Collaborative+Lesson+Planning


 * Planning

· Reading Comprehension Strategy **-** ** Determining Main Ideas **

· Reading Development Level - ** Advanced **

· Instructional Strategies - ** Ques and Questions, Notemaking, Summarizing (orally) **

· Lesson Length **-** ** Day 2 ~ 50 minutes **
 * This lesson is Day 2 of a 3 Day Unit. **

· Purpose - ** The purpose of this lesson is to determine the main idea and build background knowledge of Shakespearean sonnets, using a web 2.0 technology tool. ** · Objectives
 * At the end of this lesson, the student will be able to: **
 * 1. state the main idea of a Shakespearean sonnet **
 * 2. compose an original sonnet **
 * 3. publish a wiki **


 * · ** Resources, Materials, and Equipment

Literature **// The Tragedy of Romeo and Juliet //**** by William Shakespeare; edited by Barbara Mowat and Paul Westerine **
 * // The Sonnets; and A lover’s Complaint //**** by William Shakespeare; edited by John Kerrigan **
 * // Shakespeare & Love Sonnets //**** selected and written by O. B. Duane **

Websites @http://www.shakespeare-online.com/sonnets/
 * Living Iambic Pentameter: **
 * [] **
 * Shakespeare Online:

Shakespeare's Sonnets: @http://www.shakespeare-sonnets.com/

All Shakespeare: @http://www.allshakespeare.com/sonnets.php

Frontline: Much Ado About Something: @http://www.pbs.org/wgbh/pages/frontline/teach/muchado/assignment4.html **

Graphic Organizers R&J Sonnet DRA.pdf Good!
 * DRA~Direct Reading Activity **

Materials

**First Chorus of Romeo and Juliet** Sonnet Form.ppt Side note: The Sonnet Form PPT is actually a "resource" because is is not a consumable.
 * DRA Graphic Organizer **
 * Sonnet Instruction Sheet **
 * Rubric Instruction Sheet **
 * Living Iambic Pentameter (Sonnet Form) PowerPoint **
 * Five Card Stock Sheets (TA) **
 * Five Card Stock Sheets(TUM) **

sonnet directions and rubric.pdf Sonnet Student Example.pdf

Equipment · Collaboration Excellent use of two educators - and I have no doubt about your commitment to the partnership and student learning.
 * Projector **
 * Computers **
 * The teacher and the teacher-librarian will model determining the main idea and notemaking of a sonnet. Both educators will facilitate as the students work in small groups and monitor during the entire lesson. Modeling how to determine the main idea will be done by both. They will take turns presenting and monitoring. Many years of experience and working as a team are assets of both the teacher, and teacher librarian. Collaboration requires the support and talents of all partners involved. Both partners are committed and dedicated to work in a unified effort . ** ||

· Assessment

**The student will have many opportunities to display mastery. The completed graphic organizer ( DRA Activity) is one form of assessment. Other opportunities will be the student’s completed sonnets, and presentations to the class using the standard sonnet format. They will also be required to publish and share their wikis with others. All forms of assessments represent their understanding of main idea for this lesson. Students will be given a Sonnet Rubric to self assess their progress and work. Both teachers and students will use the same rubric to assess the lesson.**

Reading ** **TEKS ** ** 7.10.A evaluate a summary of the original text for accuracy of the main ideas, supporting details and overall meaning. **
 * === ** · Standards ===
 * 7.8 **** Reading/Comprehension of Informational Text/Culture and History. Students analyze, make inferences and draw conclusions about the author's purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. **

**Social Studies 9.24.B** (B) analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea , summarizing, making generalizations and predictions, and drawing inferences and conclusions; **
 * (24) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of sources including electronic technology. The student is expected to:

**Information Literacy ** 4.1.3 Respond to literature and creative expressions of ideas in various formats and genres. **
 * AASL Standards **
 * 1.1.2 Use prior and background knowledge as context for new learning.
 * Standard 1 **
 * Inquire, think critically, and gain knowledge. **
 * Strand 1.1 .7 Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting information, and point of view or bias. **

Implementation · Process
 * Sonnets reflect real life issues that affect relationships such courtship, love and beauty. Publishing a wiki introduces our students to new trends in technology. Sonnets and wikis will develop lifelong skills for our students. Students in this class are around the same age as Romeo and Juliet. The topic of relationships is very popular with this age group. A topic/theme that discusses relationships and romance will spark their interest. They are also very interested in suicide. Presenting a classic like Romeo and Juliet with the emphasis placed on relationships and romance, and implementing a new tech tool, (wiki) is a motivator that is real world and students are familiar with. **

Motivation - is missing. Motivation is not a narrative as above - but rather an anticipatory set that states how you will hook the students in order to engage them in this learning experience.

