Ken Final Unit Plan

Author: Ken Kusactay
Subject: English
Grade/Level: 11th Grade
Time Frame: 80 Minutes
Lesson One: Introducing the Unit
Learning Context:
11th Grade class: 4 white middle income boys, 2 white lower middle class students, 3
black middle class girls, 1 black middle class boy with a 504, 2 black lower middle class,
1 female ELL learner from Nicaragua, and 1male ELL learner from Korea.
Background Knowledge/Skills:
Most students will have a relatively strong grasp of annotation, so I will do a review that
will outline procedure and provide extra help for ELL students and any others that need a
refresher.
Essential Questions:
Unit Essential Questions:
What can a critical feminist lens tell us about who has power over whom in
Romeo and Juliet and Looking for Alaska?
What story and message is Shakespeare and John Green telling us about the
relationship between power and gender?
What do these texts tell us about the nature of power and freedom in our own
lives and in other contexts?
Lesson Essential Question:
How do we define power? Who has it and who doesnt?
What is critical feminist theory?
How does critical feminist theory help us understand the nature of power beyond
gender roles?
What stories are the authors of these texts telling us about the relationship between
gender and power?
How do we annotate a text for major themes, symbols, images, metaphors, and
similes? And what patterns among these literary devices are you seeing that
provide insight into the kind of work the authors are doing with gender and
power?
Long-Term Learning Objectives and Understandings:
Students will be able to annotate the texts to see how and why the author uses
specific literary devicesimagery, symbolism, metaphors, similes, themes, etc.
to comment on the relationship between gender and power.
Students will be able to apply a critical feminist lens toward texts in order to gain
insight into the nature of power and who holds it over whom.
Short-Term Learning Objectives and Understandings:

Students will be able to define literary devices: imagery, symbolism, theme,
metaphors, similes, etc.
Students will be able to define power and interpret how the authors of Romeo &
Juliet and Looking for Alaska construct that concept
Students will be able to define critical feminist theory and understand the work it
does to provide further insight into the nature of power
Students will be able to code the language of the texts for Tier 1,2, and 3
vocabulary
Students will be able to generate their own unique methodologies for codifying
texts that allow them to better understand and access the text in a more
streamlined fashion
Students will be able to gain further understanding of the work Shakespeare is
doing with the text and his commentary on power by re-enacting a scene(s) from
the play.
Students will be able to compare and contrast the male protagonists and female
protagonists from both primary texts in order to see how their relationship to
power and agency differs or are the same.
Rationale:
Students will be introduced to this unit on the Abuses of Power along with a packet of all
the materials that they need and will be using throughout their readings that will guide
them toward their final project. In this first class I will be introducing them to the major
themes of power and freedom, the texts themselves, and critical feminist theory. We will
begin with a philosophical overview about the nature of power, examples of it that we
might find in our own lives, which will build relevance towards the texts, followed by an
introduction and background information of the texts. Prior to reading Romeo and Juliet
we will do a quick review of annotation strategies that will help them understand the
moves Shakespeare makes more clearly, and to retrieve information more efficiently. We
will be reading and performing Romeo and Juliet in class to see what Shakespeare is
doing with both the language of the text and his directions of the actors. We will reflect
on those linguistic and directorial moves to interrogate his commentary on power. I will
end class by showing them examples of vodcasts other students have done so that they
can see what they will be working toward come the end of the unit.
Standards:
CCSS.ELA-LITERACY.RL.11-12.1
Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text, including determining where
the text leaves matters uncertain.
Determine two or more themes or central ideas of a text and analyze their
development over the course of the text, including how they interact and build on
one another to produce a complex account; provide an objective summary of the
text.
Analyze the impact of the author's choices regarding how to develop and relate
elements of a story or drama (e.g., where a story is set, how the action is ordered,
how the characters are introduced and developed).
Determine the meaning of words and phrases as they are used in the text,
including figurative and connotative meanings; analyze the impact of specific
word choices on meaning and tone, including words with multiple meanings or
language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as
well as other authors.)
Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live
production of a play or recorded novel or poetry), evaluating how each version
interprets the source text. (Include at least one play by Shakespeare and one play
by an American dramatist.)
Academic Language Needs (key vocabulary):
Although the language of Shakespeare is daunting for students, they will need to
understand that their focus should be on how he uses more simple language as
metaphors and similes to paint a picture of a character or scene. Students, then,
will need a firm understanding of literary devices that will allow them to
understand what Shakespeare is doing with language and to what end.
Students will need to know what critical feminist theory is, and how this lens can
provide further insight on the nature of power across different contexts, first
within gender roles, but then beyond them.
Procedure (sequence of activities):
Teacher will
Student will
Time
Introduction: Good morning

everyone! I want everyone to stand
up and hop on one leg for a
moment. Okay, great. Now rub
your bellies. Now bark like a dog.
Okay, great, I thought I really
heard a labradoodle in here. Sit
down.
Students comply.
2 Min
Let me ask you a question: why

did you guys do everything that I
asked you to? Would you have
done that if your friend or some
stranger had asked? Why do you
think that is?
Students respond.
5 Min
Okay, I want us to think of other

examples when you would or
wouldnt do something someone
else says. (I make a T-chart on
Students list off examples
5 min
board where on the left it says

Comply and the right Denied,
students proceed to list examples:
parents, cops, priests, etc. and
other examples where they wont:
peers, children, enemies, etc.
Awesome! Now lets pick a few of
these out. Why would you do
what your parents say and you
wouldnt do what a peer demanded
of you?
So basically your parents have
more power and control over you
than does a peer. What gives them
that power? Where does it come
from? Now, Im not asking you to
challenge your parents authority,
but I want you to think about
where that authority comes from in
the first place.
Students explain
Students explain.
Transition: Really insightful stuff

guys. The reason I asked you to
think about these things is because
we will be reading two texts
throughout the next couple of
weeks that ask you to consider this
question of power: who has it, who
doesnt, and where does it come
from. I know that some of you are
going to moan about one of the
texts, which is Shakespeares
Romeo and Juliet but I promise
you that all the stuff that you will
be doing with it will make it fun.
Students listen.
Transition: Before we get into the

actual texts, we will be learning
about Critical Feminist Theory,
which asks you to consider how
women are positioned in relation
to men, through what devices, and
what this tells us about the nature
of power. (I hand out Appendix
A). Does anyone know what
feminism is or means?
Students provide responses. Take down notes

about feminist theory, and the concepts that they
should be annotating their texts for.
We interrogate the definitions of

feminism, what they know, what
10 min
10 Min
this theory tells us about women in

society, what it tells us about
power, and what in fact a theory
like this actual do for women
empowerment. This will be a
dialogic and critical thinking
discussion that will be interlaced
with relevant examples they
witnessed in their own lives.
I write on the board the major
concepts of feminism that I tell
them they should be annotating for
throughout the rest of the unit:
Gender/roles/relationships
Power/Distribution
Power <==> Gender role
Who has it? Who doesnt?
What gives or does not
give them power?
Freedom/Action

Transition: Okay, great stuff.

Now that weve got a better idea
about how power works in
different situations and with
different people lets get our feet
wet and see what Shakespeare says
about it. Before we begin I want
to go over annotation briefly
because you will be doing this
throughout your reading of the
texts.
I will record their examples on a
projector so other students can see,
and I will be providing some other
suggestions where I see fit.
Since we will only be reading
certain scenes from the text, I will
provide them with background
information that they will need to
know to understand the scene.
Then we read the scene together in
class, stopping throughout to talk
about the language and what is
being conveyed about the
Students provide examples of annotation methods

that they have learned through the years.
8 min
15 min
Students will be reading, listening, answering
questions, and annotating as we go along.
characters, their positions of

power, etc.
Great! Im handing out a
worksheet Appendix B.1, you will
be annotating and documenting as
you go on that worksheet, which
will allow you to see where and
how this theme of power and
gender is unfolding in these texts.
Activity: Dramatic Reenactment
So I need some students to
volunteer to be the characters,
which you will be reading the lines
but also dont forget you have to
follow the stage direction.
Students volunteer. Come unto the stage, get

acquainted with their lines.
While student volunteers get

acquainted with their lines off to
one side. I ask the rest of the class
to take notes on what they see and
hear going on in the scene. I want
them to think about the difference
between actually witnessing the
balcony scene and reading it, what
does this say about the nature of
theater as opposed to print text?
What work is Shakespeare doing
by having Romeo climb up to
Juliet? How does this relate to our
central focus of gender roles and
power? Please write a reflection
following the end of the scene.
Students act out the scene. Followed by a

reflection segment where we discuss as a class
what was happening in the scene. Finally, they
will be writing down a reflection about what they
witnessed or participated in acting out and the
class discussion to be collected.
Closing: How fun was that guys?!

