This lesson is for : Grade 9,Grade 10,Grade 11,Grade 12:
Summary
Students independently select groups and assign duties to explicate a poem and create and video presentation using a variety of digital presentation tools.
To begin the lesson, Students record any un-answered questions as they conduct a metrical and dramatic analysis of a Shakespearian sonnet. They then conduct research independent research using their choice of digital tools to answer any further questions in order to fully explicate the poem. Students synthesize the information to design and create their own authentic RSA Animate using digital audio, video and communication tools of choice. They are required to meet in and outside of class and use tools of choice including but not limited to Google Drive, Skype, and their own cell phones to facilitate meeting and working synchronously and asynchronously at a distance. At the end of each work session, they reflect on where they are in the process, whether their plan as it exists is effective, and make adjustments as needed in order to meet the deadline. Students use digital presentation tools or can formally publish their final video to YouTube or other social media as they wish to share it with peers and the class. They complete a final reflection on the group’s success and individual contributions throughout the process. The Teacher facilitates throughout the process, but does not provide students with the research or specific guidelines for what to include in the final product
TIPC Ratings
Research & Information Fluency
Rating: Ideal – Explanation: In groups, students record any un-answered questions as they conduct a metrical and dramatic analysis of a Shakespearian sonnet. They then conduct research independent research using their choice of digital tools to answer any further questions in order to fully explicate the poem. Students synthesize the information to design and create their own authentic RSA Animate using digital audio, video and communication tools of choice. They use a significant variety of digital tools in order to dynamically display their interpretation. The Teacher facilitates throughout the process, but does not provide students with the research or specific guidelines for what to include in the final product…
Communication & Collaboration
Rating: Ideal – Explanation: Students independently select groups and assign duties to explicate a poem and create and video presentation using a variety of digital presentation tools. Students are required to meet in and outside of class and use tools of choice including but not limited to Google Drive, Skype, and their own cell phones to facilitate meeting and working synchronously and asynchronously at a distance. At the end of each work session, they reflect on where they are in the process, whether their plan as it exists is effective, and make adjustments as needed in order to meet the deadline. Students use digital presentation tools or can formally publish their final video to YouTube or other social media as they wish to share it with peers and the class. They complete a final reflection on the group’s success and individual contributions throughout the process.
Critical Thinking & Problem Solving
Rating: Ideal – Explanation: As noted above, students must select appropriate digital tools for their needs. In addition, the project is at its heart an exercise in critical thinking and problem solving: the students must not only interpret the sonnet on their own, but they must also determine which aspects of the sonnet are most critical to understanding so that they can select elements to display in the animation. They must additionally determine what images will best convey meaning to an audience being introduced to the sonnet for the first time, and they must write a script which will provide clear explanations of the key elements. This whole process requires the ability to synthesize, select appropriate elements, and design a product to convey complex ideas. The teacher confers and facilitates, but the decision-making is entirely in the hands of the students.
Creativity & Innovation
Rating: Ideal – Explanation: This project is targeted primarily at this skill: students must synthesize what they know about Shakespearean sonnets in order to interpret one particular sonnet effectively; they must then synthesize and evaluate what they know about this particular sonnet in order to create a new product that will teach others what they themselves now know. The format is inherently creative, and combines visual and verbal elements that must work together to convey a message.
Student Artifact
Lesson Materials
