Day Learning Goals and Description of Learning Assessment of Learning Technology
Outcomes Activities Goals
1 ● Objective: Through a ● Students are paired up and ● Summative ● Technology is
(See four corners activity, asked to agree, strongly Assessment: 3 not well-funded lesson SWBAT respectfully agree, disagree, or strongly question or well-received plan) defend their opinions on disagree with six questionnaire filled at American essential statements statements that are based out by the student’s Leadership based on the themes off of the themes in Julius partner. It asks about Academy. from Julius Caesar using Caesar. As a team, the the level of respect Recently, evidence from Julius students most choose the the student however, the Caesar, real world corner of the room that approached every Board decided events, and personal corresponds with their conversation with, to fund experiences. choice. Then the groups evidence to support Chromecarts, ● Standards: Content: are expected to collaborate claims, and the which makes it 9-10.SL.1. Initiate and and find the strongest amount and type of much easier to participate effectively in evidence (from Julius evidence used. The use technology a range of collaborative Caesar, real world events, teacher explains, in the classroom. discussions (one-on- or personal experiences) to defines, and models If a teacher one, in groups, and present to their classmates respectful debate for wanted to teacher-led) with diverse to try and persuade them to the students and implement partners on grades 9–10 change their minds. provides specific technology in topics, texts, and issues, ● Since this activity is so details on what this lesson building on others' ideas heavily communications evidence students are (through the use and expressing their own based, some students expected to use. of Poll clearly and persuasively. might have more trouble. Everywhere), ISTE-S: 7. Global The lesson has been then s/he could Collaborator differentiated in two ways use the Students use digital tools to account for this. Chromecarts. to broaden their Students are evaluated by ● Sustaining this perspectives and their peer partner. This particular part of enrich their learning by partner will give them the project will collaborating with others points for speaking within not be very and working the partnership, the group, difficult. So long effectively in teams or the whole class, as the teacher locally and globally. allowing the more shy has a classroom Students: students to earn their with 4 corners b. use collaborative points through discussion and is able to get technologies to work with their partner. through Julius with others, including Furthermore, the teacher Caesar, it peers, experts or can also use websites such should be easy community members, to as Poll Everywhere to to continue examine issues receive responses instead helping students and problems from of forcing students to learn how to multiple viewpoints speak or move in front of properly ● This lesson focuses the class. communicate specifically on learning ● The 4 corners activity will and connect how to communicate allow students to Shakespeare to respectfully on a variety respectfully share and their modern of issues from different defend their opinions in a experiences. viewpoints, using fun way. This will help different evidence, in students learn how to different groups, and speak respectfully to one possibly even in different another and begin mediums. connecting the themes of Julius Caesar to their own lives.
2 ● Objective: SWBAT ● After the teacher explains ● Summative ● Students will
define their role in their the project and the student Assessment: Students need to use act group, personal and roles, students will be are expected to leave some sort of group goals and assigned to their act class with a online deadlines, and group groups. They will be completed group collaboration norms and rules. working within these constitution. This tool to plan and ● Standards: Content: groups for the entirety of constitution must execute their 9-10.SL.1.b. Work with the project. Once assigned contain the group’s projects. This peers to set rules for to their groups, students main goal, each might include collegial discussions and are expected to discuss the individual’s role group chats, decision-making (e.g., norms, rules, and within the group StormBoard, informal consensus, expectations in their (leader, plot expert, Google Drive, or taking votes on key groups. They are also character expert, any number of issues, and expected to assign each of theme expert, script collaborative presentation of alternate the approximately seven writer, stage director, web tools. If a views), clear goals and members a role in the and modernizer), the teacher wanted deadlines, and individual group (leader, plot expert, group’s expectations to use one of roles as needed. theme expert, character for each role, the these tools, ● This lesson focuses on expert, script writer, stage standards for however, s/he establishing director, and modernizer). communicating and would have to communication norms The teacher will describe managing approach the and rules within a group. the expectations for each disagreements, and Board for Furthermore, this lesson role to the students. individual goals. The funding, find focuses on collaboration Students are expected to constitutions will be funding within the group to write a group constitution graded on a rubric elsewhere, or create group goals, rules, that establishes the norms, focused on whether use a free tool. deadlines, and separation expectations, and values of or not students ● After the first of duties. the group. The constitution included all five year I hope to will also have agreed upon components within make the project deadlines that students are the constitution. more expected to follow (not interdisciplinary. only are students expecting Hopefully, their group members to through the follow these deadlines, the second and third teacher expects it as well). years and into Students will also include the future, other the technology they will teachers (history use to work on rewrites and theater, in because much of the particular) will rewriting will be done also be outside of class. Each assigning a students is expected to project that sign their agreement by the corresponds end of the class. with this one in ● This lesson focuses very their classrooms. heavily on cooperative learning. Students will work together to create acceptable standards for working together for the rest of the project. ● Through writing the constitution students will define boundaries, expectations, and deadlines for each other and for the teacher.