Okay, in the last few minutes of
class Ill be handing out your
packets that you will be referring
to throughout the semester that
contains all the worksheets,
instructional guides to resources,
and your final project. Before you
go I want to show you two
examples of what youll be doing
for your final project.
Students collect their packet and watch the video

clips.
For homework I want you to read

R & J and Looking for Alaska and
write in your dialectical journal
about what youre seeing in the
15 min
Comment [SH1]: Much better detail. Great use of

annotation.
10 min
https://www.youtube.com/watch?v=A42IFtLITY
https://www.youtube.com/watch?v=XUd3IE0ps6
A
Comment [SH2]: Good! Way to integrate overview

packet.
text, and what sort of biases you

seen coming up on your part
regarding the text. Remember I
want you to take good notes and
annotation, always refer to the
chart (Appendix B & B.1)
Differentiation for Students with Special Needs:

Most of the students will come into class with a good enough knowledge of
annotation so I will touch briefly on it, but provide additional support for ELL
students and others that are not well versed with it.
I will refer my ELL learners to Google Translate that will help them with any words
they are unfamiliar with. Also, provide them with a link to a simpler version of
Shakespeare that they could follow along more easily
http://nfs.sparknotes.com/romeojuliet/
Materials/Resources/Handouts:
Pencils/pen
Copies of the class packet for each student.
Computer for the teacher with projection screen and projector.
Assessment/Rubrics:
Students will be informally assessed on their willingness to volunteer for the
dramatic reenactment and responses to questions.
Students will be informally assessed on their reflection following the dramatic
reenactment.
+ Student demonstrate a strong understanding of the themes and ideas weve
discussed throughout class, applying them to their analysis of the scene they
watched. Their writing will be thoughtful, insightful, and illustrative of their
critical thinking.
Student demonstrate a thoughtful understanding of the scene they witnessed,
grasping some but not all of the major themes and ideas we discussed in class, but
insightful enough to demonstrate a thinking deeper than superficial.
- Student did not meet the requirement for insightful, reflective, critical
thinking about the text and acting. Student demonstrated little to no thoughtful
insights or analysis of the material and activity.
Reading/Writing Assignments:
Familiarize yourself with the content on the website provided you on the handout
about Critical Feminist Theory.
Read R&J Act I, Scene 3-4
Read Looking for Alaska Chapters 1-5
Annotate all texts refer to Appendix B for Annotation methods handout.
Write in your dialectical journals about readings and reading strategies/practices
Comment [SH3]: Remember blogger too? If they

posted in their own language, it would translate
for them to English and they could study them
both.
Comment [SH4]: Ability to apply critical frame to

text.

Subject: English
Lesson Two: Close reading and critical analysis; Intro to Gliffy
Learning Context:
Students will have a relatively firm grasp on close reading and critical analysis from their
prior teaching; however, we will be reviewing this together. Students will have the
ability to have pulled out major themes and other literary devices.
How are the authors characterizing the female and male protagonists? What kinds
of languagemetaphors, images/imagery, symbols, associations, discourses,
etc.are associated with them?
Which characters have power and which dont? What or whom gives them
power?
How is power defined within the texts? Are there different configurations or are
they the same?
What kinds of representations and associations does the text make with Romeo?
How do they differ from Juliet? How about Miles and Alaska?
What are the different cultural contexts of these two texts and what relevance
does that have to our understanding of gender and power?
How does Juliet and Alaska gain agency/freedom from their situation? What is
the range of options they have to act and what does that tell us about women and
oppression?

Students will be able to pull out key concepts, ideas, themes from relevant
excerpts in the readings of the primary texts that speak to their developing
understanding of the power dynamics of the play and novel.
Students will be able to identify and analyze how the authors position their
characters, cultures, and the reader and what this says about what meaning the
author is trying to convey.
Students will be able to understand what biases of their own they bring to the
reading of the text that stem from their own individual cultures, circumstances,
and identity projection, which effect their rendering and interpretation of the text
that comes from an author situated in another context.
Students will be able to construct their own original concept maps using Gliffy to
organize their findings and understandings of the text.
Students will be able to analyze how Juliet is being positioned by her father,
mother, Paris, and Romeo
Students will be able to analyze and compare and contrast how Romeo is treated
and positioned by the Montagues, Tybalt, Mercutio, Juliet, and himself
throughout the progression of the novel.
Students will be able to evaluate what work the language does revolving around
gender, power, and position.
Students will be able to discern the nouns, adjectives, metaphors, images, similes,
and symbols associated with Romeo throughout the play as he falls in love with
Juliet, which challenge the idea of masculinity.
Students will be able to compare and contrast Romeo and Juliet to Miles and
Alaska to understand how context influences gender roles, power, perceptions of
masculinity and femininity, and to what degree.
Students will be able to fill out graphic organizers about the literary elements of
the texts, along with other worksheets that help them better understand the texts.
Students will be able to apply their knowledge of critical feminist theory to
interrogate what the authors are saying about gender and power in each text along
with their own biases of the ideas conveyed in the text
Students will be able to use Gliffy to construct their own concept maps that will
help them better access and assess the text, compile their findings and
understandings, and organize and retrieve more efficiently.
Rationale:
For the next three to four days, we will be doing a close reading of the texts and analyze
what the authors are saying about gender and power. Students will be filling out graphic
organizers along the way that break up the text into their composites, which will help
them see and understand the work that is being done in the text. There will be a dramatic
reenactment in each class that will ask students to pay attention to the directorial moves
Comment [SH5]: Excellent!
that Shakespeare made along with his linguistic choices. Students will be introduced to
Gliffy, which they will use to develop, engage, and interact with the texts.
Standards:
text.
Procedure (will be the same for the next three days):
Teacher will
Student will
class! So yesterday we got a little
bite into what well be spending
time on for the next few weeks.
Let me begin by asking you a
Students respond. Heated discussion ensues.
Time
15 Min
question: when someone says

theyre having a boy what color do
you automatically think of? What
about girls? What kinds of
leisurely activities do you
associate with them? Okay, let me
throw you a curve ball here: what
do you think about a man wearing
a skirt? Why does wearing a skirt
automatically change your
perception of him? What about the
Scots or the Welsh? Havent you
ever seen men in kilts? Havent
you ever seen that picture of
Prince Charles in a kilt?
What were trying to understand is
the notion of masculinity and
femininity, what are they? What
do they entail? What do
perceptions of masculinity and
femininity have to do with power
and oppression? What do we
understand about ourselves when
considering our perceptions
associated with masculinity and
femininity? Where do those
perceptions come from?
Comment [SH6]: Great questions!
As we discuss, I write on the board

a diagram that shows the
difference between
sex/sexuality/gender
Sex: male and female are
biological.
Masculinity and Femininity are
performative.
Transition: For the next few days
we will be reading the text and
asking some of these very
questions about the characters in
the text. Always try to keep in
mind where the ideas of the author
come from and where our own
interpretations come from. Please
take out your graphic organizers
(Appendix C-D) and lets take a
look at Act II, Scene IV and Act
III, Scene I. Before we get into the
Students break into groups, discuss, share, and

fill out graphic organizers.
15 min
dramatic reenactment segment of

class, I want you to break into
groups and fill out the graphic
organizers, share your notes and
annotations, and discuss what is
happening in these scenes in
relation to our unit theme.
Transition: Okay, so you see
those graphic organizers that you
filled out in front of you? Well, for
this unit you will be constructing
your own concept maps based on
the understandings and analyses
youve developed and thought
through both in class and in your
own reading. We will be doing a
quick preliminary introduction in
class, but I want you to come up
with your own maps for
homework. If you look at
Appendix E you will find
instructions and a link introducing
you to the online tool. However, I
will give you a quick overview of
what you can do with it on the
Whiteboard.
Comment [SH7]: Now youve got a real

framework to work from.
Students watch my demonstration while reading

the instructions about how to sign up.
10 min
Demonstrate graphic organizers

and different ways they could
possibly arrange their thoughts.
While we act out these scenes I
want you to take notes, fill out any
graphic organizers you have,
annotate the text, which you will
be referring back to following the
reflective writing segment after the
reenactment. I want you to
consider how Romeo is being
portrayed and positioned by his
friend Mercutio and his antagonist
Tybolt. Play close attention to the
language being used? What tone is
Mercutio/Tybalt using? How does
Romeo respond to the death of
Mercutio? What messages are
being conveyed about masculinity
in these scenes? What is being said
about power and aggression? What
Comment [SH8]: Good! Building in time teaching

technology.
Select students act out the scene. Other students

take notes, annotate, and fill out organizers.
Followed by a reflection segment where we
discuss as a class what was happening in the
scene. Finally, they will be writing down a
reflection about what they witnessed or
participated in acting out and the class discussion
to be collected.
15 min
is the significance of Mercutio and

Tybalts death relative to Romeos
living? What themes are being
enacted in their exchange?
I draw a picture on the board
demonstrating one way they can
construct their concept maps. I
then ask students to make a
concept map based on this scene
they just witnessed. n
Transition: Lets talk about
Looking for Alaska for a moment.
How do the characters of Miles
and Alaska relate or differ from
Romeo and Juliet? What are their
contexts and cultures that provide
a variation on this theme of power
and gender?
Closing: Good work guys! There
was a lot of interesting
conversation here today. For
homework I want you to play
around with a couple of different
concept maps using Gliffy. One
that I do want you to all come up
with is one that compares and
contrasts the female and males
protagonists from both texts: Miles
and Romeo/ Juliet and Alaska.
Construct your concept based off
our units theme of gender and
power, also taking a critical
feminist lens approach to it to add
more depth and insight into your
maps.
Students watch and begin constructing their own

maps in class based on the scene they just
witnessed.
10 min
Comment [SH9]: I do, you do. Good work!
Students discuss the comparisons and differences.
10 min
5min

Comment [SH10]: Very open endedlots of room

for their creativity and for them to do anything to
show how they see them comparing. Lots of good
room to start with their thinking and to build your
instruction around that.
Pencils/pen
Handouts/graphic organizers
Computer for the teacher to demonstrate Gliffy.
Assessment/Rubrics:
Students will be informally assessed on their reflection following the dramatic
reenactment.
+ Student demonstrate a strong understanding of the themes and ideas weve
discussed throughout class, applying them to their analysis of the scene they
watched. Their writing will be thoughtful, insightful, and illustrative of their
critical thinking.
Student demonstrate a thoughtful understanding of the scene they witnessed,
grasping some but not all of the major themes and ideas we discussed in class, but
insightful enough to demonstrate a thinking deeper than superficial.
- Student did not meet the requirement for insightful, reflective, critical
thinking about the text and acting. Student demonstrated little to no thoughtful
insights or analysis of the material and activity.
Read R&J Act III, Scene IV & V
Come up with minimum three concept maps, one of them being your character
compare and contrast.
Take a look at the Twitter segment of your packet to familiarize yourself with what
you will be doing with the social media app, and come prepared with any
questions that you might have.

