Mary's+Blog+Lesson+Plan

Mary S. Hall Learner Level: Secondary Subject Area: Language Arts

=Will and Reason= This is the link to my wiki that I set up for my students to use when we did this project as a wiki project. I will include a link to the blog when I get it all set up.


 * Unit Overview:**

This unit is adapted from a unit Writing for Change that was created by the [|Southern Poverty Law Conference] as part of the [|Teaching Tolerance] initiative. I have used a similar lesson in the past that had students create scripts for updated versions of the play without any specific focus and without the technology component. In prior years, I have had the students create scripts and present their plays to the class without the benefit of video. The thinking skills that were incorporated were analysis, evaluation, and synthesis as the students worked to analyze the scenes from Romeo and Juliet, to evaluate the relevance to modern world, and to synthesize an application of what they had learned into a script for a modern version of the story. During the reading of the play, we also viewed scenes from the 1998 version of the play produced by Franco Zefferelli and looked at parallels to specific scenes from West Side Story by Leonard Bernstein. I had the students creating new scripts for scenes in the Shakespeare version. The assignment is never very authentic nor did the learned knowledge transfer well to other disciplines. The assignment needs to be updated to align with current pedagogical practice. To that end, and to fulfill the requirements of this course, I am looking to infuse technology and authenticity into the project. For this course project I am going to integrate the use of digital movie or still cameras and iMovie, collaboration using Moodle, a course management system, and focus the reading of Romeo and Juliet on tolerance, specifically as it relates to modern day violence.

Scope and Sequence: Learners are required to engage in high level thinking as students interpret, evaluate, and analyze the three versions of the story, communicate their ideas to their peers and the teachers, and create a public service announcement against teen violence as they synthesize what they learn in the unit. This will be especially meaningful to the students involved in this inaugural implementation, because both communities have experienced violence committed by and against young people within the past three years. Unit builds upon previous learning: Prior to instruction students had learned the following: • The Renaissance period of history and literature including the life of William Shakespeare and the reading of The Merchant of Venice with its theme of anti-Semitism • The use of Moodle for asynchronous discussion, for journaling and for creating wikis • The use of digital cameras in a point-and-shoot manner; some, but far from most, may have taken either Broadcasting I & II, Photography, or Multimedia Applications and would have some more advanced knowledge than just point-and-shoot Unit fosters subsequent learning: In the future, students will have the following: • Opportunities to study the work of William Shakespeare as they study Macbeth and Hamlet. • Collaboration skills will be used and enhanced throughout future units to include live-chat Transferability: Knowledge or skills developed in this unit transferable to other content areas: tolerance of individuals and making the right decision when circumstances and conditions may lead to violence. Understanding of world conflicts and how they can make decisions that effect world condition. Collaboration skills and thinking skills as well as multimedia skills can be applied across the curriculum
 * Content:**

Instructional strategies supported by learning theory In their paper Implementing the Seven Principles: Technology as Lever, Chickering and Ehrman hold that, “Good Practice Develops Reciprocity and Cooperation Among Students Learning is enhanced when it is more like a team effort than a solo race. Good learning, like good work, is collaborative and social, not competitive and isolated. Working with others often increases involvement in learning. Sharing one’s ideas and responding to others’ improves thinking and deepens understanding.” Chickering and Ehrman go on to say that good practice uses active learning techniques. “Learning is not a spectator sport. Students do not learn much just sitting in classes listening to teachers, memorizing prepackaged assignments, and spitting out answers. They must talk about what they are learning, write reflectively about it, relate it to past experiences, and apply it to their daily lives. They must make what they learn part of themselves. The range of technologies that encourage active learning is staggering. Many fall into one of three categories: tools and resources for learning by doing, time-delayed exchange, and real-time conversation.” Word processing, discussion boards, and iMovie all contribute to the social aspect proposed by Vygotsky.
 * Research:**

Integrated technology confers learning or productivity advantage: Anecdotal—although this project has yet to be implemented, it is anticipated that the students will be engaged in their learning at a much higher level than in a “traditional” method of teaching Romeo and Juliet. Watching the students work, I expect to see heads together and “bottoms up” and they are both mentally and physically engaged in the project. Research—The relative advantage of use of technology in instruction has been purported by Vygotsky, Piaget to name a few. Using technology students learn more than just subject matter content. The interpersonal skills and thinking skills that are developed make up for the additional time that may be absorbed by the project. Another factor in relative advantage is that the technology for this unit is being funded by the High School Improvement (Classrooms for the Future) Initiative. There is minimal cost in dollars out of the district coffers and the technology must be used.
 * Relative Advantage**

[|District's Mission Statement]

In collaboration with the community, the mission of the Warwick School District is to enable all students to acquire the knowledge, skills, and the values necessary to become responsible, productive, and resourceful citizens.


