L5+Haskell,+Emily

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

** LESSON PLAN FORMAT **


 * __ Teacher’s Name __**** : ** Miss Haskell
 * __ Lesson #: __** 5
 * __ Facet: __** Perspective

**__Grade Level__:** 11-12
 * __ Numbers of Days: __** 2-3

**__Topic:__** Point of View

**__PART I:__**

**__Objectives__**

Students will understand that point of view is paramount in understanding plot and meaning in __The Taming of the Shrew__. Students will know point of view, structure, plot, theme, conflict, and meaning. Students will be able to analyze a character's point of view and subsequently derive meaning.

**Product:** Persuasion Map

**__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 T-chart and deep conversation to gain a better understanding of how sequence of events and point of view influence meaning in __The Taming of the Shrew.__

**__Assessments__**

**__Formative (Assessment for Learning)__**

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

Students will complete a T-chart and use it to fuel their Partners activity in which they discuss their conclusions.

**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 persuasion map.

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

Using an online tool students will make a persuasion chart for a character from the play on which they explore the thoughts and feelings of that character within __The Taming of the Shrew__. It will attempt to explain the actions of the character.

**__Integration__**

**Technology:** Using an online tool students will make a persuasion chart for a character from the play on which they explore the thoughts and feelings of that character within __The Taming of the Shrew__. It will attempt to explain the actions of the character.

**__Groupings__**

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

Students will complete a T-chart in which they and use it to fuel their Partners activity in which they discuss their conclusions.

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

For this project the students will work individually but will have the ability to pair up with a partner in order to review each others work peer edit.

**__Differentiated Instruction__**

**__MI Strategies__**

**Verbal:** Students will discuss their conclusions and findings with their partners during their cooperative learning activity. **Visual:** In the T-chart graphic organizer, students will see their opinions and the facts they have separated into two different columns, making it easier to differentiate between the two. **Logical:** Students must use logic to argue that a character has certain feelings in their persuasion map. **Kinesthetic:** Students will be able to move around the room during the decisions, decisions activity to show their feelings on a subject. **Intrapersonal:** In both the decisions, decisions activity and in the T-chart graphic organizer students will have to be able to analyze their own thoughts and feelings before being able to share them with the rest of the class. **Interpersonal:** In talking with their partners students will be able to connect with others and see their opinions, thoughts and feelings.

**__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 tool students will make a persuasion map for a character from the play in which they explore the thoughts and feelings of that character within __The Taming of the Shrew__. They will attempt to explain a characters actions through contextual evidence. This is a type two technology because it allows the students to put their work in a public place where other people can view it and it organizes much more simply than a piece of paper would.

**Gifted Students:**

**__Materials, Resources and Technology__**
 * // Laptops //
 * // T-Chart //
 * // Copy of Syllabus //
 * // Checklist //

**__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)//

//Day 1 (80 mins):// // Day 2 (80): //
 * // The room will be arranged in clusters to promote discussion. //
 * // Upon entering the class will participate in a "Dead Poets Society" perspective activity. (10). //
 * // The students will have a class-wide discussion on what they believe the purpose of the activity was (10). //
 * // The teacher will explain the point of the activity and then define and lead a discussion on point of view in The Taming of the Shrew (30). //
 * // The students will then choose a character and fill out a T-chart for that character (15). //
 * // In their partners activity students will have the opportunity to discuss which character they chose and what they have written for the character (15). //
 * // The teacher will begin the second day with a decisions, decisions activity (5). //
 * // The teacher will run through a tutorial of the Persuasion Map during which students will have the opportunity to create an example Map with the teacher and to ask questions as well. (40) //
 * // The students will be asked to revise their T-chart accordingly(10) //
 * // Students will then be given time in class to begin their own persuasion map using the graphic organizer they have just filled out (30). //
 * // The teacher will do a final check to be sure the students understand their task and are successfully on their way (5). //

Students will understand that point of view is paramount in understanding plot and meaning in __The Taming of the Shrew__. //Craft and Structure.// Students will use the knowledge they gain in order to evaluate and interpret future literary works they encounter and to analyze multiple points of view or opinions in real life situations. At the beginning of the class the teacher will have the students perform a “Dead Poets Society” perspective activity where they will be asked to stand on their desks and discuss as a class the importance of the change in perspective.
 * Where, Why, What, ** **Hook, Tailors:** Interpersonal, Intrapersonal, logical, and verbal, visual

