L3+Steinhagen,Kelly+Michele


 * UNIVERSITY OF MAINE AT FARMINGTON**
 * COLLEGE OF EDUCATION, HEALTH AND REHABILITATION**
 * LESSON PLAN FORMAT**


 * Teacher’s Name: Ms. Steinhagen** **Lesson 3, Apply**
 * Grade Level:Twelve Topic: Hamlet**

__**Objectives**__

 * Student will understand that Shakespeare writes in modern English.**
 * Student will know how to read Shakespeare with comprehension.**
 * Student will be able to adapt the language in a way that they understand the dialogue.**

__**Maine Learning Results Alignment**__
//Maine Learning Result: Students read text, within grade appropriate span of text complexity, and present analysis of fiction, nonfiction, drama, poetry, using excerpts from text to defend their assertions.// //h. Evaluate the effective use of a genre of literature related to its intended purpose and audience.// Students will be able to read Shakespeare fluently and adapt the dialogue into a more "modern" version of English.
 * Rationale:**

__**Assessment**__
Throughout this lesson, the class will break into pairs in order to break down certain conversations and rewrite what they have read in a condensed, more modernized version. Also, I will place students into random groups and have them quickly prepare scenes in class that they can perform. These will sometimes remain in the original text form or be translated into a condensed version.
 * Formative (Assessment for Learning)**

Students will end this lesson by creating an iMovie of a key scene that they have transformed into our present form of English. They will work in groups and be able to choose which scene they would most like to do out of a list of scenes I give them.
 * Summative (Assessment of Learning)**

__**Integration**__
Technology: Using iMovie to create and edit the film.

Theater: Students must represent their characters accordingly and effectively through acting.

__Groupings__
Students will work in pairs for some portions of the lesson, rewriting parts of conversations into our current way of talking. The group role-playing will be decided by randomly counting of numbers. For the iMovie project, I will place people into groups based on personal observations of willing to act in front of the class and ensuring that there is a mixture of students with different multiple intelligence abilities.

__**Differentiated Instruction**__

 * Strategies**
 * Linguistic-** Reading scenes and re-writing the scene into a modernized script.
 * Kinesthetic-** Acting out the scenes in class and for the movie and watching the hook video.
 * Spatial-** Deciding on the setting for the scene, doing the editing of the movie, and watching the hook video.
 * Interpersonal**-Working with pairs and groups in class as well as the group that students work with to create the scene and film the movie.
 * Musical-** There can be added music to the films for effect.
 * Intrapersonal**-Developing characterization for the movie.

I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.
 * Modifications/Accommodations**

Absent; The class will have assigned partners that they can communicate with outside of class to be informed of the missed work. They can also make an appointment to see me if they need more help. Students are given two days to complete the missed work, or an additional day on projects that may have been assigned that day. Late; Student must turn to table partner and be filled in on what has already happened in class. If they need more information, they can see me at lunch or during office hours.

The final project for this lesson calls for the students to take what they have learned about reading Shakespeare and adapting the language so that they can create a scene that other people that are not as knowledgeable in Shakespeare would be able to understand what is going on. The iMovie will also require students to act with appropriate characterization and enthusiasm.
 * Extensions**

__**Materials, Resources and Technology**__
-Copies of //Hamlet// //-//A list of common words and phrases used in Shakespeare and their present equivalent -Random props that will be in the classroom -Paper, pens, pencils -Whiteboard, markers

__Source for Lesson Plan and Research__
Play citation: Shakespeare, William, et. T.M. //CliffsComplete Hamlet//. John Wiley and Sons Publishing: New York. 2000. [|Goal-reason web] A graphic organizer to look at the major events and characters involved. [|Shakespeare link] A great website with analysis on characters, the play, and lots of other resources [|Shakespeare translator] A helpful guide to some Shakespearean words. I designed this lesson myself.