 * District's Technology Mission Statement and Vision**

The Warwick School District is committed to providing a curriculum rich in technology that ensures all students will have an equitable opportunity to achieve the local, state, and national standards and acquire the technological skills necessary to become responsible, productive, and resourceful citizens in our global and

The Warwick School District will develop and implement a comprehensive technology plan focused on three primary areas: curriculum and learning, administration and management, and communication and information access. The implementation of this plan will support and enhance the instructional capabilities of our staff, facilitate communication between school and community, and help to prepare our students to meet the technological challenges of a modern society.

The technology vision for Warwick School District includes the following:

Curriculum and Learning

• All students will have access to developmentally appropriate technology to achieve a core set of technology skills.

• Students will utilize technology as a tool to achieve local, state and national standards.

• Students will manage, understand, use, and assess technology.

• All educators will identify, prioritize, and incorporate the appropriate use of technology to enhance the achievement of learning objectives within their respective disciplines.

• Educators will be provided with support, resources, and on-going professional staff development opportunities to identify, acquire, and promote technology-related best practices for instruction.

Administration and Management

• Administrators will use technology to improve management functions, support decision-making, and increase organizational efficiency and accountability

• Administrators will coordinate on-going staff development to enable staff to become more effective and efficient.

• The District, in its technology planning efforts, will consider the most cost effective means of introducing appropriate new technologies and develop plans for upgrading to newer technologies as they become available.

Communication and Information Access

• Technology will be used to facilitate efficient communication within our school, between school and home, and between school and the community.

• Students, staff, and parents will use technology as a tool for accessing and sharing information and ideas.

Philosophy of Technology Education

All educators will be empowered with technology resources to design technology-enriched learning environments to assist students with the attainment of required academic standards and curricular objectives.

All teachers will utilize technology to enhance and enrich the curriculum and provide remediation.

All teachers will have access to the technology necessary to communicate with other professionals and parents as well as have access to electronic educational resources.

All students will utilize developmentally appropriate technology for the purpose of achieving academic standards and curricular objectives.

Administrators will utilize technology to enhance their professional practice and to increase their own productivity and that of others they supervise.

Administrators will assist in the development and support district goals to employ technology for communication and collaboration among colleagues, staff, parents, students, and the community.

Administrators will understand the social, legal, and ethical issues related to technology and model responsible decision-making related to those issues.

Professional development will be provided during administrative team meetings. Technology coordinators will provide timely informational updates from technology journals, technology conferences, and technology newsletters to administrators as well. The informational updates will be distributed on an ongoing basis throughout the school year as needed.

Administrators will use technology to plan and implement comprehensive assessment of student learning.

Administrators will promote the use of technology in the workplace. Technology Coordinators will meet with building principals on a monthly basis to help them develop skills to promote the use of technology in the workplace. The training will focus on enabling administrators to model the routine, intentional, and effective use of technology with their staff. The training will also include the development of effective observation techniques to evaluate the use of technology in the classroom to enhance instruction.

All teachers will have access to technology both in school and at home.

The professional development associated with this goal will be delivered through teacher inservice workshops. Inservice training will focus on enabling teachers to use mobile devices, to access school information through the Internet from home. Inservice training will be conducted by district technology resource staff, technology coordinators, in-house ‘experts’, Keystone teachers, knowledgeable staffmembers, and outside consultants.

The school district will enhance and upgrade the communication systems to facilitate exchange between school professionals and parents to address the multiple needs of the learning community.

The school district will use technology to improve communication among all teachers, administrators, and support personnel.


 * Technology Assessment Methods**

Student achievement is assessed on the results of the PSSA tests in grades 5, 8, and 11, Stanford Achievement tests in grade 10, and Terra Nova in grade 5. Goals of the vision will be monitored and evaluated by administrative staff and technology coordinators. Checklists have been developed to aid in the monitoring and evaluating of the effectiveness of the goal. The checklists are reviewed on a bi-annual basis. In addition, classroom observations will be conducted by principals from one to four times per year.

A rubric assessment for projects will be conducted by teachers. This goal will also be monitored and evaluated by administrative staff and technology coordinators. Checklists have been developed to aid in the monitoring and evaluating of the effectiveness of the goal. The checklists are reviewed on a bi-annual basis.

Classroom observations will be conducted by principals.

A scope and sequence will be implemented and evaluated for all grade levels to support technological research, application, skill development, and ethical use.

