4.3+Collaborative+Lesson+Plan


 * ||  || **Template for Collaborative Lesson Plan – A. 4.3 ** ||

Introducing "Romeo and Juliet" Students will be introducing each other to "Romeo and Juliet" They will research specific background areas of the play, the genre and the writer. They will introduce their findings to the class in order to teach one another in the jigsaw method. One group would research then present the genre and Shakespeare's background, another group would research and present the mythology behind the play, another group could give a detailed analysis of courtly love and nobility and the last could relate it historically to the time period (culture, socio-economic background, feuds, duels, professions, etc).
 * Follow this lesson plan template. Keep the template text in ** red ** font. Add your information in ** black ** font.

The jigsaw strategy is good for this topic and coteaching is a supportive teaching strategy for meeting students' needs for facilitation, especially when they are pursuing different topics. || · Reading Comprehension Strategy : Making and verifying inferences  - As written, I do not think students are making inferences in this lesson. Rather they are determining main ideas. Reading Development Level: Advanced · Instructional Strategies · Lesson Length: 4 days; due to block scheduling, each class period is 90 minutes. Hurray for block scheduling! · Purpose Students will be introducing each other to "Romeo and Juliet" They will research specific background areas of the play, the genre and the writer. They will introduce their findings to the class in order to teach one another in the jigsaw method. One group would research then present the grenre and Shakespeare's background, another group would research and present the mythology behind the play, another group could give a detailed analysis of courtly love and nobility and the last could relate it historically to the time period (culture, socio-economic background, feuds, duels, professions, etc). · Objectives to introduce the background of Shakespeare, to introduce the cultural and historical setting of "Romeo and Juliet" ; to understand and identify elements of the genre, to interest students in the play, <span style="font-family: 'Times New Roman',Times,serif;">to improve student research skills and develop an interest in drama, to teach students to cite sources, to teach students how to present findings to others. Don't forget - one of your objectives is for students to make and verify inferences.
 * Planning

<span style="color: #000000; font-family: 'Times New Roman',Times,serif;">·<span style="font-family: 'Times New Roman'; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Resources, Materials, and Equipment : <span style="color: #000000; font-family: 'Times New Roman',Times,serif;">Internet Access, Computers, flashdrives, PowerPoint, Printer, multimedia projector, film (optional) Children’s Literature: <span style="color: #000000; font-family: 'Times New Roman',Times,serif;">"Romeo and Juliet" Websites: [], [] Graphic Organizers: <span style="color: #000000; font-family: 'Times New Roman',Times,serif;">MindMap to brainstorm directions students may take to complete the project and to establish prior knowledge - Electronic mind mapping - Hurray!

The Flow Chart is a graphic organizer; it should appear here.

Materials: <span style="color: #000000; font-family: 'Times New Roman',Times,serif;">pens, paper, MindMap, film (optional) Equipment: <span style="color: #000000; font-family: 'Times New Roman',Times,serif;">PowerPoint Software, flashdrives, Printers, Multimedia Projector, Computer <span style="color: #000000; font-family: 'Times New Roman',Times,serif;">·<span style="font-family: 'Times New Roman'; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Collaboration: <span style="color: #000000; font-family: 'Times New Roman',Times,serif;"> Day 1 The teacher will explain the purpose of the assignment. The teacher will assign heterogeneous groups. Teacher will put topics in a bin, and each group will select a paper with a topic in order to know what to research. Librarian will review the research process, assessing for reliable sources, and internet usage and accessibility procedures to the students. The librarian will also model creating proper citations. Each day, the teacher and librarian will monitor students to keep them focused and on-task. Both will answer questions in regards to the ISP process and will evaluate student progress by noting areas of concern to be addressed before the next excursion to the library. The librarian and teacher will also help groups one on one during the research process. The librarian will actively monitor two groups of five and the teacher will actively monitor two groups of five for each class period. During the teacher's conference period each day they will meet to discuss what issues or anything of particular interest was noted and adjust their teaching styles to meet it. <span style="color: #000000; font-family: 'Times New Roman',Times,serif;">·<span style="font-family: 'Times New Roman'; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Assessment: The graphic rubrics at the top of your page belong here.

