I explain that this activator will help them to analyze the concluding tragedy of this play and determine who and why it occurred. I post four large sheets of newsprint on the wall in four corners of the classroom. On each sheet I write one of these titles:
I then divide the class into four groups asking each group to stand next to one sheet. Each group has a scribe and 2 minutes to discuss and write as many reasons that come to mind answering the question, "_____________ is responsible for the deaths of Romeo and Juliet because..." (SL.9-10.1, W.9-10.10)
After 2 minutes I give the signal to stop writing using the On Line Stop Watch, and rotate to the right to the next sheet of newsprint and continue the protocol discussing and writing until each group has written on all four sheets of newsprint SL.9-10.1 and W.9-10.10. Then all students have the opportunity to engage in a gallery walk to see what their peers have written on each of the pieces of newsprint.
As students are rotating and writing their responses on each piece of newsprint, I circulate among them checking for understanding through guided instruction when necessary.
After the Gallery Walk I introduce the Power Point Assessment activity. I tell my students that for those who completed the online assessment they'll begin this final part of demonstrating to me how much they've learned.
I then pass out the Power Point Assessment Grading Rubric which clearly states what they will need to do to get a certain score, 4 being the goal! To make certain every student is understanding what needs to be accomplished for a certain score, we read the rubric together and I ask comprehension questions for each score. For example, "What is needed to get a score of 3?" "What is the difference between a score of 3 and 4?"
Next I ask students to get a lap top and either begin the power point assessment or go onto Socrative to complete their test from yesterday. I instruct a few students who did not take their time while answering the questions to re-do their incorrect answers before beginning the power point assessment.
Next I pass out the lap top computers and each student is given a copy of the grading rubric to refer to while creating their slide show. During this time, students will be analyzing characters (RL.9-10.3), using technology to produce shared writing projects (W.9-10.6), and will be drawing information from the text to support their analysis and reflection (W.9-10.9).
As students work on their presentation I circulate among them asking and answering questions.
Because the students were still working on their power point slide presentations, I chose to not stop the class for a wrap up. I will include the wrap up or "Exit Ticket" after the next lesson. To end class today, I simply remind students to save their work and log off their computers before the bell rings.