L1+Mayes,+Cidney

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

**LESSON PLAN FORMAT**

**__Teacher’s Name__****:** Miss Mayes  **__Lesson #:__** 1 **__Facet__:** Interpret **__Grade Level__****:** 11-12  **__Numbers of Days:__** 3-4 **__Topic:__** Literature, Shakespeare's //Othello//

**__PART I:__**

**__Objectives__** Student will understand that citing textual evidence is necessary to analyze //Othello.// Student will know how to craft and argument and cite text. Student will be able to evaluate what the text says explicitly as well as what the text infers. Product: Comic Life

**__Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment__** <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Common Core State Standards <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Content Area: Literature <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Grade Level: 11-12 <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Domain: Literatured <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Standard: Key Ideas and Details <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Cluster: 1,2,3 <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Text: //Othello// by William Shakespeare

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Rationale:** Students will analyze Shakespeare's //Othello// for key ideas such as themes and character development, support their findings by citing details from the text, and demonstrate an ability to support their findings through a visual medium.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**__Assessments__**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**__Pre-Assessment: (Lesson 1 only)__** <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Students will use a form of pre-assessment called an Anticipation Guide where they will respond to statements about key concepts in the unit before and after the unit has been taught.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**__Formative (Assessment for Learning)__** <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Section I – Checking for Understanding During Instruction** <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">During instruction, students will submit a note card where they complete the phrase "What's Still Confusing Me..." at the end of the lesson. Teacher will also use the Fist-to-Five feedback system at regular intervals.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Section II – Timely Feedback for Products (self, peer, teacher)** <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Students will self-assess their comics using a checklist. Teacher will use the same checklist to give feedback on comics.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**__Summative (Assessment of Learning):__** <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Comic Life (25):** Students will create a comic that depicts a scene from the play with a partner. Using their ISP (Information, Source, Page) organizer and copy of //Othello//, students will create a comic that demonstrates an ability to show what the text explicitly says as well as what can be inferred from the text. The comic must include direct quotes and imagery to create a rich interpretation of the scene you choose.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**__Integration__** <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Technology:** Students will create a comic with Comic Life software that combines visuals and text to demonstrate an ability to support observations with supporting details.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Art:** Students utilize graphic design skills by synthesizing images and text to create a comic.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**__Groupings__** <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Section I - Graphic Organizer & Cooperative Learning used during instruction** <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Students will use an ISP (Information, Source, Page) graphic organizer during class discussions of //Othello// to identify key information and ideas from the text and provide proper supporting details.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Section II – Groups and Roles for Product** <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Students will get together with their Fall Partners (previously determined in an activity where students find a partner for each season) to create a comic. If their partner is absent, they will either pair with another student in the same situation, or join another group to form a group of three. Each student will have an equal responsibility to find source material, come up with supporting textual evidence, and utilize the technology during the project.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**__Differentiated Instruction__**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**__MI Strategies__**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Verbal**: Students will have a lit. circle discussion about main characters and themes in //Othello//, using textual evidence to support their observations. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Logical**: Students will reason why it is important to use textual evidence when analyzing //Othello//. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Visual**:Students will use an ISP graphic organizer to support ideas with textual evidence. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Kinesthetic**: Students will respond to several key concepts about the text by moving to one side of the room if they agree, and to another side if they disagree. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Musical**: During journal writing, the teacher will play classical music for the students to listen to. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Intrapersonal**: Students will update their journals with their thoughts about characters and themes using textual evidence. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Interpersonal**:Students will work in partners to create their comic. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Naturalist**: Students will find pictures depicting the environments where they think the story is taking place to use in their comics.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**__Modifications/Accommodations__** <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**//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.//

