This lesson is for : Grade 8:
Summary
After studying Julius Caesar in World History, the students read Antony’s funeral speech in Shakespeare’s The Tragedy of Julius Caesar. As a cross-curricular activity in English, the students then analyzed the words “sword” and “dagger” used in this scene, along with other primary and secondary sources. The students then determined how status is related to the two words, as well as the connotations of the words as they are used in the play.
TIPC Ratings
Research & Information Fluency
Rating: Approaching – Explanation: Approaching (5) – The assignment prompted the analysis of primary and secondary sources located in the document library. The students synthesized the information from the document library in order to address the authentic task (described in the Scenario) of assessing the connotations of the words sword and dagger in regards to status in the 17th century. The students then made several accurate claims about the historical evidence by assembling the information in a formal email to Dr. Crawford and in the creation of a visual.
Communication & Collaboration
Rating: Developing – Explanation: Developing (3) – The students communicated and collaborated with their partners to reach a common goal. They interacted with the digital tools as they completed the email to Dr. Julie Crawford and the visual. Finally, the students communicated in a reflection through the use of a Google Doc Survey to discuss the following:
-their experience completing the Swords and Daggers Activity
-their role as a communicator and collaborator
-using critical thinking skills to evaluate the relevancy of the primary and secondary sources in the document library
-problems they faced and solved during the Swords and Daggers Activity
-their role as critical thinkers and how it connects with their goals in the future
Critical Thinking & Problem Solving
Rating: Ideal – Explanation: Ideal/Target (7) – The students engaged in critical thinking and problem solving through the following authentic tasks:
collaborating with a partner to reach a common goal
incorporating strategies to gain insights about the connotations and implications of the words sword and dagger
creating a visual through the use of a digital tool of their choice
justifying their decision-making in regards to which sources are most relevant
justifying their decision-making in regards to which digital tool is the most appropriate
Analyzing the documents allowed the students to think critically about the documents’ relevancy to the specific questions. The students exhibited problem solving skills while explaining the reasons for their conclusions, and the justification of those conclusions by explicitly referring to the specific documents. Critical thinking is not only evident in the accuracy of the information they provided, but also in how clearly their ideas were presented, how effectively the ideas were organized, and how thoroughly the information was covered. Finally, the students applied problem solving skills through their creation of a visual based on the knowledge they gained.
Creativity & Innovation
Rating: Approaching – Explanation: Approaching (5) – In the Swords and Daggers Activity, the students utilized the digital tools to generate an email on a Google Doc based on their analysis and insight. The students also created a visual using a digital tool of their choice in which they collaborated on integrating images and text. The students made connections between the historical content and the literature presented in the Sword and Dagger questions.
Student Artifact
Lesson Materials