Example: Have you ever been in love? Have you ever fallen out of love? (The teachers can share if they dare.) Then ask students to turn to their neighbor and share what it felt like to be in love - or not be in love. One thing that lovers often do is sent love notes to one another. For our guy Will Shakespeare, love notes were nothing if they were not sonnets written in iambic pentameter...

Then give an overview of the lesson...Please see the examples in CS4TRC and on the middle/high school lessons I shared with you, including the one you deconstructed.  Student-friendly Objectives
 * 1. Take notes from introductions of the Iambic pentameter, sonnet format and main idea. **
 * 2. Use stock cards with Ta or Tum to keep the pentameter rhythm. **
 * 3. Write an original sonnet using the sonnet format and pentameter rhythm. **
 * 4. Share sonnets with classmates. **
 * 5. Put completed sonnets on the wiki. **

Presentation
There should be some teacher modeling here. It doesn't hurt to review notemaking since main ideas are your reading comprehension strategy. This is an opportunity for both educators to model and contribute to teaching this lesson.

Have the students take notes. Stop after the definition of iambic pentameter and teacher (teachers?) will complete the hands on activity (below).
 * (1) Introduction: Iambic Pentameter/Sonnet Format PowerPoint (Teacher-librarian).

Formative Assessment: Teachers will float around the room making sure students are on task and taking notes.**
 *  (2) Hands on Activity: // Living Iambic Pentameter ~ // **** Teachers will pass out the stock cards and have students perform the activity shown on the PowerPoint.

Instructions for // Living Iambic Pentameter // **** : []

(3) Finish power point and teachers will hand out copies of //<span style="color: #000000; font-family: 'Times New Roman',Times,serif;">Romeo & Juliet //****<span style="color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 10pt;">Chorus Direct Reading Activity worksheet (Teacher)

(4) Show chorus from 1969 movie and 1993 movie while students read along teacher will point out the different aspects of the sonnet format as they watch the two movies clips.

Formative Assessment: Teachers monitor students to ensure they are on task.(Teacher-Librarian)

(5) Direct Reading Activity for Main Idea (Teacher): <span style="color: #ff0000; font-family: 'Times New Roman',Times,serif; font-size: 10pt;">Be careful. This is beginning to sound/look like cooperation - teacher does this; teacher-library does this - instead of educators do this...

Again, I think you missed an opportunity to jointly model this strategy. Remember: Direct instruction of a strategy involves using think alouds. Both educators can share their "plain English" to show that students' response can be different - because each educator's response is different. <span style="color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 10pt;">

Following the example on the hand-out and direct the students write down in plain English what each sonnet line means. Do the first line together as a class, pair-share second line, and individual work for the rest of the assignment. Teacher will complete the first line with the class and then both teachers will monitor the pair-share and individual work.

Summative Assessment: DRA worksheet

(6) Hand out instructions and rubric for writing sonnet (Teacher-librarian). **

Student Participation Procedures
**2. Use stock cards with Ta or Tum to keep the pentameter rhythm.**
 * 1. Take notes from introductions of the Iambic pentameter, sonnet format and main idea. **
 * 3. Write an original sonnet using the sonnet format and pentameter rhythm.**
 * 4. Share sonnets with classmates.**
 * 5. Put completed sonnets on the wiki**

Guided Practice

Closure <span style="font-family: 'Times New Roman',Times,serif;">Reflection <span style="font-family: 'Times New Roman',Times,serif;"> **Review the main idea of Romeo and Juliet. How do we determine the main idea of a sonnet? What makes detail relevant? Compare/contrast how the Romeo and Juliet are relevant to today’s youth. How does the pentameter rhythms compare to your text messages or tweets? How does the pressures of society affect relationships**
 * While students are composing their sonnets, the teacher and teacher-librarian will monitor and support students when needed. Teachers will ask randomly ask students if the sonnets are following the sonnet format and the rubric. ** It would be great to ask students to read their sonnets aloud (to the educators) and emphasize the iambic pentameter. This way you could monitor to see if students were getting the format and review if necessary with small groups or with the entire class.
 * Divide the class in half and each teacher/librarian will take a group. Students will then make groups of three. Within the groups of three, review the format of sonnets and then will share their sonnets with their classmates. **

· Extensions **~Most students are unaware of the organization and dramatic techniques of Shakespearean plays. Discuss with the students: five acts divided into scenes, rising action, climax at the beginning of third act, falling action, chorus, prologue, soliloquy, asides, blank verse….**


 * ~Translate a scene into contemporary language.** <span style="color: #ff0000; font-family: 'Times New Roman',Times,serif; font-size: 10pt;">This seems to be most closely related to this lesson.

**~Create an artistic expression inspired by the play (slam poetry, rap, song, dance, etc.)** Students would enjoy the fun!

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