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Plan for accommodating absent students:** <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Students will be emailed the link to the class information from the class website, and any additional information that the teacher may need to include. The class agenda, ISP graphic organizer, instructions for the comic, and checklist for assessing comics, and homework assignment will be posted there. I will ask the absent student to complete the assignment independently, since their Fall Partner will have been paired with someone else, and turn it in as close to the due date as possible. Students who feel they can skype into the class will do so, and skype with their fall partner. Partners will share screens to complete the comic together.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**__Extensions__**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Type II technology:** <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Students will create a comic with Comic Life software that combines visuals and text to demonstrate an ability to support observations with supporting details. The collaborative component pushes Comic Life to Type II technology. When students focus on using visual effects, color, and font to emphasize certain aspects of details, themes, and characters, this focus on design also emphasizes the Type II natures of the software.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Gifted Students:**Students will be given the choice to explore other visual mediums of presenting their ability to show what the text says and what the text infers. They may choose to find different comic-making software from the internet, use a drawing program, or hand draw their comic. All other programs must first be approved by the teacher. The teacher will encourage the students to look through the resources found on <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">http://cooltoolsforschools.wikispaces.com/ for ideas.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**__Materials, Resources and Technology__**
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">laptop
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">internet access
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">LCD projector
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">copies of short story "Hecatommithi"
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">ISP organizer
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">list of Seasonal Partners
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Comic Life program
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Pre-assessment: "Othello Anticipation Guide"
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">//Othello// by William Shakespeare

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**__Source for Lesson Plan and Research__** <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">//List all URL and describe. ACTUALLY LINK THEM. INCLUDE PDFS.//

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Short story "Hecatommithi"** <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Analysis, Similarities, Differences in "Hecatommithi" and //Othello//** <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">http://www.drbilllong.com/ShakeO/OthellosSource.html

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**ISP (Information, Source, Page) Graphic Organizer**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Comic Life forums, tutorials, help desk** <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">http://plasq.com/help/

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Seasonal Partner worksheet** <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Anticipation Guide** <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**//Othello// text** <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">ONLINE TEXT: http://shakespeare.mit.edu/othello/full.html <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">KINDLE DOWNLOAD: http://www.amazon.com/Othello-Folger-Shakespeare-Library-William/dp/0743477553 **($5.99 for Kindle download)** <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">ONLINE TEXT: http://books.google.com/books?id=qFLLDlKEfhkC&printsec=frontcover&source=gbs_ge_summary_r&cad=0#v=onepage&q&f=false <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">AUDIO BOOK: http://librivox.org/othello-by-william-shakespeare/ <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">HARD COPY: Folger edition of //Othello//

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Summary of //Othello//** http://www.sparknotes.com/shakespeare/othello/section2.rhtml

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**//Othello// Teacher's Guide** <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**PART II:**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**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)//__

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">The classroom will be arranged in a U shape, with the top of the U facing where the projector will display on the wall so that all students can see.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Day 1: **
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Hook: Teacher and students will read aloud the short story "Hecatommithi." (10 minutes)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Students and teacher will discuss story (25 minutes)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Pre-assessment: Students will individually complete the Anticipation Guide (10 minutes)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Students and teacher will read aloud Act I scene i and analyze the text, going over how to cite text in literary discussion. Teacher will introduce ISP graphic organizer (30 minutes)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Checking for Understanding: "What's Still Confusing Me..." note cards individually to wrap up class. (5 minutes)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Homework: Read Act I, Scene ii


 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Day 2: **
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Kinesthetic Key Concepts activity (15 minutes)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Discussion of Act I, scene ii. Students will continue to use ISP graphic organizers (30 minutes)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Journals (15 minutes)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;"><span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Teacher will give a Comic Life tutorial and give time for students time to explore the program. (20 minutes)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Homework: explore Comic Life and Read Act I, Scene iii

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">When students enter the room, the will be asked to sit with their Fall Partners, the room will be arranged with the desks pre-grouped in two's.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Day 3: **
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Teacher will instruct students to sit with their Fall Partners when they enter the room.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Discussion of Act I as a whole, and a 3-Minute Review (40 minutes)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Teacher will pass out checklist and go over the criteria for the comic with students, and collect Inverted Triangle Organizers (10 minutes)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Students will be given until the end of class to work on their Comics (30 minutes)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Homework: Finish comics

