L2+Lunt,+Cyril

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

** LESSON PLAN FORMAT **


 * __ Teacher’s Name __**** : ** Mr. Lunt **__Lesson #:__** 1 **__Facet:__** Interpretation
 * __ Grade Level __**** : ** 11th - 12th **__Numbers of Days:__** 2 Days
 * __ Topic: __** Wordplay and Early Modern English


 * __ PART I: __**

//Shakespeare’s language is still accessible today, and is understandable to us, though point out important wordplay. // //critical details: about Macbeth, Lady Macbeth, Banquo, the Witches, Macduff, the play itself, and Shakespeare. // //read between the lines of Shakespeare's word plays. //
 * __ Objectives __**
 * Student will understand that **
 * Student will know **
 * Student will be able to **

Students will write an essay on the class WikiSpace on Shakespearean English, and take a segment of Macbeth and rewrite it in modern English
 * Product: **

Common Core State Standards Content Area: Reading Grade Level: Grades 11-12 Domain: Literature Standard: Key Ideas and Details Clusters: 3
 * __ Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment __**

Students can apply the knowledge they gain from this unit into more modern pieces, as well as expand their vocabulary.
 * Rationale: **


 * __ Assessments __**

Give the students a pre-test to see their knowledge on the subject, then have them take the exact same test at the very end of the unit, to compare results.
 * __ Pre-Assessment: (Lesson 1 only) __**

To see where students are with the language of the book, I'll ask for them to show thumbs up or thumbs down.
 * __ Formative (Assessment for Learning) __**
 * Section I – checking for understanding during instruction **

The students will self assess by scoring themselves on a rubric. They will then talk to their peers, and share their blog entries. Finally, I'll use the same rubric that the students used to self assess to give them my take on their entry.
 * Section II – timely feedback for products (self, peer, teacher) **


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

Students will be making a blog entry, where they write a brief description of Shakespearean English, then take a piece of a scene and translate it into modern English. It will be posted on the class wiki.
 * __ Integration __**
 * Technology: **


 * Content Areas: **
 * Art - Theater is an art.
 * Social Studies - Language study.

Students will work by themselves on this assignment. They will use a t-table graphic organizer, where they hand-write their excerpt on one side, and try and translate it on the other side.
 * __ Groupings __**
 * Section I - Graphic Organizer & Cooperative Learning used during instruction **


 * Section II – Groups and Roles for Product **
 * Peer editors - Students, in their courts (groups), will look at the t-tables and figure out of what they have is good.
 * Commentators - After the blog entries have been posted, everyone in the class will read and comment on the blog entries.


 * __ Differentiated Instruction __**


 * __ MI Strategies __**

Logical: Students will have to set up t-tables, which are similar to x-y charts Verbal: Students will have to discuss their t-tables with their court. Visual: Students may include pictures with the blog entry to serve as story telling devises. Musical: Students may include a hyperlink to a song that may set the mood for the except they chose. Intrapersonal: Students will have to do a self evaluation. Interpersonal: Along side their court discussions, they will have to post on the rest of the class's blog entries. Existentialist: Students will have to do a self evaluation on their own blog entry


 * __ 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. //

If you are absent, or know that you will miss a day of class, please shoot me an email. I will understand. Please check the syllabus for what you missed, and tell me if you need a handout. I am willing to work with you during my office hours, or after-school with an appointment.
 * Plan for accommodating absent students: **


 * __ Extensions __**

Students will use a blog account to post their essay on, and the wikispace to post the link.
 * Type II technology: **

Gifted students, or students who are looking for a challenge, have the opportunity to translate an entire scene, instead of just an excerpt.
 * Gifted Students: **

// List all the items you need for the lesson. //
 * __ Materials, Resources and Technology __**
 * A blogger account and blog
 * Paper and writing implements
 * Wikispace
 * LCD projector
 * Laptop
 * Unit writeup
 * Rubric

// List all URL and describe. // http://en.wikipedia.org/wiki/Early_Modern_English
 * __ Source for Lesson Plan and Research __**


 * __ 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) //

The classroom will be set up in their Court (assigned seating) groups.

Day 1: *At the end of the movie, I will introduce them to the assignment. I will pass out the rubric and unit write up. I will have a student read it out loud to the class, and I will summarize. (10 minutes) *Rest of class is dedicated for questions and answering, and for checking understanding (10 minutes). *Homework will be working on the assignment.
 * At the beginning of the class, the students will be shown either an excerpt from, or the whole of, the Reduced Shakespeare Company's Complete Works of Shakespeare. This will get the pumped up for the unit. This should take around 60 minutes

Day 2:
 * The entire day will be spent working on the assignment with their court groups, and checking in with me. (80 minutes)
 * Homework will be finishing up the assignment. It will be due the following class.


 * Where, Why, What, Hook, Tailors:** Visual, Interpersonal, Intrapersonal, Logical

Students will know….. http://en.wikipedia.org/wiki/Early_Modern_English The link above is to the Early Modern English page on Wikipedia. It has much of the information I'd use to explain the differences with Early Modern English and Modern English. I would also use the pages sited at the bottom for follow ups.
 * __ Content Notes __**

By this point in the year, the students already know how to use a Wikispace, so no need in teaching them how.

I have made the rubric and graphic organizer myself. The graphic organizer is shaped like a "t", where they can use one side to put the except they wanted in Early Modern English, and the other side is where they can put the translation. They don't have to, but it is highly encouraged.

// * // Project descriptions // * // Graphic Organizer // * // Rubric
 * __ Handouts __**
 * Unit writeup


 * __ 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: //** The students will be given all hand outs, which will serve as a sort of unchanging 'bible' for the project.


 * // Microscope: //** Given that the assignment is exploratory, and language is all a formula, I think that mircroscopes will find a lot to like about this assignment.


 * // Puppy: //** The students will meet in groups to go over their essays before they send in the final version to the class wiki.


 * // Beach Ball: //** Students may make the format of the essay to their liking, and include pictures or videos. Just as long as they also hit on all of the required material for the essay.


 * // Rationale: //** This lesson shows students, in a way that they can actually work around with the language, that Shakespearean English isn't too hard to pick up. It also will broaden their vocabulary.


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


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

Common Core State Standards Content Area: Reading Grade Level: Grades 11-12 Domain: Literature Standard: Key Ideas and Details, Craft and Structure, and Integration of Knowledge and Ideas Clusters: 3, 6, 7
 * // MLR or CCSS: //**

Interpretation
 * // Facet: //**


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

 **Logical-Mathematical**: Language is an equation that has order of operations (such as when to put the verb, etc.)  **Visual-Spatial**: Students may put pictures in the blog post to emphasis a point they'd like to make.  **Musical**: Students may request that anyone who's reading it to listen to a particular song that goes well with the mood of the scene.  **Intrapersonal**: The actual writing part is solo; very journal like.  **Interpersonal**: Students will peer edit each other’s work when they meet with their courts.  **Existentialist**: One could word the essay as an indepth analysis of the English language and its evolution.
 * // MI Strategies: //**
 * Verbal-Linguistic **: The entire project itself is linguistic-heavy.

Students will be using wikispaces to post their essays on.
 * // Type II Technology: //**

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Students can apply the knowledge they gain from this unit into more modern pieces, as well as expand their vocabulary.
 * // Rationale: //**


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


 * // Formative: //**

Students will write an essay on the class WikiSpace on Shakespearean English, and take a segment of Macbeth and rewrite it in modern English
 * // Summative: //**

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Students can apply the knowledge they gain from this unit into more modern pieces, as well as expand their vocabulary. || ||   || 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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