__**Maine Standards for Initial Teacher Certification and Rationale**__
This particular lesson encompasses all the different learning styles of the students. For students that need to be able to express themselves and get creative will experience this often during this lesson with all the various role-playing activities and the final project. For those who enjoy being organized like to see a clear ending result, the iMovie allows them to see how everything we have done thus far in class relates to the final purpose of the lesson. Acting out characters in the movie also allows for students to go deep with information and analysis in order to present an embodied, accurate portrayal of a character. And in general, there is a lot of grouping and group thinking during this process which will help students that learn better with groups.
 * //Standard 3 - Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development.//**
 * Rationale:**

Students will be able to read Shakespeare with a better or full comprehension of what is said during the dialogue. Although the language used by Shakespeare was appropriate at the time but now is outdated, the meaning behind Shakespeare's works are timeless. Through this process of better understanding how to read Shakespeare, students will be able to grasp the concepts behind the plays, sonnets, etc, with more meaning.
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//**
 * Rationale:**


 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//**
 * Rationale:**
 * Linguistic-** Reading scenes and re-writing the scene into a modernized script.
 * Kinesthetic-** Acting out the scenes in class and for the movie and watching the hook video.
 * Spatial-** Deciding on the setting for the scene, doing the editing of the movie, and watching the hook video.
 * Interpersonal**-Working with pairs and groups in class as well as the group that students work with to create the scene and film the movie.
 * Musical-** There can be added music to the films for effect.
 * Intrapersonal**-Developing characterization for the movie.

Pre-assessment: I will judge how well the students grasp Shakespeare before the lesson by handing out a quiz, which will not be graded, with a few snippets of conversations or lines and have the students try and re-write them. Formative Assessments: Throughout this lesson, the class will break into pairs in order to break down certain conversations and rewrite what they have read in a condensed, more modernized version. Also, I will place students into random groups and have them quickly prepare scenes in class that they can perform. These will sometimes remain in the original text form or be translated into a condensed version. Before the final project, I will give out another quiz that is similar to the first one but with new lines to see if they have grown in understanding. Summative Assessment: Students will end this lesson by creating an iMovie of a key scene that they have transformed into our present form of English. They will work in groups and be able to choose which scene they would most like to do out of a list of scenes I give them.
 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//**
 * Rationale:**

__Teaching and Learning Sequence__
Day 1: -Hook video: What it is, Hamlet. This will take 5 minutes. After that, we will discuss what the video showed, whether the students think it displayed understanding of the play. This discussion will take 5 minutes. -Then, I will hand out a quiz-type assignment that will be worked on individually. It will be a quiz that lists different quotes/important conversations and the students will have to try and remember who said what and what the lines mean. This quiz will take 15 minutes. -After that, we will discuss the answers as a class and why each line was chosen. Students will grade themselves with a different colored pen. 15 minutes. -We will continue reading from where we left off, and read for 20 minutes. -The final 20 minutes will be used to explain the project, break the students into groups, and let them begin thinking about what they want to do. Day 2: -The day will start with students getting together with their groups. They will have 30 minutes to come up with a project proposal, something that must be handed in, and to begin planning the entire project, specifically how they will accomplish the task within the next three days. They can also begin rewriting their scenes, etc. -We will then go back into U formation and begin talking about the play again. At this point, we will be in the middle of Act 3. - We will go over what has already happened in the play thus far, creating a time sequence on the board. 10 minutes. -I will break people into groups of three, and the groups must find a way to deliver Hamlet's "To be or not to be" soliloquy. 10 minutes to work in groups and 25 minutes to present them all. -The last 5 minutes will be used for a reminder of everything that must be due in the next few days. A script is due the next day. Day 3: -Today is going to start by reading Hamlet, Act 3, scenes 3 and 4. 20 minutes with a 10 minute discussion-time during or after the reading. -Students will then work with their groups for 45 minutes. They will be aware that they have this time the day before. It is time for them to film the movie, edit the movie, plan out costumes, whatever they need to do.I will be walking around, checking the progress of everyone. -The last five minutes will be a group check-in time. Day 4: -We will start with a discussion about the entirety of the third act. 10 minutes. -The rest of the class period will be presentations. This will most likely take the last 70 minutes. -If there is extra time at the end, we will continue onto Act 4.

