Janelle+Klapperich

email address: Janelle.Klapperich@k12.sd.us District Inservice Plan H Subject area: English Grade level: 9th Time frame: Three 90-minute class periods Lesson title: Introduction to the Shakespeare and His Times || Would I have liked to live in England in the 1500's? What role did theatre play in their lives? || Indicator 1: Students can recognize and analyze words. Indicator 2: Students can comprehend and fluently read text. Indicator 3: Students can apply knowledge of text structures, literary devices, and literary elements to develop interpretations and form responses. Indicator 4: Students can interpret and respond to diverse, multicultural, and time period texts. Indicator 5: Students can access, analyze, synthesize, and evaluate informational texts. Indicator 1: Students can apply the writing process to compose text. Indicator 2: Students can apply Standard English conventions in their writing. Indicator 1: Students can listen, view, and speak to communicate, retrieve, interpret, and evaluate information. || 9-12. CT.2.1 Utilize a virtual learning environment as a strategy to build 21st century learning. 9-12 CT.3.1 Select and apply technology tools for research, information, analysis problem solving, and decision making in content learning. 9-12.IL.2.1 Independently evaluate the accuracy, relevance, appropriateness, comprehensiveness and bias of electronic information sources. || 2.CI.1 Demonstrate originality and inventiveneness in work. 2.CI.2 Develop, implement and communicate new ideas to others. 2.CI.3 Be open and responsive to new and diverse perspectives. 2.CI.4 Act on creative ideas to make a tangible and useful contribution to the domain in which the innovation occurs. 2.CI.5 Exercise sound reasoning in understanding. 2.CTP.1 Make complex choices and decisions. 2.CTP.3 Identify and ask significant questions that clarify various points of view and lead to better solutions. 2.CTP.4 Frame, analyze and synthesize information in order to solve problems and answer questions. 2.CC.1 Articulate thoughts and ideas clearly nd effectively through speaking and writing. 2.CC.2 Demonstrate ability to work effectively with diverse teams. 2.CC.3 Exercise flexibility and willingness to be helpful in making necessary compromises to accomplish a common goal. 2.CC.4 Assume shared responsibility for collaborative work. 3.IL.1 Access information efficiently and effectively, evaluyate information critically and completely and use information accurately and creatively for the issue or problem at hand. 3.IL.2 Possess a fundamental understanding of the ethica/legal issues surrounding the access and use of information. 3.ML.1 Understand how media messages ae constructed, for what purpose and using which tools, characteristics and conventions. 3.ML.2 Possess a fundamental understanding of the ethical/legal issues surrounding the access and use of information. 4.FA.1 Adapt to varied roles and responsibilities. 4.IS.1 Monitor one's own understanding and learning needs. 4.IS.4 Define, prioritize and complete tasks without direct oversight. 4.IS.5 Utilize time efficiently and managing workload. 4.SCC.1 Work appropirately and productively with others. 4.SCC.2 Leverage the collective intelligence of groups when appropriate. 4.PA.1 Set and met high standards and goals for delivering quality work on time. 4.PA.2 Demonstrate diligence and positive work ethic. 4.LR.1 Use interpersonal and problem-solving skills to influence and guide others toward a goal. 4.LR.2 Leverage strengths of others to accomplish a common goal. 4.LR.3 Demonstrate integrity and ethical behavior. 4.LR.4 Act responsibly with the interests of the larger community. || Students will be able to describe life in England during the 1500's. Students will be able to identify specific characteristics of Shakespeare's life and work. Students will be able to identify specific characteristics of Elizabethan drama. Students will be able to speculate why Shakespeare is the greatest playwright in history. || 2. internet-based survey (trivia about theatre during Shakespearean times) 3. Wiki space for students to access documents with directions. 4. Google Docs Tools (or PhotoStory 3), Microsoft Publisher || [] 2. Brainstorm prior knowledge about the word "renaissance" and Queen Elizabeth. 3. Break class into small groups called "acting troupes"--four per troupe is desireable. 4. Do a community-building activity. 5. Preview the webquest to give students the big picture but assure them the project will be broken into small tasks. (Note: This project is based on a webquest located in [|www.slideshare.com] and designed by Brittany Cross) The acting troupe's product will be a a three-part folio including a presentation with period music, a newspaper--Renaissance Daily News, a 2-page journal entry from a specific character. 6. First students will do some general research using the sites on Document 1 to complete Document 2. 7. Next divide the troupes into two groups: half will explore the life and times of Queen Elizabeth ; the other half will explore the Black Plaque. (Each group will prepare a presentation using the Google presentation tool, Photostory 3 or PowerPoint. (See Documents 3 and 4 for student directions. See Document 5 for rubric) 8. Each member of the troupe will select a role: Queen Elizabeth, an average actor, a priest, a commoner, a nobel or Shakespeare, himself. 