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Students will understand that citing textual evidence is necessary to analyze //Othello.// //Key Ideas and Details.// Citing and analyzing skills can be used to form your own opinions and craft your own arguments. The teacher will pass out copies of the short story from "Hecatommithi." Teacher and the students will take turns reading aloud the short story, with the teacher beginning and indicating to the next student when they should move on. Before reading, teacher will tell students that this work is what our next reading i based off of, and ask the students to guess what they will be reading based off of this short story. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Where, Why, What, Hook, Tailors:** Verbal, Intrapersonal, Logical.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Students will know how to craft and argument and cite text (**see content notes**). <span style="color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 16px;"> After the reading of the short story from "Hecatommithi", teacher and students will discuss the story they have just read, and the teacher will ask if there are any guesses as to what they will be reading next. Next, students will be given the "//Othello// Anticipation Guide" handout. If they choose, they may download it from the class website and type their answers. The teacher will go over the directions of the handout, making it clear that these answers are based on what the students //already know//. There are no wrong answers. The questions in the first column are the essential questions that we will hope to answer through our exploration of //Othello.//Some may be added as we move along through the unit. After students have answered the questions, the teacher will collect them. If students have filled them out electronically, students will email a copy to the teacher. These worksheets will not be graded, and paper copies will be returned to students. <span style="color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 16px;">Next, the teacher and students will read Act I, scene i of //Othello// together, making connection between the short story and the play. Before reading, the teacher will hand out ISP graphic organizers to the students, and instruct them to, as they are reading, record important information that is discussed in the left hand column. The source of that information (speaker, how the information is being delivered) is placed in the middle column, and the page number, act, scene, and line numbers will go in the last column. The teacher will have an example of the organizer projected on the screen and will fill in the first couple to get the students going. The teacher will repeatedly check for understanding using Fist-to-Five to make sure that students are comprehending what they've read and writing down information in their organizers. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;"> 5 minutes before the end of class, the teacher will prompt the students to jot down one or multiple concerns about the content that was explored in today's class by heading a 3x5 note card with "What's Still Confusing Me." These will be handed to the teacher as students exit the room. Homework will be to read Act I, scene ii of //Othello.// The next day the teacher will introduce the Kinesthetic Key Concepts activity where students will respond to the following statements by moving to one side of the room that is designated for agreement, or the other side which represents disagreement. Examples of questions: <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">After the activity, the students and teacher will have a discussion on Act I, scene ii and continue to build upon their ISP organizers. Afterwards, students will update their journals with their thoughts about characters and themes using textual evidence. The teacher will play classical music, perhaps from on //Othello// soundtrack, as students write. At the end of journal time, the teacher will let the students know that it is time to wrap up their activities, and direct their attention to the projector. The teacher will give a tutorial on Comic Life, and give students time to explore the program and become familiar with it. This will be the homework assignment, as well reading Act I, scene iii. The next day, the teacher will instruct students to sit with their Fall Partners as they enter the room. The class will have a discussion on the entirety of Act 1, using their ISP organizers. The teacher will have a 3 minute review, extending it if needed, to answer any clarifying questions about //Othello// so far. Next, the teacher will pass out the checklist to be used for assessing their comics and go over the criteria with the students. The teacher will give the directions for the comic: "Students will create a comic that depicts a scene from the play with their Fall Partners. Using their ISP organizers and their copies of the text, <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;"> students will create a comic that demonstrates an ability to show what the text explicitly says as well as what can be inferred from the text. The comic must include direct quotes and imagery to create a rich interpretation of the scene you choose." Students will be given to the end of class to complete their comics, and their homework will be to finish them if they do not in class.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Chocolate ice cream is better than vanilla
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Summer is better than winter
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">An opinion is suitable evidence for an argument
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Using evidence makes an argument stronger
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">It's plagiarizing if you don't cite an idea that isn't yours
 * Equip, Explore, Rethink, Revise, Tailors:** <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Interpersonal, Intrapersonal, Kinesthetic, Visual, Logical, Verbal, Naturalist, Musical.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Students will be able to evaluate what the text says explicitly as well as what the text infers. Students will use higher order thinking skills when analyzing the text and creating their comics. Students will evaluate the text and their organizers to find textual evidence that supports their ideas and create a visual representation of these ideas in a comic format. The teacher will give a demonstration of using Comic Life and give the students time to explore and play around with the program before giving the students their checklist and the directions for the assignment. Students will be grouped in Fall Partners, and both students will be equally responsible for finding evidence to support ideas and graphics and images to use in the comic. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Students will demonstrate their ability to analyze and cite a text, and demonstrate an ability to show what the text says explicitly and what it infers. The comic must include direct quotes that are properly cited as evidence, and imagery to create a rich comic that depicts the scene they chose and provides some answer to their essential question. Using a checklist, the students will self-evaluate their work within their teams, and the teacher will use the same checklist to provide feedback on student comics. When they are finished, student will upload their comics to the class website.
 * Explore, Experience, Revise, Refine, Tailors:** <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Visual, Intrapersonal, Logical, Naturalist

