L4+Steinhagen,Kelly+Michele


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


 * Teacher’s Name: Ms. Steinagen** **Lesson 4, Perspective**
 * Grade Level:** Twelve **Topic: Symbols, characters, motifs.**

__**Objectives**__

 * Student will understand that** characters, symbols, and motifs affect the themes of literature.
 * Student will know** specific events that take place and the involvement of characters, plus the subtlety of symbols and motifs, work together to create the path towards understanding the point of what you read, also known as theme.
 * Student will be able to able to analyze the characters and understand how their actions affect or create theme(s).**

__**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.// //d. Evaluate the theme or themes, whether explicitly stated or implied, in a literary text.//

Students will be working with a specific scene from the play that emanates a particular theme. They will have to convey the theme through their own depiction of the characters and scene.
 * Rationale:**

__**Assessment**__
This section of the lesson will require the students to show deep understanding of the events and characters. I will use the Timed Pair Share strategy in order to know if the students are on the right track with the themes of the play. This will also demonstrate understanding of the reading.
 * Formative (Assessment for Learning)**

The final product for this lesson will be a comic life of a dramatic scene between a couple characters. Each student will create their own comic life, and they get to choose which scene they would like to do from Acts 1-3. I will grade this based off a checklist of requirements.
 * Summative (Assessment of Learning)**

__**Integration**__ Technology: The students will be using the software Comic Life to create a visual representation of a dramatic scene.

Other Content Area: Art, History

__Groupings__ The time pair share will be randomly done in class, based on where people are sitting. The groups that are used to come up with a list of pivotal scenes will be done by counting off 1,2,3,4.

__**Differentiated Instruction**__
Interpersonal- Collaborating in groups to come up with pivotal scenes. As a class, discussing which ones seem exceptionally crucial. Linguistic- Reading the scene and writing the text to the comic life. Spatial-The comic life photos. Intrapersonal- Working individually on the Comic Life. Logical-Creating a graphic organizer. Musical- The Beatles hook video. Kinestetic-The hook video.
 * 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**

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] A graphic organizer to help students map out character development. [|Fun Facts] To help get students more interested in Shakespeare. Specifically one fact about possible being jailed and numerous of his actors being jailed for the controversy over the themes and ideas of the play. [|Compare these!] The Lion King and Hamlet compared.

__**Maine Standards for Initial Teacher Certification and Rationale**__
I will try my best to have this lesson meet the needs of all types of learners. Beach ball: Students that like to show their creativity will like creating the Comic Life to show their understanding. They will also like comparing the Lion King to Hamlet as an extension on the material. Microscope: These types of learners will do well with our readings in class as well as the discussions that follow. They will like using the flow-chart to organize their ideas. Clipboard: Students will be able to organize all their thoughts on the flow-chart. They will do well with demonstrating their understanding through another medium. Puppy: Students will have time to work together to talk about key facts of the reading prior to discussion. Groups will be used again to come up with the types of scenes that would be appropriate for this assignment.
 * //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 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.// Students will be working with a specific scene from the play that emanates a particular theme. They will have to convey the theme through their own depiction of the characters and scene. Students will be able to show their perspective of the themes in Hamlet by depicting dramatic scenes in the form of a Comic Life.
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//**
 * Rationale:**
 * Rationale:**

Interpersonal- Collaborating in groups to come up with pivotal scenes. As a class, discussing which ones seem exceptionally crucial. Linguistic- Reading the scene and writing the text to the comic life. Spatial-The comic life photos. Intrapersonal- Working individually on the Comic Life. Logical-Creating a graphic organizer. Musical- The Beatles hook video. Kinestetic-The hook video. Students will use Comic Life to digitally show how the scene would look and what are the key facts of a specific scene.
 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//**
 * Rationale:**

This section of the lesson will require the students to show deep understanding of the events and characters. I will use the Timed Pair Share strategy in order to know if the students are on the right track with the themes of the play. This will also demonstrate understanding of the reading. The final product for this lesson will be a comic life of a dramatic scene between a couple characters. Each student will create their own comic life, and they get to choose which scene they would like to do from Acts 1-3. I will grade this based off a checklist of requirements.
 * //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:** The students will be given a list of characters and asked to state two or three facts about them, or something they have done. The number of facts will be based on how present the character has been up through Act 3.
 * Formative assessment:**
 * Summative assessment:**

__Teaching and Learning Sequence__
Day 1: -Hook video: Beatle’s Shakespearean skit. 8 minutes. -Taking the quiz that involves describing the characters. 15 minutes. -Reading Act 4, scene 1 as a class. 15 minutes. -Going over the random, fun facts of Shakespeare. (Link in Content Notes) 12 minutes. -Break into groups and compile a list of pivotal scenes from Acts 1,2,3. Then as a class we will list them on the board. 15 minutes. -The last 15 minutes will be used to describe what the students will be doing for the project. The students will have time to think of which scene they want to do and get an OK from me. Day 2: -Start by comparing the Lion King to Hamlet and showing them the original Lion King trailer. 10 minutes. -Students will begin working on the Comic Life, if they did not start it the night before. The students will have a buddy near them that they can bounce ideas off of. They will work for 40 minutes on this. -We will take 20 minutes to have everyone share their comic life. -The last 10 minutes will be used to read Act 4, scene 2. 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. Students will have a better understanding of how characters affect or create themes by what they say, their actions, or what they represent. I am going to hook my students with the Shakespearean Beatles skit and with the fun facts about Shakespeare. This will help them see how universal his themes are. //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, Spatial, Kinestetic**

See Content Notes Students will know specific events that take place and the involvement of characters, plus the subtlety of symbols and motifs, work together to create the path towards understanding the point of what you read, also known as theme. They will use the flow-chart graphic organizer as a way to look at the play in a sequential time line. Students will be able to check their ideas with students for peer feedback and can ask me questions during the 45 minute time limit for the project. I will also administer a quiz that will tell me how well they understand the content of the text.
 * Equip, Explore, Rethink, Revise, Tailors: Logical, Linguistic, Spatial, Interpersonal, Intrapersonal**

Students will have to go beyond what the text says and be able to adapt a scene into a short Comic Life. It will show evidence of character understanding and of theme. This project will require them to show their perspective of the play and what theme they think is evident more or less throughout the entire play. The timed pair share will be something that I use throughout the year with the students, so they will have filled out a partner sheet called "season partners". Then I will call out a random season and the students will go work with their partner. For the groups coming up with pivotal scenes, I will randomly break students up by where they are sitting. Students will use another timed pair share buddy to talk about which scene they specifically choose to do.
 * Explore, Experience, Revise, Refine, Tailors: Linguistic, Interpersonal, Intrapersonal**

Students will self-assess along the process of the project. They will be asked to fill out the check list as they do the project. Students will be able to ask me about the project and how they are presenting it during day 1 or day 2. This will allow us to go onto finishing the play and following the growth of the themes as we reach the climax and ending.
 * Evaluate, Tailors: Intrapersonal, Interpersonal, Linguistc**

[|No Sweat Shakespeare] A very good site for resources and references as to how to understand Hamlet. [|Time Line] A condensed reference of the time line for significant events. [|Character chart, cycle of death] A very good PDF that has a detailed character map and a chart that shows the cycle of death in the play.
 * Content Notes**


 * Handouts**
 * Flow-chart graphic organizer**
 * Quiz**