L4+Mayes,+Cidney

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

** LESSON PLAN FORMAT **

**__Teacher’s Name__****:** Miss Mayes **__Lesson #:__** 4 **__Facet:__** Empathy **__Grade Level__****:** 11-12  **__Numbers of Days:__** 2 **__Topic:__** Literature

Student will understand that Shakespeare's choices as an author relate story elements and develop characters. Student will know the different factors that contribute to character and thematic development, and the characters Othello, Desdemona, Iago, and Roderigo. Student will be able to consider the choices Shakespeare made and analyze their impact on the story. Product: Persuasion Map
 * __ PART I: __**
 * __ Objectives __**

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


 * Rationale: ** Students will understand the different factors that influence and affect the development of characters and themes in //Othello// while taking into consideration author choice. Students will craft an argument concerning the choices that Shakespeare made in //Othello.//

<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;">**__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;">At the beginning of class, students will submit answers to the prompt "What makes a good thesis statement or argument? What might you argue in //Othello?//" to gauge student understanding of thesis. The teacher will use Thumbs Up/Down continually throughout the lesson.

<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 using a checklist, and will be evaluated by the teacher using that same checklist.

<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;">• **Persuasion map (25):** Using the interactive graphic organizer Persuasion Map, students in groups of three will create a graphic organizer that analyzes the impact of author choice on the story, using examples of character development, themes, and plot to develop a thesis which will be supported using textual evidence. Students must use MLA citation when quoting textual evidence.

<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:** Persuasion Map

<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 a Flow Chart to organize their thoughts and form an argument about Shakespeare's choices as an author, and use supporting evidence from //Othello// to back claims. Students will use their Fall Seasonal Partners to work on their Flow Charts.

<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 be working in groups of three on their Persuasion Maps. The teacher will divide the groups using Numbered-Heads-Together, only using character names related to //Othello// instead of numbers. Using the Persuasion Map tool, students will craft a thesis statement about Shakespeare and the development of characters and themes, and provide supporting information from the text of //Othello//.

<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;">**Logical**: Students will find supporting details to back their thesis statements. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Verbal**: Students will discuss how to craft an argument about the text and share aloud their thesis statements. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Visual**: Students will use a graphic organizer that helps them categorize their ideas and thesis statement. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Musical**: Students will find another podcast that deals with either crafting arguments, Shakespeare's life, or //Othello// to share as a resource for others. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Intrapersonal**: Students will reflect on how Shakespeare's choices affected the plot of //Othello// and create a thesis statement about his choices. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Interpersonal**: Students will share ideas for thesis statements in groups.


 * __ 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. //

<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. The class agenda, Flow Chart organizer, instructions for the persuasion map product, and the checklist for assessment will be posted there. I will ask the absent student to complete the assignment independently 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 will skype with a group in order to complete the activity.
 * Plan for accommodating absent students: **


 * __ Extensions __**

Students will use the Persuasion Map tool from readwritethink.org to develop a thesis about Shakespeare, character and thematic development, and provide supporting evidence for their thesis. This interactive tool prompts students with what information they need to craft a solid argument and thesis, and is easily navigable.
 * Type II technology: **

Gifted students will be asked to create an outline for their thesis and supporting evidence outside of the constrains of the 5 paragraph essay format.
 * Gifted Students: **

// List all the items you need for the lesson. //
 * __ 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;">speakers
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Oxford podcast clip
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Flow Chart graphic organizer
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Seasonal Partners sheets (already completed)


 * __ Source for Lesson Plan and Research __**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Persuasion Map** <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 Podcast** <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">[]

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">[]
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Socrative.com **

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Potential Essay Topics** <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">[]

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Why is Shakespeare so Important? Author Choice Component** <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">[]

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Text Analysis, and How to Find a Thesis** <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">[|http://www.panix.com/~squigle/dcp/analysis.html]

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

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">[] <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">[]
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">MLA Citation Format **

<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: [] <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">KINDLE DOWNLOAD: [] **($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: [] <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">HARD COPY: Folger edition of //Othello//


