L6+Haskell,+Emily

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

** LESSON PLAN FORMAT **

**Lesson #:** 6 **Facet:** Explanation **Grade Level:** 11-12 **Numbers of Days:** 2-3 **Topic:** Word Meaning
 * Teacher’s Name: ** Miss Haskell

**PART I:**

**Objectives**

Students will understand that word meaning (both connotative and figurative) impact all aspects of a literary work. Students will know connotative meaning, figurative meaning, interpretation, theme, analysis, and terminology. Students will be able to prove that certain word meaning can alter all other aspects of a play.

**Product:** iMovie

**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 ReadWriteThink webbing tool and deep conversation to gain a better understanding of how language can influence meaning in __The Taming of the Shrew.__

**Assessments**

**Formative (Assessment for Learning)**

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

After doing a ReadWriteThink activity individually, the students participate in a think-pair-share activity in order to check their understanding of word meaning.

**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 iMovie.

**Summative (Assessment of Learning):** Using iMovie or an equivalent software, students will create a video in which they convert a scene from __The Taming of the Shrew__ to modern English and act them out.

**Integration**

**Technology:** //iMovie//. This is a Type 2 technology because while students could film a video with just a camera, they would not be able to add things like transitions, sound effect, and credits (which they will need).

**Music**- The Students will be asked to insert music in their video that they find fitting with the theme of the video.

**Groupings**

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

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

**Differentiated Instruction**

**MI Strategies**

**Verbal:** Students will use their verbal skills in their think pair share activity and in the making of their iMovie. **Visual:** The webbing tool they will use as a graphic organizer will help visual learners to see their ideas out on paper. **Logical:** Students will use their logic to decipher the true meaning in Shakespeare's dialogue. **Kinesthetic:** Students will be able to manipulate their bodies in the filming process in order to display certain emotions. **Intrapersonal:** Students will record their own ideas before sharing in the think pair share activity. **Interpersonal:** Eventually students will be able to talk about their ideas with the rest of the class. They will also work in groups for the final product.

**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:** //iMovie//. This is a Type 2 technology because while students could film a video with just a camera, they would not be able to add things like transitions, sound effect, and credits (which they will need).

**Gifted Students:** Students who want or require more of a challenge will have the opportunity to analyze the meaning of the scene as well as providing their synopsis and list of character descriptions.

**Materials, Resources and Technology** >
 * Laptops
 * Rubric
 * Copy of Syllabus
 * 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 minutes): // // Day 2 (80 minutes): // Day 3: Students will understand that word meaning (both connotative and figurative) impact all aspects of a literary work. //Craft and Structure.// As a hook the teacher will show a video on Hamlet as a prelude to the performance task and to get the students interested in learning about word meaning and to give them something to look forward to at the end of the lesson. The students will then have a discussion about how the video showed the students’ understandings of the play.
 * // The room will be in clusters at the beginning of class in order to promote and facilitate discussion. //
 * // At the beginning of class the teacher will show a video as a hook. (5) //
 * // The students will discuss in pairs (5) //
 * // The class will come together as a group and we will have a larger discussion about the clip and how students thought it showed the group’s understanding of the content. (10) //
 * // The students will fill out their ReadWriteThink graphic organizer individually. (15) //
 * // The students will then find a partner and discuss their findings. (15) //
 * // The students will have an opportunity to ask any questions they may still have. (5) //
 * // The teacher will give a synopsis of one of the scenes in the play and the students will do a give one get one activity in which they discuss what they believe the true meaning of the scene is. (25) //
 * // At the beginning of class the teacher will begin by reviewing the scene that was discussed the day before. (5) //
 * // The students will then take out their papers from the give one get one activity and as a class we will have a discussion on the meaning of the scene (15) //
 * // The students will then help the teacher to convert it to modern English. (40) //
 * // The teacher will then show a sample of what will be expected in the final project (5) //
 * At the end of the second day the teacher will give a short tutorial of iMovie (15)
 * On the third day the teacher will put students into groups and assign scenes. The rest of the class will be spent on starting the video and asking any questions that may remain. (80)
 * Where, Why, What, ** **Hook, Tailors:** Interpersonal, Intrapersonal, logical, and verbal, visual