3 ● Objectives: SWBAT ● As a class, students will ● Formative ● The teacher
collaboratively adapt the create a basic five part Assessment: Students would have to main points of Julius summary. The teacher will will turn in their plot approach the Caesar into a modern guide students in diagram for their act. Board about a day context on a class determining the main idea This will be graded membership to Padlet. of each act and on a rubric that states Padlet. The ● Standards: Content: determining where each the main points in basic version 9-10.W.3.c. Use a variety act falls on a plot diagram each act that students only allows of techniques to (exposition, rising action, should have listed. users to create sequence events so that climax, falling action, and This will help the three Padlets. they build on one another resolution). Students will teacher redirect While this might to create a coherent then work in their act students if they work in the short whole groups to elaborate the missed one of the term, after three 9-10.W.6.Use summary for their act, most important parts years a teacher technology, including the using the main point that of their act. The would have to internet, to produce, the class discussed as their Padlet will also act as use another publish, and update guide. The plot expert will a formative email if s/he still individual or shared lead the group in assessment. Each act wanted to have writing products, taking summarizing and group’s summary previous years advantage of completing a plot diagram should align with Padlets. The technology's for their act. The their plot diagram in unlimited capacity to link to other modernizer will then lead the main points. The version of Padlet information and to the group in creating a summary should also is $12/month or display information modernized summary of be sufficiently $99/year. flexibly and dynamically. their act using the plot modernized (Does it ● Padlet will allow ISTE-S: 7. Global diagram. The script writer make sense in students to share Collaborator is responsible for typing today’s world?). Acts their summaries Students use digital tools out the summary and are not yet expected with one to broaden their adding it to the class to flow together at another. perspectives and Padlet. this point. The Padlet Furthermore, it enrich their learning by ● This lesson is will be graded on a will allow collaborating with others differentiated and uses rubric that establishes students to work and working collaborative learning. that the summary on creating a effectively in teams Since students were matches with the plot smooth finished locally and globally. responsible for choosing diagram, is product while Students:c. contribute their own roles (with sufficiently still including constructively to project agreement from their modernized, is well their team’s own teams, assuming various group), their work within organized, and individual flair. roles and responsibilities the group should match follows proper As students to work effectively with their strengths. All English grammar work on honing toward a common goal. students are expected to rules. their characters, ● This lesson is structured participate in group plots, and in a way that focuses on activities; however, each themes, they can collaboration and critical day of the project usually add to the group thinking. Students must focuses on a specific role Padlet to share collaborate and think or a few specific roles. their critically in groups to ● By summarizing Julius characterization, summarize Julius Caesar Caesar a s a class and then theme as a class and then to summarizing each act in development, elaborate on their act groups and then and plot summary, adapt it to a modernizing that movement. modern day context, and summary, students are able ● After the first share it with their peers. to slowly build their way year, the teacher to adapting their act into a will continue to modern day context. search for new Furthermore, students are and exciting slowly left to work with technology to each other as opposed to incorporate into with the teacher with the project and individual students taking continue to push responsibility of their for better groups. technology to the Board. Hopefully, in the future, students will be able to have a class portfolio where students can place all of their group’s work with the final product at the very end. This would allow other students, teachers, and parents to see all of their work along with the final product.