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Students will self-assess their work using a checklist. This checklist will include: <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Teacher will view the comics posted on the class website and fill out the checklist for the pairs. Teacher will give each student their own copy of the checklist the next class. If students do not finish the comic in class, it will become a homework assignment. Students will build upon these connections, questions, analyzing, and citing skills in the next lessons.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Did students choose a scene from Act I to make a comic for?
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Did students demonstrate an ability to interpret what the text //Othello// says? What the text implies?
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Did students properly cite evidence to support their ideas and cite their direct quotations?
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Did students use imagery to convey their ideas and portray the scene in an effective, meaningful way?
 * Evaluate, Tailors:** <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Visual, Intrapersonal, Logical

__<span style="font-family: 'Times New Roman',Times,serif; font-size: 18px;">**Content Notes** __ //<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Students will know how to craft an argument and cite text. //

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**__Short Story "Hecatommithi"__** <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 16px; text-align: justify;"> Teacher and the students will take turns reading aloud the short story from //Hecatommithi//. During the discussion of the story, the teacher will tell students that this work was Shakespeare's major source for //Othello//, and was an Italian book that was published in 1565. The author of the short story is Giovanni Battista Giraldi (known also as Cinthio), and was a university professor, a poet, a novelist and a dramatist.

<span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 16px; text-align: justify;">** Similarities Between "Hecatommithi" and //Othello//** <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 16px; text-align: justify;">**Differences**
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Venetian Moor is highly skilled in war and favored by the Duke.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">He takes the Duke's daughter, Disdemona, as his wife and is sent to war in Cypress.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">His ensign falls in love with Disdemona and focuses on nothing but making her his.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Ensign plots the death of the Captain in order to divert the affections of the Moor from Disdemona.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Captain falls from Moor's good-favors, and Disdemona tries to reconcile them.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Ensign plants the idea of Disdemona's unfaithfulness with the Moor.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Moor confronts wife, who denies any affiliations with the Captain.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Moor wants proof of his wife's infidelity from ensign.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Ensign steals Disdemona's handkerchief and gives it to the Captain.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Moor discovers that the handkerchief is with the Captain, and, enraged, kills Disdemona and the captain.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Shakespeare focuses on carnal love (sex)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Places more emphasis on Othello's race
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Brings story to life through rich character development, backgrounds.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Themes: jealousy, betrayal, blindness, love
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Method of Desdemona's death
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Cassio's, not Iago's, love for Desdemona

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">__ ** Pre-assessment: Anticipation Guide ** __

<span style="color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 16px;">Students will be given the "//Othello// Anticipation Guide" handout. If they choose, they may download it from the class website and type their answers. The teacher will go over the direction of the handout, making it clear that these answers are based on what the students //already know//. There are no wrong answers, only predictions. The questions in the first column are the essential questions that we will hope to answer through our exploration of //Othello.// Some may be added as we move along through the unit. After students have answered the questions, the teacher will collect them. If students have filled them out electronically, students will email a copy to the teacher. These worksheets will not be graded, and paper copies will be returned to students.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**__Discussion of Act I__**

__<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Day 1 Discussion __

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Because Othello is considered by many to be one of Shakespeare’s major tragedies, criticism of it is as complex as the play <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">itself. Some call it a modernized Morality play in which the characters are primarily symbolic. This criticism centers on <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">the characters’ fall from innocence—the snake fouling the Garden—caused by Iago’s manipulation of Othello. Other <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">critics examine the play in terms of the clash of cultures: **military vs. civilian, Moorish vs. Venetian, barbaric vs. civil.** <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Likewise, the **themes of prejudice and of unbridled jealousy are the focus of commentary about the play.** Others view the <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">play as a story of **human frailty — the story of the fall of a man of noble bearing and sincere passion and the destruction** <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Othello is equally, however, a **story of malevolence and manipulation.** One of the most intriguing characters in Shakespeare’s <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">roll call of villains is Iago. From the beginning of the play until the final scenes, **Iago plots and maneuvers to bring the** <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**people around him, especially Othello, to doom and destruction.** Iago’s tactics are revealed in the opening scene as he <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">draws first Roderigo and then Brabantio into his service. By presenting the relationship between Othello and Desdemona <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">in the crudest sexual terms, he rouses Brabantio and Roderigo to become willing workers in his scheme to revenge himself <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">on the Moor. Just as clearly he enjoys each man’s alarm and anguish. His subsequent conversations with Roderigo, in <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">which he draws him ever deeper into his plot, prepare us for the cunning with which he begins his cruel work on Othello. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">By contrast, Othello is clearly not a dissembler. He is forthright with the senators when asked about his relationship with <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Desdemona. Instead of claiming that she was attracted by his noble bearing and grace, he tells them that she was first <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">caught by his stories of the true adventures of his life and then drawn on to love through her pity for the trials he had <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">endured. He is not a man who plays games.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Introducing //Othello// **
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">of an innocent and real love. **