<span style="color: #000000; font-family: 'Times New Roman',Times,serif;">Day 1 Students will have made inferences about the play, completed their MindMap, negotiated and assigned duties and begun research. Educational technology: Students will use [|www.mywebspiration.com] to create their mindmaps for initial brainstorming as well as [|www.easybib.com] to create proper citations. Students will also use the Internet to find reliable information from credible sources and create an effective PowerPoint presentation. <span style="color: #ff0000; font-family: 'Times New Roman',Times,serif;">Standards: <span style="color: #000000; font-family: 'Times New Roman',Times,serif;"><span style="color: #ff0000; font-family: 'Times New Roman',Times,serif;">Reading (9) Reading/Comprehension of Informational Text/Expository Text. Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding. Students are expected to: (C) make subtle inferences and draw complex conclusions about the ideas in text and their organizational patterns; and (D) synthesize and make logical connections between ideas and details in several texts selected to reflect a range of viewpoints on the same topic and support those findings with textual evidence. (10) Reading/Comprehension of Informational Text/Persuasive Text. Students analyze, make inferences and draw conclusions about persuasive text and provide evidence from text to support their analysis. Students are expected to: (A) analyze the relevance, quality, and credibility of evidence given to support or oppose an argument for a specific audience// ; and // 15) Writing/Expository and Procedural Texts. Students write expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific purposes. Students are expected to: (D) produce a multimedia presentation (e.g., documentary, class newspaper, docudrama, infomercial, visual or textual parodies, theatrical production) with graphics, images, and sound that conveys a distinctive point of view and appeals to a specific audience.

Listening and speaking (<span style="color: #000000; font-family: 'Times New Roman',Times,serif;">24) Listening and Speaking/Listening. Students will use comprehension skills to listen attentively to others in formal and informal settings. Students will continue to apply earlier standards with greater complexity. Students are expected to: (A) listen responsively to a speaker by taking notes that summarize, synthesize, or highlight the speaker's ideas for critical reflection and by asking questions related to the content for clarification and elaboration;

Other content areas (<span style="color: #000000; font-family: 'Times New Roman',Times,serif;">21) Research/Gathering Sources. Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather. Students are expected to: (A) follow the research plan to compile data from authoritative sources in a manner that identifies the major issues and debates within the field of inquiry; (B) organize information gathered from multiple sources to create a variety of graphics and forms (e.g., notes, learning logs); and (C) paraphrase, summarize, quote, and accurately cite all researched information according to a standard format (e.g., author, title, page number). (22) Research/Synthesizing Information. Students clarify research questions and evaluate and synthesize collected information. Students are expected to: (B) evaluate the relevance of information to the topic and determine the reliability, validity, and accuracy of sources (including Internet sources) by examining their authority and objectivity; and (C) critique the research process at each step to implement changes as the need occurs and is identified.

Information literacy AASL

Inquire, think critically, and gain knowledge. 1.1 Skills 1.1.4 Find, evaluate, and select appropriate sources to answer questions. 1.1.8 Demonstrate mastery of technology tools for accessing information and pursuing inquiry.

Share knowledge and participate ethically and productively as members of our democratic society. 3.1 Skills 3.1.1 Conclude an inquiry-based research process by sharing new understandings and reflecting on the learning. 3.1.4 Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess. 3.1.6 Use information and technology ethically and responsibly.