4 ● Objective: SWBAT ● The teacher will give a ● Formative ● Students will
relate themes found in Pear Deck presentation on Assessment: Students have to have the Julius Caesar to modern theme to the class. This will be graded on the Chromecarts in day experiences, presentation will focus on paragraph that they order to interact particularly the ways in how theme develops turned in with their with the teacher which private and public throughout a piece of work Outline. This during the Pear selves are separated. and how it drives the paragraph will be Deck ● Standard: Content: action of a story. graded on a rubric presentation. For 9-10.RL.2 Determine a Furthermore, this that addresses how this presentation theme or central idea of a presentation will use well the student it seems text and analyze in detail specific examples from connect their unnecessary to its development over the Julius Caesar to illustrate personal experience pay for Pear course of the text, these points. After the to the theme of Deck. The free including how it emerges interactive presentation, private vs public self, version that and is students will then how well the student functions as a shaped and refined by complete an outline connects the theme of Google add-on specific details; provide project. Students will write private vs public self would work just an objective summary of characteristics or draw to Julius Caesar and fine. the text. images on a handout that how well the student ● The interactive ISTE-S: 1. Empowered has the outline of the body. connects the themes Pear Deck will Learner The images within the found in Julius provide students Students leverage body will provide Caesar to their own with the technology to take an information on their lives. information they active role in choosing, private selves, while the need to know achieving and words and images on the about theme and demonstrating inside will provide will keep them competency in their information on their public engaged with learning selves. Students are then the material. goals, informed by the asked to write a paragraph ● After the first learning sciences. where they relate their year, the teacher Students:c. use Outline project back to will hopefully technology to seek Julius Caesar and compare be able to get feedback that informs or contrast how this theme other content and improves drives their everyday lives areas and grades their practice and to versus how it drives the involved. A demonstrate their plot of Julius Caesar. project such as learning in a variety After students turn in their the Outline of ways. Outline, the teacher will project would ● This particular lesson is hang them up in the allow students structured around critical hallways throughout the who usually thinking and creativity. school. would not know Students are forced to ● This project is done in a one another get think critically about way that students are able to know each how themes from Julius to present information in a other better. The Caesar relate to their variety of ways. Some more students, daily lives through the students may decide to and teachers, Outline project. The draw images while others that are Outline project also might provide lists of involved, the allows students to characteristics and traits. more likely that illustrate their Furthermore, students are students will understanding of the allowed to take their benefit from it. public vs private self Outline home in order to theme in a more creative finish it, allowing more and fun way that relates time for some students to more directly to their finish. own lives. ● This Pear Deck presentation and outline project allows students to learn how theme works in a fictive work and then relate a particular theme to their everyday life. Through the Outline project students will be able to see how the theme of public vs private self drives the narrative of their own life.
5 ● Objective: SWBAT ● After the teacher gives a ● Formative ● Students will
examine multiple Pear Deck presentation on assessment: The have to use the characters in Julius characterization students will be Chromecarts or Caesar and how they (specifically how an author graded on a rubric for a lab. The move plot and develop develops characters, the their character teacher would theme through the different types of portfolio. Each want to creation of a modern day characters, and the ways student is responsible approach the Julius Caesar character that characters drive plot for a portfolio on Board about portfolio on LiveBinder. and develop themes), LiveBinder that they possibly getting ● Standards: Content: students will work together can then all add into a basic plan for 9-10.RL.3 Analyze how in the act groups with their one LiveBinder. LiveBinder complex characters (e.g., character expert leading to Students will have to which allows for those with multiple or create portfolios in include at least one more easily conflicting motivations) LiveBinder for each of the visual component, collaborative develop over the course characters they are one written work. This, of a text, interact with including in their act. explanation, one however, would other characters, and ● The LiveBinder portfolio quote from the text, a cost $35/year advance the plot or allows students to include description of how per user. develop the theme. many different forms of this character drives ● This allows Technology: 6. Creative media. One student might plot or develops students to Communicator decide to include a picture theme, and how this create a creative Students communicate and a paragraph, while character will drive representation of clearly and express another might decide to plot or develop theme their modern themselves include a direct quote, a in the modern character and creatively for a variety of video that somehow version. share it with the purposes using the connects and a brief rest of the platforms, tools, explanation. The groups. By the styles, formats and requirements for the end of the digital media appropriate portfolio will be production to their goals. open-ended enough to students must Students: c. allow students of many have a flowing communicate complex different styles to create project where ideas clearly and their own unique portfolio. the effectively by ● These portfolios will allow characterization creating or using a students to analyze the flows from one variety of digital objects way their character scene to the such as functions in the play, the next. visualizations, models or ways in which they move ● After the first simulations. the plot, and how they year, hopefully d. publish or present develop theme. The students will be content that customizes students will then be able able to bring the message and to apply that to a modern their portfolios medium for their day context. to their history intended audiences. class and ● This lesson focuses on explore the collaboration, creativity, historical and critical thinking. individuals that Students will have to their characters work collaboratively were based off within their act groups to of. This would create a creative portfolio allow for for their modernized another level of characters. learning and another layer in their portfolio that they could use to create a more round and dynamic character in their production.
