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Project Narrative

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.