Subject: English
Lesson Three: Close reading and critical analysis; Intro to Twitter
Learning Context:
ability to have pulled out major themes and other literary devices. Students will already
have a foundational understanding of Twitter that they will bring into the classroom.
power?
they the same?
How do Juliet and Alaska gain agency/freedom from their situation? What is the
range of options they have to act and what does that tell us about women and
oppression?
Students will be able to utilize Twitter to engage, interact, and develop their
understanding of the primary texts.

Students will be able to connect their own experiences to the themes of the text
whether it is Juliets subordination to her father or Romeos feeling of being
emasculated by his love for Julietand will share their stories on Twitter using
the hashtag #julietproblems or #romeoproblems
Students will be able to use Twitter to ask questions; comment and communicate
about their readings; and share their personal reactions and stories.
Rationale:
We will be continuing our close reading of the text, studying the language and how the
larger theme of gender and power are rolling out and developing as the plot does.
Students will be filling out graphic organizers along the way that break up the text into
their composites, which will help them see and understand the work that is being done in
the text. There will be a dramatic reenactment in each class that will ask students to pay
attention to the directorial moves that Shakespeare made along with his linguistic
choices. Students will be introduced to Twitter and how they will be using it through the
rest of the unit to engage and interact with each other and the text.
Standards:

text.
Teacher will
Student will
class! Yesterday you did a concept
map where you compare and
contrasted the female and male
protagonists of our texts, I want
you to go around class and tape
your concept maps on the wall, we
will be doing a gallery walk and
each of you will explain why you
made your map the way you did
while the others will observe and
see the different ways in which
your peers have thought through
the texts and their maps.
Transition: Okay, lets share what
weve come up with. What did
Students tape maps on walls, we proceed to do a

gallery walk together as a class
Time
15 Min
Comment [SH11]: Here we go!
you notice about their

personalities? Their portrayal? The
language used for and around
them? The men in their lives and
how they treat them? Their
responses? What can we deduce
about how they respond to their
positioning?
Students will share their responses
10 Min
*Those questions are only

suggestive if the students dont
come up with them on their own. I
will ensue to write down on the
board in a T-Chart what they come
up with.
Comment [SH12]: Yes, unit planning is about

being prepared to improvise. Follow themgood.
And building a bridge from their reactions and
insights into power distribution and gender vis a
vis female agency.
Great! So were beginning to see a

theme here, especially with Juliet
and Alaska. We havent finished
the texts, but I want you to pay
close attention to how they
respond to their situations. What
actions do they take if any to gain
agency/freedom? Lets think
outside the gender box and think
about other ways one gets their
freedom from oppression in
different situations.
Transition: So yesterday we
learned about Gliffy, today were
going to talk about how were
going to use Twitter for this unit.
Did you guys take a look at the
handout in the packet? Great. So
what youre going to do is use
your twitter accounts to engage
and interact with the texts and each
other. You will use the hashtag
#Mr.Kclass_2015 with all your
tweets, along with whatever
hashtags you feel is appropriate for
your specific entries. You will be
using Twitter to engage on a more
dynamic and interactive plane with
the texts. I want you to ask
questions, respond to the text,
share stories, and later you will be
using it to archive and share your
research findings, but Ill get to
that later. To give you a
Students will listen while they fill out handout

(Appendix F)
10 min
demonstration of what Im looking

for I want you to tweet during
todays dramatic reenactment.
You can respond to whats
happening in the scene or ask
questions, but I want to see one
from each one of you. Remember
to fill out the sheet with your
handle so I know who is who.
We will be looking at Act III,
Scene IV & V. Yesterday we
focused on issues of masculinity in
relation to Romeo, today we will
be shifting our focus to Juliet and
her lack of power and freedom.
Pay close attention to the men
around her in these scenes: how do
they talk about her? What words
are being used in relation to her?
What is the major event that is
being discussed and what say does
Juliet have in it? (suggested
questions)
Students will act out the scene. Those who are

not will be taking notes, annotating, filling out
any concept maps or graphic organizers they may
have. Additionally, they will be tweeting
throughout the performance or following it.
20 min
Transition: A lot of great tweets

guys! Obviously you guys are pros
at this; Im still working on my
skills, LOL. Lets spend a couple
of minutes sharing some of your
tweets, and responding to some of
your questions.
Students listen, respond to peers tweets, ask any

additional questions they might have about either
the text, scene, or tweet.
10 min
Closing: Okay, as we wrap up I

want to shift gears and close with
some reflections about Alaska.
How does she respond to her
external circumstances differently
than Juliet? Are they the same?
What does this tell us about their
different situations? What can we
say about gender and power in
their contexts?
Students contribute their responses and record

their homework.
15 min
For homework you will be

tweeting: at least one question,
reaction, or critical observation of
your reading. And you must
Comment [SH13]: Good scaffolding to a

compare/contrast.
respond to at least one of your

classmates. You will be doing this
everyday moving forward, but you
can go outside the parameters of
the homework assignment and
tweet about our unit whenever
youd like. I encourage this. In
addition take a look at the handout
in your packet about Facebook. As
we will be incorporating it in a fun
way into our lesson tomorrow.

Pencils/pen
Cell phones or computers in the classroom.
Assessment/Rubrics:
Students will be informally assessed on their participation in the twitter activity in
class.
Student participated in the tweet activity, and provided one of the required
tasks: question, response, or comment.
- Student did not participate in the assignment
Read R&J Act IV, Scene 2-5
Tweet your reactions, questions, and comments to the readings, and respond to one
of your classmates.
Read through the Facebook handout to get acquainted with what you will be doing
with it.
Comment [SH14]: This sounds like a lot. Are

they short scenes and chapter? If not, this would
be over a couple of daysno worries if you
realized that. To that end, your lesson plans
could easily take a few days to unpack more of
these themes in regard to scenes and chapters.

Subject: English
Lesson Four: Close reading and critical analysis; Intro to Facebook
Learning Context:
ability to have pulled out major themes and other literary devices. Students will already
have a foundational understanding of Facebook that they will bring into the classroom.
power?
they the same?
How does Juliet and Alaska gain agency/freedom from their situation? What is
the range of options they have to act and what does that tell us about women and
oppression?
Students will be able to utilize Twitter to engage, interact, and develop their
understanding of the primary texts.
Students will be able to construct the identities of characters from these texts
based on the features of Facebook to develop their understandings and to
synthesize their understanding of digital literacy
Students will be able to connect their own experiences to the themes of the text
whether it is Juliets subordination to her father or Romeos feeling of being
emasculated by his love for Julietand will share their stories on Twitter using
the hashtag #julietproblems or #romeoproblems
Students will be able to use Twitter to ask questions; comment and communicate
about their readings; and share their personal reactions and stories.
Students will be able to construct Facebook profiles for each of the major
characters in the texts to engage with text on a more exploratory and creative
plane.
Students will be able to synthesize their understanding of characterization to build

identities and interact with characters via online social media.
Rationale:
We will be continuing our close reading of the text, studying the language and how the
larger theme of gender and power are rolling out and developing as the plot does.
Students will be filling out graphic organizers along the way that break up the text into
their composites, which will help them see and understand the work that is being done in
the text. There will be a dramatic reenactment in each class that will ask students to pay
attention to the directorial moves that Shakespeare made along with his linguistic
choices. Students will be introduced to Facebook and will be asked to build the identities
of the main characters of the texts using the various features Facebook provides (liking,
groups, etc.), and interact with one another via the comments section. Students will have
the opportunity to interact with the text within a context that they are more comfortable
with, but which also requires them to have a firm grasp on the personalities and identities
of the characters they are going to represent. The objective is that they stay in character
and interact always according to the script, so students will be assessed based on how
closely they resemble what is going on in the primary texts.
Standards:
text.


Teacher will
Student will
Introduction: Loved the tweets
you guys put out yesterday. Loved
them so much that I thought wed
open todays class with a few of
them.
Students will listen, ask questions, and respond.
Time
5 Min
I will spend the first few minutes

highlighting the best tweets,
presenting the class with any
questions that were asked, and
going over anything they wanted
to talk about regarding last nights
reading.
So I want to jump right into the
reenactment today because we are
going to spend the rest of the class
doing something super fun, which
you already do mostly everyday,
some of you every ten minutes,
two of you right nowFacebook!
So lets have our volunteers and
explore whats going to happen to
Juliet now that were nearing the
end of the novel. Oh, and you
dont have to tweet during the
performance, but that would make
me very happy.
Students act, watch, listen, read, annotate, take

notes, and tweet.
20 min
Comment [SH15]: Great way to engage students

and get them excited to writeshare your
favorites from their work each day. Theyll work
harder J Keeping it anonymous can work too.
Incredible stuff! You guys rock.

