L4+Haskell,+Emily



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

**__Grade Level__:**11-12 **__Topic:__** Point of View
 * __ Teacher’s Name __**** : ** Miss Haskell
 * __ Lesson #: __** 4
 * __ Facet: __** Self-Knowledge
 * __ Numbers of Days: __** 2-4

**__PART I:__**

**__Objectives__**

Students will understand that point of view is paramount in understanding plot and meaning in __The Taming of the Shrew__. Students will know point of view, structure, plot, sequence of events, conflict, and meaning. Students will be able to recognize the importance of perspective as it pertains to meaning.

**Product:** Profile Publisher

**__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 fact and opinion chart and deep conversation to gain a better understanding of how sequence of events and point of view influence meaning in __The Taming of the Shrew.__

**__Assessments__**

**__Formative (Assessment for Learning)__**

**Section I – checking for understanding during instruction** After doing a fact and opinion chart and then will take part in an onion ring activity in order to check their understanding of point of view.

**Section II – timely feedback for products (self, peer, teacher)** Students will self-assess themselves and receive teacher feedback using a checklist which will clearly explain the expectations and requirements necessary to create a successful profile publisher.

**__Summative (Assessment of Learning):__** Using an online tool students will make a profile for a character from the play on which they explore the thoughts and feelings of that character in __The Taming of the Shrew__. The profile must have a picture of the character, real or drawn, personal information, a description of the character, and at least five posts that describe the events and feelings of the character the student has chosen.

**__Integration__**

**Technology:**Using an online tool students will make a profile for a character from the play on which they explore the thoughts and feelings of that character within __The Taming of the Shrew__.

**Art-**Students will use their artistic skills to find pictures to put on their character's profile.

**__Groupings__**

**Section I - Graphic Organizer & Cooperative Learning used during instruction** Students will produce a fact and opinion chart in which they explore the differences between what the characters think and feel and what the truth is within __The Taming of the Shrew__. They will then use the graphic organizer in order to guide their onion ring cooperative learning activity. Here they will stand in two circles and share their thoughts and feelings about the sequence of events in the play.

**Section II – Groups and Roles for Product** There will be no groups for the final product.

**__Differentiated Instruction__**

**__MI Strategies__**

**Verbal:** Students will share their ideas in a verbal way in the onion ring activity in order to show their understanding. **Visual:** Students will be able to see their profiles once they are done. They will be able to see their own work and the work of others online. **Logical:** Students will have to be able to differentiate between fact and opinion in order to understand the characters in the play. **Kinesthetic:** Students will be able to get up and move around while they are doing the onion ring exercise. **Musical:** Students will be asked to also share a song along with the profile that they believe fits the character. **Intrapersonal:** In making a profile for a character the student will be able to consider his own thoughts or feelings first. **Interpersonal:** During the onion ring activity students will be able to **Naturalist:** Students will be asked to also post a picture on the profile of where the character may be from or may live during the play.

**__Modifications/Accommodations__**

//**From IEP’s (Individual Education Plan), 504’s, ELLIDEP (English Language Learning Instructional Delivery Education Plan)**////I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.//

**Accommodating** **Absences**- Students who are absent will be responsible for seeking out the work they have missed. Class notes will be offered to all students whether they are absent or not. The student will be responsible for scheduling time to review the material they have missed or to address questions they might have. If he or she knows that they will be absent, they will be responsible for getting the work ahead of time and communicating with their story cube partner to ensure that the work is received in a timely manner.

**__Extensions__**

**Type II technology:** Using an online tool students will make a profile for a character from the play on which they explore the thoughts and feelings of that character within __The Taming of the Shrew__. This is a type two technology because it allows the students to put their work in a public place where other people can view and comment on it.

**Gifted Students:**Students who want or require more of a challenge will have the opportunity to more deeply analyze the character. They will be asked to not only have a picture of the character, a description of the character, and personal information, but the student will also be asked to make 10 “blog entries” from their character’s point of view and will be asked to find a quote that the student believes best describes the character.

**__Materials, Resources and Technology__**
 * // Laptops //
 * // Fact and Opinion chart //
 * // Copy of Syllabus //
 * // Checklist //

**__Source for Lesson Plan and Research__**
 * http://edu221spring12class.wikispaces.com/S+Haskell%2C+Emily **Class 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 mins): // // Day 2 (80): //
 * // The room will be arranged in clusters to promote discussion. //
 * // Upon entering the class a video will be shown of The Taming of the Shrew (5). //
 * // The students will have a class-wide discussion on what they believe the purpose of the video was (5). //
 * // The teacher will explain the point of the video and then define and lead a discussion on point of view in The Taming of the Shrew (30). //
 * // Students will do an onion ring activity in which they discuss what affect they believe point of view has on meaning in the play (15). //
 * // The students will then choose a character and fill out a fact and opinion sheet for that character (10). //
 * // In their small groups students will have the opportunity to discuss which character they chose and what they have written for the character (15). //
 * // The teacher will begin the second day with a three minute review (5). //
 * // The teacher will run through a tutorial of the profile publisher during which students will have the opportunity to create an example profile with the teacher and to ask questions as well. (40) //
 * // The students will be asked to fill out a second fact and opinion sheet for a different character. (10) //
 * // Students will then be given time in class to begin their own profile using the graphic organizer they have just filled out (30). //
 * // The teacher will do a final check to be sure the students understand their task and are successfully on their way (5). //

