A.4.2+Collaborative+Lesson+Plan


 * __ Planning __**

Reviewer Dr. M.

**Reading Comprehension Strategy:** Using Fix-up Options

**Reading Development Level:** 9th grade Advanced

**Instructional Strategies:** //Notemaking//

**Lesson Length:** //3 55 minute sessions//

**Purpose:** The purpose of this lesson is for students to use fix-up options to track their comprehension of Romeo and Juliet, Act I, Scene I and by translating the scene into modern day language. Students will understand the events in this scene despite the sometimes difficult Shakespearean language.

**Objectives:** Students will be able to use fix-up options to track their comprehension of Romeo and Juliet, Act I, Scene I. Students will be able to use translate Shakespearean language to modern language. Students will be able to share their interpretations with the class through acting out their interpreted lines or by putting them into Xtranormal.

Look at your verbs. Can you improve upon them in terms of Bloom's taxonomy? Here's my stab at it: At the end of these lessons, students will be able to: 1. Utilize fix-up options and record their comprehension on a graphic organizer. 2. Interpret Shakespearean language and translate it into modern language. 3. Synthesize their learning through drama or with a Web 2.0 presentation.

**Resources, Materials, and Equipment:** //Copy(Copies) of Romeo and Juliet, Act I Scene I// //Graphic Organizer -// 3 column graphic organizer (column 1: Traditional text, column 2: track use of fix-up options, column 3: students’ interpreted text //Laptops//  //Checklist for students//  //Movie clips//  //Projector and screen for movie clips for illustration/comparison of Shakespearean and modern language//  //Document camera//  //w////ww.backchan.nl//  //Class blog//  //Internet access (school has wireless)//  //Xtranormal//  //Reference books from library - Librarian will provide//

In order to enrich your resources, what about finding Shakespearean actors performing a bit of a play (on YouTube perhaps) and comparing it with a modern film version that does not use Elizabethan language and British accents. Actually, the two of you seem to be doing this in your motivation section.. You should have included these film clips in your resources!

**Collaboration:** Teacher and librarian collaborate to plan lessons, gather resources, create the rubric and assess the students. For the lesson, the teacher and the librarian will model the activity for students by translating the prologue into a modern day news cast and showing them how to document the use of Fix-up Options on the document camera. The teacher and the librarian will work together to prepare and execute this modeling. In conjunction with the modeling of the activity, both teachers will perform a think-aloud as they read the prologue. The students will collaborate in small groups to translate the Shakespearean language into modern language. Educators will facilitate small groups as they work together. Both teachers will walk around the room to be available to students to ask questions and clarify instructions.

Brilliant!

**Assessment:** The 3 column graphic organizer and presentation will be used to assess understanding of the scene and the ability to translate Shakespearean language into modern language. Students will use a checklist to guide their work and self-assess. Teacher will use a rubric that is based on the checklist to assess student work.

**‍‍‍Standards (from the TEKS or other state standards) ‍‍‍:** Taken from 9th grade ELA TEKS: 1) Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to: (B) analyze textual context (within a sentence and in larger sections of text) to distinguish between the denotative and connotative meanings of words;  (2) Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to:  (A) analyze how the genre of texts with similar themes shapes meaning;  (B) analyze the influence of mythic, classical and traditional literature on 20th and 21st century literature; and  (C) relate the figurative language of a literary work to its historical and cultural setting.  (4) Reading/Comprehension of Literary Text/Drama. Students understand, make inferences and draw conclusions about the structure and elements of drama and provide evidence from text to support their understanding. Students are expected to explain how dramatic conventions (e.g., monologues, soliloquies, dramatic irony) enhance dramatic text. (25) Listening and Speaking/Speaking. Students speak clearly and to the point, using the conventions of language. Students will continue to apply earlier standards with greater complexity. Students are expected to give presentations using informal, formal, and technical language effectively to meet the needs of audience, purpose, and occasion, employing eye contact, speaking rate (e.g., pauses for effect), volume, enunciation, purposeful gestures, and conventions of language to communicate ideas effectively. (26) Listening and Speaking/Teamwork. Students work productively with others in teams. Students will continue to apply earlier standards with greater complexity. Students are expected to participate productively in teams, building on the ideas of others, contributing relevant information, developing a plan for consensus-building, and setting ground rules for decision-making.

AASL Standards
 * Information literacy (from the AASL Standards)**

Standard 1: Inquire, think critically, and gain knowledge. 1.1 Skills 1.1.6 Read, view, and listen for information presented in any format (e.g, textual, visual, media, digital) in order to make inferences and gather meaning. 1.1.9 Collaborate with others to broaden and deepen understanding. 1.4 Self-Assessment Strategies 1.4.1 Monitor own information-seeking processes for effectiveness and progress, and adapt as necessary. 1.4.2 Use interaction with and feedback from teachers and peers to guide own inquiry process. 1.4.3 Monitor gathered information, and assess for gaps or weaknesses.

Standard 2: Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge. 2.1 Skills 2.1.4 Use technology and other information tools to analyze and organize information. 2.1.5 Collaborate with others to exchange ideas, develop new understandings, make decisions, and solve problems. 2.4 Self-Assessment Strategies 2.4.1 Determine how to act on information (accept, reject, modify).