Okay, get into groups and discuss
what youve learned about Juliet,
her choices, what motivated them,
what do they mean, think about the
response of those around her when
they discover she is dead, how did
the father respond? What peculiar
language did he use in reference to
his dead daughter? What does this
tell us about who he is and what
culture and context he comes
from? (Suggested question)
Okay, lets bring it back together
and share our insights. (I will ask
the suggested questions if students
need help arriving there).
Activity: Facebook
Okay, so for the remainder of the
class you guys will be starting on
your Facebook project. I will be
breaking you up into groups and
you will be constructing the
identities of characters in the
novel, you will be using the
features of Facebook likeliking,
friend requests, groups, etc.to
develop that personality as close to
the character in the text as
possible. Think of it as, what are
they called RPGs? Where you don
the identity of an avatar and take
on that characters personality
traits. In addition to developing
your characters, you will be
commenting on other Facebook
profiles IN CHARACTER. I want
you to have fun with this
assignment but I also want you be
very methodic and think about
why you are making these choices
and comments. You cant just
have Tybolt like Katy Perry, you
have to have a reason, which you
will explain in a reflection paper
following the completion of this
assignment. Please refer back to
all your notes, annotations, and
organizers to help you build these
Students will break up into groups and proceed to

discuss the reading.
10 min
Students participate and share their thoughts.
10 min
Students listen. Break off into groups and do

their research revolving their character as they
begin to construct their Facebook profiles.
30
profilesthats what theyre there

for.
I break students up into groups and
assign them their characters. For
the remainder of the class period I
walk around and assist them where
they need help.
Closing: Great work guys. I love
how youre going over all your
notes and annotations prior to
building your profiles! You know
what thats called? Research! And
its exactly the type of work that
you should and will be doing in
the future. For homework I want
you to continue building your
Facebook profiles. You will be
working and commenting on these
profiles for the next two days and
on the third day you will be
working on your reflection piece.
You will also be finishing up these
texts, as we move to the next
segment of our unit that will
incorporate movies and music into
our understanding of these texts.
Students will listen and wrap up their thoughts

about their Facebook profiles.
5 min

Pencils/pen
Cell phones or computers in the classroom.
Assessment/Rubrics:
Students will be informally assessed on their participation in the twitter activity in
class.
Student participated in the tweet activity, and provided one of the required
tasks: question, response, or comment.
- Student did not participate in the assignment
Finish R&J
Finish Looking for Alaska
Work on your Facebook profiles.
Subject: English
Lesson Five: Design-based Principles
Learning Context:
Students are familiar with digital literacy, but have formalized that knowledge or
language. Students design things everyday online e.g. blogs, Facebook profiles, Twitter
accounts, etc. They will be bringing these literacies into the lesson as we learn together
what they are doing as producers of texts.
What is digital literacy? How are all of you already in some degree digitally
literate?
What are the differences and similarities between print texts and media texts?
How does an author of media texts elicit a certain response from a

consumer/viewer/listener? What kinds of moves is he making within the medium
to do so?
How can our knowledge of digital literacy make us better writers?
Why is it relevant, especially in todays world, for us to be digitally literate?
Students will be able to understand the semiotic moves authors of multimodal
texts make in order to elicit a specific response from the reader
Students will be able to identify and analyze the composite elements of a digital
text and determine what work they do for the text as a whole
Students will be able to synthesize their knowledge of design-based principles to
have a better understanding of how to approach their Facebook profiles and future
multimedia projects
Students will be able to discern the ideologies and discourses being represented in
the texts so that they will be better consumers and producers of texts
Students will be able to describe the elements of a digital text that will include
one music video by Taylor Swift and clips from Baz Luhrmans Romeo and Juliet
Students will be able to infer what work the digital elements are doing for the
texts, what semiotic/directorial moves the author of these texts are making
Students will be able to pull out any discourse and ideologies inherent in the texts
and explain how those discourses and ideologies are being represented and
positioned
Students will be able to interrogate what cultural contexts both the author of the
text comes from and is commenting on as well as their own cultures and contexts
that influence their interpretation of the texts
Students will be able to apply a critical feminist lens to the texts to see what the
authors are doing with gender and power
Students will be able to analyze what messages Taylor Swift is saying about
women across different contexts
Students will be able to interpret a variety of perspectives from Taylor Swifts
video to understand how different cultures and context influence our
interpretations.
Students will be able to examine the semiotic and artistic moves Baz Lurhman
made in his interpretation of Romeo and Juliet
Students will be able to describe how Lurhman translated the original text within
a modern context, extending its reach beyond antiquity
Students will be able to discern how the author interpreted the text differently and
what representations reflect that interpretation
Students will be able to apply their knowledge of design-based principles to their
Facebook profiles and other future media projects.
Rationale:
Students live within a digital and visual world. They need to be equipped with the
knowledge and skills to be better consumers and producers of texts, which was
traditionally grounded in print but has now extended into the virtual/digital world.
Students will be analyzing media texts to learn about the grammar of an image/video to
understand how the author is positioning the reader and what position that author is
taking. Students will understand the elementslighting, perspective, close ups, angles,
etc.that compose the image, will incorporate their knowledge and digital literacies
toward their Facebook profiles and other future media projects.
Standards:
text.
Analyze how an author's choices concerning how to structure specific parts of a
text (e.g., the choice of where to begin or end a story, the choice to provide a
comedic or tragic resolution) contribute to its overall structure and meaning as
well as its aesthetic impact.
Analyze a case in which grasping a point of view requires distinguishing what is
directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or
understatement).
Digital literacy, semiotics, deconstruction.
Teacher will
Student will
Introduction: So yesterday you
began working on your Facebook
Time
profiles for your characters.

Today you will be learning about
design-based principles to help
you build a better profile. I
wanted you to get your feet wet so
that you can play around with
ideas, hopefully by the end of
today you will have a better grasp
of what kinds of moves you will
make to amp up your profiles.
Okay, so lets do a little reading.
Open up your packets and take out
your readings on Seraphini and
Janks. This is dense stuff so Im
going to split you up into groups
and half of you are going to work
together on Seraphini and the other
half on Janks and we will come
together in 20 min to discuss what
youve learned.
Students break into groups, read and discuss texts

among each other.
20 min
While they read and discuss I will

set up the video clips that we will
be interrogating throughout the
class.
After twenty minutes have
elapsed. I will ask the class to
come together so that we could
discuss their readings. We discuss
design-based principles from
respective authors, where I write
down what they list are its
composites: lighting, perspective,
angle, etc. so that they can refer to
them when we begin watching
videos.
I pull up pictures (Appendix D.1)
and we begin spelling out the
principles of design.
Transition: Okay, great. So we
see that just like a print text an
image or video is made up of units
of meaning that together make up
a whole message. Just like a
sentence is composed of subjects,
objects, and verbs, sprinkled
throughout with adjectives,
Students share with class what theyve read about

design-based principles. Asks questions and add
additional information if they have.
15 min
Comment [SH16]: Handout would help here.
Students provide feed back

Students listen then proceed to watch video while
taking notes.
Watch video twice
https://www.youtube.com/watch?v=nfWlot6h_J
M
10 min
clauses, and phrases for affect, so

too an image is made up of people
wearing specific costumes seen
through a specific lens with a
particular focus and screen filter
with specific lighting all couple
with the right music for a very
specific response. Writers,
authors, producers, directors all
write with INTENT, which is what
you should be doing and is what I
want you to do throughout all your
writing assignments. Im passing
around a handout that I want you
to keep with you and refer to
whenever thinking about Critical
Media Literacy Appendix H.
Also, you will find several copies
of Critical Media Research
Chart (Appendix I), which you
will be filling out for each media
text we view.
So now lets look at a music video
by your favorite girl Taylor Swift
to see what kinds of moves she
makes, what they mean, and what
interpretations we come up with.
Everyone take notes about what
you see throughout the video;
remember what weve just
discussed.
Comment [SH17]: Good description.
What did we notice? What was

this video about? What message
was she conveying? How did she
convey it? What moves was she
making? What did those specific
moves mean to the larger
message?
Students provide answers.
Transition: Today and tomorrow

we will be going over a few clips
from Baz Luhrmans Romeo and
Juliet to see his rendering of the
text. What specific moves did he
make in these themes and how
does this affect our consumption
of the text? Today we will be
looking at my hands down favorite
scene: The Queen Mab speech.
Students watch clip and fill out chart
5 min
10 min
Comment [SH18]: How did she combine modes?

What symbols? Kinds of perspectives? As
captured by camera angle? Pull out and use
specific categories.
Please make sure to fill out the

chart, as they will be collected at
the end of class.
Okay, get into groups and share
what you observed. Some of you
will have different observations
and interpretations, based on your
different backgrounds and
cultures. So remember youre
looking at what the director is
doing; the how he is doing it;
and the why he makes them.
Well reconvene in a few minutes
before we wrap up class. I want
you think about our/your own
dramatic reenactment that we did
in class. How did you do it
differently? How was your
interpretation different from his?
Why do you think that is? What
informs the way we interpret
something?
Students share notes and fill in their charts.
10 min
Comment [SH19]: Cool! Good language!
Alright class, lets come together

and share a little of what weve
noticed.
Class comes together and shares their critical

media analysis
5 min
Closing: Awesome work guys.

Everyone hand in your charts. For
homework you will be doing
another critical media analysis,
except this time I want you to look
at your local news channel. I want
you to tune into a news report,
record the report and what you see
how its being presented. How is
it the same or different from a
fictional work like Romeo and
Juliet or the Taylor Swifts video?
Use the Critical Media Chart as
a guide to write down your
analysis. Also, now that you have
design-based principles in your
arsenal, I want you to beef up your
Facebook profiles. I saw the great
work youve been doing on it so
far, but think about how you can
amp up these profiles now that you
have knowledge of design-based
principles. Tomorrow is the last
Students hand in charts and listen about their

upcoming assignments.
5 min
day we will be working on these

profiles before you move on to
your reflection. I want to see
plenty of comments; you can use
direct quotes or put what you think
that character would say into your
own words. The important thing
here is that you show me you
know these characters.