The Superintendent and Assistant Superintendent will monitor and evaluate the achievement of this goal.

This will be done on an ongoing basis throughout the year. A formal evaluation is also conducted once per year

The Superintendent and Assistant Superintendent will monitor and evaluate the achievement of this goal.

This will be done through informal team meetings on an ongoing basis throughout the year. A formal evaluation is also conducted once per year.

Administrators will identify, communicate, model, and enforce legal and ethical practices to promote responsible use of technology.

Reading, Writing, Speaking, and Listening: 1.1.11 Read independently 1.2.11 Read critically in content areas 1.3.11 Read, analyze, and interpret literature 1.4.11 Use various types of writing 1.5.11.B Write using well-developed content appropriate for the topic 1.5.11.G Present and/or defend written work for publication when appropriate l.6.11.A Listen to others 1.6.11.B Listen to selections of literature 1.6.11.C Speak using skills appropriate to formal speech situations 1.6.11.D Contribute to discussions 1.6.11.E Participate in small and large groups discussions and presentations 1.6.11.F Use media for learning purposes 1.7.11.B Analyze when differences in language are a source of negative or positve stereotypes among groups Science and Technology: 3.7.12.A Apply advance tools, materials, and techniques to answer complex questions. 3.7.12. D. Evaluate the effectiveness of computer software to solve specific problems. Civics and Government: 5.2.12 .C Interpret the causes of conflict in society and analyze techniques to resolve those conflicts. History: 8.4.12.D Evaluate how conflict and cooperation among social groups and organizations impact the community, the nation and the world. Arts and Humanities: 9.1.12.E Delineate a unifying theme through the production of a work of art that reflects skill in media processes and techniques 9.1.12.K Analyze and evalute the use of traditional and contemporary technologies in furthering knowledge and understanding in the humanities. Health, Safety & Physical Education: 10.3.12.C Analyze the impact of violence on the victim and surrounding community Family and Consumer Science: 11.2.12.B Evaluate the effectiveness of action plans that integrate personal, work, family and work situations. 11.2.12.C Analyze teamwork and leadership skills and their application in various family and work situations. 11.2.12.H Evaluate the effectiveness of using interpersonal communication skills to resolve conflict Career Education and Work 13.3.12.B Evaluate team member roles to describe and illustrate active listening techniques 13.3.12. C Evaluate conflict resolution skills 13.3.12. E Evaluate time management strategies and their application
 * PA Standards**


 * The Instructional Unit: Will and Reason**

Essential Questions: What are the roots of conflict? What are the consequences of violent behavior?

Objectives: [To provide a safe nonjudgmental environment that encourages dialogue through focusing on a creative task.] To express diverse viewpoints To ask questions to clarify reading To express creatively ways of resolving conflict in the contemporary world. To work collaboratively Lesson I: Essential Question: What are the conditions that contribute to violence? Activities: 1. BRAINSTORM reasons for violence prior to the beginning of the reading of the play. 2. READ ALOUD: Student read the prologue and discover the references to violence at the beginning of the play. The Prologue: “Two households, both alike in dignity In fair Verona, where we lay our scene, From ancient grudge break to new mutiny, Where civil blood makes civil hands unclean.” 3. COLLABORATION: Create a scenario for the source of the “ancient grudge” referred to in the prologue. In pairs or triads speculate on what could have caused the grudge between the “two households.” This is an opportunity for students to make connections between the play and the current world in which they live. It also gives them some practice in the reading skills of clarification and prediction. This collaboration may done in the classroom in small groups or online through Moodle Discussion Board with Ms. Hermann’s 10th grade class at Central York High School. 4. READ ALOUD: Students will continue to read Act I focusing on the sources of violence that occur in this Act. The discussion will continue with Ms. Hermann’s class: Formative Assessment: Teachers will monitor discussion board for student Insights and understanding as they struggle with the text to answer the essential question.. Students should generate a list of causes of violence that include the following: Clothes, religion, race, sexual orientation, appearance, teams (school), language, jealousy, anger, nothing else to do, lack of adult supervision, “honor,” peer pressure, reputation]

