ICT Integrated Lesson Plan

 

 ICT Lessons 

Author Lisa Cook
Title Elizabethan Era Lesson Plan
Grade Level 10-12
Subject Area ELA
Overview of unit/lessons/activities (assumptions of prior knowledge/learning) An introductory lesson useful for introducing students to Shakespeare and the era when he wrote his plays.  This can be used at the beginning or prior to introducing any Shakespeare play.  Students are then better able to understand the topic and become part of it as well as many are hesitant to study Shakespeare.  They may choose from a variety of topics from the Shakespearean era and present them in groups of 1-3 in any creative fashion they wish as long as it is approved by the teacher.  Topics such as: Elizabethan fashion, military, cooking, political and social structure, language, punishments, entertainment, music  are among those studied.  Students are not limited to the topics or visual expressions.  They may use: movie maker, comic life, power point, audacity, etc.  There must be a written (script) and visual component. Props are also encouraged such as costumes and food. Audience participation is also encouraged.  [The play itself is studied by reading in class and going over sections and quotes and having discussions and assessments.  Group paraphrasing is also helpful in the understanding of the play.]  This major assessment covers many outcomes.

 
Correlations to ICT and curriculum outcomes GCO 1: Students will be expected to speak and listen to explore, extend, clarify, and reflect on their thoughts, ideas, feelings, and experiences.

GCO 2:  Students will be expected to communicate information and ideas effectively and clearly, and to respond personally and critically.

GCO 3:  Students will be expected to interact with sensitivity and respect, considering the situation, audience, and purpose.

GCO 4: Students will be expected to select, read, and view with understanding a range of literature, information, media, and visual texts.

GCO 5: Students will be expected to interpret, select, and combine information using a variety of strategies, resources, and technologies.
Projected timeline for preparation and for carrying out activities This usually takes a class to introduce the topic and major assessment, 1-2 classes to research in the computer lab/library and 1-2 to work in groups.  Then it takes another 1-2 classes to present.  Set aside at least a full week for research, work and presentations.
Equipment Requirements: (computers, software, etc) Students will require computers (at least 1 per group) with the above software options for each research/working day and a computer and LCD on the presentation days as well.
Teaching materials provided (Blacklines, worksheets, templates, teacher materials)

 

                                                          

 Elizabethan era project:

 

·        We will be studying a Shakespearean play in class.  In order to better understand the time period that he wrote his plays in. (he was baptized 26 April 1564 – 23 April 1616)

·        The Elizabethan Period was known as the age of the Renaissance (a time of new ideas and new thinking).

 

Task:

 

·        In groups of 2-3 you are to research and present an aspect of Elizabethan era to the class.

·        Topics include but are not limited to either (choose one):

·        Elizabethan clothing, military, cooking, political or social structure, language, punishments, entertainment, music. 

·        Sign up your group or see your teacher to have a topic approved.

·        It must include a written portion (script) as well as a visual/technological component.  (power point, moviemaker, comic life etc).

 ( props such as costumes or food would be good to add (not to replace the technological component).

See your teacher for restrictions and check with class for possible food allergies.

Time Allotted:

 

·        You will be given time in class to research/write and work in your group as well as time to practice and present.

·        This will take approximately 1 week of our class time in total.

 

 
Resources available for teacher/student use (websites, references, etc) Teacher Supports:  http://www.webenglishteacher.com/shakespeare.html

 

Student Supports: movie maker tutorial:   http://www.mightycoach.com/articles/mm2/index.html

 
Detailed instructions for each activity or lesson (teacher notes, activity information, learning strategies, teacher role, student roles)
  • Introduce Shakespeare and the project:
  • Research classes
  • Working classes
  • Presentation classes

Remainder of Unit suggestions:

  • Reading the play, stopping and explaining and watching excerpts from the film version.
  • reviewing lists of quotes from each scene and copying from LCD/board
  • assessments from quotes
Student products expected

In groups of 1-3  to research and present an aspect of Elizabethan era to the class.

It must include a written portion (script) as well as a visual/technological component.  (costumes, food, power point, moviemaker, etc)

It is useful to take a class at the beginning and have students help generate a rubric (it lends ownership)

 
Samples (include teacher notes, assessment information, student work if available) The entire Shakespearean unit involves arguably nearly all of the English outcomes.  This assignment encompasses mainly GC outcomes 1-5.
Logistics (organization, grouping, management issues, access to technology) This project will have to be monitored constantly as with all group projects to keep students on task and ensure that they are doing the project as required.

A listening mark for those not presenting helps keep students on task.  However, generally this is interesting and students enjoy watching their peers present such a variety of interesting topics using a variety of media.
Assessment information (e.g., rubrics for products and/or process) Teacher-Student Generated Rubric (Includes speaking and listening and group process)

Elizabethan Era Project-Power Point/Movie Maker

Length: within reasonable amount required     /5

A bit brief

    /3

Quite short /1

Slides –enough to fit the time needed / moviemaker fits allotted time

Almost fits time (equivalent moviemaker)

Less than allotted time

Slide Layout: colours and print easy to see

Fairly easy to read but some slides confusing

Too much print / confusing colours blur text

Pictures: clear and relevant to topic

Most pictures clear but not all clear or relevant to topic

Not many pictures or didn’t relate well to topic

Bibliography: present – all pictures and information cited

All the right information not there

Not present or incomplete

Use of Class time – always on task (if in partners, did equal work – were present all work days)

Usually on task  - mostly stayed focused (present most days, slightly uneven workload)

Sometimes on task – not present many days, uneven workload)

Presentation – clear voice, eye-contact, involving class, good pacing (easy to hear / understand)

Some eye-contact, a little rushed, not always easy to hear

Voice hard to hear, little or no eye-contact, rushed

Listening – made eye-contact- give input, stayed focused on presentation

Some eye-contact, mostly stayed focused, some input

Little focus on presenter, preoccupied with personal

(Teacher generated Rubric)

Elizabethan Era Power Point Rubric

Aesthetic Appeal: Slides made good use of colour and pictures and text was clearly visible over the background           /20

 

 

Slides made use of colour and backgrounds but text was difficult to see due to the background         /16

Slides made poor use of colours and backgrounds and it was very difficult to read text         /14

Content: information was thoughtfully prepared and presenter knew and understood material enough to explain it well        /20

Information was thorough but presenter did not always understand the information on the slide            /16

Information was not well organized and presenter had trouble with vocabulary      /14

Grammar and Correctness: There were no spelling or grammar errors on the slides               /10

There were some spelling or grammar errors on the slides                 /7

There were several spelling or grammar errors on the slides                /5

Presentation was audible and easy to follow – presenter seemed interested and knowledgeable about the topic             /10

Presentation was sometimes hard to follow or hear and presenter had some trouble with the material      /7

Presentation was difficult to follow and presenter had difficulty with the material             /5

Cover Page and Bibliography were there and done in the proper format         //10

Cover page was there but Bibliography not in the proper format         /7

There was no Bibliography  /5

 

 
Possible extensions This assignment could be modified for any genre of reading for any ELA related class and perhaps Social Studies/Drama and others as well.
Adaptations for students requiring additional support This assignment is easy to adapt as it can be done in groups.  The role of a person who is on an IPP or IMP may be suggested or adapted on the spot by the teacher.  Students with varying abilities normally will naturally adapt how they do things to their ability but it is important to constantly monitor the group work/situation.  There are comic book and simplified versions of the play when studying the play itself.