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Ciara Flannery


Lesson Plan Integrating Technology & Pedagogy
Directions and Outline Name: _Romeo and Juliet in 2016____________________________
Date __5/1/2016_________
Construct a lesson plan utilizing good pedagogical practices and incorporating
technology as a tool for teaching and learning. Focus on a concept or skill in your
content specialty area and support student activities with the use of hardware
and/or software. *Note: Do not make the emphasis of the lesson a "how-to" with
technology. An outline for your lesson plan is provided below:
Standards: CCSS.ELA-LITERACY.RL.9-10.1
Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text.
Analyze how complex characters (e.g., those with multiple or conflicting
motivations) develop over the course of a text, interact with other characters, and
advance the plot or develop the theme.
Use narrative techniques, such as dialogue, pacing, description, reflection, and
multiple plot lines, to develop experiences, events, and/or characters.
Use technology, including the Internet, to produce, publish, and update individual or
shared writing products, taking advantage of technology's capacity to link to other
information and to display information flexibly and dynamically.
ISTE Standards for Students:
1) Creativity and Innovation:
Students demonstrate creative thinking, construct knowledge, and develop
innovative products and processes using technology.
a) Apply existing knowledge to generate new ideas, products, or processes.
b) Create original works as a mean of personal or group expression.
c) Use models and simulations to explore complex systems and issues.
d) Identify trends and forecast possibilities.

Lesson Objective(s):
1) The student
2) The student
3) The student
4) The student

will be able to create new and original work from classic

will be able to use new technology to create this content.
will demonstrate thorough knowledge of characters and plot.
will be able to provide reasoning behind their choices for this

Introduce the Learning Activity:

A. I want to acknowledge to my students that reading Shakespeares writing is hard.
Now that we have finished reading Romeo and Juliet, I dont want them to forget
about Shakespeare because it seemed difficult and irrelevant to their lives. I want to
get my students excited about this lesson, which will hopefully be easy because
they get to make a fake Facebook profile for a character of their choosing! I will give
out my lesson sheet and then answer any questions they might have about what to
do. I will tell them that they will learn they may have more in common with these
characters than they may have previously thought. I will tell them that they will
learn how to blend the past with the present and create original work from a classic
piece of literature.
B. How would you all feel about going on Facebook instead of having class?? This
will be my hook for the lesson. I want this project to feel like a treat to my students.
They have just got done reading a play with difficult language and I want to reward
them with a fun but educational project. The motivator is that the students get to go
on Facebook to create their projects, but really it is just a safe site called
Fakebook, for educational purposes. Another motivator will be that the students
will be able to work in the computer lab twice for this project. They will also have a
choice of what they work on in the computer lab. They can start the Fakebook
profile, or if they are having trouble coming up with ideas, they can switch and work
on the diary entries.
Provide Information:
A. I will answer any question my students have about this project. I will display my
Fakebook profile for Romeo, so they get an idea of what the project should look like.
I will provide them with the project introduction sheet that details the requirements
of the project, which I will go over with them verbally before we start working on the
project. All resources necessary for this project will be provided on my website.
Provide Practice:
A. I will have already shown my students the 1996 Romeo + Juliet movie, which is
set in modern day California but the characters are speaking the Shakespearean

dialogue. This will help my students understand how I want their projects to blend
the classic with the modern. I will give my students time to understand the
websites before making them start their projects. I will display my Fakebook profile
for Romeo. I will have already had my students read Romeo and Juliet and I will
make sure they demonstrate an understanding of the play, its plot, and its
characters before starting this project.
B. I will go over the project introduction sheet with the class. Then, I will have them
go on their computers and pull up the Fakebook site and the Shakespearean Insult
Generator. I will show the students my Fakebook profile for Romeo, and how the site
works similarly to Facebook, and then I will let them play around with the Fakebook
site so they understand how it works. I will then demonstrate and/or tell my
students how the Shakespearean Insult Generator works. I will give them about 3-4
minutes to figure out the two websites, and I will allow them to talk with a partner if
they need help understanding the websites.
Provide Knowledge of Results:
A. After I describe the project requirements, I will allow my students time to figure
out the websites and then get started working on the project. During this time, I will
be walking to each student to see how they are doing. I will answer any questions
they might have, and I will be monitoring their screens to make sure they are
staying appropriate and on topic. I will encourage my students and help get them
excited about this project.
B. When the project is completed and handed in, I will provide written feedback for
my students on their typed 2 page reflection. I will grade the reflection on spelling
and grammar, of course, but I am also looking for a meaningful reflection on their
experience with this project. I will make comments throughout the paper and then
write a few sentences explaining their grade before actually writing their grade. I
will see how realistic their characters Fakebook profile is, which will be a reflection
of their effort and a demonstration of their knowledge of the content and the
website. I will grade their diary entries on how relevant and realistic they are.
Review the Activity: A. The project introduction/requirements sheet will explicitly
state the important parts of this lesson. I will go over this sheet so that students
understand the important parts of this project and know what I am looking for. The
students should refer back to this sheet if they need any guidance as to what I am
requiring for this project.
Method of Assessment: A. As the teacher, the most valuable aspect of this
project will be the two page reflection. I want to understand why my students chose
who/what they chose, and I want to know how they felt about using these
technologies. This reflection is a low-stakes, formative assessment because I do not
want to only grade my students on how well they did the project. I want to see that
they were creative and that they put in effort for this project; I want them to have

fun with it. I will assess the reflection to make sure it is meaningful, honest, and
well-written. The reflection will show how well students can prove their point, by
having them explain why they chose certain elements to include in the Fakebook
profile and in the diary entries. As long as I can see that my students tried and
made connections between Shakespeares words and our modern day times, they
will do well on the project.