EDU 5170

Educational Technology I
Lesson Plan Integrating Technology and Pedagogy
Name: Michaela Cahoon
Subject: 11th Grade English

Date: November 14, 2016

Topic: Shakespeare

Standards:
A: Content Area Common Core ELA Standards

CCSS.ELA-LITERACY.RL.11-12.2
Determine two or more themes or central ideas of a text and analyze their development
over the course of the text, including how they interact and build on one another to
produce a complex account; provide an objective summary of the text.
CCSS.ELA-LITERACY.RL.11-12.3
Analyze the impact of the author's choices regarding how to develop and relate elements
of a story or drama (e.g., where a story is set, how the action is ordered, how the
characters are introduced and developed).
CCSS.ELA-LITERACY.RL.11-12.10
By the end of grade 11, read and comprehend literature, including stories, dramas, and
poems, in the grades 11-CCR text complexity band proficiently, with scaffolding as
needed at the high end of the range.
CCSS.ELA-LITERACY.W.11-12.3.B
Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple
plot lines, to develop experiences, events, and/or characters.
CCSS.ELA-LITERACY.W.11-12.6
Use technology, including the Internet, to produce, publish, and update individual or
shared writing products in response to ongoing feedback, including new arguments or
information.
B. Technology Standards ISTE

2. Digital Citizen || Students recognize the rights, responsibilities and opportunities of

living, learning and working in an interconnected digital world, and they act and model in
ways that are safe, legal and ethical.
o 2a || Students cultivate and manage their digital identity and reputation and are
aware of the permanence of their actions in the digital world.
o 2b || Students engage in positive, safe, legal and ethical behavior when using
technology, including social interactions online or when using networked devices.
o 2c || Students demonstrate an understanding of and respect for the rights and
obligations of using and sharing intellectual property.

o 2d || Students manage their personal data to maintain digital privacy and security
and are aware of data-collection technology used to track their navigation online.

6. Creative Communicator || Students communicate clearly and express themselves

creatively for a variety of purposes using the platforms, tools, styles, formats and digital
media appropriate to their goals.
o 6a || Students choose the appropriate platforms and tools for meeting the desired
objectives of their creation or communication.
o 6b || Students create original works or responsibly repurpose or remix digital
resources into new creations.
o 6c || Students communicate complex ideas clearly and effectively by creating or
using a variety of digital objects such as visualizations, models or simulations.
o 6d || Students publish or present content that customizes the message and medium
for their intended audiences.
7. Global Collaborator || Students use digital tools to broaden their perspectives and
enrich their learning by collaborating with others and working effectively in teams locally
and globally.
o 7b || Students use collaborative technologies to work with others, including peers,
experts or community members, to examine issues and problems from multiple
viewpoints.

Lesson Objective(s):
Students will be able to analyze Shakespeares plays searching for majors themes and
motifs as well as focusing on character development. The students will be able to dissect
soliloquys in search of how it transforms the play and character intentions, interactions,
progressions, and deteriorations. The play that will be the main focus of this lesson is Macbeth.
Once they have analyzed the play they will be able to incorporate technology into their learning
and use a blogging site (https://www.blogger.com) and Pinterest (https://www.pinterest.com/) or
use the Pinterest Mobile App. Using the blogging site and Pinterest the students must explore the
complex characters of Macbeth and Lady Macbeth focusing on their respective motivations and
developments as characters. Each character must have their own blog and Pinterest page. The
blog must focus on what the students believe the character is feeling or thinking during key plot
points while the Pinterest page must incorporate what the students believe each character would
take interest in. In this case students will be able to analyze explicit character traits and
motivations as well as use what they know to imply character interests and intent. The blogging
site and Pinterest must encompass the entirety of the play. The students will present their
Pinterest pages as well as write a one paragraph justification as to what they uploaded in
conjunction with reading key excerpts from the blogs. The main objectives of this lesson will to
be to summarize Macbeth and introduce students to the websites they will be working with.
Introduce the Learning Activity:

