L3+Haskell,+Emily

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

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

**__PART I:__**

**__Objectives__**

Students will understand that structure of scenes an plot contribute to the over all meaning of The Taming of the Shrew. Students will know plot, structure, climax, conflict, opening, sequence of events, and resolution. Students will be able to evaluate how and why scenes and plot are organized in certain ways.

**Product:** Comic Life

**__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 ladder graphic organizer, a comic life and deep conversation to gain a better understanding of how plot and scene structure influence meaning in __The Taming of the Shrew.__

**__Assessments__**

**__Formative (Assessment for Learning)__**

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

After doing a take and pass activity individually, the students will go on to a circle the sage activity and some short discussion in order to check their understanding of scene structure and plot.

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

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

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

Using a comic life template on their computers, students will make a comic life in which they explore many of the commonly confused or misunderstood facets of plot sequence in__The Taming of the Shrew__. Each slide will describe a different scene in Shakespeare's play. They will provide a short synopsis of each scene and the students will be expected to play with the order of the scenes to show the importance of Shakespeare's sequencing.

**__Integration__**

**Technology:** Using a comic life template on their computers, students will make a comic life in which they explore many of the commonly confused or misunderstood facets of plot sequence in__The Taming of the Shrew__.

**Art-** Students will be able to explore pictures and even create their own images to create in these comic life projects in order to show what it is Shakespeare was trying to convey in his writing.

**__Groupings__**

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

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

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

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

**__Differentiated Instruction__**

**__MI Strategies__**

**Verbal:** Students will need to use their verbal abilities in order to complete the take and pass exercise. **Logical:** Students will need to use their logic skills to decide where scenes go in the opening activity. **Visual:** In their final product students will have the opportunity to portray parts of the play in a visual way using comic life. **Kinesthetic:** In the opening activity student will need to manipulate their bodies in order to put the play together in the correct sequence. **Musical:** Students will be allowed to listen to music while they work on the take and pass activity as long as it does not disrupt classmates. **Intrapersonal:** Students will reflect on their own thoughts and share them in the take and pass activity. **Interpersonal:** In the take and pass activity students will also be able to add to what their peers have said and view what their perceptions and ideas are as well. **Naturalist:** Students will have the opportunity to comment on the importance of setting as it applies to the order of events and the overall meaning of the play.

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

**Gifted Students:**

**__Materials, Resources and Technology__**
 * // Laptops //
 * // Ladder graphic organizer //
 * // Copy of syllabus //
 * // Rubric //

**__PART II:__**

**__Teaching and Learning Sequence__ (Describe the teaching and learning process using all of the information from part I of the lesson plan)** //Take all the components and synthesize into a script of what you are doing as the teacher and what the learners are doing throughout the lesson. Need to use all the WHERETO’s. (3-5 pages)//

Day 1 (80 mins): Day 2 (80 mins):
 * The desks will be in clusters to allow for discussion later in class.
 * At the beginning of class each student will have a sticky note or an index card with a description of a specific act or scene on it. They will then arrange themselves in the order according to the play. (10)
 * The students will each read aloud their synopsis of the act or scene and we will discuss which act and scene we think it is. (15)
 * The students will be given a pieve of paper and be asked to write what they think about plot sequence and if they believe it has any significance. They will then pass what they have written and they will read another person's reaction and finally add to it. (25)
 * As a class we will then talk about what has been written and what we think about what has been shared. (20)
 * The teacher will end the class by beginning to talk again about terms such as plot, sequence, etc. (10)
 * The teacher will begin by talking very briefly about the definitions of things like plot, sequence, etc. (15)
 * The students will then, in their individual groups, do a circle the sage activity. (20)
 * In assigned pairs students will fill out ladder charts to show the sequence of events in the __The Taming of the Shrew__. (15)
 * Students will begin work on their comic life projects and will be allowed to ask questions if at all necessary. (30)

Students will understand that structure of scenes an plot contribute to the over all meaning of __The Taming of the Shrew__. //Craft and Structure.// Students will be able to use the knowledge they gain to interpret future literary works and strengthen their logical intelligence and work through sequences. Each student will be given a description of a certain act and scene. The students will then have to line up in order of act and scene the way it appears in the play without talking to one another. The class will then read each of their descriptions aloud and as a class we will decide which act and scene it is and whether or not it is in the right place.

