L5+Steinhagen,Kelly+Michele


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


 * Teacher’s Name: Ms. Steinhagen** **Lesson 5; Empathy**
 * Grade Level:**Twelve **Topic: Characters, Symbols, Motifs**

__**Objectives**__

 * Student will understand that** characters, symbols and motifs affect/create the theme(s).
 * Student will know** why each event and character in a play is crucial**.**
 * Student will be able to** identify the role that each event and character had in the play.

__**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//. //a. Analyze the characters' external and internal conflicts.//
 * Rationale:**
 * Students will be asked to depict a serious scene from Shakespeare through an Animate video. Afterward, they will have to give a presentation where they explain what major theme was evident and how it is relevant to the real-world.**

__**Assessment**__
Students are going to continue working on their creative writing blogs during this lesson. Students will be asked to write about whatever scene they do for the Animate video through the perspective of their journal character. If their character is not directly involved in the scene, then the student can write what they believe the character would think of the scene.
 * Formative (Assessment for Learning)**

The final product for this lesson will be an Animate video. Students will be able to choose whether they would like to work alone or with a partner. They can choose their own partner as well. This video project will allow students the opportunity to relate to the characters and the emotions that those characters have. This will be more clear, however, during the presentation piece.
 * Summative (Assessment of Learning)**

__**Integration**__
Technology: Students will be using laptops and a web tool called Animate.

Art: Students will be designing the characters online.

__Groupings__
Students will be working in groups for making the Animate video. Also, students will spend time in Think-Pair-Share groups, where they go from groups of two, to four, to reporting out to the entire class. I will also have the students do another Socratic Seminar.

__**Differentiated Instruction**__

 * Strategies:**
 * Linguistic-** Reading the play and brainstorming ideas.
 * Logical**-Creating a graphic organizer for ideas.
 * Interpersonal**-Working in groups to brainstorm and then working in pairs to do the project.
 * Spatial**-Making the Animate video.
 * Musical**-Add music to the play to help create meaning.
 * Intrapersonal-**Some students may choose to work alone on this project.

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

This project requires students to think past the text of the play and depict a scene based off of their own perspective. They will need to accurately portray that scene, evident themes, and whichever characters are involved.
 * Extensions**

__**Materials, Resources and Technology**__
-Copies of Hamlet -Laptops -Comic Life software -Whiteboard/Markers -Pens -Random props for role-playing -Cluster graphic organizer

__Source for Lesson Plan and Research__
Play citation: Shakespeare, William, et. T.M. CliffsComplete Hamlet. John Wiley and Sons Publishing: New York. 2000. [|Cluster] This graphic organizer will be used to take notes during the different discussions we have. [|Fun Facts] List of Shakespeare facts. [|*Gasp* Facts] More outrageous facts about Shakespeare. I designed this lesson based on what I have seen from my High School teachers and off my own thinking.

__**Maine Standards for Initial Teacher Certification and Rationale**__
Beach Ball: Students that are this type of learner will enjoy role-playing various scenes from the play. They will also like learning how to create projects with the Animate video. Clipboard: They will like the class time given towards working on the project with a specific time-line to follow. They will also benefit from filling out the cluster graphic organizer. Microscope: These types of students will benefit from the Think-Pair-Share groups that focus on discussing the major events/scenes that occur as well as participating in the Socratic Seminar. Puppy: Students have the chance to work in groups often in this class. After starting off slowly with the role-playing in other lessons, students will hopefully feel comfortable enough in the class because everyone participates.
 * //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:**

See Content Notes. //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//. //a. Analyze the characters' external and internal conflicts.// Rationale: Students will be asked to depict a serious scene from Shakespeare through an Animate video. Afterward, they will have to give a presentation where they explain what major theme was evident and how it is relevant to the real-world. Student will be able to identify the role that each event and character had in the play thus far. Students will have spent time devoted to a specific character, showing their interpretation of the character and what the student believes the perspective of the character is during the play. The end of this lesson, specifically through the presentations, students will show how specific themes are universal and evidence of how it relates to the real-world.
 * //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:**
 * Strategies:**
 * Linguistic-** Reading the play and brainstorming ideas.
 * Logical**-Creating a graphic organizer for ideas.
 * Interpersonal**-Working in groups to brainstorm and then working in pairs to do the project.
 * Spatial**-Making the Animate video.
 * Musical**-Add music to the play to help create meaning.
 * Intrapersonal-**Some students may choose to work alone on this project.

Students will be using laptops to create the product.

Students are going to continue working on their creative writing blogs during this lesson. Students will be asked to write about whatever scene they do for the Animate video through the perspective of their journal character. If their character is not directly involved in the scene, then the student can write what they believe the character would think of the scene. The final product for this lesson will be an Animate video. Students will be able to choose whether they would like to work alone or with a partner. They can choose their own partner as well. This video project will allow students the opportunity to relate to the characters and the emotions that those characters have. This will be more clear, however, during the presentation piece.
 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//**
 * Rationale:**
 * Formative (Assessment for Learning)**
 * Summative (Assessment of Learning)**

