Students complete selected response, constructed response, and performance event portions of the assessment over the course of two days.
PREVIOUS LEARNING |
TARGETED LEARNING |
FUTURE LEARNING |
Students must be able to paraphrase in order to comprehend and interpret text
|
R1H Apply paraphrasing skills to comprehend, interpret, and translate text in modern English
|
Students must be able to comprehend and interpret materials and have a process for doing so |
Students have read and studied at least one other Shakespearean play. |
R2A Locate and recognize the text features of drama in grade-level fiction text
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Students must be able to recognize text features so that they can read and understand plays. |
Students must be able to use the table of contents and glossary |
R2C Analyze point of view, dialogue, and tone evidenced by text details |
Students must be able to analyze the fictional text elements in order to become life-long readers |
Students must be able to apply their understanding of point of view, dialogue, and tone |
R2C Analyze proposed solutions in fictional text using details from the text to support their position |
Students must be able to evaluate proposed solutions in order to become life-long problem solvers |
Students must be able to evaluate the problem-solving process of characters and the consequences of their actions |
W3C Write a dialogue with originality and individual perspective that interprets the text into modern English
|
Students must be able to write effectively in various forms and be able to interpret and comprehend various types of text |
Students must be able to utilize the writing process |
LS1 Listen for enjoyment and to evaluate own and other's effectiveness in presentations using provided criteria |
Students must be able to evaluate messages to become critical listeners |
Teacher Reflection
1. Did students understand dialogue and how it moves the plot of drama?
2. Did students understand tone?
3. Did students understand dialogue?
4. Did students follow the plot and understand the alliances in Julius Caesar?
Bibliography
Johns, JL., Lenski, S.D. (1997). Improving Reading: A Handbook of Strategies. Dubuque: Kendall-Hunt
Marzano, R., Pickering, D., Pollock, J. (2001). Classroom Instruction that Works. ASCD.
Reeves, D. (2002) Reasons to Write. New York: Kaplan Publishing.
Sousa, D. (2002). How the Brain Learns: A Classroom Teacher's Guide. Crown Press.
http://shakespeare.about.com/library/weekly/aa/103100a.htm
This site offers comprehensive information on Shakespeare
www.unitedstreaming.com
This site can be subscribed to for video clips and images, videos, cassettes, and CDs of Julius Caesar and Folger's Library
which has an ongoing exhibition of text and visual materials that relate to Shakespearean period.
