Macbeth Unit #2 Grade 12 - mpsri. does Shakespeare develop the concept of the tragic hero throughout Macbeth? ... / Graphic organizers need to be provided to ... Macbeth Unit #2 Grade ...

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<ul><li><p>6/2/2016 Middletown Public Schools 1 </p><p>Grade 12 ELA Macbeth Technology Integration Unit </p><p>Teachers Name(s): Dave Fontaine Grade Level(s): 12 Content Area(s): ELA, Macbeth Technology Overview / Organizer: Dave Fontaine </p><p>Stage 1: Desired Results </p><p>Essential Question(s) What essential question(s) or learning are you addressing? (Hint: Overarching, High Level, Involves Multiple Concepts and possible answers, Promotes Inquiry and Discovery) </p><p>How does Shakespeare develop the concept of the tragic hero throughout </p><p>Macbeth? </p><p>Technology Standards What technology standard(s) will this unit cover? Technology Standard 2: Communication and Collaboration Students use digital media and environments to communicate and work collaboratively, including at a distance, to support </p><p>individual learning and contribute to the learning of others. Technology Standard 6: Technology Operations and Concepts Students demonstrate a sound understanding of technology concepts, systems and operations. </p><p>21st-Century Skills - Four Broad Conceptual Categories: </p><p>Ways of thinking. Creativity, critical thinking, problem-solving, decision-making and learning </p><p> Ways of working. Communication and collaboration </p><p> Tools for working. Information and communications technology (ICT) and information literacy </p><p> Skills for living in the world. Citizenship, life and career, and personal and social responsibility </p><p>Page Break </p><p>Conceptual To Practical Span All Four Categories ICT literacy learning in digital networks. Learning through digital means, such as </p><p>social networking, ICT literacy, technological awareness and simulation. Each of </p><p>these elements enables individuals to function in social networks and contribute to </p><p>the development of social and intellectual capital. </p></li><li><p>6/2/2016 Middletown Public Schools 2 </p><p>Common Core English Language Arts Standards Cite strong and thorough textual evidence to support analysis of what the text says </p><p>explicitly as well as inferences drawn from the text, including determining where the </p><p>text leaves matters uncertain. RL 11-12.1 </p><p> Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or </p><p>understatement). RL 11-12.6 </p><p> Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question </p><p>or solve a problem.). RI 11-12.7 </p><p> Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11-12 reading and content, choosing flexibly from a range of </p><p>strategies. L.11-12.4 </p><p> Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, </p><p>and analysis of content. W.11-12.2 </p><p> Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or </p><p>information. W.11-12.6 </p><p> Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; W.11-12.8 </p><p> Draw evidence from literary or informational texts to support analysis, reflection, and research. W.11-12.9 </p><p> Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and </p><p>issues, building on others ideas and expressing their own clearly and persuasively. </p><p>SL.11-12.1 </p><p> Technology Expectation - What technology skills do you expect students to master? </p><p> Use technology to produce product Use technology to access information Use technology to collaborate </p><p>Assessment What will students be able to do or produce to illustrate their learning? How will you assess what they do or produce? Project Title: Video Recording Summative Assessment of Act I, Macbeth </p></li><li><p>6/2/2016 Middletown Public Schools 3 </p><p>Performance Tasks: Written responses to informational writing questions Shared responses to informational writing questions Internalize, verbalize, and document informational writing through individual video recordings. </p><p>Evidence: Individual video responses to informational writing questions. </p><p>Criteria: (include rubric and/or checklist criteria?) Rubric to assess video recordings (# 3 above) </p><p>Stage 3 - Learning Plan </p><p>Overview This is a short summary of the lesson or activities including assignments or possible products. </p><p> Upon the culmination of reading, discussing, and analyzing Act I of Macbeth, students will demonstrate their knowledge and understanding by recording their </p><p> responses in a video. </p><p>Resources/Materials What resources will you use in your project (e.g., Computer Lab, Publisher, Web access for research, print resources, etc.)? Hardware: Laptops w/video cameras, online text of Macbeth, Act I </p><p>Software: </p><p>Web-based resources and technology tools (possible resources that could be incorporated): Video recording/archiving online resource (one option is: letsrecap.com) </p><p>Preparation What technology skills are necessary for students as a prerequisite to beginning this activity? </p><p>Basic Internet navigation skills/knowledge </p><p>Management How and where will your students work (classroom, lab, groups, etc.)? Students will work in the classroom using the laptop carts. </p></li><li><p>6/2/2016 Middletown Public Schools 4 </p><p>What logistic protocols need to be followed? Where to save? How to submit? What directions / Graphic organizers need to be provided to students in advance? Students will need to: Navigate to the online resource, type in class code, and have internalized their prior responses. </p><p>Teachers will need to: Upload questions, input students names, create 'teacher' account. </p><p>Outline and Timeline for Instruction and Activities List the learning activities you will use and provide a timeline that indicates what students must complete and by when. Scheduling (Describe the approximate length of the project): </p><p>Day One and Two: </p><p>Lesson -page 2 of flipped unit </p><p>1. Read take notes. 2. Read Globe Theatre article linked in page margin. 3. Take Virtual Tour of the Globe linked in margin. 4. Read both links for Everyman and write down themes through </p><p>paraphrasing for classwork grade, </p><p>5. Read the opening dialogue between Everyman and Death linked on the page and also by clicking here. </p><p>6. Connect the themes in this medieval play with the themes in Macbeth. 7. Take vocabulary pop quiz first 12 words. 8. Add Macbeth Anticipation Guide to Google Classroom, and complete in </p><p>Google Classroom. </p><p>9. In groups debate and discuss each item and share out. </p><p>Day Three and Four: </p><p>1. 1-Begin Act 1 summary. read and assimilate the summary pdf here. </p><p> save in Google drive. </p><p> paraphrase two scenes at a time. </p><p>2. 2-Access Lets Recap to video and record their responses to 10 questions pulled from the Macbeth, Act 1 question sheet. </p><p>3. Work with peers to record. 4. Connect recording with the skills needed to present Capstone to </p><p>judges. </p><p>5. See Sample of student work. </p><p>On Hold - For Further Discussion Instructional Strategies Select and describe how you will use any of the strategies listed below. Problem-Based Learning: e.g., Students will be given a problem and create a technology based solution </p></li><li><p>6/2/2016 Middletown Public Schools 5 </p><p>Project-Based Learning: </p><p>Differentiated Instruction: Through students' access to the online classroom (Google Classroom), and the curation </p><p>and linking of the open educational resources from the Georgia Virtual High School </p><p>content. </p><p> Students have the ability to drill down gaining more support, learning resources, and supplementary material to help them scaffold their knowledge through a self-paced </p><p>process. </p><p>Inquiry-Based Learning: Online Resource Inquiry activity; project development and research </p><p>Collaborative Groups: Group practice presentation, group rubric criteria analysis </p><p>Students Will Self &amp; Peer Assess Their Presentations, Then Review For Closure and Reflection: </p><p> Students culminate their work through the written analysis of the questions, and their shared oral responses with their peers. </p><p> Students will then reflect upon their responses by reviewing their own video recordings which allow them to do 'retakes' upon review. </p></li></ul>

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