wrote in their persuasion map. The class will then come together and the teacher will prompt the students by saying something like "Twos, what did you think?" Then the person with the number two from every group would share his or her thoughts and feelings.

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

Students will make a podcast in assigned pairs or groups of three in which they explore many of the commonly confused or misunderstood words or phrases in __The Taming of the Shrew__. The students will be expected to do an equal amount of research and have an equal role in writing the script and acting it out. Every student must be heard in the final presentation.

**__Differentiated Instruction__**

**__MI Strategies__**

**Verbal:** Students will use their knowledge of language and words to try and identify the meanings of certain Old English words. **Logical:** Students will use their logical intelligence in order to determine which of the words in the opening activity goes with which definitions. **Visual:** By using the flashcards in this activity, students who are more visually inclined will be able to see the words and their definitions written out and next to one another. **Musical:** Students will record their own definitions of Old English words with a partner during their think pair share activity. **Kinesthetic:** In using this opening activity, students will be able to move the flash cards around in order to physically see all of the different possible combinations of words and definitions. **Intrapersonal:** In the checking for understanding activity, students will have the chance to reflect on their own ideas and record them silently without the input of others. **Interpersonal:** Students will be able to share their responses and ideas after they have had time to reflect in a personal manner. **Naturalist:** Students will be asked to consider certain words that describe such things as weather, landscape, and setting.

**__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 Garage Band students will create a podcast in which they explore many of the commonly confused or misunderstood words and phrases in __The Taming of the Shrew__. This is a type II technology as it will allow students to upload the track to a podcast sharing site and it will allow their peers to download it to their computer or mp3 device in order to listen to the finished product.

**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__**
 * // Laptops //
 * // Copy of Syllabus (Most students should already have this from lesson 1, but the teacher will have extra copies for those students who have lost theirs or were absent during the first lesson). //
 * // Persuasion map handout //
 * // List of Podcast groups/partners //
 * // Copy of rubric (one for each student) //
 * // Team Contract //
 * // Flash cards //

**__Source for Lesson Plan and Research__**

Unit Syllabus

[|Persuasion Map]

**__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):
 * Desks will be placed in groups prior to the beginning of class.
 * Students will come into the room, sit at one of the groups and begin to match old english words with their modern definitions using the flashcards that have been provided (directions for the opening activity will be placed on the board).(10)
 * As a class we will discuss what the groups have come up with and how it (word meaning) is one of the most important parts of a literary work, especially in //The Taming of the Shrew.// (10)
 * Students will fill out a persuasion chart individually (15)
 * The students will then be put into groups and given a number. The group will discuss what they have written on the persuasion chart and why they have written it. (10)
 * The class will then come together and the teacher will have kids with the same number talk about what they had written. (20)
 * The teacher will then introduce the ideas of connotative and figurative meaning, provide a few examples to the class and then prompt them to come up with an example of their own and share it with the class. (15)

Day 2 (80 mins):
 * The teacher will begin by quickly reviewing connotative and figurative meaning. The students will then be asked to (in pairs) find two examples of each from within //The Taming of the Shrew.// (15)
 * The students will have a short discussion on what they think interpretation is, then the teacher will explain the meaning and purpose of interpretation, specifically within the play. (20)
 * The teacher will discuss theme and analysis and connect the two in various examples. (20)
 * The teacher will put the students in groups for their final project and outline the requirements and expectations necessary to receive a satisfactory grade. (15)
 * Students will fill out their team contract and begin to discuss their ideas for the project. (10)

Students will understand that word meaning (both connotative and figurative) impact all aspects of a literary work, especially those in //The Taming of the Shrew//. //Craft and Structure.// Students will be able to use the knowledge they gain to understand and interpret future literary works they encounter. They will also be able to use this knowledge and their acquired skills to dissect and understand conversations they may find confusing in the future. The teacher will begin the class by providing groups of students with sets of flashcards. They will be asked to pair Old English words with their modern definitions by thinking about the words first and then putting them together as a group.

**Where, What, Why,Hook, Tailor**//: Interpersonal, Intrapersonal, Visual, Verbal, Logical//

Students will know connotative meaning, figurative meaning, interpretation, theme, analysis. (See Content Notes) Students will produce a persuasion map in order to guide their numbered heads activity. In this persuasion map the students will reflect silently on what factors they believe cause a character to act the way that he or she does withint the play. They will then have a small group discussion in which they talk about what they thought and wrote in their graphic organizers. For a final project students will create a podcast in Garage Band in which they interview a character in Old English to show their understanding of Old English. **Equip, Explore, Rethink, Revise, Tailors:**Interpersonal, Intrapersonal, Visual, Verbal, Logical

Students will be able to adapt word meaning to fit a certain theme or argument. Using their persuasion maps, students will create a podcast in order to explore and share their understanding of the word meaning in The Taming of the Shrew. Students will be put in groups 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 group will create a podcast. 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 rubric in order to track their process and self-assess.