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Prompting Questions** <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">As the teacher and students begin reading, the teacher should ask the students to consider these questions as we read //Othello:// <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">• Who were the Moors? <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">• Who were the Venetians? <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">• How were the Moors/Venetians regarded in Shakespeare’s day? <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">• What were the military duties of ranked officers? <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">• What was the military hierarchy? <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">• What was the role of women? <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">• What was expected of a daughter? <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">• What was expected of a bride? <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">• What relationships between men and women were considered above reproach? <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">• What rules for getting married existed at the time of the play? <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">• What were the rules of courtship?


 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">A Brief Summary of Act I for the teacher **

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">__Scene i__ <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Setting the Stage:**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">//Othello// begins on a street in Venice, in the midst of an argument between Roderigo and Iago. The rich Roderigo has been paying Iago to help him in his suit to Desdemona, but he has seen no progress, and he has just learned that Desdemona has married Othello, a general whom Iago serves as ensign. Iago reassures Roderigo that he hates Othello. Chief among Iago’s reasons for this hatred is Othello’s recent promotion of Michael Cassio to the post of lieutenant. In spite of Iago’s service in battle and the recommendation of three “great ones” of the city, Othello chose to give the position to a man with no experience leading men in battle. As he waits for an opportunity to further his own self-interest, Iago only pretends to serve Othello.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**The Action Begins:**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Iago advises Roderigo to spoil some of Othello’s pleasure in his marriage by rousing Desdemona’s family against the general. The two men come to the street outside the house of Desdemona’s father, Brabanzio, and cry out that he has been robbed by “thieves.” Brabanzio, who is a Venetian senator, comes to the window. At first, he doesn’t believe what he hears, because he has told Roderigo to stay away from his daughter before and thinks Roderigo is merely scheming once again in order to see Desdemona. Iago speaks in inflammatory terms, vulgarly telling the senator that his daughter and Othello are having sex by saying that they are “making the beast with two backs” (I.i. 118 ). Brabanzio begins to take what he hears seriously and decides to search for his daughter. Seeing the success of his plan, Iago leaves Roderigo alone and goes to attend on Othello. Like Brabanzio, Othello has no idea of Iago’s role in Roderigo’s accusations. As Iago departs, Brabanzio comes out of his house, furious that his daughter has left him. Declaring that his daughter has been stolen from him by magic “charms,” Brabanzio and his men follow Roderigo to Othello.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">__Scene ii__

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Iago arrives at Othello’s lodgings, where he warns the general that Brabanzio will not hesitate to attempt to force a divorce between Othello and Desdemona. Othello sees a party of men approaching, and Iago, thinking that Brabanzio and his followers have arrived, counsels Othello to retreat indoors. Othello stands his ground, but the party turns out to be Cassio and officers from the Venetian court. They bring Othello the message that he is wanted by the duke of Venice about a matter concerning Cyprus, an island in the Mediterranean Sea controlled by Venice. As Cassio and his men prepare to leave, Iago mentions that Othello is married, but before he can say any more, Brabanzio, Roderigo, and Brabanzio’s men arrive to accost Othello. Brabanzio orders his men to attack and subdue Othello. A struggle between Brabanzio’s and Othello’s followers seems imminent, but Othello brings the confrontation to a halt by calmly and authoritatively telling both sides to put up their swords. Hearing that the duke has summoned Othello to the court, Brabanzio decides to bring his cause before the duke himself.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">__Scene iii__