** Implementation ** **__Process__**

// Day 1 -- Introduction -- Form Groups -- Begin translating //

**Motivation:** We will show clips from two different movies. One will be a Shakespearean play done in traditional form. The other will be a clip from a movie that has modernized the language and setting but is still conveying the same message. Possible movie choices are //Taming of the Shrew// and //Ten Things I Hate About You// and //A Midsummer Night's Dream// and //Get Over It//. After watching the movie clips, the class will be divided into two groups (with the teacher and librarian each taking one group) and will have the opportunity to comment on what they saw and answer questions. Questions are aimed to access background knowledge and make connections between the play and modern times. What are some similarities? What are some differences? Can they imagine a similar story taking place today? Do they have any experience with a similar story?

Brava!

**Student-friendly Objectives:** You will use 5 fix-up options to track your understanding of Romeo and Juliet. You will translate Shakespearean language to modern language. You will share one segment of translation in person or through Xtranormal.

**Presentation:** Librarian and teacher will role-play what a translation Shakespearean language into modern terminology would sound like by reading the prologue as is first and then as a newscast. Then, the teacher and librarian will model the whole process for students through a think-aloud, including reading, fix-up options, translating, and sharing. This will help illustrate how we got from the Shakespearean prologue to the newscast, showing students exactly what they are supposed to do.

Yes!

**Student Participation (or Practice) Procedures:** To begin student practice, each group will read the first line (or couple lines) of their segment, and the rest of the class will help them brainstorm how the same thing could be said in modern terms. If need be, the teacher and librarian will model again for student understanding of expectations. After this process all groups will have a start on their section.

**Guided Practice: - This is actually student participation. ** Each group will take a different segment of Act I Scene I (see 3 column graphic organizer). They will use 5 fix up options (which have previously been learned and are used often in class) to track their comprehension of the text and translate it into modern language. Students will fill out a 3 column graphic organizer as they read. The first column will contain the original text, in the middle column students will track their use of the 5 fix-up options, and in the third column students will write their interpretations.

**Guided Practice:** This is what educators will look for as they monitor students' practice. It is important to maximize the impact of two educators in the same room at the same time since you have lowered the student-to-teacher ratio. What will you be looking for was students record on their graphic organizers?

**Closure:** The class will use the checklist to assess their work for the day. After filling out the checklist, students will get back into the two groups from the beginning of the class period to ask questions that they have about the assignment. They will also share one line or segment that they have finished and feel comfortable with.

Reflection: How did using fix-up options help you comprehend Shakespeare's language? What words are caused the greatest challenges and what did you do to translate them?

// Day 2 - Finish translations in groups -- work out how will present translation -- work on presentation //

You will translate Shakespearean language to modern language. You will decide which presentation model to use: group acting out scene or building an Xtranormal presentation. Begin to build your presentation to share the group's interpretation with the class through either acting out your modern lines in your group or putting lines into Xtranormal.
 * Student-friendly Objectives:**

Share an example of Xtranormal with the students and model how to build a simple Xtranormal presentation. (You could also invite the theater teacher to model the dramatic presentation option.)
 * Presentation:**

Participate as part of a group in continuing to translate the scene into modern language. Continue to use the graphic organizer to facilitate the translation. Plan and construct presentation of translation.
 * Student Participation (or Practice) Procedures:**

After reading is complete each group will plan how they will act out the modern interpretation of their segment of the scene. Educators will monitor and facilitate the different groups in their translations and in their presentation design/building. (Yes! Guided Practice must include what the educators are looking for as students practice.)
 * Guided Practice:**

Students will complete and finalize their presentations for the next day. Students will use the second half of the checklist to assess their own work for today.
 * Closure:**

Reflection? Do not save reflection for the every end of the project. Students and educators need to be thinking about how they are learning and what they are learning throughout the project.

// Day 3 -- Final presentations -- Assessment -- Reflection //

Share presentations with class. Discuss the presentations as a class. Self-assess the project and the way the group worked together (with a rubric?)
 * Student-friendly Objectives:**

Each group will share their translation with the class by either acting it out as a group or by presenting their Xtranormal presentation via the projector. As students watch and listen to other groups, they will be actively thinking of and writing questions or comments.
 * Presentation:**

Group presentations will take place today. During presentations, students use backchan.nl.com to ask questions and make comments. Cool! The group that is presenting will answer any questions after the presentation is completed. They will also write a short reflection/journal entry about the project and how the group worked together.
 * Student Participation (or Practice) Procedures:**

Groups will act both the traditional and modern interpretations of their segment of scene I so that all students will hear the whole story, both in traditional language and modern language. If they are doing Xtranormal presentations, they are permitted to choose whether to read the original text rather than put both into Xtranormal or they can choose to do both original and translation in Xtranormal.
 * Guided Practice: See note above about Guided Practice. **

During closure for the acted out portion of the lesson, the class will use backchan.nl.com to ask questions and make comments while groups are performing. After performance, groups will answer audience questions.
 * Closure:**

**Reflection:** Students will reflect on the fact that classic literature, and therefore themes, are universal and timeless. Even though Romeo and Juliet was set long ago, similar situations still occur and similar lessons are still learned. As reflection students will share one "universal lesson" they can think of with the class via the class blog. Each student will be required to post their reflection and comment on another student's reflection. The teacher and the librarian will each be walking around the room and monitoring students during this time. They will both troubleshoot technological issues and be available for student questions or concerns.

**Extensions:** Students could research where certain phrases in the English language came from. Students could continue the discussion about how language evolves but themes are universal as they read different literature throughout the school year. Don't forget to continue to use fix-up options to comprehend difficult texts.



The graphic organizer is will be broken up. Each group will only receive their portion of Act I, Scene I.

Your graphic organizer and checklist are excellent. On your rubric, please consider using bullet points instead of run-on sentences to describe various criteria. Remember: You are always modeling!

Attribution missing