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

Students will be given a rubric in order to track their process and self-assess. As they will be working in groups, each student will be given a rubric 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' podcasts by using the same rubric and providing feedback.


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


 * __Content Notes__**

Students will know connotative meaning, figurative meaning, interpretation, theme, analysis.

Day 1:

The teacher will be sure to place the desks in groups prior to the beginning of class (or if time does not allow, then students will be asked to rearrange the desks as soon as they come into the room). The teacher will begin by passing out a set of flashcards to each group. It is preferable to have these already on the desks when the students come in so they can begin to work as they arrive. On the board the teacher should write some short directions. It should sound similar to the following :"Before you there is a set of flashcards. On some are Old English words and on others are modern definitions of these words. As a group attempt to pair these Old English words to their modern definitions." Once the students have completed this activity as a group (or a sufficient amount of time has passed) the tacher should bring the class together and engage students in a larger class discussion.

The teacher will pass out a persuasion chart and ask students to fill out a persuasion map stating why they think that word meaning is important and contributes to the overall meaning in //The Taming of the Shrew//. The students will then discuss their ideas within their small groups and these ideas will again be shared with the class in a numbered heads activity. In this activity the kids within their groups will be assigned numbers. So every group will have a one, every group will have a two, etc. The teacher will prompt a discussion by saying something like "Number threes, tell me what you came up with." The teacher will then describe connotative and figurative meaning and provide an example (not from the play). The students will then be asked to come up with an example as a class (also not from the play).

Day 2:

The teacher will quickly begin class by reviewing connotative and figurative word meaning. The students will then be asked to pair up with no person in particular. They will then have to find two examples of each connotative and figurative word meaning within //The Taming of the Shrew// in order for the teacher to gauge their understanding using a timed pair share//.// The students will then be asked to have a short discussion on what they think interpretation is, then the teacher will explain the meaning and purpose of interpretation, specifically within the play. The teacher will discuss theme and analysis and connect the two in various examples. However, the teacher will be sure to spend a significant amount of the allotted time on analysis and interpretation, as those are the two that students will use most in their final projects.

Finally, the teacher will place the students in groups of three or four. They wil be asked to fill out another persuasion map as a group that argues why a particular character may act the way he or she does, focusing on specific details within //The Taming of the Shrew.//The students will have any time that remains to converse with their group, fill out their team contract, and begin to plan their project. The students will have one other class period in which to work on their projects before they are due.


 * __Handouts__**


 * //Flashcards//
 * //Copy of Rubric//
 * //Persuasion Map//
 * //Syllabus//
 * //Team Contract//


 * __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 rubric and a persuasion map to guide their final product and their class and group discussions. They will also learn through experience when they create their podcast with a partner and will be guided through a thinking process before and during the time that they fill out the persuasion map 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 cause many if not all of the actions, thoughts, and feelings of the characters. They will have the opportunity to analyze characters and why they are portrayed the way they are.//

//**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 using flashcards, 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:**////Application- This lesson and this final product ensure that the students will fully grasp the ideas of connotative and figurative word meaning, interpretation, theme and analysis. They will need to know all of these as they will be asked not only to show their understanding but to apply these ideas, their meanings, and examples of each in their final product.//

//**Rationale:**//

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

//**MI Strategies:**//


 * Verbal:** Students will use their knowledge of language and words to try and identify the meanings of certain Old English words.
 * Logical:** Students will use their logical intelligence in order to determine which of the words in the opening activity goes with which definitions.
 * Visual:** By using the flashcards in this activity, students who are more visually inclined will be able to see the words and their definitions written out and next to one another.
 * Musical:** Students will record their own definitions of Old English words with a partner during their think pair share activity.
 * Kinesthetic:** In using this opening activity, students will be able to move the flash cards around in order to physically see all of the different possible combinations of words and definitions.
 * Intrapersonal:** In the checking for understanding activity, students will have the chance to reflect on their own ideas and record them silently without the input of others.
 * Interpersonal:** Students will be able to share their responses and ideas after they have had time to reflect in a personal manner.
 * Naturalist:** Students will be asked to consider certain words that describe such things as weather, landscape, and setting.

//**Type II Technology:**////Students will use Garage Band to create a podcast and post it to a podcast sharing website. This enables not only those in the class but others to hear the podcast as well and listen to it on not only a computer, but things like an mp3 player as well. They will be able to (and asked to) include some jingles, music and/or sound effects.//

//**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:**////Students will take part in a timed pair share activity followed by a class discussion in which the teacher will gauge the students' understanding of the material. Not only will there be a rich discussion, but students will be asked to fill out a persuasion map as well in order to not only gauge their understanding, but to help them organize their thoughts individually.//

//**Summative:**At the end of the lesson students will be responsible for completing a Podcast 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.// || ||   || 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.
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