Lesson 2: Essential Question: How and why does Shakespeare use poetic rhythms to create characters that move toward violent acts? Activities: 1. READ ALOUD: Act I and Act II 2. CONNECTION: Using music and its rhythms, students will discuss examine how rhythm and poetry move people to certain kinds of actions. Examples are military marches, school fight songs, the theme music from such films as Jaws or Friday the 13th. 3. REFLECTION: Students will write about how music makes them feel and what warning signs they feel when listening to music at times of decision-making. These thoughts will be used as students study the next scenes. Formative Assessment: Students will share their thoughts about music with each other Lesson 3: Essential Question: What pressures in the home lead to violence? Activities: 1. READ ALOUD: Act I, Scene 5: “Why now, kinsman? Wherefore storm you so?” Students will read this party scene and compare it to the film versions created by Franco Zefferelli and Buz Luhrmann. Students will view the party scene where Tybalt wants to confront Romeo, his family’s enemy. His temper is witnessed by Capulet who reminds him of the Prince’s no-tolerance to violence penalty: death. In spite of Capulet’s threats (violent acts in themselves) Tybalt continues his desire to confront Romeo. 2. COLLABORATION: In groups, students will create a storyboard for a scene that could be a local setting for a party where a problem occurs and parents threaten their children for making the wrong decision. What choices will the party attendees have to make? This will be done either in class or through Moodle in collaboration with the remote class. 3. REFLECTION: Students will reflect on the process of translating a scene into a storyboard and how it helps to understand the play. Formative Assessment: Storyboards created by students will be assessed for completeness, parallels to original, authenticity, and stage directions. Lesson 4: Essential Questions: What is the source of the violence in this play? What choices are made by whom? What is the difference between theater (the play) and real life? Activities: 1. READ ALOUD: Act III, scene 1 “…For now these hot days is the mad blood stirring.” Students will read of Tybalt’s confrontation of Rome in the street and his challenge to a dual. Students may say that Tybalt is responsible; others may say that Romeo started it when he crashed the party; others may say that Mercutio started it when he made Romeo crash the party. Others may point out that Tybalt was justified in defending his family honor. 2. COLLABORATION: Benvolio asks Romeo after Tybalt’s death “Why dost thou stay?” with online-group discuss this question. Why does Romeo stay? Why did he make the decision he made? Was he in control? Or was he “fortune’s fool”? Create a storyboard for a scene where the characters must make a decision about whether or not to fight. 3. REFLECTION: Using a local newspaper, find a story of violence in your community. What caused the violence? If the news articles have that information, think and write in your Moodle journal about the choices that the people involved appear to have made. If that information isn’t in the article, create a scenario for the violence. Formative Assessment: Students will be assessed on the authenticity of their scenarios.

