L6+Steinhagen,Kelly+Michele


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


 * Teacher’s Name: Ms. Steinhagen** **Lesson 6; Self-knowledge**
 * Grade Level:** 12 **Topic: Bringing Hamlet to a Conclusion**

__**Objectives**__

 * Student will understand that** Shakespeare is modern English
 * Student will know** this is crucially important in the ability to read and reflect upon what Shakespeare writes about.
 * Student will be able to** how to apply what they read into their own words and interpretations

__**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.// //d. Evaluate the theme or themes, whether explicitly stated or implied, in a literary text.//
 * Rationale:**
 * Students will be able to read Shakespeare with comprehension, allowing them to present their full understanding of the play while expressing their final thoughts.**

__**Assessment**__
Students will be taking a series of online quizzes. They will receive a grade for all four, and those grades will be averaged for a small grade in this unit. We will also finish the play and have discussions and role-playing that will help students better understand the conclusion of the play.
 * Formative (Assessment for Learning)**

Students will be able to reflect upon what they have learned into the form of a quiz. It will show their own personal interpretation as well as key facts. The Glogster will be a way for the students to visually show their interpretation of Hamlet. The Glogster will be graded using a checklist.
 * Summative (Assessment of Learning)**

__**Integration**__
Technology: Using the website called Glogster to create a virtual poster.

Other Content Areas: Art, Drama.

__Groupings__
Students will participate in jigsaws during this lesson. They will be broken up by choosing a slip of paper out of something. The slips of paper will have characters from a specific scene and students will have to find people that have the same character. They will then discuss the scene that I give them.

__**Differentiated Instruction**__

 * Strategies**
 * Linguistic-** The readings and taking a written quiz. Students are able to write on the Glogster.
 * Intrapersonal**-It is an individual quiz, and the Glogster is individual.
 * Interpersonal**-Talking in groups about the reading prior to the quiz, and talking as a class on the discussion board.
 * Spatial-** Creating the Glogster.
 * Musical-**Students can choose to listen to music as they take the quiz if they wish. They can add music to the Glogster.
 * Logical**-Multiple choice quizzes and online discussions.

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 -Flow-chart 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. [|Flow-Chart] This is a graphic organizer to help the students organize everything that has happened thus far in the play and the conclusion. [|Trailer] The trailer to the movie Hamlet with Mel Gibson. [|Shakespeare Dictionary] Sometimes he makes up his own words, and sometimes he does not. Either way, this dictionary can be a resource.

I designed this lesson based upon how I thought the unit should come to a conclusion.

__**Maine Standards for Initial Teacher Certification and Rationale**__
Beach Ball: Students with this particular learning strategy will benefit from the jigsaws and creating a Glogster based completely off of their own interpretation and feelings toward Hamlet. Clipboard: These type of students will enjoy going over the sequential time-line of the play. They will also benefit from the quizzes that go from act to act. Microscope: Students like this will benefit from deeply exploring the ending of the play and expressing their views on the play through the Glogster. Puppy: By this point, everyone in the class should be very comfortable speaking in front of the class and role-playing. They will like the jigsaw and working with other students in an organized yet comfortable environment.
 * //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 for further information. //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.// //d. Evaluate the theme or themes, whether explicitly stated or implied, in a literary text.// This particular lesson explores the facet of self-knowledge. This lesson is the final one of the unit and it requires the students to test their knowledge of the play using the quizzes. It also allows for self-expression during the Glogster project because it is a very open-ended project. Students can choose a theme and show it on the Glogster, or talk about a character, an event, or anything they want to explore from the play. They will have to give a presentation, however, that includes a theme that they believe is universal or still relevant to nowadays.
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//**
 * Rationale:**

Students will use their laptops to create Glogsters and to take the quizzes. They will receive immediate feedback.
 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//**
 * Rationale:**
 * Strategies:**
 * Linguistic-** The readings and taking a written quiz. Students are able to write on the Glogster.
 * Intrapersonal**-It is an individual quiz, and the Glogster is individual.
 * Interpersonal**-Talking in groups about the reading prior to the quiz, and talking as a class on the discussion board.
 * Spatial-** Creating the Glogster.
 * Musical-**Students can choose to listen to music as they take the quiz if they wish. They can add music to the Glogster.
 * Logical**-Multiple choice quizzes and online discussions.

