L5+Mayes,+Cidney

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

** LESSON PLAN FORMAT **

**__Teacher’s Name__****:** Miss Mayes  **__Lesson #:__** 5 **__Facet__:** Explanation **__Grade Level__****:** 11-12  **__Numbers of Days:__** 3-4 **__Topic:__** Literature, Shakespeare's //Othello//


 * __ PART I: __**

Student will understand that citing textual evidence is necessary to analyze //Othello.// Student will know the vocabulary "thesis" and "MLA citation" and how to craft and argumentative piece of writing. Student will be able to demonstrate an ability to cite and use textual evidence effectively.
 * __ Objectives __**


 * Product: ** Google Doc

Common Core State Standards Content Area: Literature Grade Level: 11-12 Domain: Literature Standard: Key Ideas and Details Cluster: 1,2,3 Text: //Othello// by William Shakespeare
 * __ Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment __**


 * Rationale: ** In this lesson, students will demonstrate and ability to cite and use textual evidence effectively in an argumentative piece of writing, using their knowledge and understanding of Shakespeare's //Othello.//


 * __ Assessments __**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">The teacher will use Fist-to-Five feedback throughout the lesson.
 * __ Formative (Assessment for Learning) __**
 * Section I – checking for understanding during instruction **

<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 be given a rubric at the start of the project. The teacher will use the same rubric to assess student Google Docs, and give one copy to each student. Groups will have the opportunity to revise their Google Doc if they wish.

<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;">• **Google Doc (50):** You will work collaboratively with your persuasion map group to create a persuasive essay in which you demonstrate an ability to cite and use textual evidence effectively. Using your persuasion maps from the previous lesson, you will transfer your group's outline map to an essay format. You will work collaboratively to craft and edit your essay using Google Docs, making sure to properly cite any text or outside sources in MLA format.


 * __ Integration __**
 * Technology: ** Google Doc


 * Content Areas: ** Writing???

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Students will use a 4 Column Chart to write down steps for finding an appropriate scholarly source to use in their writing, as well as evaluate at least one academic source from an academic search engine such as Academic Complete or JSTOR that relates to their groups topic for their Google Doc. The teacher will use a Mix-Pair-Freeze activity to allow students to share their graphic organizers.
 * __ Groupings __**
 * Section I - Graphic Organizer & Cooperative Learning used during instruction **

Students will be placed in the same groups of three that they worked in to create their Persuasion Map. Each student will be responsible to contributing to the Google Doc, and will evaluate their group and individual effort with a self-assessment.
 * Section II – Groups and Roles for Product **


 * __ Differentiated Instruction __**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Verbal**: Students will read aloud their Google doc as a method of proofreading. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Visual**: Students will use their 4 Column Chart graphic organizers to evaluate academic sources for use in their Google Docs. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Musical**: During Mix-Pair-Freeze, music will be used to cue the students when to freeze. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Intrapersonal**: Students will self-reflect on their Google doc, group dynamics, and personal performance within their group. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Interpersonal**: Students will work collaboratively on synthesizing an essay using Google docs. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Naturalist**: Students will be given the opportunity to work on their Google Doc in an environment outside the classroom (library, outside, ect.)
 * __ MI Strategies __**


 * __ 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, 4 Column Chart organizer, instructions for the Google Doc product, and the rubric for assessment will be posted there. I will ask the absent student to check-in with their group as soon as possible in order to start contributing to the Google Doc. The group as a whole may be given an appropriate extension if one of their members is absent. Students who wish to participate in class may skype into class, and will work on their Google Doc with their group.
 * Plan for accommodating absent students: **


 * __ Extensions __**

Students will use a Google Doc to write their argumentative writing pieces. The nature of Google Docs allows for multiple people to edit the same document, so all students may work on their essay together, at school and at home if they have internet access.
 * Type II technology: **


 * Gifted Students: ** Students who require more of a challenge will be asked to use one to two (or more) academic articles in their Google Doc that provide rich evidence to back up their argument.