 * __ 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) //

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">The classroom will be arranged in clusters with each cluster containing three desks. <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 will show parts of the podcast on //Othello// from Oxford University. (10 minutes)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Students will use socrative.com to answer a prompt from the teacher about thesis statements. (10 minutes)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Students and teacher will discuss components of a good thesis. (20 minutes)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Students will brainstorm about ideas for their thesis and supporting details using a flow chart with their Fall Partners. (20 minutes)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Students will be given Choice Time to further explore their thesis statements. (20 minutes)

<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;">The teacher will group students using the Numbered-Heads-Together strategy into groups of three. (5 minutes)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">The teacher will give a demonstration of the Persuasion Map tool and hand out the checklist for the product. (10 minutes)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Students will be given time until the end of class to create their persuasion maps. (65 minutes)

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Students will understand that Shakespeare's choices as an author relate story elements and develop characters. //Key Ideas and Details.// Students will use the elements of story (characters, themes, author) to develop a thesis statement and provide supporting details for their argument. Students will recognize significance of author choice and how it relates to development of characters and themes. The teacher will begin the lesson by showing the students a podcast from a professor at Oxford University, that discusses //Othello// and models an effective thesis and argument. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Where, Why, What, Hook Tailors:** Auditory

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Students will know the different factors that contribute to character and thematic development, and the characters Othello, Desdemona, Iago, and Roderigo. **See content notes.** After listening to the podcast, students will answer the following prompt via socrative.com: "What makes a good thesis statement or argument? What might you argue in //Othello?//" After this survey of formative assessment, students and teacher will discuss the necessary components for a good thesis, using the resource from Purdue to look at different examples. The teacher will use the analogy of an umbrella to relate the concept that a thesis should only cover the things that relate to it. If a supporting detail does not fall under your "thesis umbrella", then is does not really support your argument. After the discussion, students will pair with their Fall Partners to work on a flow chart that will help them organize their ideas for creating a thesis statement about Shakespeare, theme, and characters. After 20 minutes, students will be given the choice t<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">o find another podcast that deals with either crafting arguments, Shakespeare's life, or //Othello// to share as a resource for others, or discuss their ideas for their thesis in small groups. The next day, the teacher will put students into Numbered-Heads-Together groups, but instead of using numbers will use characters from //Othello// as group names. There should be three students in every group. The teacher will then show the class the Persuasion Map tool and create an example of how to use it. Students will be given to the end of class to create a thesis statement and provide supporting details from the text. Students will be instructed to properly cite their supporting details using MLA format. Students will also be given a resource of example essay topics that could be used to create thesis statements. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Equip, Explore, Rethink, Revise, Tailors:** Visual, Verbal, Interpersonal, Intrapersonal, Logical, Musical

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Students will be able to consider the choices Shakespeare made and analyze their impact on the story through the creation of a thesis statement that makes an argument about the author, themes, and characters in //Othello// using the tool Persuasion Map. Students will be grouped in a version of Numbered-Heads-Together in groups of three. The teacher, after giving a demonstration of how to use the Persuasion Map, will check in individually with each group to answer questions and make sure that students are on the right track. Each member of the group will be responsible for completing their own Persuasion Map, but may use their group as support and a source for ideas. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Explore, Experience, Revise, Refine, Tailors:** Interpersonal, Visual**,** Intrapersonal, Logical

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">The students will self-assess their work using a checklist which they will have received after the tutorial on Persuasion Maps. The teacher will use this same checklist to evaluate students products. The checklist will include the following criteria: <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">After students receive feedback, they may choose to redo the assignment if they wish. This product will be the foundation for the next lesson in which students complete an essay using their Persuasion Maps. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Evaluate, Tailors:** Intrapersonal, Visual, Intrapersonal, Logical
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">I have an arguable thesis.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">My thesis is an umbrella. There are no supporting details that do not fit with my thesis.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">I have used supporting evidence and direct quotes from the text to back up my claims.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">I have discussed either Shakespeare's choices as an author, a theme, or character

Students will know <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;"> the different factors that contribute to character and thematic development, and the characters Othello, Desdemona, Iago, and Roderigo.
 * __ Content Notes __**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">The teacher will have loaded the podcast about //Othello// from Oxford University to show the students at the start of class. The teacher will instruct the students to listen to how the speaker backs up her claims, and what her claims are.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Podcast from Oxford University **

