Lesson+3

=__**Lesson 3**__=
 * __Learning Objectives:__**
 * LA.910.1.7.1: The student will use background knowledge of subject and related content areas, prereading strategies (e.g., previewing, discussing, generating questions), text features, and text structure to make and confirm complex predictions of content, purpose, and organization of a reading selection


 * LA.910.1.7.3: The student will determine the main idea or essential message in grade-level or higher texts through inferring, paraphrasing, summarizing, and identifying relevant details;


 * LA.910.2.2.2: The student will use information from the text to answer questions or to state the main idea or provide relevant details;


 * Students will also be able to identify major plots and subplots within a narrative.


 * Students will be able to differentiate between salient and non-salient details in a text.


 * Brief description:**

Bridging the gap between lessons on Television/Media Literacy (using //Glee//) and Shakespeare (//Julius Caesar//) this lesson asks students to apply one of the conventions of TV storytelling to express their understanding of cannonical literary texts.

To begin the lesson, the teacher will provide overt instruction on "The Episode Recap," a convention in TV storytelling that updates the viewer on what they may have missed or forgotten from the previous episode while simultaneously setting the stage for the episode to come. The teacher will review definitions for the terms dangling cause, open narrative, and major/minor story arcs using an example of an episode recap from //Glee// (see video below) to reinforce student knowledge.

After this review, the teacher will ask that students get into five groups. Each of these groups will be assigned an act in William Shakespeare's //Julius Caesar//. Each group will identify the major and minor story arcs, make a list of dangling causes, and attempt to apply Freytag’s triangle to their particular scene. They will rank this list in order of importance in terms of viewing the play as whole, privileging "need-to-know" information while rejecting less important details. The groups will submit these lists to the teacher for approval before moving on to the next step.

Once the lists have teacher approval students will be asked to present their own episode (or in this case, scene) recaps to the class. Students will be given a fair amount of freedom in terms of how they will present the recap (they may chose to do a video, skit, storyboard, song or other presentation of their choosing with teacher approval) but they must adhere to the requirements and rubric for the assignment (see below.)

//Glee// Episode 3 Recap Video

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