Team+1

If you want to research more content about online project management software then checkout [|online project management software].Team 1: Wanda Ball Melissa Bartlett
__Project__: How are Shakespeare's works still relevant in the 21st century? **COMPELLING QUESTION (prompted by State adoption of common core now requires all high school English classes to include a Shakespearean study)** __Audience__: 11th grade CP/Honors English students and 12th grade Honors/AP students __Note__: 11th grade reads comedies and 12th grade reads tragedies __Time Frame__: Brainstorm activity occurs at the beginning of the unit and reasearch activities continue as students begin reading assigned play. Student products are undertaken only when the majority of the play has been consumed.

Step 1. **__Unit Introduction:__** Use "wallwishers" to conduct a whole class limited time (5-7 minutes max for posting) brainstorm on class' prior knowledge of Shakespeare's life and work. @http://www.wallwisher.com/wall/HvU7PefTN4 Follow up with a debrief of results with class, reading each sticky - encouraging students to "own" their stickies. Step 2. **__Basic Essential Questions:__** Why does North Carolina require all high school English classes to study a work by William Shakespeare? __Why are Shakespeare's works considered UNIVERSAL?__ Students may need scaffolding here to define "universality" prior to the sheltered research task....A large group discussion based on archetypal heros and villains would be good here....lots of video available for examples, or present the hero/villain dichotomy and let the students search for videos as homework and email the links. This could be used as the intro/hook for the sheltered research task. **(INTRODUCTION AND UNPACKING OF THE COMPELLING QUESTION)**
 * (ACTIVATES PRIOR KNOWLEDGE TO READY STUDENTS FOR THE COMPELLING QUESTION)**

Step 3. **__"Sheltered" RESEARCH TAS__****__K:__** Student groups are given a list of possible links to explore how Shakespeare's works are still considered relevant in the 21st century. The evidence they find must be posted on a wallwisher focused on their new knowledge. (max 2 days to complete posting).[] Each group is expected to post one sticky per article per group. **(SCAFFOLDED GATHERING OF INFORMATION AND PUBLIC SHARING OF ALL INFO TO TRIGGER START OF ANALYSIS)**

__LINKS:__ [] [] [] [|http://amywratchford.wordpress.com/201http://www.readwritethink.org/files/resources/lesson_images/lesson372/Polonius-divided.pdf1/01/08/shakespeares-relevance/] []

Step 4. __**Reading the Assigned Play:**__ this will be accomplished over a period of 2-4 weeks depending on the specific class using a variety of reading strategies (traditional silent independent reading, paired oral reading, small group reading,video snippets of selected scenes, etc.). As students consume the text, pairs begin to consider possible scenes they could connect to and 'translate' into a 21st century context. **(FURTHER GATHERING AND ANALYSIS OF INFO VIA FILTER OF COMPELLING QUESTION APPLIED IN A SPECIFIC CONTEXT - THE ASSIGNED PLAY)**

Step 5. **__Pairs Design Project:__** Student pairs are to select a passage from the play and present the scene in a 21st century context (style, setting, and language) using a technology based media of their choice - either Xtranormal, Windows MovieMaker, Glogster, Voci, Prezi, or other approved visual multimedia. As student pairs identify their project scene, they are expected to begin posting on the Wiki their research and analysis on how the selected scene is still relevant in the 21st century so that class members can ask clarifying questions and offer feedback. This period of formative assessment should continue throughout the reading of the play. At the completion of the product, students are to post their presentation links and final prose commentary on the class Wiki. **(ANALYSIS & SYNTHESIS OF INFO)**

Step 6. __**Evaluation:**__ in addition to the ongoing formative feedback described above, the summative evaluation of the project will be based on a whole group generated rubric. As the rubric is 'organic' in nature, the exact rubric will depend on the individual class; however, minimum expectations would include scores for the core curricular content [prose commentary - sources cited, mechanics - grammar and structure (purpose, cohesion and coherence of ideas)] and for the multimedia product (creativity, depth of 21st century context - modern language use, modern setting, modern characters, etc, technological quality - images, audio)]. Students should NOT post their products until after the group creation of the rubric which they will use to evaluate and possibly revise the final product **(EVALUATE & REVISE)** //see M.Bartlett's Shakespeare Project Wiki for a SAMPLE rubric, NOTE that actual rubric may end up being different depending on student input...// Bartlettsshakespeareproject

__**Sample Student Product:**__ this sample is based on the 12th grade class play __Hamlet__ **(PUBLISH & SHARE)** []

media type="custom" key="10136465"

//How are William Shakespeake's works relevant to 21st century learners?// || culminate in a student produced video || an example of what it is you want students to produce? Or, c) **Did you you** **create two products that do both a) and b)?** || wallwisher and xtranormal movie or other student chosen media; product example indicates interpretation of Hamlet passage - conversation between Polonius and Laertes - and establishes relevance Bartlett created a project wiki to support the instruction of the unit. ||
 * **Guiding Questions for your Facilitating Your Project Based Inquiry Process**
 * and Developing Your two products of learning (i.e., instructional plan and technology product).** || **Describe learner outcomes, teacher actions, student actions, resources, materials, content, websites, videos, technology as appropriate.** ||
 * I. What is the compelling question you have regarding pedagogy?
 * II. How are new literacies featured in your compelling question? Students will collaborate using technology to gather intformation and present an argument in a visual format. || use wallwisher for gathering and reflecting ||
 * III. How will you organize or group your students for the PBI? Large group brainstorm, small group sheltered research, paired projects || whole groups, small groups, and pairs ||
 * IV. What prior knowledge do your students need to have to complete this PBI lesson? What lesson(s) would come before the PBI? || they have studied at least one play in another class ||
 * V. How will you scaffold and support your students' gathering and analyzing of information? How will you monitor this process? || provided five websites for small group research ||
 * VI. How will you scaffold and support your students' creative synthesis of information in their PBI product? How will you monitor this process? . || wallwishers used to monitor understanding, there would also be ongoing reading comprehension checks as they worked their way through the play. ||
 * VII. What intellectual elements in students' PBI product will be evaluated. What forms of assessments will you use (e.g. rubrics, checklist, etc). || group-generated rubric ||
 * VIII. What is the technology product that will accompany your PBI Instructional Plan? Does it a) support your instruction well, and if so, how? Or, b) is it