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Developing background plot:** <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">The duke’s meeting with his senators about the imminent Turkish invasion of Cyprus takes an unexpected turn when a sailor arrives and announces that the Turks seem to have turned toward Rhodes, another island controlled by Venice. One of the senators guesses that the Turks’ change of course is intended to mislead the Venetians, because Cyprus is more important to the Turks and far more vulnerable than Rhodes. This guess proves to be correct, as another messenger arrives to report that the Turks have joined with more forces and are heading back toward Cyprus.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Back to the action:** <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">This military meeting is interrupted by the arrival of Brabanzio, Othello, Cassio, Iago, Roderigo, and officers. Brabanzio demands that all state business be put aside to address his own grievance—his daughter has been stolen from him by spells and potions purchased from charlatans. The duke is initially eager to take Brabanzio’s side, but he becomes more skeptical when he learns that Othello is the man accused. The duke gives Othello the chance to speak for himself. Othello admits that he married Desdemona, but he denies having used magic to woo her and claims that Desdemona will support his story. He explains that Brabanzio frequently invited him to his house and questioned him about his remarkable life story, full of harrowing battles, travels outside the civilized world, and dramatic reversals of fortune. Desdemona overheard parts of the story and found a convenient time to ask Othello to retell it to her. Desdemona was moved to love Othello by his story. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">The duke is persuaded by Othello’s tale, dismissing Brabanzio’s claim by remarking that the story probably would win his own daughter. Desdemona enters, and Brabanzio asks her to tell those present to whom she owes the most obedience. Brabanzio clearly expects her to say her father. Desdemona, however, confirms that she married Othello of her own free will and that, like her own mother before her, she must shift her primary loyalty from father to husband. Brabanzio reluctantly resigns himself to her decision and allows the court to return to state affairs. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">The duke decides that Othello must go to Cyprus to defend the island from the Turks. Othello is willing and ready to go, and he asks that appropriate accommodations be provided for his wife. The duke suggests that she stay with her father, but neither Desdemona nor Brabanzio nor Othello will accept this, and Desdemona asks to be allowed to go with Othello. The couple then leaves to prepare for the night’s voyage.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**The villain:** <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">The stage is cleared, leaving only Roderigo and Iago. Once again, Roderigo feels that his hopes of winning Desdemona have been dashed, but Iago insists that all will be well. Iago mocks Roderigo for threatening to drown himself, and Roderigo protests that he can’t help being tormented by love. Iago contradicts him, asserting that people can choose at will what they want to be. “Put but money in thy purse,” Iago tells Roderigo repeatedly in the paragraph that spans lines 329 – 351, urging him to follow him to Cyprus. Iago promises to work everything out from there. When Roderigo leaves, Iago delivers his first soliloquy, declaring his hatred for Othello and his suspicion that Othello has slept with his wife, Emilia. He lays out his plan to cheat Roderigo out of his money, to convince Othello that Cassio has slept with Desdemona, and to use Othello’s honest and unsuspecting nature to bring him to his demise.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**__ISP Graphic Organizer__** <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Teacher will hand out copies of the graphic to the students before the discussion on Act I, scene i on the first day of class. <span style="color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 16px;">The teacher will instruct the students to, as they are reading, record important information that is discussed in the left hand column. The source of that information (speaker, how the information is being delivered) is placed in the middle column, and the page number, act, scene, and line numbers will go in the last column. The teacher will have an example of the organizer projected on the screen and will fill in the first couple to get the students going.The students will continue to record note all days of the lesson.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**__"What's Still Confusing Me..." Note cards__** <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Teacher will hand every student a 3x5 index card where they will jot down one or multiple concerns about the content that was explored in today's class. These will be handed to the teacher as students exit the room.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**__Kinesthetic Key Concepts__** <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Students will respond to the following statements by moving to one side of the room that is designated for agreement, or the other side which represents disagreement.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Chocolate ice cream is better than vanilla
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Summer is better than winter
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">An opinion is suitable evidence for an argument
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Using evidence makes an argument stronger
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">It's plagiarizing if you don't cite an idea that isn't yours

__<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Journal Prompts** __ <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">The teacher will prompt the students with these questions during journal writing time, in case they need a direction to go in. The teacher will also play classical music, preferably music from a soundtrack of //Othello// while the students write.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">• What rules dictate the behavior of young men and women in relationships today? <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">• Name a situation in which the rules have clearly been violated. That is, what are things “nice girls” just don’t do? <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;"> What are things “nice boys” just don’t do? <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">• Why do these rules exist? Do you think they just apply locally or even just in your school? What are the possible <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;"> consequences of breaking these rules?