// List all the items you need for the lesson. //
 * __ Materials, Resources and Technology __**
 * laptops
 * internet access
 * LCD projector
 * Google Docs
 * YouTube, iTunes, or other music source
 * 4 Column Chart


 * __ Source for Lesson Plan and Research __**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Google Docs in Plain English Video** <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">[]

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

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

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

The classroom will be arranged in clusters of three around the perimeter of the room to allow for group work //. //

<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: Google Docs in Plain English video (5 minutes)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Teacher will give demonstration for using Academic Search Complete and JSTOR, students will take notes on 4 Column Chart (20 minutes)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Students will complete 4 Column Chart organizers by finding scholarly articles that they could use in their Google Doc. (30 minutes)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Mix-Pair-Freeze with graphic organizers (10 minutes)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Students will start their Google Docs (15 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;">Check-in: do all students have a Google Doc? (5 minutes)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Teacher will give rubric to the students and go over it (10 minutes)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Teacher will show the students Easybib.com and allow them to use it to cite the sources they find. (5 minutes)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Time to work on Google Docs (55 minutes)

<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;">Additional time to work on Google Docs

<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.// Students will use evidence from the text and outside, scholarly sources to back up their arguments. In the "real world" no one solves big problems on their own, so students will work collaboratively on their Google Docs. Students will be introduced to why Google Docs are an effective and convenient tool by watching a promotional video by Google. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Where, Why, What, Hook Tailors:** Visual.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Students will know the vocabulary "thesis" and "MLA citation" and how to craft and argumentative piece of writing. **See content notes.** Students will be introduced to using outside scholarly and academic materials in their writing, and evaluating sources through a demonstration of how to use Academic Search Complete and JSTOR. Students will use a 4 Column Chart, and take notes about the process of finding an article in the first column. The teacher will use Fist-to-Five feedback to check for understanding after the demonstration. Afterwards, the students will find at least two other sources using Academic Search Complete and/or JSTOR that relate to the information in their Persuasion Maps. Students will then participate in a Mix-Pair-Freeze activity where students compare and share the articles and sources that they have found. The teacher will use music from YouTube or iTunes to signal when students should be moving (music on) and when students should freeze and pair up (music off). Students will then gather into their Persuasion Map groups and set up their Google Doc. Each group will elect a "Doc Starter" who will create a blank document, then share it with the other members in their group. The teacher will check-in with every group to troubleshoot and answer questions. The following day, the teacher will do a check-in to make sure every group has started their Google Doc. The teacher will then go over the rubric for the writing assignment and answer questions. The students will be given the remainder of class time to work on their Google Docs, using their Persuasion Maps from the previous lesson as a guide. Students may choose to work in an environment outside of the classroom, such as the library or outside. Students will be given time to work on their Google Docs the next day as well. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Equip, Explore, Rethink, Revise, Tailors:** Visual, Musical, Interpersonal, Naturalist, Kinesthetic

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Students will be able to to demonstrate an ability to cite and use textual evidence effectively. Students will evaluate outside academic and scholarly sources for potential use in their Google Docs. Students will synthesize the information and ideas from their Persuasion Maps into a cohesive piece of writing using Google Docs with their same groups. Using their Persuasion Maps, 4 Column Charts, and any outside sources from Academic Search Complete or JSTOR that they wish to use, students will collaborate in groups of three to write a cohesive piece of writing. Using their thesis from the previous lesson and Persuasion Maps, students will write out their pre-writing work. All students will be responsible for contributing to their group's Google Doc. The nature of Google Docs will allow the teacher to see what exactly each student has written. Students will be evaluated using a rubric, which will include the following criteria: <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">The teacher will assess the Google Docs with the rubric, and give a copy to each group member. The group may decide to revise their Google Doc if they wish, but must conference with the teacher first. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Explore, Experience, Revise, Refine, Tailors:** Interpersonal, Logical, Linguistic
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Thesis is strong and arguable
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">At least one outside source was used
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Direct quotations from //Othello// were used
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">All quotes are properly cited
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Students included a works cited at the bottom of their Google Doc, and used MLA format
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Proper mechanics and grammar were used
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Group worked together to create a cohesive essay