Students will know point of view, structure, plot, theme, conflict, and meaning (See Content Notes). Students will produce a T-chart in order to fuel their partners activity in which they will discuss their conclusions During class students will do an activity called decisions, decisions in which they will move to a certain part of the room depending on what they think about a topic or what their response is to a question. (**Rethink**) Self-assessment using a checklist.
 * Equip, Explore, Rethink, Revise, Tailors: ** //interpersonal, intrapersonal, verbal, logical, visual//

Students will be able to analyze a character's point of view and subsequently derive meaning. Students will produce a T-chart in order to fuel their partners activity in which they will discuss their conclusions. Students will create a persuasion map in order to argue why a character may feel a certain way or think a certain thing. The students will receive feedback in the form of a checklist from the teacher once the project is complete. They will also self assess their product.
 * Explore, Experience, Revise, Refine, Tailors: ** //Visual, Verbal, Interpersonal.//

Students will be given a checklist in order to track their process. As they will be working individually, 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' persuasion maps by using the same checklist and providing feedback.


 * Evaluate, Tailors: ** Intrapersonal, visual, verbal

**__Content Notes__**

Students will know point of view, structure, plot, theme, conflict, and meaning. Day 1: On the first day of the lesson the students will participate in a “Dead Poets Society” activity. Here the students will be asked to stand on their chair or a desk. They will then sit back down and be asked what they believe the point of the activity was. After a short discussion about the importance of perspective in general the teacher will be sure to point out that it is important to always be changing our perspective and to not only have one point of view all the time. We will then connect it to our reading. The students, with the help of the teacher, will have a discussion on point of view in __The Taming of the Shrew__. The students will then fill out a t-chart individually using a character of their choosing. They will write in one column what a character does and in the next column contextual evidence that shows why the character may have acted that way. In a partners activity the students will share with their partner why it is they chose that character, what they wrote about the characters actions and what their contextual evidence was. Day 2: On the second day the teacher will begin with a decisions, decisions activity. Here the teacher will pose questions like “if you think Kate yelled at her father because she was jealous go to the left side of the room.” The teacher will then go through the persuasion map process and the class will create an example together. The students will be able to ask questions and assist in the process, making it easier for them when they have to do it. After going over the example as a class the students will be asked to revise their t-charts so that. They will then be given time in class to begin their own persuasion aps using the graphic organizers they have just filled out. The teacher ill do a final check to be sure everyone knows what they are meant to do and to be sure they are on their way as well.

**__Handouts__**
 * T-Chart Graphic organizer
 * Copy of Syllabus


 * __ 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 to guide their final product. They will also learn through experience when they create their profile and will be guided through a thinking process before and during the time that they fill out the fact and opinion 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 the characters' points of view. They will have the opportunity to analyze why scenes are structured the way they are and why the point of view 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 pictures, writing, and having class discussions among other things. They will also enjoy the opportunity to work with their colleagues in a social manner.//

R** //ationale:// **// 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//**

**//Rationale://** //In this lesson students will be asked to look at certain parts of the play and analyze the play from certain perspectives. They will need to use their own knowledge of perspective and put themselves in the shoes of the character they have chosen for 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 discuss their conclusions and findings with their partners during their cooperative learning activity. **Visual:** In the T-chart graphic organizer, students will see their opinions and the facts they have separated into two different columns, making it easier to differentiate between the two. **Logical:** Students must use logic to argue that a character has certain feelings in their persuasion map. **Kinesthetic:** Students will be able to move around the room during the decisions, decisions activity to show their feelings on a subject. **Intrapersonal:** In both the decisions, decisions activity and in the T-chart graphic organizer students will have to be able to analyze their own thoughts and feelings before being able to share them with the rest of the class. **Interpersonal:** In talking with their partners students will be able to connect with others and see their opinions, thoughts and feelings.

**//Type II Technology://** Using an online tool students will make a persuasion map for a character from the play in which they explore the thoughts and feelings of that character within __The Taming of the Shrew__. They will attempt to explain a characters actions through contextual evidence. This is a type two technology because it allows the students to put their work in a public place where other people can view it and it organizes much more simply than a piece of paper would.

**//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 complete a T-chart in which they and use it to fuel their Partners activity in which they discuss their conclusions.

**//Summative://** Using an online tool students will make a persuasion chart for a character from the play on which they explore the thoughts and feelings of that character within __The Taming of the Shrew__. It will attempt to explain the actions of the character.

**//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//

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