StefanieMcCain

Stefanie McCain Unit Lesson Plan for Romeo and Juliet 1:1 in 21 Class June 2, 2011

Lesson 1- Critical Thinking Affective Strategy S-9 Developing Confidence in Reason

1-2 Class periods GO- For this lesson the goal will be to understand common Elizabethan terms found in Shakespeare’s plays. For many students, this will be the first time they have read anything by Shakespeare. The goal then will be to make sense of this “other world’s” language.

APK- This will be the first introduction to Elizabethan language that will be found in Shakespeare’s play Romeo and Juliet. Teacher will select a short passage from the play to be read. Using a projector, share the passage with the class. In their journal, students will “translate” the passage and paraphrase what they think the passage is saying.

NI- Students will be asked to download a Elizabethan terms doc from myelearning. Elizabethan terms from the following website www.readwritethink.org/files/resources/lesson_images/.../**terms**.pdf The list of terms includes common Elizabethan terms and phrases. This document will serve as a lexicon to be used for the activity as while as during the reading of the play.

APP- Teacher will divide the list of terms up between the students. Not all words on the list will be covered depending on the size and need of the group. Each student will then use their list to create QR codes and post to a word wall within the classroom. The following website will be used to create the codes- qrcode.kaywa.com

Students will need to include the following on their code the term in Elizabethan language the term in modern use today definition, part of speech, and origin A sentence that uses the term in modern English

QR codes will be printed, numbered, and posted within the classroom. To use the codes, (students will complete as daily work at the beginning of the class period) students will scan the codes and record the terms onto a table to keep track of the terms. Finally students will select a passage of their own from Shakespeare’s play to paraphrase. The passage should be at least 10 lines, it can be a section with a monologue or can be dialogue. Students will create a powerpoint slide to share the original version and complete an oral presentation of their paraphrase of the passage.

GEN-As a closure, students will be asked to respond to the following question: What one thing did you learn today?

HW-Day 2 of this activity will be their presentation of the paraphrased passage. Students will be expected to practice their paraphrase so as to deliver their presentation of it with use of eye contact, gestures, and good vocal qualities.

Lesson 2- Creativity and Innovation Teaching for Creativity: Two Dozen Tips. Tip #6 Cross Fertilize Ideas

GO- This activity will be completed after reading Act One of Romeo and Juliet. Students will select a topic of interest from across the curriculum to research and complete a poster using edu.glogster.com.

APK- After reading Act one of Romeo and Juliet, students will have become more familiar with the world Shakespeare has created. As a quick class discussion, students will describe the world that they have been reading about in their own words. This will lead into the research activity and the guiding question for the project. What was life like during Shakespeare’s time?

NI- Students will download the poster project assignment from myelearning. Teacher will discuss the assignment with students and answer any questions.

APP- Students will be given time to select a topic of interest and begin research for the assignment. If needed, mini-lesson on source citation and works cited will be completed as needed. Students will be provided with some research questions to begin but should pursue a specific purpose that they would like to pursue. 1-2 days for research Students will need to complete the process of reading, note-taking and writing their information for their presentation. Research information should be well-planned and composed in an essay to be used during the presentation of the poster. Next students will begin putting together their poster on edu.glogster.com. Students will need to select the most important information to include on their poster. Appropriate images can be selected as well as other media information that is relevant. 1-2 days for writing and poster creation.

GEN- Closing question for the day of research. What was the most interesting thing you found in your research?

HW- Students will be given class time to find research information and images. Any homework will be need to be completed in time for the due date.

Lesson 3- Information Literacy Validating Research Information

1 Class period for activity GO- Lesson 3 will be an extension of Lesson 2. After gathering research information, students will evaluate and validate the research information.

APK- Students will be asked to validate the websites that they used for research from Lesson 2.

NI-Using the information from the Alan November Handbook online students will evaluate the sources that they used. The following links will be provided to the students on myelearning. How to read a website: http://novemberlearning.com/resources/information-literacy-resources/iv-how-to-read-a-web-address/

Find the Publisher http://novemberlearning.com/resources/information-literacy-resources/v-find-the-publisher-of-a-website/

What is the History of the website? http://novemberlearning.com/resources/information-literacy-resources/vi-what-is-the-history-of-a-website/

Check the external links http://novemberlearning.com/resources/information-literacy-resources/vii-check-the-external-links/

APP- Students will complete the four step evaluation process for each website. Record their information on a word document and turn the document into a dropbox on myelearning.

Four Step Process: Read the URL Examine the Content Ask about the author and owner. Show student easywhois.com Look at the links Questions to consider: Do you recognize the domain name? What is the extension, are you on a personal page?

GEN- To close students will be to reflect on how reliable the sources are that they found and rate them on a scale of 1-5. Five being the best.