I will provide additional support to ELL students and other struggling students
when needed. I will also be methodic as to whom I sit these students next to,
making sure that they are next to someone that will be able to clarify anything to
them and help them out when needed.
Pencils/pen
Critical Media Chart and Graph
Electronic Boards or Television
Assessment/Rubrics:
Students will be informally assessed on their willingness to participate and
volunteer responses
Students will be formally assessed on their Critical Media Chart
4 Student demonstrated a sophisticated understanding of design-based
principles, coupled with strong critical analysis of media texts. Observed the
moves that the authors make along with an analysis that showed a firm grasp as to
why the author made those moves.
3 Student demonstrated a good understanding of design-based principles, hit on
some reasons as to why the author made those moves. Exhibited a good grasp of
the concepts of design and is able to articulate what is being done in the text.
2 Student demonstrates a rudimentary grasp of design-based principles, but
might not go further to explain why the author of a text is making those moves.
Student shows little deep or critical analysis in their interpretations of text.
1 Student demonstrates little to no knowledge of design based principles, there
is some analysis, but does not exhibit a well enough grasp of digital literacy.
Finish R&J
Finish Looking for Alaska
Work on your Facebook profiles.
Write in your dialectical journals about readings and reading strategies/practices,
and design principles. Think about where you see it in your own lives, provide an
example and reflect on the design choices of the author of that text.

Subject: English
Lesson Six: Design-based Principles
Learning Context:
Students are familiar with digital literacy, but have formalized that knowledge or
language. Students design things everyday online e.g. blogs, Facebook profiles, Twitter
accounts, etc. They will be bringing these literacies into the lesson as we learn together
what they are doing as producers of texts.
What is digital literacy? How are all of you already in some degree digitally
literate?
What are the differences and similarities between print texts and media texts?
How does an author of media texts elicit a certain response from a
consumer/viewer/listener? What kinds of moves is he making within the medium
to do so?
How can our knowledge of digital literacy make us better writers?
Why is it relevant, especially in todays world, for us to be digitally literate?
Students will be able to understand the semiotic moves authors of multimodal
texts make in order to elicit a specific response from the reader
Students will be able to identify and analyze the composite elements of a digital
text and determine what work they do for the text as a whole
Students will be able to synthesize their knowledge of design-based principles to

have a better understanding of how to approach their Facebook profiles and future
multimedia projects
Students will be able to discern the ideologies and discourses being represented in
the texts so that they will be better consumers and producers of texts
Students will be able to describe the elements of a digital text that will include
one music video by Aqua and clips from Baz Luhrmans Romeo and Juliet
Students will be able to infer what work the digital elements are doing for the
texts, what semiotic/directorial moves the author of these texts are making
Students will be able to pull out any discourse and ideologies inherent in the texts
and explain how those discourses and ideologies are being represented and
positioned
Students will be able to interrogate what cultural contexts both the author of the
text comes from and is commenting on as well as their own cultures and contexts
that influence their interpretation of the texts
Students will be able to apply a critical feminist lens to the texts to see what the
authors are doing with gender and power
Students will be able to analyze what message Lady Gaga is conveying in her
music video Telephone, how she is conveying that message, what alternative
interpretations could one surmise through the images being presented in the video.
Students will be able to identify and critique the ideologies and discourse Lady
Gaga employs or is critiquing in her music video
Students will be able to infer the role media, technology, and advertisements play
in her song Telephone and the role irony plays in its presentation.
Students will be able to understand how Lady Gaga and Jonas Akerland construct
a postmodern perspective through the various design elements of the video,
including costume, product placement, color contrast, hyperbole, etc.
Students will be able to examine the semiotic and artistic moves Baz Lurhman
made in his interpretation of Romeo and Juliet
Students will be able to describe how Lurhman translated the original text within
a modern context, extending its reach beyond antiquity
Students will be able to discern how the author interpreted the text differently and
what representations reflect that interpretation
Students will be able to apply their knowledge of design-based principles to their
Facebook profiles and other future media projects.
Rationale:
Students will be continuing their digital literacy lesson, with another music video and
another clip from Romeo and Juliet. We will also be discussing how the news media
portrays their stories differently than these types of text, and what affect that type of
presentation is enacting on the audience. We will also be discussing why it is important
to be digitally literate, given that we live in a marketing and advertisement world. We
will also be looking at advertisements and see what role they play in our culture, and how
they entice consumers to buy products.
Comment [SH20]: Good!
Standards:
text.
Analyze how an author's choices concerning how to structure specific parts of a
text (e.g., the choice of where to begin or end a story, the choice to provide a
comedic or tragic resolution) contribute to its overall structure and meaning as
well as its aesthetic impact.
Analyze a case in which grasping a point of view requires distinguishing what is
directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or
understatement).
Digital literacy, semiotics, deconstruction.
Teacher will
Student will
Introduction: Today we will be
developing our understanding of
design-based principles. I want
you to take a second and write
down what you see on the
projector.
http://www.misty120s.com/Ad_ar
chive/gallery2/d/168701/Newport2011_1.jpg
Students write down what they see.
Time
5 min
Okay, talk to me. Whats going on

in this image?
Students share their thoughts.
10 min
Suggested questions:
Whats going on in this image?
Why did the producer make them
smiling? Why choose a
celebration? What do we know
about cigarettes? Why would the
author of this image choose to
marry a wedding couple with its
product? What affect do you think
that might have on a consumer?
Comment [SH21]: Great questions!
So you see, you dont just read

print texts. Theres as much going
on in an image that you need to
understand as there is in any print
text. Theres a whole backstory to
why the author chose to make an
image the way that specific way.
We live in an era where all of our
desires are easily met with, so the
objective is no longer to produce
objects anymore but to produce the
desire for a product and that is
what marketing and advertisement
does: it makes you want something
you dont need. Being digitally
literate will allow you to be better
consumers of products. You will
be able to see through the moves
that producers of these types of
texts make and not give in to
something as unhealthy and
dangerous as smoking.
Students listen
Transition: Okay, were going to

be watching a music video from
the queen of postmodern pop
herself: Lady Gaga. This is a
particularly interesting video, I
want you to pay close attention to
all the images and symbols that
interlaced into this video along
with the message of the song. This
is kind of a long song but I think
its worth it. So remember to fill
out your Critical Media Literacy
Charts as they will be collected at
the end of class along with your
Students watch video take notes and fill out their

Critical Media Literacy Chart
5 min
Comment [SH22]: Good break down.
https://www.youtube.com/watch?v=EVBsypHzF
3U
20 min
reflections about the

advertisement. (I play the song
twice)
Okay, tell me what was the very
first thing you noticed in the video.
15 min
Transition: We will be watching

another short clip from Baz
Lurhmans Romeo and Juliet on
the scene where Juliet contests her
marriage to Paris to her parents.
While you watch this scene and fill
out your charts I want you to think
about the scene as weve read it
and acted out in class.
Students watch clip and fill out there charts.
10 min
What did you notice was the

difference? What liberty or rather
interpretation did Lurhman take
that made this scene an altogether
more powerful and emotional one?
10 min
Based on what they said I may or

may not move on, but I want them
to notice that even before the
music video starts the viewer is
obliged to watch five seconds of
advertisement. Viewers are forced
to consume advertisements in
order to be rewarded with the
product of their desires.
Next, we will discuss the various
semiotic and design moves Lady
Gaga makes and for what kind of
affect. We will discuss her use of
produce placement and the irony
that it plays in both its
endorsement and critique. Finally,
we will discuss the irony of the
meaning and message of the song
that critiques our online-wired
culture, yet this very song is
popularize by and through it.
Yes, because it had physical abuse

in it? And why do you think it
affected us more watching it like
that than our own reading and

interpretations of it?
What is it about images that affect
us more intensely than say print
text?
Closing: I want you to think about
the power of presentation, the
power of the image, the power of
design. All of this is very
powerful stuff and could effect
real change in the right hands.
When the authors of these texts
made them they thought about
each element that went into the
whole piece in order to have a very
particular affect. You will be
incorporating your knowledge of
design-based principles for your
final project, which I am handing
out to you now. For the next few
days we will be going over
researching, as you will construct
your own vodcast that incorporates
a news article that mimics our
units theme of power and its
abuses. Read the final assignment
and come prepared to go over the
sites that I have listed on the
handout. (Final Project
Handout).
Students listen. Read final project assignment.

Hand in Critical media Chart
5 min
For homework, do any last minute

changes and comments to your
Facebook profiles, and write your
reflection paper regarding the
moves you made in the
construction of your characters
profile and why you made them.
Think like an artist and why he
chose to use red to paint that leaf
instead of green. Be methodic.

Comment [SH23]: Great transition to their work.
Pencils/pen
Critical Media Chart and Graph
Assessment/Rubrics:
volunteer responses
Students will be formally assessed on their Critical Media Chart
4 Student demonstrated a sophisticated understanding of design-based
principles, coupled with strong critical analysis of media texts. Observed the
moves that the authors make along with an analysis that showed a firm grasp as to
why the author made those moves.
3 Student demonstrated a good understanding of design-based principles, hit on
some reasons as to why the author made those moves. Exhibited a good grasp of
the concepts of design and is able to articulate what is being done in the text.
2 Student demonstrates a rudimentary grasp of design-based principles, but
might not go further to explain why the author of a text is making those moves.
Student shows little deep or critical analysis in their interpretations of text.
1 Student demonstrates little to no knowledge of design-based principles, there
is some analysis, but does not exhibit a well enough grasp of digital literacy.
Wrap up Facebook profiles
Write reflection piece

Subject: English
Lesson Seven: Informational Literacy Researching
Learning Context:
Students will have knowledge of informational literacy as they have done research
projects in their prior years. They will come equipped with at least an intermediate level
of understanding as to the principles behind doing research.

