Something Old, Something New Lesson Plan Reflection EDUC 330805

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Something Old, Something NewLesson Plan
Reflection / EDUC 3308-05

• By Carly Davis, Krista Prenesti, and
• Janet Spofford

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NAEYC Standards

• 2.1.1 use and explain the rationale for
  developmentally appropriate methods that include
  play, small-group projects, open-ended
  questioning, group discussion, problem solving,
  cooperative learning, and inquiry experiences to
  help young children develop intellectual
  curiosity, solve problems, and make decisions
• 2.1.2 use a variety of strategies to encourage
  childrens physical, social, emotional,
  aesthetic, and cognitive development
• 2.1.6 evaluate and demonstrate appropriate use of
  technology with young children, including
  assistive technologies for children with
  disabilities.

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Georgia QCCs

• Strand Written Communication
• Topic Literature
• Standard Experience traditional and
  contemporary literature through a variety of
  media.
• Standard Recognizes cultural diversity
  represented in literature.

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Strand Written Communication

• Topic Writing
• Standard Writes legibly
• Standard Writes in a variety of genres
  (imaginative stories and responses to literature)
• Standard Applies correct use of grammar and
  parts of speech

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Strand Oral Communication

• Topic Listening and speaking
• Standard Delivers a planned presentation
• Standard Uses increased complex sentence
  structure in oral communication

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Class Profile

• Because over 58 of our school is on free and
  reduced lunch, it is our assumption that the
  students come from a low SES background. The
  ethnic population of the school is relatively
  equal among White, African American, and Asian
  American students. This diversity in the student
  population present challenges in learning that we
  as teachers need to accommodate.
• The first learning challenge we might have to
  overcome would be our field independent and field
  dependent learners. According to research, our
  African American and Hispanic students are field
  dependent learners. For those who are field
  dependent learners we have incorporated group
  activities. The creative writing activity allows
  them to use their own experiences to make the
  story modern. Because field independent learners
  are less comfortable with collaborative
  exercises, the pre-lesson research project can
  allow them to work independently if they choose.
  The opportunity to work in groups will give them
  the chance to work on their social skills.

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• The second teaching challenge face with these
  students I the diverse mix of learning styles.
  Our Hispanic student need to be in cooperative
  group settings in order to be successful. For
  our African American students we have to
  incorporate kinesthetic activities into our
  lesson. Our Asian American students need to be
  given the opportunity to speak up in class. Our
  Native American students tend to be more visually
  oriented so in the lesson we need to incorporate
  many visual cues for successful learning.
• The last challenge we face in our lesson
  planning is students in our class with special
  needs. We can supplement our lesson with
  enrichment activities for the gifted students in
  our class. For the students with learning
  disabilities we can group students so there is a
  pear helper in each group. Our room will also be
  equipped with assistive technology for those
  student with physical disabilities.

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Lesson Objectives

• Students will read and interpret traditional
  literature
• Students will compare and contrast literature in
  different formats
• Students will find information on the internet
  regarding the history, music, and social aspects
  of the renaissance period.
• Using a Venn Diagram, students will list the
  similarities and differences between two pieces
  of literature.
• Students will propose an alternative setting and
  orally present an original adaptation of a scene
  from Romeo and Juliet.

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Lesson Introduction

• This lesson will begin the previous day when we
  explore two pieces of music that are comparable
  in musical style (Beethoven's 5th, A 5th of
  Beethoven disco). We will introduce the use of
  Venn diagrams to compare and contrast the two
  pieces of music.
• The lesson will continue with the students doing
  a guided internet research project. In this
  project the students will follow a guided
  worksheet while looking for information about the
  clothes, music, and social aspects of the
  Renaissance era.

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Lesson Procedures

• Teaching Method/Learning Activity
• This is a student centered teaching method and
  the learning activity will be group work,
  creative writing, and an oral presentation.

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Implementation Procedures

• Introduce PowerPoint presentation and video clips
• When both scenes are finished, ask class to
  discuss first clip while filling out left side of
  Venn Diagram
• Then discuss second clip while filling out the
  right side of the Venn Diagram
• After the two movies have been discussed, ask the
  students what the two clips had in common. Their
  answers will fill in the center of the Venn
  Diagram (copy of diagram attached).
• Show clip of Scene II, in its entirety, from
  Romeo and Juliet.

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Beethoven Symphony 52

• This is the original work by Beethoven. Listen
  carefully.

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Beethovens Fifth

• Listen carefully. This is an original adaptation
  of Beethovens original work. Whats different?
  Whats the same?

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Old Freaky Friday
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New Freaky Friday
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Romeo and Juliet Scene II

• Insert Romeo Juliet scene here.
• In the scene I will play for you, the balcony
  scene, the creators of this adaptation have
  chosen to keep the original wording of the play
  while changing the setting. This is your
  assignment
• Take the situation and the action from
  Shakespeares Romeo and Juliet and make it fit
  todays setting.

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• Check for understanding with class question and
  answer sessions.
• Now, the class will gather in their pre-assigned
  groups. Instruct the groups to create an
  original adaptation of the balcony scene in a
  contemporary setting.
• Upon completion, the groups will be given a blank
  Venn diagram. Their task is to complete the left
  and right sides of the Venn diagram with key
  points from both versions of the story.
• Each group will present their adaptation to the
  class (using props) along with their Venn
  diagram.
• The audience will fill in the center of
  presenting groups diagram after a brief
  discussion of the similarities.

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Implementation of Technology

• Teacher Technology
• Overhead Projector
• Smart Board
• Computer
• PowerPoint
• Dazzle software
• Student Technology
• Overhead Projector
• Computer
• WordPerfect

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Resources

• Teacher Resources
• Movie clips
• Library
• Internet
• Other teachers
• Book
• Student Resources
• Book
• Props
• Worksheets

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Motivation

• Teacher introduces lesson dressed in period
  costumes
• The oral presentation
• The internet research project
• Box of random props
• The opportunity to instruct the class with the
  Venn diagram.

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Assessment

• Informal Assessment
• Question and Answer sessions
• Evaluation of oral presentation
• Formal Assessment
• Guided internet worksheets
• Venn diagrams
• Original adaptation