Lesson Plan: Twelfth Night.
Spreadsheet: Breakdown of TN lesson.
The lesson plan I chose is an
introduction to Shakespeare's Twelfth Night that
incorporates auditory and visual technologies. The lesson is also
beneficial to my students in other ways; it employs multiple
modalities (ex. a cluster map, group discussion, recordings, written
skit, etc.), several NJ Core Curriculum Content Standards and other
aspects that ameliorate the educational process.
I went to the NJCCCS website and chose Standard 3.3 out of the other English standards. It reads: Standard 3.3 (speaking): all students will speak in clear, concise, organized language that varies in content and form for different audiences and purposes. This blended with the curriculum goal of my lesson plan, which introduces Shakespeare's Twelfth Night to students by allowing them to first brainstorm, then apply specific vocabulary. It aids in building a larger lexicon for students.
It was a strong lesson, even without modification. Standards met were 3.3.12.C.1, which dealt with application of specific key words; these, in the lesson, were love/rejection, hope/loss, sloppy/foolish and quarreling/pleading. Students dissected these concepts using cluster maps. These served to activate prior knowledge. This was a student centered task. Cluster maps are an organizational technology, as per standard 3.3.12.D.2. Upon this individual organization, students were placed in small groups to satisfy standards 3.3.12.B.2 and 3.3.12.B.3: extend peer contributions through elaboration and illustration (as students did by elaborating their written understanding with a created skit); analyze, evaluate and modify the group process (the whole class watched/heard skits and offered constructive criticism in a discussion).
I added several facets to this lesson plan, despite finding it quite potent. I thought more technology could be used to better strengthen students' understanding. After our last interactivity, I realized how resourceful the internet. I discovered an open source cluster map technology that my class could use to compose a more thorough map. If provided with computers, my small groups could also employ this. It's not mentioned in procedural goals, but having the students grouped made a great teacher-centered task. The week before spring break, in my assessment class, my professor discussed how educators can gauge student knowledge/participation by shadowing each group to see who contributes what. This is something I've heard since beginning to learn how to teach. I took the final step as a chance to self-evaluate my lesson. By viewing every one of my students' digital compositions, I could understand if/where students met difficulty.
Technologies suggested were iMovie and Audacity, among others. They help me make value judgments and can aid my students in self-diagnosing their errors, too. This is why they're so integral to the lesson plan. Hearing and seeing their skits gives students an objective perspective. Having to edit them for viewing by the entire class ensures they have to think critically about their own strengths/weaknesses. I'd modify and use this lesson plan in my classroom. Hopefully, I get the chance to do this soon, during my professional semesters. I can even attempt it earlier with the student I tutor for READ 411. In that class, too, multiple modes and multimedia are lauded as being efficient.
I went to the NJCCCS website and chose Standard 3.3 out of the other English standards. It reads: Standard 3.3 (speaking): all students will speak in clear, concise, organized language that varies in content and form for different audiences and purposes. This blended with the curriculum goal of my lesson plan, which introduces Shakespeare's Twelfth Night to students by allowing them to first brainstorm, then apply specific vocabulary. It aids in building a larger lexicon for students.
It was a strong lesson, even without modification. Standards met were 3.3.12.C.1, which dealt with application of specific key words; these, in the lesson, were love/rejection, hope/loss, sloppy/foolish and quarreling/pleading. Students dissected these concepts using cluster maps. These served to activate prior knowledge. This was a student centered task. Cluster maps are an organizational technology, as per standard 3.3.12.D.2. Upon this individual organization, students were placed in small groups to satisfy standards 3.3.12.B.2 and 3.3.12.B.3: extend peer contributions through elaboration and illustration (as students did by elaborating their written understanding with a created skit); analyze, evaluate and modify the group process (the whole class watched/heard skits and offered constructive criticism in a discussion).
I added several facets to this lesson plan, despite finding it quite potent. I thought more technology could be used to better strengthen students' understanding. After our last interactivity, I realized how resourceful the internet. I discovered an open source cluster map technology that my class could use to compose a more thorough map. If provided with computers, my small groups could also employ this. It's not mentioned in procedural goals, but having the students grouped made a great teacher-centered task. The week before spring break, in my assessment class, my professor discussed how educators can gauge student knowledge/participation by shadowing each group to see who contributes what. This is something I've heard since beginning to learn how to teach. I took the final step as a chance to self-evaluate my lesson. By viewing every one of my students' digital compositions, I could understand if/where students met difficulty.
Technologies suggested were iMovie and Audacity, among others. They help me make value judgments and can aid my students in self-diagnosing their errors, too. This is why they're so integral to the lesson plan. Hearing and seeing their skits gives students an objective perspective. Having to edit them for viewing by the entire class ensures they have to think critically about their own strengths/weaknesses. I'd modify and use this lesson plan in my classroom. Hopefully, I get the chance to do this soon, during my professional semesters. I can even attempt it earlier with the student I tutor for READ 411. In that class, too, multiple modes and multimedia are lauded as being efficient.