How do we perform research?
Where do we go to find credible information online?
How do we determine which websites are credible versus those that arent?
How do we determine which content is reliable and which arent?
What are the stages of research?
Students will be able to identify a research problem to interrogate and a research
question to investigate
Students will be able to appraise the sources of online informational texts for
credibility, understanding who the author is, what the sponsors, advertisements,
and awards on their page say about the nature of the information.
Students will be able to navigate the web and online databases for their research
projects, as well as develop a systemic procedure for performing their research
Students will be able to identify the abuses of power across different contexts, its
contributions and casualties
Students will be able to connect their understandings of the theme of the unit with
their own questions on the abuses of power in the construction of a research topic
to investigate
Students will be able to understand the role hypertexts play in validating the
credibility an author is trying to make.
Students will be able to critically assess the content of a webpage to discern its
meaning; how its constructed, what affect its attempting to produce, and how to
integrate that knowledge to become better producers of texts.
Students will be able to judge the integrity and value of webpages for their
research based on design principles
Students will be able to demonstrate their knowledge of navigating the web for
reliable sources, in an efficient and timely manner.
Students will be able to accrue a list of relevant questions associated with their
topic prior to performing their research
Students will be able to aggregate a list of relevant search words or phrases to use
during their pre-search phase of their research project
Students will be able to adapt their research strategies based on online search
engines and results
Students will be able to scan search results for the most relevant information
based on key words and reliable sources
Students will be able to discriminate between scholarly and non-scholarly
resources such as journals, peer-review websites, and databases versus an open
platform like google or yahoo
Students will be able to operate online scholarly databases for their research
projects
Students will be able to discern reliable sources based on their domain (.org, .gov,
.com, etc.)
Students will be able to understand the ideologies and intentions associated with
specific domains, platforms, and sources
Students will be able to analyze search results in order to gather the most relevant
and credible information sources
Students will be able to identify reading strategies that will help them navigate
results to gather information more effectively and efficiently
Rationale:
We live in a generation where there is a sea of information out there at the tip of our
fingers, which is a good thing in that we are easily informed, but more so a bad thing
because not all the information out there is reliable, research-backed material. Students
can be fed misinformation and be led to believe the wrong things, which is why they need
to know how to distinguish between reliable sources of information from those that are
unreliable. We will be going over the stages of research, databases, and what makes a
website credible versus those that arent.
Standards:
CCSS.ELA-Literacy.RI.11-12.3
Analyze a complex set of ideas or sequence of events and explain how specific
individuals, ideas, or events interact and develop over the course of the text.
Analyze and evaluate the effectiveness of the structure an author uses in his or her
exposition or argument, including whether the structure makes points clear,
convincing, and engaging.
Determine an author's point of view or purpose in a text in which the rhetoric is
particularly effective, analyzing how style and content contribute to the power,
persuasiveness or beauty of the text.
Integrate and evaluate multiple sources of information presented in different
media or formats (e.g., visually, quantitatively) as well as in words in order to
address a question or solve a problem.
Comment [SH24]: Good!

Information Literacy, hypertexts, digital databases
Teacher will
Student will
Introduction: Okay, so today we
will be going over your research
segment geared toward your final
project. You read the final
assignment; you know what you
have to do, now you have to know
how to do the research behind it.
Okay, so Im going to open the
floor to asking you about what
your research procedures have
been in the past so I can get an
idea of what you already know.
Good. First you need a research
topic. To do that you need to think
of all the terms and keywords that
you are going to use to perform
that search. Whats next? Where to
actually do the searching, yes,
good! So, I want to talk about
credible sources versus those that
arent. Can anyone tell me if
Wikipedia is a credible resource,
why or why not? Yes, because it
can be edited by anyone, the
information there is not reliable
because it hasnt been scholarly
reviewed and researched for
veracity. Now can anyone tell me
a credible site and what makes
them credible? Good. Peerreviewed journals, databases,
government websites. Take a look
at handouts (Appendix J-M), you
will be referring to them for the
next few days as you perform your
research. Now, lets take a look at
one of these sites and see what
makes them reliable.
Transition: I pull up a website on
the E-Board
http://www.migrationpolicy.org/art
icle/frequently-requested-statistics-
Time
5 min
Comment [SH25]: Good move!
Students listen and participate.
15 min
Students listen and answer. Take notes.
15 min
immigrants-and-immigrationunited-states
First thing: what type of website is
this? I mean look at what it ends
with. You can usually tell reliable
sources from unreliable ones by
distinguishing how they end if its
a .org or .gov it will be reliable as
opposed to a .com or .net which
might need funding from sponsors
who might skew the information
on those sites. Okay, now lets
take a look at the website itself.
What can you discern about the
website that makes it reliable?
Think back to the design-based
principles you learned.
Comment [SH26]: Good break down.
Okay, so we just learned that the

way a website looks and the
domain are two ways you could
lend credibility, what else? Okay,
good. If other sites referenced
them in their articles that might
lend credibility.
Transition: Okay, for the next
fifteen minutes I want you to split
up into groups and find one
reliable source and one unreliable
one that you will collectively
present to your peers at the end of
each class. I want you to write
down on a paper the websites and
list under them what makes them
reliable versus those that are
unreliable.
Okay, lets go around and share
out sites and see what youve
come up with.
Great work guys. Its important
that you know what youre getting
yourself into before you cite an
article for a website. You dont
want to be stuck with false
information. Now lets talk about
searching methods, what are some
easy quick strategies we could
incorporate to make our research
Students split up into groups. Ensue their

research into website credibility.
15 min
Student groups share their findings
15 min
Students share their strategies
10 min
more approachable.
Closing: Great stuff guys! So for
tomorrow I want you to go over
the directions for the researching
sites in your packet and sign up for
each of those sites. Get acquainted
with them and come prepared to
give a presentation on what you
learned about them. Ill split you
up into four groups and you will
tell us what are the features of
your assigned website that will
help you in your research. Also,
Im passing out a rubric that you
can use to assess the credibility of
a website (Appendix O.1), you can
refer to this rubric during your
research every time you come
across a website that is not an
academic database.
Students listen
5 min

Pencils/pen
Assessment/Rubrics:
volunteer responses
Students will be assessed on their website assignment
Check plus students demonstrated knowledge of what makes a credible website
and what makes one unreliable. Student is able to explain the minutiae of features
that comprise a credible source.
Check Student demonstrated a rudimentary understanding of what constitutes a
reliable source as opposed to an unreliable on. Student is able to explain to some
degree what the features of a reliable source are.
Check minus Student does not demonstrate knowledge of what constitutes a
reliable source.
Review researching websites (Appendix N)
Come prepared to give a short presentation explaining the features of the website.
Comment [SH27]: Good progression!
Comment [SH28]: Loved this rubric.
Start researching your articles, and composing your writing for your final vodcast.
Come in with a first draft of both your memoir piece and what you will be saying
about the primary texts.
Write in your dialectical journals about researching strategies/practices, what biases
are you bringing with your research?
Subject: English
Lesson Eight: Informational Literacy Researching
Learning Context:
Students will have knowledge of informational literacy as they have done research
projects in their prior years. They will come equipped with at least an intermediate level
of understanding as to the principles behind doing research.
How do we perform research?
Where do we go to find credible information online?
How do we determine which websites are credible versus those that arent?
How do we determine which content is reliable and which arent?
What are the stages of research?
How can we use Twitter/A.nnotate/Diigo to improve our researching experience?
How do we incorporate our annotation strategies from the beginning of the unit
into our research in the end?
Students will be able to identify a research problem to interrogate and a research

question to investigate
Students will be able to appraise the sources of online informational texts for
credibility, understanding who the author is, what the sponsors, advertisements,
and awards on their page say about the nature of the information.
Students will be able to navigate the web and online databases for their research
projects, as well as develop a systemic procedure for performing their research
Students will be able to annotate and organize their research to streamline their
findings for quicker access and more efficient information retrieval
Students will be able to identify the abuses of power across different contexts, its
contributions and casualties
Students will be able to connect their understandings of the theme of the unit with
their own questions on the abuses of power in the construction of a research topic
to investigate
Students will be able to understand the role hypertexts play in validating the
credibility an author is trying to make.
Students will be able to critically assess the content of a webpage to discern its
meaning; how its constructed, what affect its attempting to produce, and how to
integrate that knowledge to become better producers of texts.
Students will be able to judge the integrity and value of webpages for their
research based on design principles
Students will be able to demonstrate their knowledge of navigating the web for
reliable sources, in an efficient and timely manner.
Students will be able to accrue a list of relevant questions associated with their
topic prior to performing their research
Students will be able to aggregate a list of relevant search words or phrases to use
during their pre-search phase of their research project
Students will be able to adapt their research strategies based on online search
engines and results
Students will be able to scan search results for the most relevant information
based on key words and reliable sources
Students will be able to discriminate between scholarly and non-scholarly
resources such as journals, peer-review websites, and databases versus an open
platform like google or yahoo
Students will be able to operate online scholarly databases for their research
projects
Students will be able to discern reliable sources based on their domain (.org, .gov,
.com, etc.)
Students will be able to understand the ideologies and intentions associated with
specific domains, platforms, and sources
Students will be able to analyze search results in order to gather the most relevant
and credible information sources
Students will be able to identify reading strategies that will help them navigate
results to gather information more effectively and efficiently
Students will be able to utilize annotation and bookmarking sites like A.nnotate
and Diigo to collect, organize, and share data for the use in their final multimodal
assignment.
Students will be able to use the features of both A.nnotate and Diigo to better
organize their research findings, such as tagging and categories, which will allow
them to streamline their notes and findings.
Students will be able to use Twitter as a resource for collecting and sharing their
research using the hashtag feature.
Students will be able to design their own annotation methods using these online
research tools that fit their individual organization dispositions.
Students will be able to organize their information findings using tags, categories,
groups, and other archiving methods that will make retrieval much more efficient.
Students will be able to hashtag any articles that they find relevant to their
research to compile a list of resources that they can return to during the
construction of their final projects and that they could share with other students.
Students will be able integrate their informational literacies during the compiling
of their resources
Students will be able to condense their research findings into compact and
meaningful notes that allow students to return and remember information with
greater ease
Students will be able to translate their textual annotation methods to online texts
to mark them more meaningful and to retrieve information more succinctly
Rationale:
Students will be conducting research for their projects and will need to collect, compile,
organize, annotate, and share their findings. In order to do so they will need to know
about the various resources available that will help them perform their research in a more
efficient and streamlined fashion.
Standards:
Comment [SH29]: Awesome!
Information Literacy, hypertexts, digital databases, online researching platforms;
compiling, collecting, organizing, annotating, researching tools and databases
Teacher will
Student will
Time
Introduction: Okay, we have a lot

