Jennifer Cupp
Standard
Jan. 26, 2015
Jan. 27 2015
Jan. 28, 2015
Jan. 29, 2015
Jan. 30, 2015
Monday
Tuesday
Wednesday
Thursday
Friday
ELACC9-10RL7:
Analyze the
representation of
a subject or a key
scene in two
different artistic
mediums,
including what is
emphasized or
absent in each
treatment (e.g.,
Auden’s “Musée
de Beaux Arts”
and Breughel’s
Landscape with
the Fall of
Icarus).
ELACC9-10SL2:
Integrate
multiple sources
of information
presented in
diverse media or
ELACC9-10RL7:
Analyze the
representation of
a subject or a key
scene in two
different artistic
mediums,
including what is
emphasized or
absent in each
treatment (e.g.,
Auden’s “Musée
de Beaux Arts”
and Breughel’s
Landscape with
the Fall of
Icarus).
ELACC9-10SL2:
Integrate multiple
sources of
information
ELACC9-10SL4:
Present
information,
findings, and
supporting
evidence clearly,
concisely, and
logically such that
listeners can
follow the line of
reasoning and
the organization,
development,
substance, and
style are
appropriate to
purpose,
audience, and
task.
ELACC9-10SL2:
Integrate multiple
ELACC9-10SL4:
sources of information
Present information, presented in diverse
media or formats (e.g.,
findings, and
supporting evidence visually, quantitatively,
clearly, concisely, and orally) evaluating the
credibility and accuracy
logically such that
of each source.
listeners can follow
the line of reasoning
and the organization,
development,
substance, and style
are appropriate to
purpose, audience,
and task.
formats (e.g.,
visually,
quantitatively,
orally) evaluating
the credibility
and accuracy of
each source.
ELACC9-10SL5:
Make strategic use
of digital media
(e.g., textual,
graphical, audio,
visual, and
interactive
elements) in
presentations to
enhance
understanding of
findings,
reasoning, and
evidence and to
add interest.
presented in
diverse media or
formats (e.g.,
visually,
quantitatively,
orally) evaluating
the credibility
and accuracy of
each source.
ELACC9-10SL5:
Make strategic use
of digital media
(e.g., textual,
graphical, audio,
visual, and
interactive
elements) in
presentations to
enhance
understanding of
findings, reasoning,
and evidence and
to add interest.
Essential Question/
Key Question
Tim
e
Lesson Opener
How can I
demonstrate my
learning style
while
interpreting
Shakespeare?
How can I
demonstrate my
learning style
while interpreting
Shakespeare?
Is my learning style
reflected in my
presentation?
Is my learning style
reflected in my
presentation?
How does The Tempest
end?
Checkpoint with
groups: reminder
of steps and
assignment
Checkpoint with
groups: reminder
of steps and
assignment
Students will
prepare with
groups to present
Students will prepare
with groups to
present
Teacher-led Summary of
The Tempest
(Synthesis)
(Evaluation)
(Evaluation)
(Analysis)
Students will
work in groups on
their various tasks
according to their
strengths/learnin
g styles
Students will
present their
learning style
project
Students will present
their learning style
project
Students will watch The
Tempest and respond to
questions…comparing
the text version to the
film version
Procedures/Strategies (Synthesis)
Tim
e
Students will
work in groups
on their various
tasks according
to their
strengths/learnin
g styles
visual (masks for
characters and
images for the
board), Auditory
and Tactile
(script) Auditory
finds or creates
sound effects;
visual (masks for
characters and
images for the
board), Auditory
and Tactile
(script) Auditory
finds or creates
sound effects;
Tactile person
Tim
e
Tim
e
Tactile person
makes
actions/moveme
nts in screenStudents will be
split- half of the
class will
interpret Act I;
scene I and the
other half will
interpret Act II;
scene ii of The
Tempest
makes
actions/movemen
ts in screenStudents will be
split- half of the
class will interpret
Act I; scene I and
the other half will
interpret Act II;
scene ii of The
Tempest
Lesson Summary
Checkpoint with
students
Final checkpoint
with students:
presentations
begin tomorrow
Summary of
why/how learning
styles help
strengthen the
understanding of
Shakespeare
Summary of why/how
learning styles help
strengthen the
understanding of
Shakespeare
Discussion of characters
and plot points; go over
questions
Assessment/
Rubric (found on
online classroom)
rubric
rubric
rubric
Viewing guide questions
Various search
engines;
swipespeare app;
Various search
engines;
swipespeare app;
Various apps for
student
Various apps for
student presentations
Film; Smartboard;
questions/viewing
Evaluation
Materials Needed
paper, coloring
utensils for
masks;
paper, coloring
presentations
utensils for masks;
guide