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Socrative.com and Discussion** <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">After the podcast, the teacher will give the students a prompt for them to answer via Socrative.com. The following prompt should be used: <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">"What makes a good thesis statement or argument? What might you argue in //Othello?//" After all entries are received, the teacher will then lead a class discussion on what makes a good thesis statement, and provide the analogy of thesis as an umbrella. The teacher will use the analogy of an umbrella to relate the concept that a thesis should only cover the things that relate to it. If a supporting detail does not fall under your "thesis umbrella", then is does not really support your argument.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">The teacher should give the following definition: //<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">An **argumentative** paper makes a claim about a topic and justifies this claim with specific evidence. The claim could be an opinion, a policy proposal, an evaluation, a cause-and-effect statement, or an interpretation. The goal of the argumentative paper is to convince the audience that the claim is true based on the evidence provided. //

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">The teacher should also go over the elements of text analysis in order for the students to be able to find good, supporting details to back up their arguments.

//<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Analysis is the breaking down of something into its component parts. When that something is a text, the reader is examining different aspects of the text. In a play, for example, the reader might look at the plot, the themes, the characters, the setting, the dialogue. In a poem, the reader might look at theme, imagery, language (word choice), voice (who is speaking - the poet or someone else), rhythm, structure. //

__<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">How do you find a thesis? __ //<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Read the text more than once. What interests you about it? What seems odd, unexpected, troubling? Start writing down questions you might ask about the text. Evaluate the questions as you write, checking the ones that seem more interesting or those that relate to one another. Look for patterns among your questions; these patterns will help you to discover what interests you about the text. Your questions might help you find a thesis (that is, a idea that you can assert about the text and discuss by referring to specific details of the text). //

__<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Here are some general questions that you can use as a model to formulate specific questions about a specific text: __
 * 1) //<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">What is the problem or question that motivates the author? //
 * 2) //<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">From what context is the author writing? //
 * 3) //<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">What assumptions does the author bring to the text? //
 * 4) //<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">What argument is the author putting forth? //
 * 5) //<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">What contradictions do you find in the text? Why are they there? How do they affect your understanding of the text? //
 * 6) //<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">What evidence does the author use to support his or her assertions? Why? //
 * 7) //<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">How is the text structured? How does the structure affect your understanding of the theme or argument? //
 * 8) //<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">What rhetorical choices (concerning style or word choice, for example) does the author make? How do these choices help to convey the meaning of the text? In a play, for example you might ask how the author's choice of setting relates to the theme of the play. In a poem, you might ask how the voice (who is speaking--the poet or someone else) helps to convey the theme. You do not need to consider all rhetorical strategies in your own analysis. //
 * 9) //<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">What do you think are the key passages in the text? Why are they important? How do they work with the rest of the text to convey the author's meaning? //
 * 10) //<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">What assumptions do you bring to this text? To what extent has the author considered your needs as a reader? //

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">After the discussion, the teacher will instruct students to get together with their Fall Partners. The teacher will pass out a flow chart to each student and instruct them to use this graphic organizer to start to brainstorm ideas for a thesis and what passages they could use to back up their ideas. Students do not have to cite the text directly for this exercise, this is just an opportunity to get ideas down.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Flow Chart and Seasonal Partners **

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">For the last 20 minutes of class, students will be given the choice to find another podcast that deals with either crafting arguments, Shakespeare's life, or //Othello// to share as a resource for others; or discuss their ideas for their thesis in small groups. Students may choose to do more than one of they wish. Students who find podcasts to share as a resource will post their podcasts to the Resource page of the class website. The teacher will listen to these podcasts to make sure they are appropriate.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Student Choice Time **

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">The teacher will put students into Numbered-Heads-Together groups, but instead of using numbers will use characters from //Othello// as group names. There should be three students in every group. The teacher will then show the class the Persuasion Map tool and create an example of how to use it. The teacher should use something that grabs student interest, such as how to get your parents to give you more allowance money, asking for student input along the way and making the demonstration fun. Students will be given to the end of class to create a thesis statement and provide supporting details from the text. Students will be instructed to properly cite their supporting details using MLA format.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Persuasion Maps **

