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My final UbD lesson plan, based on Shakespeares Romeo and Juliet, takes into consideration Gardners theory of multiple

intelligences by allowing students to demonstrate their learning through multiple modes. Character journaling, letter writing, and a formal character analysis essay provide students opportunities to reflect upon and write about the plays characters, as well as their personal responses to those characters, and thereby allows students to demonstrate intrapersonal communication and linguistic intelligences. Through literature circles and a Socratic seminar, this unit lesson also provides ample opportunities for both small and large group discussions, which meet the learning needs of those with interpersonal communication intelligence. Additionally, this unit lesson plan culminates in a final creative project that allows students to work either individually or in a group to create a contemporary interpretation of Romeo and Juliet. Because students will choose how they want to present their interpretation, the final project provides students an opportunity to demonstrate multiple intelligences including: interpersonal communication, intrapersonal communication, visual/spatial, kinesthetic, musical, and linguistic. Because I provide multiple ways for students to demonstrate their diverse learning strengths, and to also present and explore diverse perspectives through writing, small group, and large group discussion, embedded into this unit plan are: InTASC Teaching Standard #2: Learning Differences, InTASC Teaching Standard #3: Learning Environments, and the Alverno education ability: integrative interaction. This lesson plan includes multiple learning activities that will be accomplished through various venues and by using a variety of resources, and also engages students in critical discussion that I will facilitate. Therefore, I will consistently need to be well prepared for class activities, and also provide

clear instruction and continuous feedback. For this reason, my unit plan calls upon me to demonstrate InTASC Teaching Standard #7: Planning for Instruction, InTASC Teaching Standard #8: Instructional Strategies, as well as the Alverno education abilities of communication and coordination. Through written reflection, formal critical analysis, small and large group discussions, and a final creative project, students will have many opportunities to take responsibility for their learning. Also, by creating discussion questions to be shared with peers, and by participating in small and large group conversations, students will be allowed to guide class discussion, as well as explore ideas, express themselves, and make connections between the play, their learning, and their lives. As I provide students opportunities to express their individuality, I will model respect for my students and, in turn, require them to be respectful of their peers. Because learning will take place within a psychologically safe environment, and students will be allowed to have a voice in their learning processes, they will discover their own capabilities and, ideally, grow in selfconfidence. In this manner, my unit plan is driven by Albert Banduras theory of selfefficacy.