to do today. The next few days is
going to be dedicated to you
researching and composing your
script for your final vodcast.
Were going to start class by
getting into groups where you will
discuss one researching website
that I will assign to you and you
will give a presentation on. After
that you will stay with your group
and share your ideas and what
youve prepared as far as a
preliminary script with your
classmates.
Students break off into groups organize a

presentation.
15 min
Okay students, lets come together

and have the first group come up
and present on their website. I
want all of you to follow along on
your computers, and I want to see
note taking, seriously jot this stuff
down itll help you out so much
during your research.
Students give presentation on their websites.

Other students follow on their computers and jot
down notes.
20 min
Transition: Great job guys! I

couldnt have done it better
myself. These online resources
will help you make your research
so much easier. At the end of class
were going to break away to
allow you time to do research in
class, Ill be walking around to see
how you use these tools, and to
help out in any way that I can. But
before we do that I want you to go
back to your groups and share
what youve come up with for
your first drafts of your projects.
Students break off into groups, discuss and share

ideas, and fill out peer review sheet (Appendix
O).
20 min
Im passing out a peer review

sheet. I want you to fill this out
for each of your classmates in your
group, hand them in along with
your first drafts, and Ill return
both of them tomorrow.
Closing: Okay, everyone hand in
your first drafts and peer review,
and everyone turn to a computer
and get working on your research.
Tomorrow we will watch a few
vodcasts again to see what you
should be aiming for, but at the
same time I dont want you to feel
like you have to do the exact same
thing. Im giving you the
opportunity to be creative with
your textual analysis and memoir
segments.
I will hand back your first drafts
along with your peer reviews
tomorrow. We will be reviewing
informational writing, and you will
begin working on your first draft
for your informational segment of
your vodcast.
Students go to computers start research.
25 min
For homework, you will be

continuing your research. Come
ready with a first draft of a
journalistic news report. You will
be peer-reviewing those tomorrow
as well as working on them in
class. So come prepared.

Comment [SH30]: Your description of this writing

assignment is really good in your packets.
Pencils/pen
Assessment/Rubrics:
volunteer responses
Students will be assessed on their website assignment
Check Group showed clear and concise knowledge of the content they were
presenting on. They explained the functions and features of the websites as
clearly and cogently as possible, and provided helpful feedback to questions.
Check minus Students did not exhibit knowledge of the content they presented
on, they showed that they were unorganized and unprepared to present on their
respective websites.
Students will be assessed on a 1-5 point rubric (Appendix P)
Continue research come in with a first draft for the informational segment of their
assignments.
Watch videos on how to use iMovie:
https://www.youtube.com/watch?v=U63GULMOTcc and on how to use Garage
Band https://www.youtube.com/watch?v=uQbgINtd4vo
Come prepared with any questions and comments you might have about these tools.
Write in your dialectical journals about researching strategies, biases, how you feel
about Diigo, Twitter, A.nnotate for your research. Brainstorm ways you think
you could and will use Garage band or iMovie for your presentations.

Subject: English
Lesson Nine: Preparation for Presentation iMovie & Garageband
Learning Context:
Students will already have knowledge of how to write an informational piece. Some
students will have knowledge of iMovie and Garageband. Students will already be
digitally literate enough to have some idea of how they can use these tools toward their
projects.
What is the difference between informational writing and fictional writing?
What are the features of the writing style that make it distinct?
How do we use iMovie and Garage Band?
How can you incorporate your knowledge of design-based principles to enhance
your vodcast?
What are the features of a journalistic report?
Students will be able to synthesize their findings into multimodal artifacts that
will help them conceptualize and organize their thoughts during pre-writing phase
of their final projects
Students will be able to synthesize their research with their knowledge of designbased principles to produce their final projects
Students will be able to assess themselves and their peers, based on their
knowledge of both digital and information literacy, in order to gain further
understanding on what they and their peers did well and what they could improve
on
Students will be able to integrate and represent their findings and understandings
of design based literacies to take a position on an issue and to position their
audience in regard to that issue
Students will be able to design their own concept maps, prezi, or Power Points to
represent their findings and their understanding of design based principles.
Students will be able to synthesize their knowledge of design based principles and
critical media theory to produce multimodal texts.
Students will be able to translate their concept maps into a first draft to be used in
a vodcast
Students will be able to construct narratives for themselves, the original texts, and
their research findings to use in the development of an original vodcast in the
form of a news report
Students will be able to synthesize their knowledge of design literacy to construct
a vodcast that will be presented to the class as their final project.
Students will be able to understand how to use iMovie and Garage band for their
final projects.
Students will be able to integrate their knowledge of design and the features of
iMovie and Garage band to construct their final multimodal projects.
Rationale:
Students are working toward their final project, which they will have be working on in
class and have the weekend to finish their projects. Students will be given examples of
vodcasts that I am looking for, and we will be reviewing the formal style of journalism
that they are required to present on.
Standards:
Information Literacy, hypertexts, digital databases, online researching platforms
Teacher will
Student will
Time
Introduction: I hope everyones

excited as we near the end of this
unit. I want to give you guys as
much time to do more research,
write, start mapping out how you
want to present your vodcasts so
Im going to go quickly here.
First, I want us to look at news clip
and I want you to think about how
the news anchor is reporting the
story. Take notes and pay
attention.
https://www.youtube.com/watch?v
Students watch clip and takes notes.
5 min
=VuMdQRRLoYg
Okay, what did you guys notice?
(suggested questions if they need
help) What is the tone of the news
anchor? How is he addressing the
audience? Is his style formal or
informal? How is his language?
Students provide responses
5 min
10 min
Great! Now I want to look at

another example of an
informational text. Im going to
read this report out loud and I want
you guys to keep in mind the same
thing: what makes this piece a
formal piece of writing.
http://www.cnn.com/2014/12/03/j
ustice/new-york-grand-jurychokehold/
Okay, what makes this a
journalistic piece of writing? What
are the specific rhetorical features
of the text that distinguish it from
other types of writing
Comment [SH31]: Good framing!
Transition: Okay, now lets move

on to iMovie and Garage band. I
hope you all had the opportunity to
watch the video clips I asked you
to last night. Im just going to go
over a few quick things that you
can do with it, and then Ill give
you the chance to start using it on
your own.
10 min
I provide a demonstration.
Students watch, take notes, and asks questions
Transition: Okay, now I want you

think about your project as a
whole. It is comprised of three
segments, two of which are
creative. You need to be strategic
as far as how you are going to put
together these stories. That means
there are several layers of writing
you will be doing: writing your
scripts and writing HOW you are
going to put them together,
Students break up into groups and discuss their

projects, begin story mapping, and using iMovie
and Garage Band.
40 min
meaning how youre going to tell

your stories. This requires you to
think like a writer, director, and
artist. Think about all the tools
weve used throughout this unit
and all the work you did around
the texts, try to incorporate those
understandings and resources. I
encourage you to use Gliffy,
Power Point, Prezi, etc. to
storyboard your ideas about how
youre going to tell your story, or
you can use construction paper and
markers the old fashion way, but
make sure you do this step. I want
you to break into groups and start
planning how you will be
presenting on your vodcasts, then
start playing around with iMovie
and/or Garage band to get a feel
for the features of the tools.
Closing: Okay, for the last portion
of this class I want you to take out
your first drafts of your
informational segment and you
will peer-review each others
writing. I will not be collecting
them today, they will go straight to
the person you are reviewing.
However, I want your first drafts
and peer-reviews along with your
concept maps or storyboards on
Monday before you present.
Tomorrow, we will be going over
the stages of putting together these
vodcasts in further detail. Come
prepared with your storyboards
and scripts, along with any
questions you might have
regarding Garage Band and/or
iMovie.
For Monday, come prepared to
give your final presentations. You
and a jury of your peers will be
providing feedback as to the
effectiveness of your vodcasts. I
want hard copies of all of your
writing in final form. Remember
Comment [SH32]: Love how they are compiling

everything.
Students read each others informational first

draft and peer review (Appendix R)
10 min
you are speaking to an audience,

and I want your script to reflect a
level of professionalism like we
saw in the news clip earlier.