A. This particular lesson will be the final day in the Macbeth unit. We have read some of
the play together in class and that which was read at home will be summarized and
covered in class. For this lesson the students can turn to computers in small groups to
explore the blogging website and Pinterest and generate any questions they may have.
During this time I will circulate the classroom and field any immediate questions. We
will then re-group as a whole to go over specific directions and questions. Pinterest
and blogging will be assigned to mark the characters development from the
beginning of the play to the end. The students will have one class period to work on
this and the assignment as a whole will be due two days after this lesson.
B. To get the students interested in the rest of Macbeth and the lesson/assignments I will
show a brief video of Ian McKellens Macbeth Act I as well as example Pinterest
pages and blogs. I will also introduce them to a website to the students to play games
to quiz their knowledge of Shakespeares plays and characters
(http://www.modernlibrary.com/shakespeare/shakespeare-games/).

Provide Information:
As a class we have worked through the play together so the students can become familiar
with Shakespeares verbiage and prose. One website I would show them to help with definitions
throughout the play would be (http://www.shakespeareswords.com/Macbeth). I would also pull
definitions and footnotes from The Bedford Shakespeare. I will also take time in class to answer
questions and show examples of how to use Pinterest and the blogging website as well as
examples of such. If the students have difficulty with breaking down the important soliloquys I
will show videos of Ian McKellen or Patrick Stewart performing them as well as breaking each
soliloquy down line-by-line in class.
Provide Practice:
A. Each night after reading a scene from the play, we will break the scene down in class
specifically focusing on the emergence of various themes as well as progressions in
character development. Our discussions, especially about the characters, will provide
students with concrete ideas as well as points of insight as to what to add to the
Pinterest boards or what plot points are blog-worthy. Throughout the lesson, students
will be given class time to brainstorm or design their pages as well as actually work
on them on their personal device or school computers.
B. In class in the provided time, students will be encouraged to get into groups to bounce
ideas off of each other and to talk about the characters. Similarly, they may use
provided class time to use classroom computers or mobile devices to work on their
pages. I will circulate the classroom to answer any questions or to check on project
progress and to see if students are on the right track. If students prefer to not work in
groups, they are able to work and brainstorm individually. It is important that students
not create identical Pinterest pages or have the same blogging phrases. If they are not

familiar with, or comfortable with, the technology we are using, they can explore the
pages in class and ask questions or ask for assistance.
Provide Knowledge of Results:
A. As the students work collaboratively or individually I will circle the room to answer
questions and provide feedback on their thoughts on character development or what
they have created on the respective websites thus far. Should students not be on
exactly the right track or missed a key plot point I will sit with them to go over the
section causes confusion.
B. I will read some of the students blog entries as they progress and before they are due.
In doing so I will provide written feedback on grammatical and syntactical areas as
well as suggestions to further develop points to make their character arguments
stronger. For the Pinterest page I will provide a written bulleted list of what works on
the page and some posts that I do not understand.
Review the Activity:
To summarize the lesson of the day I will have students volunteer to give summative
points and field any last minute questions. I will also have the students write exit slips on what
they learned from Macbeth as well as something they learned about Pinterest or the blogging
website/something they uploaded that day in class or what they plan to upload. We will focus on
the main themes of the play as well as how the main characters transform throughout the play.
We will specifically focus on Macbeth and Lady Macbeth as they are the subjects of the ongoing
project. The last thing we will do is watch the video of Ian McKellen performing Macbeths final
soliloquy (https://www.youtube.com/watch?v=zGbZCgHQ9m8).
Methods of Assessment:
A. In order to assess the content of the lesson and project in the ELA context I will
evaluate how well the students understood the character developments and themes
based on the blog posts and Pinterest entries. For the Pinterest page I will ask for a
paragraph explaining why the posted what they posted. The blog posts will be
assessed on whether or not they understood the main plot points and how it affected
the characters. I will provide a rubric for assessment.
Criteria
At least 10 Pinterest posts per character
The Pinterest posts must make sense as to
what the character would be interested in
A one paragraph justifying what is on the
Pinterest page and how it relates to the

100%-90%

89%-80%

79%-70%

69% -

character
One blog entry per scene read
Blog entries showing students
understanding of the events of the scene
and how the character would feel about it
B. The technical elements will be assessed by how well the students designed the

respective pages and how well they seem to understand them. The assessment will
occur after they turn in all materials so will be related to this lesson but not on the
same day.