HW- Class time will be devoted to completing the four step process. If a student is not finished by the end of class, they will need to finish their response and submit their document to myelearning.

Lesson 4-Collaboration Lesson for Romeo and Juliet

Day 1-2 GO- Create a 60 Second Shakespeare video that addresses the themes, ideas, or plot of Shakespeare’s Romeo and Juliet. Collaborate with a group to plan, create, and reflect on the video.

APK- This will be the culminating activity for a unit of study on Shakespeare’s Romeo and Juliet. To introduce the project students will be asked to recall a memorable scene from the play. Students will record their thoughts/reactions to this scene in the form of a journal entry. The guiding questions for this activity: What made this scene memorable to you? Why does this scene catch your attention? Students will write for 5 minutes. Complete a pair and share, brainstorm the scenes and create a list on linoit.com as a class.

NI- Taking the brainstorm and students journal reactions introduce the final project to the class. Students will form groups and select a scene from the list that was generated.

The following is taking from: “Teachers’ Notes- How to Write Your 60 Second Shakespeare.” BBC Home. 2011. June 1, 2011. http://www.bbc.co.uk/drama/shakespeare/60secondshakespeare/teachers_writing.shtml.

60 Second Shakespeare Project Choosing one of three themes to explore:

Just do the key scenes to tell the basic story in 60 seconds. Pick a scene to do in 60 seconds and adapt it/ dramatize it so that it works as a story in its own right. Take the main theme of the play and adapt to a familiar scenario. E.g. being told you cannot see boyfriend/ girlfriend by parents - decide to see them anyway, what could be the consequences? Students will need to consider a few limitations when they are planning their work - They will only have props and costumes that they or the school can provide They do not have a Hollywood budget and therefore are unlikely to be able to use a variety of special effects (although editing software can produce some surprisingly simple and impressive effects) If the want to use music in their play it must be copyright free. So they either need to use copyright free music from the BBC website or make their own. They only have 60 seconds - they need to use this time well if they are going to tell their story in a way that makes sense to the audience.

After choosing the theme students will begin with a storyboard and complete the writing of the script before beginning to film. Planning and writing 1-2 class periods

Day 3-4 APP- After completing the planning students will apply their plan to the creation of their project. Using a video creation program (animoto, will be what we will use) students will generate their videos. Video creation 2 class periods

Day 5 GEN- Students will post finished videos in vociethread accounts. This will allow for students to comment of each others completed videos and reflect on their learning. Host a premier party! Students will watch videos once. After the first viewing they will be asked to comment on others projects within voicethread. Comments will need to be constructive and helpful to the presenters. Questions could be asked of the group presenting (i.e. Why did you choose this scene to present for your project?) Post and reflection 1 class period

HW- Time will be given in class to complete the planning, writing, and video creation. Any homework will be if students may need to complete in order to meet the due date for the project completion.

Handouts

Romeo and Juliet Poster Research Project

From the list of topics below select a topic that is an area of interest to you. Complete research on you topic using at least 4 sources (limit to two internet sources), utilize edu.glogster.com to create a poster of your findings. Images and other media may be used to create you poster. Be sure to credit the source for any and all information, images, etc. A Works Cited page will need to be turned in at the completion of the project.

Guiding Question: What was life like during the Elizabethan Era?

History: Class and Education- How widespread was the ability to read and write? What difference in education prevailed between the upper and lower classes? What role do the servants play in the society developed with in the play Social Studies: Life Expectancy and Marriage-How long did the average person live during the mid-1600’s? What was the age that most women married? Why were marriages more for practical reasons rather than love? Music: Renaissance Music-Compare and contrast the music of the Renaissance Era to that of music today. What instruments were used? Find examples of Renaissance Era music to share with your presentation Literature: Mythology-Locate mythological references in the play. Research the references and record the information on note cards. (Record Act, Scene, and line numbers for each reference) Why did Shakespeare chose each reference? How does the mythic character or story relate to the story of Romeo and Juliet. Science: Medicinal Plants- Research the medicinal uses to specific plants or modern medicines derived from plants. For example, the discovery of penicillin, or the development of digitalis, a heart stimulant from foxglove and a kind of antiseptic derived from camphor. Music: Madrigals- a madrigal is an Italian lyric poem set to music.Madrigals became popular in England during the Elizabethan period. Byrd, Morley, Orlando Gibbons, Weelkes, and Welbye were English musicians. Choose one and find out about him. History: Time- Time is an essential part of the play. How does Shakespeare create a sense of urgency in the play? Find out more about the development of the all-mechanical escapement clock created during the Renaissance. Social Studies: Elizabethan Customs-Research either Elizabethan wedding customs or funeral customs. What kinds of clothing did participants wear? What food did participants eat? What music did participants listen or dance to? What rituals did participants perform? Discuss similarities and differences between weddings and funerals.