__Teaching and Learning Sequence__
Day 1: Hook: Random facts about Shakespeare and his life. Relating scandals in his life to ones of now. 15 minutes. Read Act 4 Scenes 3,4,5. Students switch off reading roles. 30 minutes. Whatever we do not finish is homework. Think-Pair-Share-2,4,whole class. 20 minutes. Introduce them to the Animate project. Give them a tutorial for the how to use it. Allow them to find partners. Remind the students that they are to do another journal entry for two days later. 15 minutes. Day 2: Writing Assignment for opening the class: Describe what situation takes place in Act 5. How does this relate to any of the themes we have been discussing. 10 minutes. Students will work on their projects in class. 60 minutes. Timeline for working in class: Decide which conversation/theme you are going to depict and which characters are involved. 10 minutes. Write out the storyboard for what is going to happen. 10 minutes, if done before proceed to next step. Begin creating the video. 30 minutes. I will walk around and check in with groups to see how far they have gotten. The last 10 minutes will be for discussing the presentation portion of the video. Day 3: Presentations-40 minutes. The rest will lead into lesson 6. 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. Also, I can ensure that everyone is busy working. For the hook, we are going to discuss random Shakespeare facts. We will talk about the scandals of his life compared to celebrity scandals now. //Maine Learning Results: English Language Arts A2- Reading Literary Texts. "Hamlet".// //Grade 9-Diploma.// //Students read text, within grade appropriate span of text complexity, and present analysis of fiction, nonfiction, drama, and poetry, using excerpts from text to defend their assertions.// //d. Evaluate the theme or themes, whether explicitly stated or implied, in a literary text.//
 * Where, Why, What, Hook Tailors: Linguistic, Intrapersonal,**

See Content Notes. Students will use the cluster graphic organizer throughout the lesson or for different discussions on day one. We will do a Think-Pair-Share activity that will as the students to first work in pairs to come up with significant events list, and then narrow down to specific conversations that are important. Students will then go into groups of four, with their partner, and exchange what they came up with. The group will then narrow in and have one list of events, which will then be discussed with the entire class. During the video projects, students will have to show me their storyboard and what they have accomplished during the class time provided. I will provide some feedback then. Also, students can ask me to review their storyboards or ask questions during the 50 minutes of class time.
 * Equip, Explore, Rethink, Revise, Tailors: Linguistic, Interpersonal, Logical.**

Students will participate in Socratic Seminars that are set up as follows: a middle circle of four chairs. Students will either be given a topic to discuss or they can start their own discussion. After that, other students can go up and tap out someone that has been participating in the discussion. Students will rotate in and out of the seminar as they please, but everyone must say at least three things overall. Students cannot tap out another student that has not spoken yet. Other than discussion, students will be exploring the material through the video. This will allow students to explore the depth of the play and relate a theme to the real-world. During this process, students will have time for feedback.
 * Explore, Experience, Revise, Refine, Tailors: Linguistic, Intrapersonal, Interpersonal, Spatial**

Students will be asked to fill out the rubric before I grade them. Students will receive prompt feedback on the videos in case they want to improve on the project. This project connects to the character journals and will connect to the next lesson and wrapping up Hamlet.
 * Evaluate, Tailors: Intrapersonal, Linguistic.**


 * Content Notes**
 * See [|Content Notes]**
 * 1.2 We meet Hamlet during an official ceremony where Claudius, the new King, is dealing with court business. Claudius and Gertrude try to convince Hamlet not to be so gloomy. Fathers die all the time; he needs to get over the death already.
 * 1.2 Hamlet soliloquizes about how he wishes he could commit suicide because his mother's remarriage has made the whole world seem corrupted.
 * 1.2 Hamlet's friend Horatio tells him his father's ghost has been spotted walking on the castle battlements. Hamlet decides to go see.
 * 1.4-1.5 Hamlet follows the beckoning finger of his father's ghost, who tells him that his brother murdered him in order to steal his wife and his crown. Hamlet vows revenge, and swears the men to secrecy about seeing the ghost.
 * 2.2 Months later, Hamlet is wandering around the court acting crazy and mocking Polonius at every opportunity. He perks up when his friends Rosencrantz and Guildenstern show up, but soon realizes they are on the payroll of the King and Queen.
 * 2.2 A bunch of actors Hamlet knows from Wittenberg show up; he greets them enthusiastically. Hamlet asks one actor to do a speech he remembers about the death of the King of Troy and the grief of his wife, Hecuba. The actor gets so worked up he starts to cry.
 * 2.2 Hamlet yells at himself in a soliloquy about how the actor can weep for a pretend murder but he hasn't done anything about his father's real murder. He decides to use the actors to stage a play of his father's murder so he can see Claudius's reaction.
 * 3.1 Hamlet returns to the theme of suicide. "To be or not to be, that is the question," he says. He soliloquizes about how the fear of the afterlife forces people to deal with the harsh realities of life rather than escaping them.
 * 3.1 Hamlet runs into Ophelia, whom he hasn't seen for a long time. He tells her he once loved her, then tells her he never loved her. He accuses Ophelia of being dishonest and verbally abuses her. "Get thee to a nunnery!" he commands.
 * 3.2 Hamlet tells the actors how he wants them to perform, and what kind of acting they should avoid (namely, the bad kind).
 * 3.2 When the court comes in to see the play, Hamlet sits by Ophelia, makes crude sexual jokes, and talks about the faithlessness of women.
 * 3.2 Claudius is clearly disturbed by the poisoning scene in the play, and Hamlet is triumphant that his plan has worked. He tells Rosencrantz and Guildenstern that he knows they are on Claudius's side, not his.
 * 3.3 Hamlet stumbles across Claudius praying and repenting. He almost kills him right there, but then decides that Claudius needs to go to Hell when he dies, so he'd better wait for a moment for him to commit sin, rather than murdering him while he's praying.
 * 3.4 Hamlet confronts Gertrude about her sinful marriage to Claudius and accidentally stabs and kills Polonius, thinking he is the King.
 * 4.2 Rosencrantz and Guildenstern try to get Hamlet to tell them where he has hidden Polonius's body. Hamlet refuses to answer them.
 * 4.3 Claudius forces Hamlet to tell him where Polonius's body is, then sends Hamlet away to England, since Hamlet has made Denmark too hot to hold him.


 * Handouts**
 * Cluster Graphic Organizer**