6 ● Objective: SWBAT ● While the teacher takes ● Formative ● The only
argue their beliefs on each act group aside and Assessment: Students technology used who each Outline figure reviews their constitution, will have two in today’s lesson belongs to through Padlet summary, assessments during will be used by writing. LiveBinder portfolios, and this lesson. The first the teacher. The ● Standards: Content: rewrites so far, students is largely completion teacher will use 9-10.W.1. Write will explore the hallway based. Students will Padlet, arguments to support dedicated to their class. have to fill out a LiveBinder, and, claims in an analysis of Students will write a one handout for the more than likely, substantive topics or to two sentence (claim, Outline project where Google Drive to texts, using valid evidence) mini-argument they give their claim go over reasoning and relevant that explains and defends (who the outline assignments and sufficient evidence. why they matched a belongs to) and their with the each of a. Introduce precise specific Outline with a evidence (why they the act groups. claim(s), distinguish the specific person. At the end believe that person ● After the first claim(s) from alternate or of class, the teacher will matches that year, the teacher opposing claims, and announce who each Outline). The other will hopefully create an organization Outline belonged to so that formative assessment have Google that establishes clear students can see how well is on the progress the classroom or relationships among they did. student’s have made another way to claim(s), counterclaims, ● Students are allowed to on the rewrite. At this put all of the reasons, and evidence. work at their own pace point in time, all students’ work ● This project focuses on throughout the class hour rewrites are expected in one place so critical thinking. to determine which to be half way done. that it would be Students have to use the Outline belongs to which Furthermore, the faster and easier private and public selves classmate. teacher will provide to go over the of the Outline figures to ● The end of the Outline feedback to groups work with each determine which of their project allows students to on all of the work group. classmates it is. get to know their they have completed classmates on a more thus far. The teacher personal level. will also provide peer Furthermore, it encourages evaluation handouts students to think critically that will ask how and practice argumentation each person is doing in a more creative and in their role and ask relatable way. students about any concerns they might be having with their group members.