Implementation Day 1 ·<span style="font-family: 'Times New Roman'; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Process Motivation: <span style="color: #000000; font-family: 'Times New Roman',Times,serif;">Teacher and Librarian will <span style="color: #ff0000; font-family: 'Times New Roman',Times,serif;">act a key scene <span style="color: #000000; font-family: 'Times New Roman',Times,serif;">from "Romeo and Juliet" without telling students from where it came. <span style="color: #ff0000; font-family: 'Times New Roman',Times,serif;">(Wouldn't get be great if you could wear costumes? Students will love this - especially if you ham it up.) <span style="color: #000000; font-family: 'Times New Roman',Times,serif;">They will ask students to make inferences about the hisotircal time period, culture and author of the text. They will then invite students to discover if any of their inferences were correct by introducing the topic. The teacher will group the students heterogeneously. A suggested alternative if teacher or librarian are feeling timid is that they may choose to use a clip from one of the film versions of the play instead of performing. <span style="color: #ff0000; font-family: 'Times New Roman',Times,serif;">(Hopefully, with outgoing partner can make the other feel comfortable! This could also be an opportunity to involve the school's drama teacher...) <span style="color: #000000; font-family: 'Times New Roman',Times,serif;"> Students will also reflect on personal relationships and dating people their parents have forbidden.

Relevance to Students Lives: Students will be led in a discussion about instances in which they have rebelled against their parents. After the brief discussion, the teacher and librarian will discuss how teenage rebellion has been going on for centuries, and in the case of Romeo and Juliet - it was for young love. Students will be invited to learn about how teenagers dealt with love during Shakespeare's era as well as how family status may have played a part in courtship as well. They will be encouraged to learn what it is about this story and its themes that keeps it everlasting and ever-present, most recently seen in the popular Twilight series. Excellent - very relevant and motivating!

Student-friendly Objectives are missing? What specific learning objectives relate to this modeling and the tasks for day one?

Presentation is missing. What are the educators modeling for students on Day 1? It seems like it should be how to use the mind mapping for brainstorming ideas. Student Participation Procedures or Student Practice Procedures: <span style="color: #000000; font-family: 'Times New Roman',Times,serif;">Student will complete the brainstorming mindmap and divide the duties among the groups' members. This should be a list. Organize ideas using a mind map. Develop questions for research. etc... Divide the areas for further research among group members.

Guided Practice: <span style="color: #000000; font-family: 'Times New Roman',Times,serif;">Once their course of action has been approved by the librarian or teacher, students will utilize the ISP process the librarian has modeled for them. <span style="color: #ff0000; font-family: 'Times New Roman',Times,serif;">(When will she model this? It could be part of the missing presentation. It seems like students should be able to complete the mind map and begin their research in one block period.) <span style="color: #000000; font-family: 'Times New Roman',Times,serif;">Students will locate internet and print sources that meet their topic. They will evaluate the resources for credibility. They will quote and paraphrase sources to create a powerpoint to present to their peers to teach them about their topic. Students will cite all sources used.

The guided practice should also include what educators will look for as they monitor students' work.

Closure: <span style="color: #000000; font-family: 'Times New Roman',Times,serif;">Students will review the rubric and ensure that the steps they have taken today will make it possible for them to create and present their PowerPoints to the class in order for each group to learn about the genre, author, time period, culture and mythology of "Romeo and Juliet." You could make the students more active in the closure by asking them to preliminarily assess their work and plan their research strategy for the next day.

Reflection: <span style="color: #000000; font-family: 'Times New Roman',Times,serif;">Groups will reflect on what areas of the research process are going well and what needs to be adjusted for the next day's research. Students will review their inferences and continue to reflect on what information negates them or validates them.

<span style="color: #000000; font-family: 'Times New Roman',Times,serif;">·<span style="font-family: 'Times New Roman'; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;">  Extensions T his could be applied to other resources set in a different historical period or setting. It would introduce students to the situation and provoke interest in the reading material.

(Moreillon 15).

Moreillon, J. //Collaborative strategies for teaching reading comprehension: Maximizing your impact//. Chicago: ALA Editions, 2007. ||