I will walk struggling students through the stages of preparation, and assist them if
they need help with their projects whenever needed.
Pencils/pen
Assessment/Rubrics:
volunteer responses
Students will be informally assessed on how they are working toward their projects
FINAL PROJECT DUE MONDAY
Subject: English
Lesson Ten: Vodcast Construction, Production, and Presentation
Learning Context:
Students will already have a very rudimentary understanding of how to use iMovie and
Garage Band because we went over that in class yesterday.
What are the stages of putting together a vodcast?
What kinds of strategies do we have to have in order to effectively put together a
presentation?
How will you be applying your knowledge of design to improve the overall effect
of your presentations?
How will you be using the iMove/Garage band? What features of these tools will
you be utilizing to heighten the experience of the vodcast?
Students will be able to synthesize their findings into multimodal artifacts that
will help them conceptualize and organize their thoughts during pre-writing phase
of their final projects
Students will be able to synthesize their research with their knowledge of designbased principles to produce their final projects
Students will be able to assess themselves and their peers, based on their
knowledge of both digital and information literacy, in order to gain further
understanding on what they and their peers did well and what they could improve
on
Students will be able to integrate their knowledge of design-based principles in
order to effectively construct their vodcasts
Students will be able to storyboard the sequence and effects of their vodcasts in
order that production will be more streamlined and efficient
Students will be able to analyze what moves they want to make to elicit a
particular response from the audience
Students will be able to determine what aural effects they can incorporate to
heighten the overall effect of their presentations
Students will be able to utilize the editing features of iMovie to layer in special
effects to further compound the visual experience of their presentations
Rationale:
In this lesson students we will spend the entire period going over how to construct their
vodcasts: the stages involved (script, storyboard, special effects, etc.), how the can utilize
Garage Band and iMovie to heighten the overall experience and effect of their
presentations. How they want to address each segment of their presentations, what kinds
of effects, moods, tones, do they want to convey within those segments?
Comment [SH33]: Great detail!
Standards:
Storyboarding, production, script, special effects, background music.
Teacher will
Student will
Introduction: Okay class, we
have a lot to do as were nearing
the end of our unit. Today we will
be actually starting to put together
our vodcasts. Were going to go
over how exactly were supposed
to put together these projects. So
really quickly: what do you think
are the steps to putting together
these presentations? What do you
have to have prepared?
1.
2.
3.
4.
Time
Students answer and take notes
10 min
Students watch and listen. Respond to my

questions regarding what is being done as far as
design and effect.
20 min
Writing your script

Storyboard
Special Effects/Music
Constructing your vodcast
using iMove and Garage
Band
Okay, Im going to upload a video

I did last night onto iMovie and
were going to play around with
the features together. I want you
to pay close attention to how just
changing something a simple as
the background music and
transitions, change the overall

effect of this movie clip.
I edit, layer in effects, and ask
students to compare and contrast
the effect thats being produced
through the various edits.
Comment [SH34]: Great demonstrations!
Transition: Okay, great. So you

can see just how much we can do
with these programs, there are so
many features that we could use, I
only showed you the most
elemental ones, but feel free to
explore. I want you now to take
your storyboards and think about
how youll layer in effects. For
those of you that are ready to
record, you can go down to the
resource room and film your
script, everyone else work on
layering in the effects to your
vodcast.
Students work on storyboard, record their scripts,

begin the initial phases of completing their
vodcast.
Closing: Okay, great work guys. I

saw a lot of you referring to your
design charts and layering in your
knowledge of design into your
vodcasts. I also see a lot of intent
in how you are constructing those
vodcasts. For homework you will
be finishing your projects, as they
will be up for review by a jury of
your peers on Monday. Be ready
to present and review.
Students listen
45 min
Throughout this period students will be recording

at least one of the three segments while the other
students are in their editing and production
phases of their projects. Students who have
finished their recording can then use Garage
Band and iMovie to add music and effects to
them.
5 min

ELL students will be paired with students who can help them fill out their peer
review if needed.
Pencils/pen
Computer
Camera & media room
Assessment/Rubrics:
Students will be informally assessed as to the level of thought they are putting into
their presentations, storyboards, script, etc.
Students write a reflection in their journals about the design moves they are
making and what they want to elicit from the audience.
Subject: English
Lesson Eleven: Presentation and Peer-review
Learning Context:
Students will already have practice with peer-review, as they have already worked with it
throughout the unit. I will provide students with the grading rubric which they can base
their peer reviews on
What is the difference between informational writing and fictional writing?
What are the features of the writing style that make it distinct?
How do we use iMovie and Garage Band?
How can you incorporate your knowledge of design-based principles to enhance
your vodcast?
What are the features of a journalistic report?
Students will be able to incorporate their knowledge of design-based principles to
assess the integrity and effectiveness of their peers presentations
Students will be able to incorporate their knowledge of design-based principles to
self-assess their own presentations

Students will be able to apply their knowledge of design-based principles to
assess the effectiveness of their peers presentations
Students will be able to peer review forms, providing detailed feedback that their
peers may use to see what moves were effective and which werent
Students will be able to apply the rubric to self-assess how effective they feel their
presentations came off as.
Rationale:
This is the last lesson of the unit where students will be presenting their vodcasts and
their peers will be assessing the effectiveness of that presentation. Students will already
have experience with peer-review; I will pass around the grading rubric that will guide
their assessment of their peers.
Standards:

Teacher will
Student will
class! Well, today is the exciting
day when you get to finally present
all youve been working toward!
Im really excited to see what
youve come up with, and am
confident itll all be great! Im
going to pass out both the rubric
Ill be using to grade the
presentations along with a peer
review sheet that youll be filling
Time
Students present and others fill out peer review

75 min
out for your peers (appendix S &

U). In the rubric and peer review
youll see that Im asking you to
see: how well prepared the
presenter was (did it seem like he
or she had a script and
storyboarded prior to production?);
did the presenter show knowledge
of design-based principles (special
effects, editing, etc.)?; does the
presenter show a clear
acknowledgment of who the
audience is and writers
accordingly?; Does the presenter
show a clear and informative grasp
of his or her research topic? Do
you feel like you have a better
understanding of that topic?
Closing: WOW! That was really
impressive stuff guys, I am so
happy in a lot you. I saw a lot of
creative thinking that tied into the
text and translated the major
themes weve been learning about
across different contexts. This just
shows us how universal something
like a text from the Elizabethan era
could be. Okay, you guys did a
great job throughout the whole
unit, but weve come to an end,
Im going to need you to hand in
your scripts, drafts, and story
boards, along with the peer
reviews you just filled out, which
Ill give back to the presenters
after reviewing them.
For homework, please write a
short two page (minimum)
reflection piece about the project:
how you felt you did on it; how do
you think it made you a better or
worse writer; how you feel about
the overall experience of putting
together this project; what did you
learn about design? How did you
incorporate it into your specific
assignments, for what affect? How
did your choices correlate to your
target audience? What choices in
Students hand in all their materials.
5 min
your presentation did you make in

acknowledgement of your
audience? How did you do on your
research? Do you have a firm
grasp on what makes
information/sources credible
versus those that arent? Did you
achieve your overall desired
impact?

ELL students will be paired with students who can help them fill out their peer
review if needed.
Pencils/pen
Computer
Assessment/Rubrics:
Students will be informally assessed on the completion of peer reviews
Students will be formally assessed according to 1-4 point rubric (Appendix U)
Students write a reflection piece about the project to sum up their experiences and
the moves they make regarding how they put their presentations together, their
research strategies/practices, and their design choices.

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Author: Ken Kusactay

Short-Term Learning Objectives and Understandings:

Introduction: Good morning

Let me ask you a question: why

Okay, I want us to think of other

Students list off examples

board where on the left it says

Transition: Really insightful stuff

Transition: Before we get into the

Students provide responses. Take down notes

We interrogate the definitions of

this theory tells us about women in

Transition: Okay, great stuff.

Students provide examples of annotation methods

characters, their positions of

Students volunteer. Come unto the stage, get

While student volunteers get

Students act out the scene. Followed by a

Closing: How fun was that guys?!

Students collect their packet and watch the video

For homework I want you to read

Comment [SH1]: Much better detail. Great use of

Comment [SH2]: Good! Way to integrate overview

text, and what sort of biases you

Differentiation for Students with Special Needs:

Comment [SH3]: Remember blogger too? If they

Comment [SH4]: Ability to apply critical frame to

Author: Ken Kusactay

Long-Term Learning Objectives and Understandings:

Comment [SH5]: Excellent!

Students respond. Heated discussion ensues.

question: when someone says

Comment [SH6]: Great questions!

As we discuss, I write on the board

Students break into groups, discuss, share, and

dramatic reenactment segment of

Comment [SH7]: Now youve got a real

Students watch my demonstration while reading

Demonstrate graphic organizers

Comment [SH8]: Good! Building in time teaching

Select students act out the scene. Other students

is the significance of Mercutio and

Students watch and begin constructing their own

Comment [SH9]: I do, you do. Good work!

Students discuss the comparisons and differences.

Differentiation for Students with Special Needs:

Comment [SH10]: Very open endedlots of room

Author: Ken Kusactay

Short-Term Learning Objectives and Understandings:

one another to produce a complex account; provide an objective summary of the

Students tape maps on walls, we proceed to do a

Comment [SH11]: Here we go!

you notice about their

Students will share their responses

*Those questions are only

Comment [SH12]: Yes, unit planning is about

Great! So were beginning to see a

Students will listen while they fill out handout

demonstration of what Im looking

Students will act out the scene. Those who are

Transition: A lot of great tweets

Students listen, respond to peers tweets, ask any