7 ● Objective: SWBAT ● Students will work in their ● Formative ● The students
rewrite Julius Caesar as groups to rewrite Julius Assessment: The will again a modern day Caesar i nto a modern teacher will use a hopefully be production. Standards: context. Script writers will checklist to ensure using 9-10.W.3 Write lead the rewrites. At this that leaders are Chromecarts or narratives to develop real point, every act should be working to create a possibly the lab, or imagined experiences approximately half way complete whole on provided by the or events using effective done. Leaders should have presentation day. board. technique, well-chosen been working with other This checklist will ● During this details, and leaders through the focus on basic flow lesson, students well-structured event entirety of the project to of the narrative, will likely be sequences. a. Engage and ensure that the plot, production choices using Google orient the reader by themes, and character (costume, props, Docs or another setting out a problem, flowed well from act to act etc.), creativity, and collaborative situation, or observation, by sharing portfolios, overall team work tool that they are establishing one or summaries, and rewrites. within and between comfortable multiple point(s) of view, Scriptwriters continue to teams. with so that all and introducing a use their plot, theme, and users can work narrator and/or character experts along to create a characters; create a with their modernizr to finished script to smooth progression of help with the rewrites of present to the experiences or events. b. Julius Caesar. The class on Use narrative techniques, scriptwriter should also be presentation such as dialogue, pacing, working with the stage day. Using description, reflection, director to start planning Google Docs is and multiple plot lines, to out how the performance more effective develop experiences, will look on stage along than writing events, and/or characters. with the props and because every c. Use a variety of costumes that each student has techniques to sequence character will need. The equal access to events so that they build teacher will go around to the script from on one another to create each group and make sure anywhere that a coherent whole. d. Use that they are continuing on has internet precise words and their script. Moreover, the access. phrases, relevant teacher will meet with the ● After the first descriptive details, and leaders to see how each year, the teacher sensory language to team is doing and to see will hopefully convey a vivid picture of how well the production is be able to get a the experiences, events, flowing. The teacher will stage where setting, and/or ask probing questions like: students can put characters. e. Provide a Will each person playing a on a full conclusion that follows character have the same production, from and reflects on costume? If not, how will creating a much what is experienced, each act group ensure that larger (and observed, or resolved everyone knows what longer) project. over the course of the character they are Students could narrative. representing? How is each then spend a day ● This lesson focuses act group handling the on the stage heavily on collaboration. transition from act to act? (maybe with Students from all groups What about scene to theater students) must work together to scene? learning about make sure that their acts ● This lesson focuses sound, lights, flow well together into a heavily on cooperative and other coherent, thirty minute learning. Every member aspects of stage whole. has a role and it is management. important that each member fulfills his/er role. Groups need every member to do their job, which holds every student accountable for their part in the work. ● Working in groups in class helps students, particularly the leaders, to work with other groups to ensure there will be a smooth transition from scene to scene and a completed whole on presentation day.
8 ● Objectives: SWBAT ● The teacher will give a ● Summative ● There is no
construct a mini-letter brief lesson on the proper Assessment: The technology following standard letter way to write a business teacher will use a needed for this writing format in order to letter. The teacher and checklist to grade the particular spread kindness and students will then write a basic format of the lesson. If the positivity throughout the mini-letter praising a students’ letters. This teacher would school. specific teacher or student checklist will focus like to use Pear ● Standards: Content: that is not in the class. on heading, closing, Deck for the 9-10.W.2 Write Students will then have and the basic order of letter writing informative/explanatory time to write three kind a letter. presentation, texts to examine and letters on their own. Two then the teacher convey complex ideas, they will take with them would need the concepts, and out of class to give to their Chromecart. information clearly and intended audience while ● Using Pear Deck accurately through the one will be left behind so might allow for effective selection, that the teacher can a more organization, and evaluate the letter interactive analysis of content. a. formatting. Students will presentation on Introduce a topic; continue writing these letter writing; organize complex ideas, letters throughout the however, the concepts, and project and, hopefully, best opportunity information to make throughout the rest of the for student important connections school year. engagement is and distinctions; include ● Students who are in need the independent formatting (e.g., of more assistance can get work at the end. headings), graphics (e.g., more help when the other Furthermore, figures, tables), and students are writing their Pear Deck might multimedia when useful three letters independently. take valuable to aiding comprehension. The teacher will ask each class time for b. Develop the topic with student individually during independent well-chosen, relevant, the time for independent practice and and sufficient facts, work whether they need an help from the extended definitions, help. teacher away concrete details, ● Learning and then writing from the student. quotations, or other the mini-letters will help information and students learn the basic examples appropriate to format of letters. the audience’s Furthermore, this activity knowledge of the topic. can help combat bullying c. Use appropriate and and teach students that varied transitions to link anyone can make a the major sections of the negative or positive text, create cohesion, and change in their own world. clarify the relationships among complex ideas and concepts. d. Use precise language and domain-specific vocabulary to manage the complexity of the topic. e. Establish and maintain a formal style and an appropriate tone while attending to the norms and conventions of the discipline in which they are writing. f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). ● This lesson focuses on critical thinking and creativity. Students are encouraged to write specifically kind things to their intended audience. This encourages creativity, critical thinking, and kindness.
