ENG 297 DR.

LIPSZYC SUMMATIVE TASK ENGLISH LANGUAGE ARTS LESSON INTEGRATING TECHNOLOGY (MEDIA LITERACY) Lesson Author(s): Taylor Carlic
Lesson Focus: What is the focus of the lesson? What grade level am I aiming for? -Showing how Shakespeare’s language and plays translate into modern context but still convey the same meaning and themes. -Grade 10

Rationale and NCTE, NYS and ISTE Standards: Why am I teaching this lesson? Which standards apply?

NCTE 6: Students apply knowledge of language structure, language conventions, media techniques, figurative language, and genre to create, critique, and discuss print and non-print texts. NYS Reading 1.8: Analyze information from different sources, making connections and showing relationships to other texts, ideas, and subjects. - employ a range of post-reading practices to think about new learning and plan further learning ISTE 1.b: Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students: b. create original works as a means of personal or group expression.

Objectives: What, specifically, should the student be able to do, understand as a result of the teaching? (Bloom verbs) Students will:

  

Compare Shakespeare’s original text and its adaptation to modern film. Create own rendition of a scene from Romeo and Juliet. Apply modern language to a Shakespearian scene.

Prior Knowledge: What prior knowledge do my students need in order to be successful with the focus of this lesson?

Students will have read the play in full. Students will have also watched Baz Luhrmann’s 1996 adaptation of Shakespeare’s play Romeo and Juliet.

Materials, Resources and Technology: Materials and resources (textbook, magic markers, etc.)

Romeo and Juliet original text.

Technology Resources needed for this lesson:

Baz Luhrmann’s Romeo and Juliet, TV, DVD player, Students will need video cameras if they choose that option of the assignment.
Web Addresses needed for this lesson: (Web site name followed by the complete web address

http://shakespeare.mit.edu/romeo_juliet/index.html - Scenes from Romeo and Juliet

Instructional Procedures (Anticipatory Set/Hook): How will you open the lesson to motivate the students? How will you relate this lesson to previous learning and to real life experiences, to explain the importance of the learning to the students? (requires student involvement). Tell the students to pick their favorite scene from the play/film and ask them why they would want to remake this scene. They are putting the scene into modern times, but are also taking words from the actual play and translating the passages into modern day English.

Techniques and Activities: List the step-by-step activities in sequential order as they occur in the lesson. They clearly identify what is to take place in the lesson. Within the procedures, identify a variety of classroom teaching strategies (methods). Student-centered activities are included as well as guided practice of the learning. (Use language like teacher models, inputs…students explore). 1. Students are placed into groups of four to five depending on the number of students in the class. 2. Students explore the play and determine which scene is the group’s consensus favorite. (Our class will be given a scene to compare and contrast.) 3. Once each group has a picked a favorite scene they then compare and contrast the original written version to the film version in order to discover similarities and differences. Students will be given a class period to compare and contrast the scene. Since a large amount of time will be allotted, the students should have strong close reading/observing. (In our class we will be giving each group five minutes to come up with some similarities and differences.) 4. Students will be asked to look for: different uses of language, omission or addition of lines, different setting, characters portrayed, the persona of the character, ECT… 5. Groups create a new script depicting their scene using modern language and setting, but still keeping Shakespeare’s original themes. Two class periods will be given to the students to write up their scripts. (In our class we will go around to each group and have a leader tell the class how their group would go about re-writing the scene.) 6. Students in groups then decide whether to act the new scene out in class or film their new scene to present to the class. If a group decides to act out their new scene during class, they will be expected to bring in minimum props, enough for an audience to get an understanding of what is happening in the scene. 7. Groups will either act out the new scripts they’ve written or present the film they’ve created for the class.

Lesson Closure: How will the lesson come to a close? The content should be summarized and related to future lessons. This lesson would build a new perspective on being able to take classic texts and transform them into modern day. After completing the compare/contrast activity during class in groups, the students will then be introduced to their final task of the unit which will be to create their own scripts for their scenes.

Assessment/Evaluation: How will you measure the student's success using formative means? Put an x beside the appropriate mode of evaluation. Add any specific criteria you will evaluate with i.e., if you are marking a journal, are you looking for insight, expression, etc.

Anecdotal notes

_____

Journal Self-assessment Peer-assessment

______ ______ ___X___

Work Samples __X___ (i.e., quick write, group chart) Checklist Oral Questioning _____ _____

Interview/Conference __X___

Student Products: What artifacts or products will result from this lesson either independently or by its inclusion in a unit? (Newsletter, essay, poem, diagram). Each group will have a written document that compares and contrasts the scene between the play and the film and eventually will create their own scripts.

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