L2+Steinhagen,Kelly+Michele


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


 * Teacher’s Name:Ms. Steinhagen** **Lesson 1, Interpret**
 * Grade Level:** **Twelve Topic: Characters, symbols, motifs all affect the theme(s).**

__Objectives__
 * Student will understand that** **characters, symbols, motifs all affect the theme(s).**
 * Student will know the time-line of the play and what affect on the play characters, symbols, and motifs have.**
 * Student will be able to evaluate the character's internal and external conflicts.**

__**Maine Learning Results Alignment**__
//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.// //A. Analyze the characters' external and internal conflicts.// Students will be required to delve into the mind of one of the characters, creatively writing as if they were the character themselves. This will push for deep reflection and evaluation of the play and how the characters affect what happens. Students will also gain understanding by reading other students' projects.
 * Rationale:**

__**Assessment**__
This lesson will consist of class discussions as well as Socratic seminars which will be graded based on the student's participation in the conversations. These discussions will reflect the understandings of the students as well as if they have truly been reading. I will also incorporate some role-playing activities and continue having class read the play together.
 * Formative (Assessment for Learning)**

Each student will choose a character that they believe is very important to the play. They will then analyze the characters through their actions and relationships. The product will be a creative writing journal of one of the characters that includes five entries and deep reflection of the character. These will then be posted on the students' blogs. This will be graded by a checklist that the students will receive prior to beginning the project.
 * Summative (Assessment of Learning)**

__Integration__ Technology: Creating blogs for their creative writing journals. Students can decorate the blogs according to how it reflects their chosen character.

Other content: This lesson incorporates Drama and Public Speaking through role-playing. It also includes creative writing, a specific section of English, and possible hints of historical facts depending on the character.

**__Groupings__** Students will work in groups for the role-playing activities. I will plan the groups out according to my personal opinion on each student's comfort level and ability to perform for the class. Students will also work in groups to go over readings and key points of scenes.

__Differentiated Instruction__ **Linguistic-** Writing the journals. **Interpersonal**-This is a project that requires group thinking. **Intrapersonal-** This is an individually-based project. **Musical-** The "hook" video. **Kinestetic-** Watching the What it is, Hamlet video, working in groups and working individually. **Logical**- The story map outlines all the necessary parts of the play that relate to this project. It calls for organization and planning.
 * Strategies**

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**

 **Extensions**  Students are making blogs so that they have a digital presence. Then, students will work on their creative writing portion of the task. Once they have received feedback and are confident in their writing, they will transfer their work onto the blogs. However, these are to be video blogs which will require the students to read with enthusiasm and emotion.

__**Materials, Resources and Technology**__

 * -Copies of //Hamlet// **
 * -Laptops **
 * -Whiteboard/Markers **
 * -Some random props around the room for in-class roleplaying **
 * -Pens **
 * -Handouts on Historical facts **
 * -Handouts on vocabulary and terminology **
 * -Story map 2-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. [|Hamlet Glogster Character Map] This was created by a some student for a project and lays out all the major characters with symbols that represent them. [|Story Map 2] A graphic organizer that will work well for charting characters and major events. [|Very detailed character map] This includes every character in Hamlet with lines connected characters. I designed this lesson plan through consideration as to how I learned Shakespeare in High School as well as ways that I think would help students relate and understand the characters.

__Maine Standards for Initial Teacher Certification and Rationale__

This lesson involves closely reading the play, discussing the play often with the class, and role-playing crucial scenes. This way, students have a chance to understand what is going on in the play three different ways each day. They will be able to talk about the characters addition to the play and how each one is important. This type of lesson hits all the different types of learners. Beach Ball-Students that like spontaneity and being able to express themselves will flourish with the role-playing. Puppy- These type of students will learn well through role-playing and specifically working with their group to convey the characters accordingly. Clipboards- The story map and the discussions about the time sequence of events will help these students organize their thoughts on the play. Microscope- These students will be able to think deeply and analyze all the various aspects of the play, like if Hamlet is truly mad or not.
 * //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:**

//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.// //A. Analyze the characters' external and internal conflicts.//
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//**
 * Rationale:**
 * See Content Notes.**

Students will be able to talk about //Hamlet// and interpret each character, thinking deeply about their affect on the play. This will also lead students to consider the themes that are apparent in the play and how they relate to the real world. They will have thought deeply about a specific character and read other students' journals from different characters. After considering how the characters affect theme, students will be able to relate the events to modern times and be able to explain how some sort of situation could occur now that is similar to that.