__<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">MLA Format __ <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">The proper in-text citation uses a capitol roman numeral to indicate the act, a lower case to indicate the scene, and standard numbers to indicate lines. Example: (III.ii.35-38)

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">If you are quoting more than three lines, you will need to indent your quotation. The lines should be arranged as they appear in the text if you are quoting verse and arranged as a paragraph if you are quoting prose: <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">. . . . How sour sweet music is <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">When time is broke, and no proportion kept. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">So is it in the music of men's lives: <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Here have I the daintiness of ear <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">To check time broke in a disordered string, <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">But for the concord of my state and time, <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Had not the ear to hear my true name broke. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">I wasted time, and now doth time waste me.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;"> Students will also be given a resource of example essay topics that could be used to create thesis statements.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;"> Why does Othello not investigate Iago's accusations? Why does Othello not seek his own proof of Desdemona's betrayal?
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;"> Does Iago have a motive or motives for his hatred of Othello?
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;"> Explore the character of Desdemona. What does she represent in the play?
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Discuss Othello's relationship with Desdemona. Does he truly love her?
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Examine the female characters in the play. Do they share a common role in Othello?

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Students will save an post their Persuasion Maps onto the class website after the have self-assessed them with the checklist. The teacher will then assess them with the same checklist and provide feedback.

// List the items that need to be printed out for the lesson. //
 * __ Handouts __**




 * __ 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 use a Flow Chart and Persuasion Map to visual organize their thoughts. A checklist will be provided at the beginning of the activity to provide clear expectations. The material and products of the lesson will fit sequentially in with the next day and be directly related to the content.


 * // Microscope: //** Students will closely analyze text for supporting details that will be used o support their thesis. Students will discuss their ideas for their thesis in groups and as a class.


 * // Puppy: //** Cooperative learning structures will be used to provide a positive peer atmosphere. The teacher will check in consistently with each individual student.


 * // Beach Ball: //** Students will be given freedom during Choice Time to explore the concept of thesis development in a new way.


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


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


 * // Content Knowledge: // see content notes **

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

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


 * // Rationale: //**<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;"> Students will focus on Key Ideas and Details and the domain of literature through the study //Othello// and thesis development. Students will craft their own thesis statements and find supporting textual evidence about the author, themes, and characters. This lesson is the foundation for the next.


 * // 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;">**Logical**: Students will craft a formula that shows what elements are necessary for creating a good thesis statement. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Verbal**: Students will discuss how to craft an argument about the text and share thesis statements. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Visual**: Students will draw a graphic organizer that helps them categorize their ideas and thesis statement. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Musical**: Students will find another podcast that deals with either crafting arguments, Shakespeare's life, or //Othello// to share as a resource for others. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Intrapersonal**: Students will reflect on how Shakespeare's choices affected the plot of //Othello// and create a thesis statement about his choices. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Interpersonal**: Students will share ideas for thesis statements in groups.
 * // MI Strategies: //**


 * // Type II Technology: Persuasion Map //**

Students will use the Persuasion Map tool from readwritethink.org to develop a thesis about Shakespeare, character and thematic development; and provide supporting evidence for their thesis. This interactive tool prompts students with what information they need to craft a solid argument and thesis, and is easily navigable.
 * // Rationale: //**


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


 * // Formative: //**<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;"> At the beginning of class, students will submit answers to the prompt "What makes a good thesis statement or argument? What might you argue in //Othello?//" to gauge student understanding of thesis.


 * // Summative: //** Students will self-assess their Persuasion Maps using a checklist. The teacher will evaluate student work with that same checklist, and provide feedback to the student. The teacher will give the student opportunity to redo the work if they wish.

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 * // Rationale: //**<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">During the lesson, students will submit their understanding of thesis statements via Socrative.com. Also, teacher will use individual check-ins 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, and the teacher will provide feedback to the students based on this assessment. || [[image:http://www.wikispaces.com/_/4k0z606x/i/c.gif width="1" height="600"]] ||  ||
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