Lesson 5: Essential Question: Can good people do bad things? Activities: 1. READ ALOUD: Act III, scene 1 “O, the blood is spilled of my dear kinsman.’ View this scene in Zefferelli and Luhrmann 2. COLLABORATION: In groups in the classroom, students will create a tableau of a contemporary moment that would have the same level of powerful emotion expressed in this scene. Share with classmates. (Be certain to create a storyboard. What choices led to these moments of emotion? 3. REFLECTION: Can good people do bad things? What would Mercutio say, if he could speak? What would he say to Romeo? To Tybalt? To the Montague’s? To the audience? Formative Assessment: Using the news article from Lesson 4, create a storyboard of an interview with the victim of the crime in which the victim talks about the crime and the perpetrator. Lesson 6: Essential Question: What are the roots of youth violence? Activities: 1. READ ALOUD: Act III, scene 1. Students will re-read this scene in the market place of Verona and take a closer look at the violence. 2. COLLABORATION: In groups, using Moodle create a storyboard for a modernization of the fight between Romeo and Tybalt. These will be “acted” on stage to be commented on by the guests on a talk show that addressing teen violence. One group should take on the role of a talk show host with two guests -- a boot-camp director and a child psychiatrist. These should comment on the causes of violence and the choices that the people made. 3. REFLECTION: In Moodle Journal, reflect on how the student-created scenes and commentary helped to understand the theme of choice in life in the play. Lesson 7: Essential Question: Should young people be treated like adults if they commit a violent crime? Activities: 1. READ ALOUD: Act III, scene 1 “Oh, I’m fortune’s fool.” 2. COLLABORATION: During the previous lesson (talk show) a news flash is made about the Prince’s judgment against Romeo: Banishment! Although his previous edict had called for death, he has changed it in Romeo’s case to banishment. To Romeo, however, banishment is the same thing as death because he won’t see Juliet. If Romeo could have spoken to the Prince, what do you think he would have said? How would he have defended his choice of actions? 3. REFLECTION: What should be the punishment for committing violence? Should young people have a different punishment than adults or should they be punished like adults? Lesson 8: Essential Question: What can a group of 10th graders do about violence in schools and the community? Create a Public Service Announcement Activities: You write the script using a storyboard, create the scenes, decide on props and costumes, and determine your individual roles in the production (actor, camera operator, director, lighting, sound, and so on). The PSAs should be of a quality that you would be happy to have it aired on a Warwick TV and What’s Happening at Warwick. You will need to scout locations for filming on or near the school grounds. Once filming is complete, you will use iMovie to import and edit the video clips, record narration, and add titles, transitions, and other elements. You will import any photos you want to use from iPhoto and music from iTunes. The completed PSAs are shared with the entire class before being shown on television or to the school or posted on a website. 1. CREATE A RUBRIC: With the whole class, develop a rubric that will be used to score your Public Service Announcement. 2. PLAN: Because you are working with others, it is important that you stay on track with the Planning Table. Meeting intermediate due dates will help you successfully maximize your learning and complete this project. This timetable will help your group keep track of what needs to be done, who is to do it, and when it should be completed. 3. RESEARCH: Use the following links to research the process of making a movie using iMovie. The create a video of 30 seconds - 1 minute suitable to use on Warwick Morning Show or What’s Happening at Warwick. i. The process: Get a feel for the process of creating a movie by going to one or both of these websites. 1. Video 101 2. Adobe, Introduction to Digital Video ii. Storyboarding: Anyone worth her salt will not begin a digital video project without a well-planned storyboard. Take a look at the various examples here and choose one that best fits your project 1. Nine Block Board 2. Scene, Script, Production Plans 3. Visual and Audio Basics 4. Movies from Stills iii. Filming: There are some basic filming techniques that, if followed, will make your production look much more professional. 1. Video tips. These are streamed and RealPlayer is needed. 2. Shooting Tips from a Pro 3. Lighting 4. Sound iv. Using iMovie: Use these materials for the basics 1. Getting Started a .pdf from Apple 2. Tutorial a pdf from Apple 3. Online Tutorial (Use Index on right side of screen to find section you would need. To begin, select Starting and Enhancing sections.) 4. Frequently Asked Questions v. Moving On 1. Hot tips 2. Key Short Cuts vi. Finishing: Sometimes this is the most difficult piece. You will need to decide what you want to do to end your product. 1. Apple’s Tutorial (Use index on right and choose Sharing your Movie.) 2. Saving your movie to Quicktime (Choose the best format for what you want to do with your project.) 4. MEET AN EXPERT: A guest speaker from WGAL will come to talk about PSA standards and to review student storyboards and give tips. 5. COLLABORATION: In your group, create public service announcement about violence. Use the team rubric to assess yourself and your participation in this group project. 6. PRESENTATION: Your team will air you PSA and give a rationale to the class. 7. REFLECTION: Each participant in this project will do a reflection piece.

Moodle does have a blogging plug-in; however, I plan to use edublog.com or classblogmeister.com. I will set up a blog for each student. Since our students do not have email addresses that they may use at school, I will set them up using my address. Each student will create an original blog in response to each of the essential questions. Then they will read and reply to two classmates' blogs. The criteria of five to seven sentences, seems long for the discussion forum that we used last year with Moodle; however, in the blog format, longer, more essay-like responses are appropriate.

The posts will be assessed based on the following criteria:
 * 2-3 paragraphs per initial entry
 * thesis statement clearly states the writer's position in reference to essential question
 * at least two points in support of the thesis
 * each point supported by at least one citation from the text
 * each point supported by at least one connection to personal "experience," or connection to the real world
 * Standard English grammar and spelling will be used.

Replies will either confirm or refute the position of the original post and this position will be stated in a thesis statement.
 * the position will be supported by one example from the text and one from real life
 * Standard English grammar and spelling will be used.

I will monitor student blogs using RSS subscriptions.

Recourses for Student Use Planning tools: Storyboard.pdf Moviefromstill.doc Scriptemplate.doc Basicblockwlines.pdf Videostoryboard.pdf Student_project_proposal.pdf How to Create a Movie with iMovie.pdf

Resources for Teachers’ Use The Southern Poverty Law Conference: http://www.tolerance.org Boal, Augusto and Adrian Jackson. Games for Actors and Non-Actors. New York: Routledge

Chickering, Arthur and Stephen C. Ehrmann (1996), "Implementing the Seven Principles: Technology as Lever," AAHE Bulletin, October, pp. 3-6.

Cohen-Cruz, Jan and Mady Schutzman, eds. Playing Boal: Theatre, Therapy, Activism. New York: Routledge.

Rohd, Michael. Hope is Vital: Theatre for Community, Conflict & Dialogue. Westport, CT: Heineman. Spolin, Viola. Theatre Games for the Classroom. Evanston, IL: Northwestern University Press.

Sternberg, Patricia. Theater for Conflict Resolution: In the Classroom and Beyond. Westport, CT; Heinemann

You Tube, www.youtube.com