**Where, Why, What,** **Hook, Tailors:** Interpersonal, Intrapersonal, logical, verbal, visual, bodily/kinesthetic

Students will know plot, structure, climax, conflict, opening, sequence of events, and resolution (See Content Notes). Students will produce a ladder graphic organizer individually in order to gain a better understanding of the sequence of events in __The Taming of the Shrew__. Following their individual work, students will come together in small groups to partake in a modified circle the sage activity. Students will also take part in a take and pass activity in which they talk about what they believe is the importance of order of events in __The Taming of the Shrew__.

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

Students will be able to evaluate how and why scenes and plot are organized in certain ways. Using another ladder graphic organizer students will attempt to alter the order of events in order to show their understanding of how this affects meaning. This graphic organizer will be used to then create a Comic Life in which they manipulate the sequence of certain events to show their understanding of how plot and scene structure affect meaning. Students will be working in pairs and will be expected not only to collaborate, but to divide the work evenly between themselves.

**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 pairs, 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' comic life by using the same rubric and providing feedback.

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

**__Content Notes__**

Students will know plot, structure, climax, conflict, opening, sequence of events, and resolution.

Day 1:

Before the beginning of class the teacher will be sure to place the desks in groups in order to help facilitate discussion. Upon entering the class each student will be given an index card or sticky note on which will be a short description of an act and scene from __The Taming of the Shrew__. The teacher will then instruct the students to silently put themselves in the order that the scenes appear in the play. After the students think they have successfully put themselves in order the class will read aloud all of the descriptions and decide as a whole, whether or not they are in the correct order. Back in their groups wach student will be given a piece of paper and will be asked to write what they believe the significance of plot sequence is. After a few minutes the teacher will instruct the students to pass their papers to the left and the next student will read what has been written and respond to it.

Next the class will have a discussion about what was written and how they responded. The teacher will then end the class by discussing things like plot sequence, structure and the the [|sequence of events] in a play.

Day 2:

The teacher will begin the class by very briefly reviewing the terms that were discussed at the end of the first day. The students will then, in their groups, do a modified circle the sage activity. Here the "sage" will not necessarily be the most knowledgeable in the group. Rather they will be responsible for facilitating the discussion and asking for help from the teacher or other groups if need be. In pairs the students will then fill out a ladder chart in order to show the actual sequence of events within the play. They will then fill out a second ladder graphic organizer in which they alter the order of events. This second graphic organizer will act as a guide as they begin their comic life project.

**__Handouts__**
 * // Copy of Syllabus //
 * // Rubric //
 * // Graphic Organizer //

**__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 to guide their final product.They will also learn through experience when they create their comic life with a partner and will be guided through a thinking process before and during the time that they fill out the graphic organizer that will act as the framework for their final product.//

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

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

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

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

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

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

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

**//Facet://** //Organize- In this lesson I want the students to analyze not only why the plot and scenes are structured the way they are, but to also decide why the author (or playwright in this case) decided to put things in the order that he or she did. They will look at some of the reasons that the playwright may have put major plot points in certain places. They will do this by using a ladder graphic organizer to put their thoughts into order before creating their final project.//

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

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

**Verbal:** Students will need to use their verbal abilities in order to complete the take and pass exercise. **Logical:** Students will need to use their logic skills to decide where scenes go in the opening activity. **Visual:** In their final product students will have the opportunity to portray parts of the play in a visual way using comic life. **Kinesthetic:** In the opening activity student will need to manipulate their bodies in order to put the play together in the correct sequence. **Musical:** Students will be allowed to listen to music while they work on the take and pass activity as long as it does not disrupt classmates. **Intrapersonal:** Students will reflect on their own thoughts and share them in the take and pass activity. **Interpersonal:** In the take and pass activity students will also be able to add to what their peers have said and view what their perceptions and ideas are as well. **Naturalist:** Students will have the opportunity to comment on the importance of setting as it applies to the order of events and the overall meaning of the play.

**//Type II Technology://** //Students will use a Comic Life creation tool. This tool allows them to quickly organize their thoughts and turn them into a printable comic ready to be read.//

**//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://** //The class will have multiple discussions and will be responsible for filling out a ladder chart in order to fuel their discussion and thinking process.//

**//Summative://** //At the end of the lesson students will be responsible for completing a comic life 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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