Loading presentation...

Present Remotely

Send the link below via email or IM

Copy

Present to your audience

Start remote presentation

  • Invited audience members will follow you as you navigate and present
  • People invited to a presentation do not need a Prezi account
  • This link expires 10 minutes after you close the presentation
  • A maximum of 30 users can follow your presentation
  • Learn more about this feature in our knowledge base article

Do you really want to delete this prezi?

Neither you, nor the coeditors you shared it with will be able to recover it again.

DeleteCancel

EDU 519 Modified English Lesson Seth Tendler

Modified English writing lesson on the Tempest
by

dc bohemian

on 30 May 2014

Comments (0)

Please log in to add your comment.

Report abuse

Transcript of EDU 519 Modified English Lesson Seth Tendler

Tendler's English 3
Warm Up
Get with your elbow partner and read and discuss the ideas in the background information. Be sure to take notes!

Background:

From the opening scene of Tempest during the storm, when the ruling courtiers on the ship must take orders from their subjects, the sailors and the boatswain, Tempest examines a variety of questions about power: Who has it and when? Who’s entitled to it? What does the responsible exercise of power look like? How should power be transferred?

Objective
Students will do quick writes and brainstorms utilizing the website https://bubbl.us/ to discuss themes of power in Shakespeare’s Tempest in order to write ECR’s analyzing power structures and roles
Activity 1ECR Analysis:
Students will analyze the ECR Prompt:
In Tempest, power manifests itself in many different forms. Three of the main types of power that Shakespeare explores are the power of love, the power of magic and illusion and the power of a master over his slave. Choose one power and then choose one or two passages from the list and explain a type of power explored in Tempest and how it affects the plot and characters of the play.

1.1 / 1.2.361-439 / 2.1.197-366 / 2.2 / 3.1.46-111

Begin by choosing a passage and then ascribe what type of power is discussed once you do that write about the questions above presented in the background information. Be sure to provide textual examples to support your ideas.

Activity 2 Brainstorm and Digestion of Ideas:

Students will go to their computers and access the website https://bubbl.us/ Once there, they will create a brainstorm of their ideas from the warm up. Students need to have at least 3 main ideas and six total sub ideas. When done, students will get with a partner and share their ideas with each other for 3-minutes.
http://www.online-stopwatch.com/

Conclusion
Closure/Summary:
As you read your text of the Tempest be sure to wear lenses of colonialism and post-colonialism while you annotate the text.

Objective Assessment: Exit Ticket with thesis


Students will create an outline from their brainstorm on Microsoft Word to organize their thoughts and fill in the blanks of supporting evidence and quotes. Students will then do a 10 minute quick write for their introduction and thesis. Students should concentrate on their hooks and main ideas to create their thesis.
http://www.online-stopwatch.com/

If students are having trouble the can use the sentence starters work sheet to aid in their writing.

Activity 3 Outline and Thesis:
http://www.lehman.edu/lehman/wac/PDF/SentenceStarters.pdf
Homework

Review the Prezi http://prezi.com/jkvtmjpvhs7b/understanding-the-tempest/
Students will take their work and write a 5-7 paragraph
ECR at home in response to the prompt.

NET T
1. 2. Design and Develop Digital Age Learning Experiences and Assessments Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS•S.
a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity
b. Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress
c. Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources
d. Provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching

2. 3. Model Digital Age Work and Learning Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society.
a. Demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations
b. Collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation
c. Communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital age media and formats
d. Model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning

NET S
1. Creativity and Innovation
Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.
a. Apply existing knowledge to generate new ideas, products, or processes
b. Create original works as a means of personal or group expression
c. Use models and simulations to explore complex systems and issues
d. Identify trends and forecast possibilities

2. Research and Information Fluency
Students apply digital tools to gather, evaluate, and use information.
a. Plan strategies to guide inquiry
b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media
c. Evaluate and select information sources and digital tools based on the appropriateness to specific tasks
d. Process data and report results

3. Critical Thinking, Problem Solving, and Decision Making Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.
a. Identify and define authentic problems and significant questions for investigation
b. Plan and manage activities to develop a solution or complete a project
c. Collect and analyze data to identify solutions and/or make informed decisions
d. Use multiple processes and diverse perspectives to explore alternative solutions

4. Technology Operations and Concepts Students demonstrate a sound understanding of technology concepts, systems, and operations.
a. Understand and use technology systems
b. Select and use applications effectively and productively
c. Troubleshoot systems and applications
d. Transfer current knowledge to learning of new technologies
Full transcript