Students will be taking a series of online quizzes. They will receive a grade for all four, and those grades will be averaged for a small grade in this unit. We will also finish the play and have discussions and role-playing that will help students better understand the conclusion of the play.
 * //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)**

Students will be able to reflect upon what they have learned into the form of a quiz. It will show their own personal interpretation as well as key facts. The Glogster will be a way for the students to visually show their interpretation of Hamlet. The Glogster will be graded using a checklist.
 * Summative (Assessment of Learning)**

__Teaching and Learning Sequence__
Day 1: (continuation on from ending lesson 5. Only 40 minutes left) -Clips from the movie Hamlet. 15 minutes. -Finishing Act 4. 20 minutes. -Introduction into what the students should expect the next three days. Hand out checklist for Glogster. 5 minutes. Day 2: -Writing prompt at the front of the room that goes over what we read the day before. 15 minutes. -Online quiz number 1 -15 minutes. -Jigsaw discussion. 25 minutes. -Reading Act 5, scene 1. Break into groups for role-playing the next day. 25 minutes. Day 3: -Online quiz 2. 15 minutes. -Groups for role-playing. Preperation-15 minutes. Role-playing: 25 minutes. Time to work on Glogster in class- 25 minutes. Day 4: -Online quiz 3. 15 minutes. -Finishing the play (Act 5, Scene 2). 20 minutes. -Final revisions on Glogster. Prepare self for presentation. 10 minutes. -Glogster presentations. 35 minutes. (Last quiz is for homework. Needs to be done by the next class period.)

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, I am going to show them clips from the movie Hamlet and we will compare the movie and the play. //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, Interpersonal, Spatial, Kinestetic**

See Content notes for further information. Student will know this understanding that Shakespeare is modern English is crucially important in the ability to read and reflect upon what Shakespeare writes about. Students will use a flow-chart graphic organizer in order to write a sequential time line of events, or they can write down whatever they feel they need to remember. Students will explore Hamlet through small group discussions, role-playing and making the Glogster. Students will receive immediate feedback on the quizzes because the online program tells you how you did right away. Students will have time in class to talk with me about their ideas for the Glogster. They can also see me before or after class, or send me an email. Extensions will be allowed on the Glogster if a proposal is given explaining why it cannot be completed and a plan for finishing it.
 * Equip, Explore, Rethink, Revise, Tailors: Linguistic, Logical, Intrapersonal, Interpersonal, Spatial**

Students will have to take what they know and express their interpretations through the Glogster, which is an individual project. The Glogster could be about something they like and why they specifically like it, something that just did not make sense, anything that they want to do it on. They will have to find some aspect of the play that they believe does relate to nowadays. If they truly believe nothing does, then they can do a presentation explaining why they think that. We will have discussion in the jigsaw groups, which will be broken up by picking a slip of paper out of something. The slips of paper will have characters from a specific scene and students will have to find people that have the same character. They will then discuss the scene that I give them. In terms of rethinking or revising, students will be taking four quizzes online. If they do not do so well on the first one, then they can study better because they will already know how the quiz will look. Also, all four grades get averaged and only count as a small grade. Students will have the chance to redo the Glogster poster if they choose to, but only after writing out an explanation as to why it was not their best work and how they plan to improve.
 * Explore, Experience, Revise, Refine, Tailors: Interpersonal, Spatial, Intrapersonal, Linguistic**

Students will self-asses by filling out the checklist prior to handing in their project. Students will also receive immediate feedback on the quizzes because the online program tells them the score after they finish. This lesson wraps up everything we have done thus far and will lead us into the final project for the unit.
 * Evaluate, Tailors: Intrapersonal, Linguistic**

 An exclamation of sadness or regret. Literally this means "give you good evening" but it really just means goodnight.
 * Content Notes**
 * **Alas**
 * **Barn** No, it's not the thing that cows live in. In Shakespeare's time this was a child.
 * **Abate**This is a multi-purpose word meaning either to shorten, to throw down or to dull the edge of.
 * **Aim**A guess.
 * **Bob**This isn't just a dude's name, Shakespeare used it to mean to strike something, or to [|insult someone] or to get something from someone by insulting them.
 * **Century**One hundred of anything.
 * **Coil**What we would now call turmoil or a disturbance.
 * **Cross**A piece of [|money] or a coin.
 * **Dig-You-Good-Den**
 * **Don**To put on.
 * **Enseamed**Fat, [|gross] and smelly. Not a nice thing to call your friends.
 * **Fang**To bite something or to grab it with your teeth.
 * **Forsooth**In truth, or in fact.
 * **Forbode**Forbidden or not allowed.
 * **Guard**[|A decoration] or to decorate something.


 * Handouts**
 * Flow-chart Graphic Organizer (x2)**