My classroom will be arranged in a "U" shape because that allows students to be able to see each other during discussions. Also, I can be visible from all corners of the room. I believe this will be the most beneficial for class discussion and keeping the class engaged. This will also leave more room in the center for the performances. After this project, students will have a better grasp of the language and be able to apply what they know to modern times. //Maine Learning Result: Students read text, within grade appropriate span of text complexity, and present analysis of fiction, nonfiction, drama, poetry, using excerpts from text to defend their assertions.// //h. Evaluate the effective use of a genre of literature related to its intended purpose and audience.//
 * Where, Why, What, Hook Tailors: Linguistic, Logical, Kinestetic, Spatial**

See content notes at the end. Student will know how to read Shakespeare with comprehension. By using the goal-design graphic organizer, students will be able to sequentially map out the major events of acts 1, 2, 3, and include which characters are crucial to that event. This will help all the students organize the main ideas in the play thus far and help them get ready for the iMovie project. Students will have the chance to email me the scripts to edit before day 3 and I will provide feedback.
 * Equip, Explore, Rethink, Revise, Tailors: Logical, Linguistic**

By doing this project, students will be able to adapt and interpret the language in a way that they understand the dialogue. I will create the groups for the project ahead of time, trying my best to break up students by what their strongest intelligence are. This will allow every group to function well and be able to accomplish the project quickly. I will specifically be looking for linguistic students, kinestetic, and spatial to be spread amongst all the groups. The project will have distinct roles: Script writer, storyboard planner, facilitator, and planner. Students have the chance to send their scripts to me for feedback, and groups that choose to do so can redo their final product.
 * Explore, Experience, Revise, Refine, Tailors: Kinestetic, linguistic, spatial, intrapersonal**

Students will be asked to grade themselves based on my requirements. They will also be given a chance to individually grade themselves as well as write down any comments about the other students' participation in the work load. If students choose to have me look at their scripts the night before they must have them done, I will have my feedback ready for them when they enter class.
 * Evaluate, Tailors: Interpersonal, linguistic**


 * Content Notes**
 * [|Shakespeare translator guide]**
 * ABHOR – To reject, disdain
 * ABSOLUTE – Without flaw, perfect
 * ADDICTION – Tendency, proneness
 * BALK – To hesitate, chop; to dispute
 * BRAVE – Handsome
 * CHARACTER – Letter, word
 * COIL – Distress, trouble
 * COUCH – To go to sleep
 * CUNNING – Clever, sharp
 * DELATION – Accusation
 * DESERVING – Merit, reward
 * DRAW – To bring near, call to
 * EGAL – Equal
 * EMBOSS – To track with the intent to kill
 * EXPEDIENCE – Quickness
 * FANCY – To desire
 * FEAR – To scare, frighten
 * FRONT – To oppose, affront, object
 * GAST – Scared, aghast
 * GRAVE – To inter, bury
 * HEAVY – Sad, painful, mournful
 * HONEST – Pure
 * INHERIT – Given; to accept or believe
 * INTPINSE – Impossible to untangle
 * JUDICIOUS – Fair, equitable
 * KNAP – To hit, strike
 * KNAVE – A young boy, a servant
 * LAND – Yard
 * LAPSED – Shocked, overcome
 * MAD – Crazy, wild
 * MATE – To confuse; to match
 * NOTE – Bill, list; to take note of
 * O’ER-RAUHOT, O’ER WROGHT – Overcome
 * OUGHT – Privy to, promised
 * PAINFUL – Difficult, hard to do
 * PALL – To wrap up
 * PARTICOAT – To cover in colorful fabric
 * PERPEND – To think of, consider
 * QUAINT – Beautiful, ornate
 * QUAKE – To shake, tremble
 * QUICKEN – To bring to life, bring to one’s senses
 * RAPTURE – A fit, ecstasy
 * RETIRE - To go to bed, to retreat
 * RAVIN – Likely to destroy; hunger
 * RESPECT – Forethought, consideration
 * SHRIFT – To admit
 * SIMULAR – Counterfeit
 * STILL – Always, forever
 * SUBSCRIPTION – Acquiescence, obedience
 * TAKE – To overtake; to enthrall
 * TAX – Blame, censure
 * TESTY – Worrisome
 * TRIGON – A triangle
 * UNDERGO – To take on
 * UNPREGNANT – Idiotic, inane
 * VILE – Disgusting, hateful
 * VINDICATIVE – Vengeful
 * WALL-EYED – Wide-eyed, angry, surprised
 * WANT – To lack YARE – Prepared, ready
 * YOUNG – Recent
 * ZANY – Idiotic, clownish


 * Handouts**
 * Quote quiz**
 * Goal-reason graphic organizer**