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Students will self-assess their work using a survey. The students will reflect on how they contributed to their group, and what they have learned from this experience. Students will email their self-assessments to the teacher, which will be taken into consideration when grading the groups Google Doc. Students will also assess their Google Docs in their groups, and must read it aloud as a method of proofreading before submitting it to the teacher. Each group member will receive their own copy of the rubric used by the teacher. This lesson builds off of the previous one, and explores analytical writing skills that will be used after this lesson. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Evaluate, Tailors:** Verbal

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**__Content Notes__** <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Students will know the vocabulary "thesis" and "MLA citation" and how to craft and argumentative piece of writing.

__<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Google Docs in Plain English Video** __ <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">The teacher will show this video ([] )<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;"> and explain that Google Docs are being used in this lesson because they allow more than one person to edit them, and create a collaborative learning experience.

__<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Academic Search Complete, JSTOR, and Evaluating Sources** __ <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">The teacher will give a demonstration of how to search for academic and scholarly sources for the students to use in their Google Docs while the students take notes on the process using their 4 Column Chart organizers, using the first column. The teacher will ask for a student to volunteer their thesis from the previous lesson, and will find one article that is related to the topic. The teacher will then show <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">student how to evaluate the source, and give them this website ([] ) as a reference.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">What is a scholarly source?
<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Scholarly sources (also referred to as academic, peer-reviewed, or refereed) are written by experts in a particular field and serve to keep others interested in that field up to date on the most recent research, findings, and news. These resources will provide the most substantial information for your research and papers

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">What is peer-review?
<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">When a source has been peer-reviewed it has undergone the review and scrutiny of a review board of colleagues in the author's field. They evaluate this source as part of the body of research for a particular discipline and make recommendations regarding its publication in a journal, revisions prior to publication, or, in some cases, reject its publication.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Why use scholarly sources?
<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Because of the level of authority and credibility evident in scholarly sources they contribute a great deal to the overall quality of your papers. Use of scholarly sources is an expected attribute of academic course work.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">How can I tell if a source is scholarly?
<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">The following characteristics can help you differentiate scholarly sources from those that are not. Be sure and look at the criteria in each category when making your determination, rather than basing your decision on only one criteria.

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

 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Are author names included?
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Are the author's credentials provided?
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Are the credentials relevant to the information provided?

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

 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Who is the publisher of the information?
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Is the publisher an academic institution, scholarly, or professional organization?
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Is their purpose for publishing this source evident?

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

 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Who is the intended audience of this source?
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Is the language geared toward those with knowledge of a specific discipline or the general public?

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

 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Why is the information being provided or the article written?
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Are sources cited?
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Are there references to other writings on this topic?
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Are there charts, graphs, tables, and bibliographies included?
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Are research claims documented?
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Are conclusions based on evidence provided?
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">How long is the source?

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

 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Is the date of publication evident?
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Is currency of the information crucial to your research?

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**4 Column Chart and Mix-Pair-Freeze** <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Students will use the remaining columns in their 4 Column Charts to find and evaluate at least one academic/scholarly source. After completion, students will participate in a Mix-Pair-Freeze activity. The teacher will use music from YouTube or iTunes to signal when students should be moving (music on) and when students should freeze and pair up (music off). When the students pair up they must share: <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Their partner will let them know if they think it is a good article or if they should consider another one.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;"> the title of the article(s) they found
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">what the article is about, a brief summary
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">if they used JSOTR or Academic Search Complete
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;"> the source of the article
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;"> the author(s)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">the date of publication

__<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Start Google Docs** __ <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">The teacher will instruct students to gather into the same groups they had for their Persuasion Maps. The students will log into their gmail accounts, and select one student from the group to start the Google Doc. The name of the document should include all group member names and a title for their piece. Then the student who created the document will share it with their other group members, and set permissions so that the group members can edit the document.