 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//**
 * Rationale:**
 * Linguistic-** Writing the journals.
 * Interpersonal-**This is a project that requires group thinking.
 * Intrapersonal-** This is an individually-based project.
 * Musical-** The "hook" video.
 * Kinestetic**- Watching the What it is, Hamlet video, working in groups and role-playing activities.
 * Spatial-** Students must include one photo, link, gadget, etc, that their character would like or relate to.
 * We will be using blogs for this product, and students will be able to decorate their character blogs with things that relate to the character or they think the character would like. **

A quiz about all the characters, including short answer questions and drawing a map that relates the characters to one another. There will be a list of characters to include. **Formative Assessment:** This lesson will consist of class discussions as well as Socratic seminars which will be graded based on the student's participation in the conversations. These discussions will reflect the understandings of the students as well as if they have truly been reading. I will also incorporate some role-playing activities and continue having class read the play together. Each student will choose a character that they believe is very important to the play. They will then analyze the characters through their actions and relationships. The product will be a creative writing journal of one of the characters that includes five entries and deep reflection of the character. These will then be posted on the students' blogs.
 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//**
 * Rationale:**
 * Pre-assessment:**
 * Summative Assessment:**

__Teaching and Learning Sequence__
Day 1: -Begin with the What it is, Hamlet youtube video, 5 minutes. Pre-assessment quiz, 10 minutes for the quiz and an additional 10 minutes to correct the quiz and ask questions. -As a class, we will read the next two scenes from the play. Students will be required to read at least one of the two days. 30 minutes. -Role-playing a portion of a scene, only a page or two. 15 minutes. -Creative writing assignment introduction and homework, 10 minutes. -For homework, students need to choose a character and come to class with at least three of the journal entries done. Day 2: -Break into groups to share one drafts of the journal entries, 15 minutes and then 5 minutes to write down notes, changes, or ideas. -We will continue reading the play, finishing Act 2. 30 minutes. There will be time for reflection and small group discussions during the reading. -Students will be given 20 minutes at the end of the period to work on their creative writing projects. They can choose to work individually, to work in a small group for more peer-revision and brainstorming, or they can some talk with me about their writings. -5 minutes at the end of the period to remind students what is due for the next day, which is the finished creative writings and the postings on the blog.

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. It is also easy to flow from this setting to a Socratic seminar style discussion, or for the class to turn to three other people to quickly discuss an idea. Students will understand that the characters have an affect on the theme(s). They will be able to evaluate their role in the play and make sense of how they affect the themes.To begin the unit, I will show them a youtube video called What it is, Hamlet. This video seems like it was a project for some students at some other school that had to talk about one character and a theme that works with them. It is a rap and has very good technical aspects. //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.// //A. Analyze the characters' external and internal conflicts.//
 * Where, Why, What, Hook, Tailors: Kinestetic, Musical, Linguistic**

Students will know all the major characters and their role in the play. See Content Notes. They will use the story map graphic organizer to organize which characters go with which event, etc. The students will write creative journals from the point of view of one of the characters. Journals will be shared in class within groups with the task of giving constructive feedback. Students will have to show a full comprehension of a character through the character journals. As a class, we will read the play with students reading specific characters, and everyone will have to read once out of the two days. We will also take time to have students quickly role-play a page or so from scens to depict emotions and tone. In addition, we will have full class discussions and Socratic Seminar type discussions.
 * Equip, Explore, Rethink, Revise, Tailors: Linguistic, Intrapersonal, Interpersonal**

The students will show understanding of the play by writing the journals from the perspective of the characters. They will have to include specific details in the journals to show their role in the play. Students must also add at least one thing to their blog (link, gadget, photo, etc) that their character would like or relate to. Through this process, students will be able to evaluate the affect that characters, symbols, and motifs have on the theme or themes. As well as receiving peer feedback and comments from myself, t here is a chance for revision of the journals if they lack creativity or inaccurate portrayals of characters.
 * Explore, Experience, Revise, Refine, Tailors: Linguistic, Interpersonal, Spatial**

Students will be required to self-assess their journals before I grade them. This way, students have a chance to reflect on the work they produced and decide for themselves how much effort was put into it. I will have a checklist of requirements because I do not feel as if I can grade with a rubric since it is a creative writing project. Therefore, a checklist will allow me to see if they hit the major points of the project without having specific criteria for how the journals are presented.
 * Evaluate, Tailors: Intrapersonal, Linguistic.**

[|Hamlet Glogster Character Map] [|Hamlet Character Map] [|Shakespeare/Modern English] This site is very helpful in coming up with new ways to get students interested in Shakespeare and truly showing students that Shakespeare is timeless. [|Shake it up]This site gives examples of projects that get students wanting to do homework about Shakespeare.
 * Content Notes**


 * Handouts**
 * Story Map 2 graphic organizer**