9. Using the sites on Document 1 and/or other sites, students will research their role and prepare a journal entry--(See Document 6 for student directions and Document 7 for rubric.) 10. Students will write a newspaper article based on their role. They will together to design a one-page newspaper or using Microsoft Publisher or another publishing tool. (See Document 8 for student directions and Document 9 for rubric.) 11. Students divide their troupe into partners. One set of partners will find or draw (extra points) an illustration of the Globe Theatre, and the other group will find a timeline. 12. Students will assemble and submit the group's folio (See Document 10 for student directions .) 13. Students will prepare for presentation (See Document 11 for student directions.) 14. Students will share their multimedia presentation and share their journal entries with the class. 15. Critical thinking discussion: Who was Shakespeare and why was he so famous? Would you have liked to live in the 1500's? What role did theatre play in their lives? || Drawing--A drawing of the Globe Theatre is an optional part of the requirements. Music--Students need to include music of the time period in their presentation. Project-Based Instruction--Webquest leads to a product. Reciprocal teaching--Through small group discussions, completing the project and the presentation, students will learn from one another. Role playing--Students will select a character to represent throughout the project. Storytelling--Students will tell a story by writing a newspaper article and a journal entry based on their character. Technology--Students will use the internet to research and complete the product. They will also use Google Docs and a publishing program (Microsoft Publisher) to produce the documents and create the presentation. Writing--see "storytelling" above. Critical Thinking--In order to complete the project, students will need to look critically at sources and synthesizing all the materials will also require critical thinking. || This is differentiated because the students have a lot of choices within their groups. Teacher Note: Prior knowledge required of students: how to use Google Docs and Microsoft Publisher, how to cite sources, journal writing vs. newspaper writing. ||
 * **Technology Integration Unit/Lesson Plan Template **(modified from MTS Lesson Plan Template) ||
 * Name: Janelle Klapperich
 * **Brief lesson/unit Summary/Description ** ||
 * By forming cooperative groups, called "acting troupes" students will explore Shakespeare's life and times, including the Globe Theatre. Their explorations will culminate with a "folio" as well as a public presentation. This multi-day lesson will move through Shakespeare's early years, to his "tragic period," and to his final years. Taking on the role of a commoner, Queen Elizabeth, an actor, a priest, a noble or Shakespeare, himself, students will explore from different points of view. The lesson supports research skills as well as encourages creativity through writing, speaking and designing. Several technology tools are needed to complete the project. The lesson (s) are designed to make students active learners who will be better prepared to tackle "Romeo and Juliet." ||
 * **Essential Questions to guide this unit/lesson and focus teaching and learning: ** ||
 * Who is Shakespeare and why is he so famous?
 * **State Content Standard/Benchmark addressed [] ** ||
 *  **Reading**
 * Writing**
 * Listening, Speaking and Viewing**
 * **State Educational Technology Standard/Benchmark addressed [] ** ||
 * 9-12.CT.1.1 Incorporate knowledge and enhanced usage skills to create a product.
 * **21st Century Skill(s)/Theme(s) addressed (see excel spreadsheet) ** ||
 * 1.GA.3 Understand other nations and cultures, including the use of non-English language.
 * **Students will understand (lesson/unit objectives) **
 * **Technology & Web 2.0 resources needed (hardware and software, websites) ** ||
 * 1. internet to complete webquest--details and internet sites included
 * 1. internet to complete webquest--details and internet sites included
 * **Procedure (learning activities)/ lessons of unit ** ||
 * 1. To garner interest, students will complete an online trivia survey about theatre during Shakespearean times.
 * **Strategies that can teach any student ** ||
 * Please indicate the strategies used: Discussion, Drawing, Field Trip, Games, Graphic Organizers, Humor, Manipulatives, Metaphor & Simile, Mnemonic Device, Movement, Music, Project-Based Instruction, Reciprocal Teaching, Role Play, Storytelling, Technology, Visual Aids, Visualization, Work Study, Writing, Critical Thinking Questions, Other: ___)__ ||
 * **Describe application of above strategy or strategies below ** ||
 * Discussion--Small groups will need to discuss in order to complete tasks.
 * **Assessment Method/s and description ** ||
 * Rubrics are included above for each part of the product as well as the verbal presentation. ||
 * **Resource List ** ||
 * paper and markers ||
 * **<span style="font-size: 10pt; font-family: 'Arial', 'sans-serif';">Note: //(this area may list accommodations, differentiation, as well as other key information that may not fit into the categories above)// **
 * **<span style="font-size: 10pt; font-family: 'Arial', 'sans-serif';">Peer Reviewer: ___ ** ||
 * <span style="font-size: 10pt; font-family: 'Arial', 'sans-serif';">Comments: ||
 * <span style="font-size: 10pt; font-family: 'Arial', 'sans-serif';">Comments: ||