__<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Rubric** __ <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">The teacher will go over the rubric with the students and answer any questions. The following criteria should be addressed in the student products:
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Thesis is strong and arguable
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">At least one outside source was used
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Direct quotations from //Othello// were used
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">All quotes are properly cited
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Students included a works cited at the bottom of their Google Doc, and used MLA format
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Proper mechanics and grammar were used
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Group worked together to create a cohesive essay

__<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**EasyBib.com** __ <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">The teacher will show students EasyBib.com as a method of properly citing their sources, both //Othello// and any outside articles or papers found with Academic Search Complete or JSTOR must be cited and included in the Google Doc.


 * __ Handouts __**

**4 Column Chart**


 * __ 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. //**


 * Beach Ball** (variety of resources, adaptive environment, various manipulative(s), choices of activities, spontaneity, extensions to activities and personal freedom),
 * Clipboard** (organization, structure, visual directions, clear closure, sequential learning, clear procedures, consistent routines, clear expectations),
 * Microscope** (discovery learning, analyzing concepts, deep exploration, discussion, focus on details, ownership), and
 * Puppy** (comfortable environment, encouraging atmosphere, supportive grouping, safe climate, respectful colleagues, empathic listeners, sensitive peers)


 * //__ Learning Styles __//**


 * // Clipboard: //** Students will use a 4 Column Chart graphic organizer to write down steps for finding scholarly sources for use in writing and to evaluate sources. The teacher will give clear verbal and written directions for activities and the product.


 * // Microscope: //** Students will analyze academic and scholarly sources for use in their writing. Students will use their Persuasion Maps to synthesize an argumentative piece of writing with their peers.


 * // Puppy: //** Students will be paired in groups that they have worked with before and are familiar with. The teacher will frequently check in with all students and answer questions.


 * // Beach Ball: //** Students may choose the environment in which they work on their Google Docs, and will participate in a Mix-Pair-Freeze activity.


 * // 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: //**


 * // Facet: //** Explanation


 * // Rationale: //** In this lesson students will collaborate to write an argumentative piece of writing about //Othello// using their thesis statements and supporting evidence found in the previous lesson.


 * // 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;">**Verbal**: Students will read aloud their Google doc as a method of proofreading. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Visual**: Students will use their 4 Column Chart graphic organizers to evaluate academic sources for use in their Google Docs. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Musical**: During Mix-Pair-Freeze, music will be used to cue the students when to freeze. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Intrapersonal**: Students will self-reflect on their Google doc, group dynamics, and personal performance within their group. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Interpersonal**: Students will work collaboratively on synthesizing an essay using Google docs. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Naturalist**: Students will be given the opportunity to work on their Google Doc in an environment outside the classroom (library, outside, ect.)
 * // MI Strategies: //**


 * // Type II Technology: //** Google Doc

Students will use a Google Doc to write their argumentative writing pieces. The nature of Google Docs allows for multiple people to edit the same document, so all students may work on their essay together, at school and at home if they have internet access.
 * // Rationale: //**


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

The teacher will use Fist-to-Five feedback periodically throughout the lesson, and assess student Google Docs with a rubric.
 * // Formative: //**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Students will work collaboratively using Google Docs to create an argumentative piece of writing about //Othello.// The Google Doc will be assessed using a rubric, and students will complete a self-assessment in which they reflect on their experience with the project and how they feel they contributed to the group,
 * // Summative: //**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">The teacher will use both formative and summative assessment throughout the lesson. The teacher will use formative assessment by continually check for understanding using the Fist-to-Five feedback mechanism, and by checking in individually with each student during group work. The teacher will use summative assessment by assessing student products with a rubric, and each group member will receive a copy of the rubric. || ||   || 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].
 * // Rationale: //**
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