Students will understand that point of view is paramount in understanding plot and meaning in __The Taming of the Shrew__. //Craft and Structure.// Students will use the knowledge they gain in order to evaluate and interpret future literary works they encounter and to analyze multiple points of view or opinions in real life situations. Students will watch a video clip from one of the first scenes of __The Taming of the Shrew__ where we first see the importance of perspective. The students will then discuss what they believe the importance of the clip was.
 * Where, Why, What, ** **Hook, Tailors:** Interpersonal, Intrapersonal, logical, verbal, and visual

Students will know point of view, structure, plot, sequence of events, conflict, and meaning. Students will produce a fact and opinion graphic organizer in order to lead their three step interview. During class students will do an onion ring activity to discuss their ideas with their peers. Self-Assessment using a checklist.
 * Equip, Explore, Rethink, Revise, Tailors: ** //interpersonal, intrapersonal, verbal, logical, visual//

Students will be able to recognize the importance of perspective as it pertains to meaning. Using their fact and opinion graphic organizers, students will create a Profile in order to explore and share their understanding of point of view as it pertains to meaning in __The Taming of the Shrew__. Students will work independently but will be given a checklist in order to peer review and self assess before the final product is due.
 * Explore, Experience, Revise, Refine, Tailors: ** //Visual, Verbal, Intrapersonal, and logical.//

Students will be given a checklist in order to track their process and self-assess. Students will submit their graphic organizers along with the final product. The teacher will then assess the students' profiles using the same checklist and providing feedback.
 * Evaluate, Tailors: ** intrapersonal, visual, verbal

**__Content Notes__**

Students will know point of view, structure, plot, sequence of events, conflict, and meaning.

Day 1: On the first day the teacher will be sure to arrange the desks in clusters to promote discussion. Upon entering the class the teacher will show a video from the Taming of the Shrew that will show the importance of perspective (see resources). The students will then have a class-wide discussion on what they believe the purpose of the video was. The teacher will be sure to facilitate discussion by asking things like "which characters knew what was happening the entire time?" "were all of the characters meant to hear what they heard, or were they eaves dropping?" etc. The teacher will then explain that the purpose of the video was to show that point of view is very important when we are analyzing a character and his or her motives. Students will do an onion ring activity and share how they think point of view affects meaning. e.g. How can a character's knowledge affect their actions? What examples of this do we see in the play?

The students will then fill out a fact and opinion sheet for one of the characters in which they show what the character's opinions are within the story and what they know is actually true. This will show them how point of view can affect a character's opinion of things. In small groups the students will discuss how their opinion or idea of point of view has changed after this activity.

Day 2: On the second day the desks will still be in clusters. The teacher will begin with a three minute review. The class will just go around and spend three minutes trying to remember what it is that was discussed the day before. The teacher will run through a tutorial of the profile publisher during which the students will help the teacher create a profile for one of the characters. They will also take this time to ask any questions they may have. The students will then pick another character and fill out a second fact and opinion sheet which they will use to guide their final product. Students will then have time in class to ask any additional questions and to work on their products. The teacher will be sure to do a final check to make sure the students are on track.

**__Handouts__**
 * // Copy of Syllabus //
 * // Fact and Opinion Chart //
 * // Checklist //

**__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 checklist 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 fill out the fact and opinion chart 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:** (See Content Notes)//

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

//**Facet:**////Self-Knowledge//

//**Rationale:**////In this lesson students will be asked to look at certain parts of the play and analyze the play from certain perspectives. They will need to use their own knowledge of perspective and put themselves in the shoes of the character they have chosen for their final product.//

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

//**MI Strategies:**// **Verbal:** Students will share their ideas in a verbal way in the onion ring activity in order to show their understanding. **Visual:** Students will be able to see their profiles once they are done. They will be able to see their own work and the work of others online. **Logical:** Students will have to be able to differentiate between fact and opinion in order to understand the characters in the play. **Kinesthetic:** Students will be able to get up and move around while they are doing the onion ring exercise. **Musical:** Students will be asked to also share a song along with the profile that they believe fits the character. **Intrapersonal:** In making a profile for a character the student will be able to consider his own thoughts or feelings first. **Interpersonal:** During the onion ring activity students will be able to **Naturalist:** Students will be asked to also post a picture on the profile of where the character may be from or may live during the play.

//**Type II Technology:**//Using an online tool students will make a profile for a character from the play on which they explore the thoughts and feelings of that character within __The Taming of the Shrew__. This is a type two technology because it allows the students to put their work in a public place where other people can view and comment on it.

//**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:**//After doing a fact and opinion chart and then will take part in an onion ring activity in order to check their understanding of point of view.

//**Summative:**//Using an online tool students will make a profile for a character from the play on which they explore the thoughts and feelings of that character in __The Taming of the Shrew__. The profile must have a picture of the character, real or drawn, personal information, a description of the character, and at least five posts that describe the events and feelings of the character the student has chosen.

//**Rationale:** This lesson incorporates many different kinds of assessment and allows the students to show their knowledge without the pressure of simply having a test or paper to write. Using these types of assessment the teacher can successfully gauge the students' progress in multiple ways// || ||   || About · Blog · [|Pricing] · Privacy · Terms · [|**Support**] · [|**Upgrade**] Contributions to http://edu221spring11class.wikispaces.com are licensed under a [|Creative Commons Attribution Share-Alike 3.0 License]. Portions not contributed by visitors are Copyright 2011 Tangient LLC.
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