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Grade : 11- English 20 - MacBeth Interpretation






Instructional Design:
Don Cross
Andrew Raczynski
Jill Stewart



Stage 1 - Desired Results




Established Goals:
1.1.1   Form tentative understandings, interpretations and positions communicated by texts.
1.1.2   Experiment with language, image and structure
1.2.1   Consider new perspectives
2.1.1   Discern and analyze context
2.1.2   Understand and interpret context
2.1.3   Engage prior knowledge
2.1.4   Use reference strategies and reference technologies
2.2.1   Relate form, structure and medium to purpose, audience and content
2.2.2   Relate elements, devices and techniques to created effects
3.2.1   Select, record and organization information
3.2.2   Evaluate sources and assess information
3.2.3   Form generalizations and conclusions
4.1.4   Use production, publication and presentation strategies and technologies consistent with context
4.2.4   Edit text for matters of correctness.
5.2.1   Cooperate with others and contribute to group processes


ICT Outcomes:
Below is a pdf file identifying all of the ICT outcomes touched on throughout this project. Click on the file to download it to your computer.

Enduring Understandings:
Students will understand the relationship between the message and the manner in which it is presented in a particular context.

•Students will understand the theme(s) reflected through language and style in the selected passage.

•Students will appreciate the complexity and artistry of Shakespearean language, recognizing patterns in the development of character, plot, image and theme.

Essential Questions:
•What does Macbeth have to do with Realpolitik in our times?
•What is the role of political leadership in our world?
•By what means, and to what extent, do leaders achieve, maintain and relinquish power?
•What are the forces that cause a person to be transformed from good to evil?  Why do good people choose evil?
•How do we know what is good and bad?
•What is tragic?
•Why are the hoi ploi so gullible?
•What are the qualities of a good leader?
•To what extent are our lives influenced by fate?
•What circumstances cause people to take fate into their own hands?
•What evidence exists in the world today that the spirit of MacBeth is alive and well?

Students will know and be able to:
•Students will collaborate to develop and to implement the various stages of a successful project, including: generating ideas, story boarding, researching and retrieving data, documenting sources, organizing and . . .
•Students will develop effective research strategies to retrieve pertinent data from a variety of information sources other than the school text and popular film versions of the play.
•Students will choose appropriate imagery and sounds to reflect the purpose, context and meaning of the selected passage.
•Students will interpret and deliver a passage, using effective verbal and nonverbal communication techniques.
•Students will analyze a passage for its thematic implications and literary techniques.






Stage 2 - Assessment Evidence






Performance Task(s)
1.  Students will form groups of two or three.  Students may also work independently.
2.  Choose a passage of 1 - 2 pages in length on which  to base a media presentation.
3.  Brainstorm about the imagery from the passage that best suggests this theme.
4.  Work together to complete a media presentation (using stills and i movie) that is 30 seconds to 1 minute in length.  Gather pictures, stills, music.  Complete a sound over.  Submit project.
5.  Students will submit theme statements
6.  Presentation will include an introduction whereupon students will state theme statements and view imovie.
7.  Evaluation will be based on media presentation and theme statements

Other Evidence (Quizzes, test, etc)
Audience interest

Self Assessment
Students will fill out a self-reflection




Stage 3 - Learning Plan






Teaching and Learning Activities
Introduction of the MacBeth unit in class.  Focus on content, style, themes.

They are to gather still pictures at home or during spare/lunch periods at school. There are several options:

Gathering still pictures from the Internet:
Students can download pictures from Internet directly in their personal file. They must download the largest in size (no thumbnails). They could also save on diskette or on a burned CD. Please ensure the CDs are: ISO9660 format. Another option would be to send as an e-mail attachment. Talk about copyright issues and that they must keep track of source address sites.

Gathering still pictures from a still digital camera:
It is possible to use a still digital camera they have at home. Ensure they bring the pictures saved on diskette or on a burned CD. Please ensure the CDs are: ISO9660 format. Another option would be to send as an e-mail attachment. They cannot just bring their camera and download it to the computer at school, as they normally require specific software to download them.

Gathering still pictures from a regular camera:
It is possible to use a regular camera they have at home. The film must be developed on CD. Several photo developing places offer this service. London Drugs in St. Albert is one of them. Some will also post pictures on a private site for easy retrieval. Please note it is a bit more costly to have a film developed in this way. Photographs could be scanned and sent as an attachment as well.

Audio:
They are to also gather some music to incorporate in their iMovie. Please ensure they use purchased CDs (copyright issue), not burned at home.

In lab, period 1:
The students will have finished filming or gathering their pictures and music.
Teach how to import video footage if they have filmed using the DV cameras and how to import still pictures.
Teach how to edit their visual and give them a handout and then they can practice their editing skills. Ensure to teach students how to start a new project and where to save it properly. Movies cannot be saved on network disks as they take up too much space. They must be saved on a ghost folder residing on local machines. There will be no way to back up movies so it is possible that their work may be lost at some point, although it is unlikely. Students should come to class with all their material (pictures, CDs, etc.) for each class in the unlikely event that their project is lost. They must finish editing the visual before the next period.

In lab, period 2:
Teach students how to retrieve their project properly and how to incorporate and edit the audio tracks. Then, they will edit their audio tracks and record the narration.
Before the end of the period, show how to export as a QuickTime movie (ensure they choose medium size). They must name their movie properly so that we can differentiate which movie belongs to whom. Teach how to log onto the staff server. Then students will drag and drop their finished product (QuickTime version) on the staff server. We will then burn a CD with their movies on them.
Ensure they trash their original movie on the local computer after the Cd is burned as it takes a lot of space on the individual machines.

Students present in class and are evaluated. Perhaps there could be a peer evaluation happening as well or a feedback discussion on how they did. Student will reflect on their learning with the self-reflection.


Additional Teacher Resources
These are documents for teachers and/or students that were developed to support the project.  Documents will always be available in pdf format as well as in the original format created (e.g. MS Word, AppleWorks, Inspiration, etc)












Rubric(s)



AppleWorks 6  1.pctAppleWorks 6  2.pct
Click to download Rubrics:




Student Exemplar


The following exemplars represent excellent and adequate product samples. Please click on the exemplar to download a copy.  NB - You will need Quicktime installed on your computer to view.













 Last Modified: 19 December,2005