9 ● Objective: SWBAT ● After the teacher gives a ● Formative ● There is no
illustrate mystery, brief mini-lesson on how Assessment: The technology tension, and surprise in authors, particularly teacher will grade the needed for this their act rewrites by Shakespeare, structure a paragraphs each lesson. While structuring a text and text and organize events group turns in by a interactive Pear organizing events within within it, using Julius rubric. This rubric Decks definitely it. Caesar as an example, will focus on the help with ● Standards: 9-10.RL.5 students will work more accuracy of the claim student Analyze how an author’s on their act rewrites. By (Is it really tension, engagement, choices concerning how the end of the class period mystery, and/or students need to structure a text, order students should almost be surprise?) and the and want more events within it, and done with their rewrites. quality of the class time to manipulate time create Students will identify evidence provided work on their such effects as mystery, which of the three (Does the evidence rewrites as the tension, or surprise. (mystery, tension, and/or prove that it is one of the presentation ● This lesson focuses surprise) they the three elements? day gets closer heavily on collaboration. developed/are developing Does the evidence and closer. Students will have a in their act and write one illustrate how the Furthermore, chance to work more on paragraph with textual sequence of events implementing their rewrites focusing on evidence from their script produced that and justifying how mystery, tension, that proves their claim. element?) the and/or surprise are Plot experts will take implementation created in their act. charge of their surprise, proves that these tension, and/or mystery students paragraph while the understand these scriptwriter will take three elements charge of the rewrite if and how authors there is time left over. create them. ● Students or groups that do not understand the beginning lesson can ask for help from the teacher or from each other during independent practice time. At this point, students should be pretty familiar with everyone in their groups. This should allow for more communication and help between students, lessening the need for teacher intervention. ● In order to implement mystery, tension, and/or suspense into their own stories, students must be able to identify and prove that they are intentionally ordering events to create these elements.
10 ● Objective: SWBAT ● Students will work ● Formative ● There is no
collaboratively together in order to Assessment: The technology incorporate each act into finalize their production. teacher will assess necessary for a cohesive, modern, five Leaders will work with two major issues this lesson. If a act play that maintains its their groups and each other today. First the teacher would relationship to Julius in order to finalize all of teacher will check for like to use Caesar. the details of the completion of the anything, s/he ● Standards: Content: production. The teacher script at the could use 9-10.SL.1 Initiate and will model how leaders beginning of the Google Docs to participate effectively in might consider speaking to class. The teacher check the a range of collaborative each other and speaking will also walk around completion of discussions (one-on- for their group. The the room and scripts and/or one, in groups, and teacher will ask each evaluate how each have groups teacher-led) with diverse member in the group what act group write down the partners on grades 9–10 their concerns are and communicates with questions they topics, texts, and issues, write them down on a each other. She will want their leader building on others' ideas piece of paper (or maybe use a similar to address for and expressing their own everyone will have a checklist as the one them. clearly and persuasively. section on a Google Doc). from day one. S/He ● After the first a. Come to discussions The leader will then bring will focus on the year, hopefully prepared having read and the questions to the other amount of respect students will researched material leaders and each leader that students show have more in under study; explicitly will advocate for his/er towards one another. class time to draw on that preparation group. While this is work on the by referring to evidence happening, the other project because from texts and other students are rehearsing for other teachers research on the topic or their performance. will also be issue to stimulate a ● Each group is naturally involved. This thoughtful, well- differentiated based off of would allow reasoned exchange of the individual’s role in the students more ideas. b. Work with peers group. The teacher will time to work on to set rules for collegial place early finishers/high the project even discussions and achievers in leadership if it meant they decision-making (e.g., roles. These students will had extra parts informal consensus, enjoy the extra challenge to do for other taking votes on key of being in the play and classes. issues, and presentation advocating for their group. of alternate views), clear ● All students have to goals and deadlines, and communicate effectively individual roles as in this lesson. Group needed. c. Propel members must conversations by posing communicate their wants and responding to and needs to their group questions that relate the leader. The group leader current discussion to will then have to advocate broader themes or larger his/er group’s wants to the ideas; actively other leaders. The whole incorporate others into group must come to a the discussion; and compromise and then the clarify, verify, or leaders must share the challenge ideas and compromise with the conclusions. d. Respond group and ensure that it is thoughtfully to diverse implemented. Overall, the perspectives, summarize whole lesson illustrates points of agreement and how teams usually work in disagreement, and, when the workplace. warranted, qualify or justify their own views and understanding and make new connections based on the evidence and reasoning presented. ● This lesson focuses heavily on collaboration. Students must work together to create a finalized and cohesive whole. Each act group must form one whole class team in order to complete the play.