Students will know connotative meaning, figurative meaning, interpretation, theme, analysis, and terminology. Students will use the ReadWriteThink webbing tool to guide their think-pair-share discussion. After their think-pair-share activity the class will come together as a hole to discuss their conclusions. During class students will do an activity called give one get one. On the final project students will also have the opportunity to gain self and peer assessment using rubric. The teacher will also give feedback using the same rubric.
 * Explore, Experience, Revise, Refine, Tailors: ** //Visual, Verbal, Interpersonal. Intrapersonal, and 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' iMovies by using the same rubric and providing feedback.
 * Evaluate, Tailors: ** interpersonal, intrapersonal, visual, verbal, and logical

**Content Notes**

Students will know connotative meaning, figurative meaning, interpretation, theme, analysis, and terminology. // Day 1: // // On the first day of class the teacher will show a video that a group of students had made that shows the meaning of a play that they have read. The plays should not be the same so that students in this class will not be tempted to take ideas from the video. The students will have time to discuss the video both in smaller groups and as a class. They will then fill out their ReadWriteThink graphic organizer in order to revisit word meaning in __The Taming of the Shrew__. The students will then use that graphic organizer to participate in a think-pair-share activity. They will take what they have written and discuss it with a partner. At this point the students will have time to ask the teacher any questions they may have remaining about anything we have done up to this point. At the end of the first day the teacher will talk about one of the shorter scenes in the play. The students will do the writing portion of a give on get one activity. Each student will start with a piece of paper and write what they believe the meaning of the scene was. When the teacher instructs the class to do so, after about a minute or so, the students will pass their paper and the next person will add on to what they have already said. //

// Day 2: // // On the second day the teacher will begin by talking about the scene from the previous day. The students will then take a moment to familiarize themselves with the writing activity from the day before. They will share what has been written with the rest of the class. The students will help the teacher to assist the scene into modern English. From there the teacher will show the class a student sample that he or she has created. It will not match up perfectly to the script that the class has created but it will have the same feeling and this way they will have experience with converting a script. After showing the video the teacher will show the students the basics of using iMovie. They will then have the remainder of the time to ask any questions they may still have and to begin work on their final project. //

**Handouts**
 * Rubric
 * Copy of Syllabus


 * Maine Standards for Initial Teacher Certification and Rationale **

**//Standard 3 – Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development.//**

**//__Learning Styles__//**

**//Clipboard://** //Students will have a rubric to guide their final product. They will also learn through experience when they create their profile and will be guided through a thinking process before and during the time that they complete the ReadWriteThink activity that will act as the framework for their final product.//

**//Microscope://** //Here the students will be able to go in depth and explore the details that accompany the characters' points of view. They will have the opportunity to analyze why scenes are structured the way they are and why the point of view is as it is.//

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

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

**//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://**

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

**//Facet://** //Explanation//

**//Rationale://**

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

**//MI Strategies://**

**Verbal:** Students will use their verbal skills in their think pair share activity and in the making of their iMovie. **Visual:** The webbing tool they will use as a graphic organizer will help visual learners to see their ideas out on paper. **Logical:** Students will use their logic to decipher the true meaning in Shakespeare's dialogue. **Intrapersonal:** Students will record their own ideas before sharing in the think pair share activity. **Interpersonal:** Eventually students will be able to talk about their ideas with the rest of the class. They will also work in groups for the final product.
 * Kinesthetic: ** Students will be able to manipulate their bodies in the filming process in order to display certain emotions.


 * // Type II Technology: //**// iMovie // . This is a Type 2 technology because while students could film a video with just a camera, they would not be able to add things like transitions, sound effect, and credits (which they will need).

**//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 also have multiple discussions and will be responsible for filling out a ReadWriteThink tool in order to fuel their discussion and thinking process.//

**//Summative://**//At the end of the lesson students will be responsible for completing an iMovie with a partner. This will also be the 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.//

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