Anthony Saraceni's Spreadsheet (7th grade English)
I
used a 7th grade lesson plan on Shakespeare’s “A Midsummer Night’s Dream” for my Integration
Technology Plan. This lesson plan has the objective of giving students the
tools to deciphering between a comedy and a tragedy. Discussions and activities are the backbone of this lesson plan. Technology is needed
and allows for this lesson to be fully understood. During the process of my Integration Technology Plan I
noticed how frequent technology is integrated into the simplest of plans.
As
Dr. Domine states, “A precursor to technology integration is achieving the
widest possible repertoire of instructional media technologies
available.”(Domine, 99) I took it upon myself to try and gather all other ideas
before introducing the technology I was going to use. As this process began my
spreadsheet started emerging row by row. I began to decide how I was going to “ACCESS”
this lesson. I will have each student read the selected scene from the play the
night before. I will reread aloud with the class for those who have not read or
may have been lost during. I would email each student a copy of the selected
scene to introduce technology to him or her prior to this lesson. During the
reading of the scene I will have the lines I am reading visible on the smart board.
As I finish the reading, I will introduce a class discussion. I will open the
floor to any questions or concerns that may be present. During this time I will
go line by line on the smart board dissecting each line as a group.
Once
the scene is understood I will move to the “PRODUCE” row of my spreadsheet. I
will break the class in to small groups of 3-5 students. They will have a few
days to recreate this scene. During class time I will show reenactments of this
scene on the smart board. I will show movie adaptations, and theoretical
performances. The students will have the option to give a live performance, or
record themselves after class-time. As each performance is finished they will
have to then upload the finished video to You Tube.
After
a few days it is now time for an audience to be introduced. The class will
watch each performance in its’ entirety. This will direct you to the row on my
matrix marked “PARTICIPATE/COMMUNICATE”. As a class we will verbalize and
discuss the performances after each group has presented. I will introduce
literary terms during each discussion. A guided sheet for taking notes will be
given before each presentation. This sheet will help promote confidence during
the peer discussions. Google Docs and Email are listed under technology. Each
student will have to either email one group, or submit a Google Docs that will
carry the classroom discussion to personalized feedback. The students will tell
a specific group how the performance helped or hurt his or her understanding of
comedy in Shakespeare. After the digital feedback is distributed it is time to
see where we have come since day one.
For
now it is time for documented evidence to emerge as row “EVALUATE” shows. During
this process rubrics will be handed out for each student to look over. They
will see what aspects are expected while both understanding and demonstrating a
comedic performance. A short paragraph with a few examples of performances that
have helped understand aspects of a comedic performance will be documented.
This will be hand written. Also, a blank document will be given to each student
on a computer. They will fill in a self-reflective version for his or her
performance on Microsoft Excel.
Finally,
the class will be accountable for, and “ANALYZE” the lesson in its’ entirety.
Each student will be given a blue book. At this time they will have a few
open-ended questions to answer. Showcasing the literary terms they have
unpacked during this lesson. Students will describe commonalities in Shakespearean
comedies. After the exam I will have each student get back into the same groups
they stared with. I will ask each group to create a short Power Point
presentation that showcases everything they have learned about comedy (focusing
on literary devices used).
This
final activity will show how we came one step closer to analyzing Shakespeare. During
the last row they need to collaborate through email and combine slides to a
Power Point. They will conduct this power point showing off what they have
learned. This final presentation will showcase all they have learned during
this lesson.
Anthony, a couple of points of feedback for you in moving beyond this course module:
ReplyDeleteFirst, the cycle of media literacy is slightly out of sequence here. Not a big deal, but I felt the need to clarify in case there is confusion: Students must first ACCESS (information), then ANALYZE it, EVALUATE it (use their judgment to discern credibility, value, importance, relevance), then use media technology to PRODUCE evidence of their understanding/analysis/evaluation (i.e. film, essay), then COMMUNICATE about what they did (i.e., reflection, post-assessment). This cycle can be repeated multiples times in a single unit plan. But the assumption is that media literacy cannot be achieved without each of these steps. It's like closing a loop or completing a cycle.
Also, in your narrative there lacks a precision and intentionality about where exactly student learning occurs. In other words, each time you use passive tense, it obscures what or whom is doing the teaching (i.e., "A short paragraph with a few examples of performances that have helped understand aspects of a comedic performance will be documented. This will be hand written. Also, a blank document will be given to each student on a computer."). As an English Educator, it's really important for you to eliminate the use of passive voice. Period. As a professional teacher, it's essential that you use active/present tense so that you are explicit about who is the catalyst for learning in a specific instance.
Thank you so much for the comments Dr. Domine.
DeleteI understand where I showed signs of weakness during this last project. Aside from that, I had an absolute great time with creating the spreadsheet. I compare this activity to using "Playground". It is so rewarding leaving with the skills that have been introduced to us this semester.
Thanks again!
Anthony, just wanted to compliment you on the theme of this lesson plan. I think A Midsummer Night's Dream is a wonderful play to choose for seventh graders. Shakespeare plays vary so much and the themes and difficulties can apply to so many different age groups. Not that A Midsummer Night's Dream is an immature or silly play, the themes and language would so be appreciated by seventh graders. They would struggle with Macbeth or Hamlet too much because the themes are darker, more existential and complicated. The play you chose is wonderful for this age group, and that's my first piece of feedback. I also think your idea of reenacting or recording the scenes is so much fun. Shakespeare is meant to be performed and sometimes, seeing it on paper is too difficult to understand. Having them act it out and perform it will strengthen their understanding and will help them interact with the play in a fun and creative way.
ReplyDelete