11 ● Objective: SWBAT ● The teacher will give an ● Formative ● Students will
critique performances, interactive presentation on Assessment: Students need the particularly live theater theater critiques. This will submit one of Chromecarts for performances. presentation will include their third or fourth Pear Deck. Pear ● Standards:9-10.SL.3 the elements of a good critiques for grading. Deck will allow Evaluate a speaker’s versus a bad play, a good They will receive students to work point of view, reasoning, versus a bad critique, and them back the next at their own use of evidence, and use how an individual writes a day because their pace during the of rhetoric, identifying critique. The teacher will critiques are due not last two videos. any fallacious reasoning then have students watch long after their ● After the first or exaggerated or three to four short videos performance and year, hopefully distorted evidence. that illustrate either some students will some students ● This lesson focuses on successful or unsuccessful probably want to start from other critical thinking. performances. The first right away. The classes (i.e. Students must think critique the teacher will critiques will be theater) will critically about what do. The second critique the graded on a rubric come and sit in makes a good versus a teacher and students will that focuses on the my room on this bad performance and do together. The third (and accuracy of claims, day so that they how they themselves will maybe fourth) will be done proper use of can learn how to be judged by their peers by the students with evidence, proper properly critique the next day. minimal help from the citing, and proper theater teacher. embedding of in-text productions. ● During independent citations. practice, the teacher can assist anyone that is struggling. Furthermore, the teacher might make the fourth video optional. Any students that want extra practice are able to get it through the fourth video. The teacher might also have students speak their fourth critique instead of making them write it. ● Students learn how to successfully critique theater through the Pear Deck lesson and through actually practice themselves. This will help them a lot over the next week because students are expected to write a theater critique of their class’s performance.
12 ● Objectives: SWBAT ● Each act group will ● Summative ● Students will
evaluate the perform their act in front Assessments: The need the performances of their of the class. The teacher Google form Chromecart and peers and themselves. will record each of the act evaluation asks the the teacher will ● Standards: 9-10.RL.9 groups. After each act student’s basic need a camera. Analyze how an author group performs the teacher impression of each While the draws on and transforms will give students three to act performance, teacher could source material in a five minutes to write down whether it was good use her phone specific work. notes on the performance, or bad, why they camera, a real including the performers believed it was good camera would themselves. At the end the or bad, the best part, do a better job students will have a short the worst part, where and would also evaluation to complete the Julius Caesar be useful in through Google forms. influence was many other Students will then receive obvious, and content area their final assignment. evidence of the classes. The They will have to write a connection. This will teacher would theater critique of their be graded on a have to class performance of checklist. The final approach the Julius Caesar in the assessment will be Board about modern day. the Theater Critique buying a couple ● Students are expected not which will be graded of cameras for to write during the from a rubric. the school. production. This is why ● Filming the the teacher will give students allows students a little time them to rewatch between scenes in order to their own write down initial performances reactions and other and properly important notes. evaluate Furthermore, the teacher is themselves. It is videotaping the important that performance which means this technology that the students can later is included in watch the performance for the project. their theater critique and ● After the first for their evaluation if need year, I hope that be. students will have the opportunity to perform on a real stage with a real audience, even if that audience is made up of students, teacher, and parents. This would be a wonderful opportunity for the theater and English department to work closely together in the future.