EDUC 2220- Educational Technology Lesson Plan Teaching The Tempest

Kristin Kovak 11 Grade Language Arts

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Common Core Standards: Communication: Oral and Visual Standard: F- Give presentations using a variety of delivery methods, visual displays and technology. Reading Process: Concepts of Print, Comprehension Strategies and Self-Monitoring Strategies Standard: AApply reading comprehension strategies to understand grade-appropriate texts. Reading Applications: Literary Text Standard: A- Analyze and evaluate the five elements (e.g., plot, character, setting, point of view and theme) in literary text. Lesson Summary: This lesson is designed to help students better understand Shakespeares play, The Tempest. After having already read the play for homework, students will divide up into groups and choose a key scene of the play to focus on. They will then make Fakebook pages for all of the characters in the scene they chose. After this they will create a Goanimate video depicting their scene, using modern day language and characters. Once these videos are complete, each group will present their video to the class. Estimated Duration: Five 50-minute class periods. Commentary: This lesson plan is designed to incorporate modern day technologies that students enjoy in order to make reading Shakespeare less dull for them. Starting off by creating the Fakebook pages will hook students in since they all are familiar with Facebook and enjoy using it. This will help them understand who the key players in their scene are and what the conflict between them is. I foresee that understanding Shakespeares language and what is actually going on will be students biggest trouble they encounter while making their videos. Creating these Fakebook pages will help them by providing a good basis for understanding their scene. Through creating videos of the major scenes from The Tempest, the class will see an easier to understand version of the play and will see a more interesting side of Shakespeares work.

Instructional Procedures: Day 1 (Friday): Minutes 1-10: I will start of the lesson by describing the entire project to the students. I will explain that they will be making Fakebook pages and a Goanimate video. I will tell them that they will be getting into groups of 4, show them the list of scenes they have to choose from, and give them a handout that tells them what elements they must include and when everything is due. Minutes 10-25: I will show them how to use Fakebook and show them an example page that I made. I will explain that they need to make a page for each character in their scene and show them ideas of what they could fill in (family relations, relationship statuses, a profile picture, posts on each others walls, etc.) Minutes 25-40: I will show them how to use Goanimate to make a video. I will start by showing them a video example that I have made. They I will briefly go though the elements like creating a character, creating a background, and creating dialogue. Since this is somewhat complicated, I will show them that I have posted a link to a step-by-step tutorial online for their reference. Minutes 40-50: I will allow them to choose their groups of four and what scene they want to do. I will then tell them that their Fakebook pages are due on Monday (emailed to me) and that they should start thinking about their video, but that we will be spending three days in the computer lab next week to work on them. Day 2 (Monday): Minutes 1-50: The class will meet in the computer lab, I will see if anyone has any questions before we begin, then groups will start working on their videos. Groups will begin by writing up a script and I will walk around helping groups interpret the dialogue and translate it to modern vocabulary. I will also provide aid in showing students how to use Goanimate. Day 3 (Tuesday): Minutes 1-50: I will start class off again asking if students have any questions or are having any difficulties. After this, students will have the whole class period to continue working and I will walk around, continuing to help groups. During the last 20 minutes of class, I will go around and make sure each group has made sufficient progress and give them some feedback. I will warn students that we only will have one more day to finish up their videos. Day 4 (Wednesday): Minutes 1-45: I will start class off again asking if students have any questions or are having any difficulties. After this, students will have the whole class period to continue working and I will walk around, continuing to help groups. In the last 10 minutes, I will ask if any group has not finished their video. If there are any groups that havent, I will speak with them privately and tell them that they need to meet and finish their video before tomorrow. Minutes 45-50: I will tell students to be ready to present their video tomorrow, to email me their completed

video by 10pm, and tell them the order in which they are going, which will be chronologically by scene. Day 5 (Thursday): Minutes 1-50: I will have had the videos queued up before class so we will be able to start right away. I will pass out a worksheet that will have a few questions about each video, such as what he conflict was, who was in the scene, who said what to who etc. to make sure that students now better understand the scene. We will watch each video in chronological order, and I will fill in what happens in the play between each video scene so that the entirety of the play covered. There will be popcorn and soda for the students while they watch as a reward for all of their work.

Pre-Assessment: In the prior classes in which the class was reading The Tempest, as we go over it I will ask if the students are having trouble comprehending the play. I will answer questions as to what is going on plot-wise or what Shakespeares language means. Scoring Guidelines: The scoring will be informal formative assessment because through having the class discussion, I will gauge the students understanding of the play and see how many of them are struggling with comprehension. Post-Assessment: The worksheet that the students complete during the videos will serve as post-assessment. They will have to pay attention to be able to answer the questions and through doing so will be able to show that they now have a better comprehension of the play. Scoring Guidelines: Fakebook: Students will get full points as long as they meet all requirements, if not, points will be taken off for each missing element. Requirements: -Must make a Fakebook page for all characters in scene 50 pts. -Must include a profile picture for all pages 5 pts. -Must include all relationships, including family members and romantic partners 20 pts. -Each character must have 2+ posts on their wall from other characters 25 pts. Goanimate video: This will just be an overall percentage grade for the group as a whole. Factors will include: did they include all major characters? Did they include all key pieces of dialogue and translate the original

wording for more a modern version? Did they take time to create appropriate characters and background? Worksheet: Will simply be graded by the percentage of questions they answered correctly.

Differentiated Instructional Support Students that are struggling with this assignment will have other group members to provide assistance. The Goanimate tutorial will also provide nearly cant fail instructions on how to make a video. Also, I will be walking around providing aid to any student/ group that needs any help. Students who already had a clear mastery of the play can delve further into it by creating more detailed Fakebook pages and Goanimate videos.

Extension Here is a link explaining the five elements of a story more in depth: http://www.ulm.edu/~ryan/206/documents/elements_%20f.htm Students should use this link to better understand the elements and trace them in each of their own scenes.

Homework Options and Home Connections Students will have to create their Fakebook pages over the weekend in order to prepare for their videos. This will make sure they come to class Monday familiar with their scenes and having a basic understanding of what goes on. If needed, students may need to complete their videos outside of class as well.

Interdisciplinary Connections Students are using art skills by designing characters and backgrounds for their video. Students are using social science skills by learning to collaborate as a group and together formulate ideas and make decisions.

Materials and Resources:

For teachers

A copy of The Tempest, a computer, a projector, and a screen to show the examples to my students

For students

A copy of The Tempest, a computer with internet outside of school, computers in the computer lab to work in groups

Key Vocabulary Dialogue Conflict Plot Action Resolution Story Elements Character Relationships