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**__Comic Life Activity__** <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Students will create a comic that depicts a scene from the play with their Fall Partners. Using their Inverted Triangle Organizers and their copies of the text, students will answer their essential questions, and demonstrate an ablility to show what the text says explicitly and what it infers. The comic must include direct quotes that are properly cited as evidence, and imagery to create a rich comic that depicts the scene they chose and provides some answer to their essential question.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Handouts**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Inverted Triangle Organizer <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">//Othello// Anticipation Guide <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Maine Standards for Initial Teacher Certification and Rationale**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">__**//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.//**__

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**//Learning Styles//**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**//Clipboard://** Students will use a graphic organizer to organize their thoughts. Directions for activities will be clearly dictated by the teacher. Checklists for the comic will be gone over with the students, and will be used by peers as well as the teacher.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**//Microscope://** Students will analyze the text to make inferences and establish their opinions based on textual evidence. Students will cite evidence and supporting details that back up their inferences using a graphic organizer.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**//Puppy://** Students will be working with their Fall Partners. Teacher will walk around and check in with students consistently to provide an atmosphere of encouragement and receptiveness to questions.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**//Beach Ball://** Students will use a variety of intelligences (kinesthetic, verbal, visual, logical, interpersonal, and intrapersonal, musical) and activities in the lesson. Students will have creative freedom when making their comics as long as objectives stated on the checklist are met. Students will also choose what to write about in their journals.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**//Rationale://** The diverse intellectual, physical, emotional, social, and cultural learning styles of students are met within the lesson using the Clipboard, Microscope, Puppy, and Beach Ball categories of student learning. Using activities that target the multiple intelligences allows for students with diverse learning styles to connect with the content and their higher order thinking skills.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**//Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**//Content Knowledge://** content notes.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**//MLR or CCSS://** <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Common Core State Standards <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Content Area: Literature <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Grade Level: 11-12 <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Domain: Literature <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Standard: Key Ideas and Details <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Cluster: 1,2,3 <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Text: //Othello// by William Shakespeare <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**//Facet://** Interpret

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**//Rationale://** Students will focus on Key Ideas and Details and the domain of literature through the study //Othello//. Students will analyze the text for inferred and explicit meaning, and develop their own argument and essential questions about the text, using textual evidence to support their conclusions and ideas. Students will explore the development of themes over the course of the work, and concentrate on elements of author choice in a final performance task.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**//Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**//MI Strategies://** <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Verbal**: Students will have a lit. circle discussion about main characters and themes in //Othello//, using textual evidence to support their observations. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Logical**: Students will reason why it is important to use textual evidence when analyzing //Othello//. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Visual**:Students will use an ISP graphic organizer to support ideas with textual evidence. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Kinesthetic**: Students will respond to several key concepts about the text by moving to one side of the room if they agree, and to another side if they disagree. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Musical**: During journal writing, the teacher will play classical music for the students to listen to. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Intrapersonal**: Students will update their journals with their thoughts about characters and themes using textual evidence. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Interpersonal**:Students will work in partners to create their comic. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Naturalist**: Students will find pictures depicting the environments where they think the story is taking place to use in their comics.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**//Type II Technology://**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**//Rationale://** Students will create a comic with Comic Life software that combines visuals and text to demonstrate an ability to support observations with supporting details. The collaborative component pushes Comic Life to Type II technology. When students focus on using visual effects, color, and font to emphasize certain aspects of details, themes, and characters, this focus on design also emphasizes the Type II natures of the software.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**//Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**//Formative://** During instruction, students will submit a note card where they complete the phrase "What's Still Confusing Me..." at the end of the lesson. Teacher will also use the Fist-to-Five feedback system at regular intervals.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**//Summative://** Students will create a comic that depicts a scene from the play with a partner. Using their ISP organizer and copy of //Othello//, students will create a visual that demonstrates an ability to show what the text explicitly says as well as what can be inferred from the text. The comic must include direct quotes and imagery to create a rich interpretation of the scene that was chosen.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**//Rationale://** Formative assessment be used periodically throughout the lesson. At the end of the first day, students will submit written concerns that will allow the teacher to address student concerns or questions during the next day. Also, teacher will use Fist-to-Five feedback to gauge how students are doing periodically throughout the lesson. Summative assessment will be used at the end of the lesson to make sure that students have met the objectives for the lesson. || <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;"> ||  || <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">About · Blog · [|Pricing] · Privacy · Terms · [|**Support**] · [|**Upgrade**] <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 16px;">Contributions to http://edu221spring11class.wikispaces.com are licensed under a [|Creative Commons Attribution Share-Alike 3.0 License].
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