L5+Fasulo,+Leanne

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

** LESSON PLAN FORMAT **


 * __ Teacher’s Name __**** : ** ** Ms. Fasulo ****__ Lesson #: __ 5 __ Facet: __** ** Interpretation **


 * __ Grade Level __**** : 11-12 ** **__ Numbers of Days: __ 3**
 * __ Topic __ : Hamlet's Transition into Madness **


 * __ PART I: __**


 * __ Objectives __**
 * Student will understand that ** they need to use evidence from the text to form stronger opinions on what Hamlet is about
 * Student will know ** vocabulary: symbol
 * Student will be able to ** evaluate Hamlet's transition into madness and decide if he is acting or really is mad


 * Product: Google Doc **

Common Core Standards Content Area: Reading Grade Level: 11-12 Domain: Literature Standard: Key Ideas and Details Cluster: 1,2,3
 * __ Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment __**

Students will use evidence from the text to form their opinions on if Hamlet was insane or acting. These opinions will be created into an essay on google docs.
 * Rationale: **


 * __ Assessments __**

Students will do a quick write on common opinions of // Hamlet // using examples from the book students will agree or disagree with the opinion. The teacher will collect the papers to see how well they use evidence from the text to argue their beliefs.
 * __ Formative (Assessment for Learning) __**
 * Section I – checking for understanding during instruction **

Students will send copies of the essay draft; one will be sent to the teacher for review, and the other for peer review. Both, the teacher and students, will use a checklist to assess the essay. Students will be able to use the feedback to make revisions.
 * Section II – timely feedback for products (self, peer, teacher) **

Students will write an essay for or against Hamlet becoming insane during the play. The essay will be written in MLA format: 12 point font, Times New Roman, double spaced, and 1 inch margins. The paper will consist of four pages with an introduction, a body, and a conclusion. The body can be any number of paragraphs, but students must address their position and use quotes from the text. The student should also include the opposition's opinion and evidence to back up why the could be right, but why your side is stronger.
 * __ Summative (Assessment of Learning): __**

Students will use google docs to write, and revise their essay on Hamlet. Students and the teacher will assess online using a checklist. Comments will be posted in different colors so that the student will know what suggestions are made.
 * __ Integration __**
 * Technology: **

Writing; students will write an essay on //Hamlet//. debate; students will debate persuasively as to why their opinions are correct.
 * Content Areas: **

Spider map will be used to record instances where Hamlet seems to be going or acting mad including the page numbers for evidence.
 * __ Groupings __**
 * Section I - Graphic Organizer & Cooperative Learning used during instruction **

Students will individually write their own essays, but will be able to peer review together to improve their work.
 * Section II – Groups and Roles for Product **


 * __ Differentiated Instruction __**


 * __ MI Strategies __**
 * Verbal ** : Students will write an essay about Hamlet's transition into madness.
 * Logical ** : Students will reason about Hamlet being really mad, or just acting.
 * Spatial ** : Students will draw a picture that expresses insanity and can be used as a cover page to their essay.
 * Musical ** : Students will write or share songs that relate to insanity.
 * Intrapersonal ** : Students will reflect on Hamlet's madness and relate it to their lives.
 * Interpersonal ** : Students will be able to have discussion on Hamlet's madness


 * __ Modifications/Accommodations __**
 * // From IEP’s ( Individual Education Plan), 504’s, ELLIDEP (English Language Learning Instructional Delivery Education Plan) //**// I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations. //

If a student misses class they will have two class days to get the information off the class wiki and make up the missed work. If this deadline can not be met it is important to come see me, and we can work something out. If the deadline is not met the work will receive points off for being late.
 * Plan for accommodating absent students: **


 * __ Extensions __**

Students will use google docs to write, and revise their essay on Hamlet. Students and the teacher will assess online using a checklist. Comments will be posted in different colors so that the student will know what suggestions are made.
 * Type II technology: **

Gifted students will research what professionals have written about this topic and include it into their essays.
 * Gifted Students: **


 * __ Materials, Resources and Technology __**
 * Laptops
 * Hand outs/ Spider Map
 * Checklist
 * LCD Projector
 * Paper for Quick-Write
 * Copy of //Hamlet//

[] This website is where the graphic organizer, Sequence Chart, came from. It is also a great resource for other types of graphic organizers that a teacher might want to use in their classroom.
 * __ Source for Lesson Plan and Research __**

[] This is the website used for the vocabulary terms. It is a great site full of easy to understand definitions for literary devices for a high school level student.

[] List of important quotes from Hamlet that students can use for their debates when they are looking for evidence from the text.

[] An overview of Hamlet great for teacher and student use. Make sure students know you are aware of this site, and that they should be careful of copyright issues using it.

http://www.youtube.com/watch?v=OBh8bMC7XEU Video tutorial of how to use google docs.

http://www.shmoop.com/hamlet/madness-quotes.html Site where the quotes of Hamlet's Insanity come from.


 * __ PART II: __**


 * __ Teaching and Learning Sequence __**** (Describe the teaching and learning process using all of the information from part I of the lesson plan) **// Take all the components and synthesize into a script of what you are doing as the teacher and what the learners are doing throughout the lesson. Need to use all the WHERETO’s. (3-5 pages) //

For the beginning of the class the desks will be placed in a perimeter for the hook, summative assessment explanation and motif discussion. When the class is working on the graphic organizer the desks will be placed in groups of four so that students will have the chance to work together. For the Google Doc assignment students will be placed in pairs. Students will work on their own essays, but are allowed to ask questions to their peers.

Day 1: Hook - s tudents will watch a clip of Ophelia's last scene to show how insanity is an important theme in the play. (20 minutes) Fill out Spider Map (20 minutes) Discussion about Hamlet's insanity (20 minutes) Reason on if Hamlet is acting or is truly mad (20 minutes)

Day 2: Reflect on Hamlet's madness and how it relates to your life (20 minutes) Write or Share a song that relates to insanity (20 minutes) Explain summative assessment (20 minutes) Google Doc tutorial (20 minutes)

Day 3: Draw a picture that expresses insanity that can be used for the cover page of essay (20 minutes) Work on draft of essay (35 minutes) peer review (35 minutes)

Students will understand that they need to use evidence from the text to form stronger opinions on what Hamlet is about. Students will be prepared to defend their position on any topic that they choose to argue for in life. Key Ideas and Details: C // ite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. //

Students will watch a clip of Ophelia's last scene to show how insanity is an important theme in the play. [] Tell students to think about if Ophelia is insane or if she could be acting.


 * Where, Why, What, Hook Tailors: ** Spatial, Linguistic, Musical

Students will know vocabulary: symbol. **See Content Notes** The Spider Map graphic organizer will be used to record instances where Hamlet seems to be going or acting mad including the page numbers for evidence. This will be used later on to help plan for their summative assessment. Students are allowed to work in groups for the Spider Map activity, but must turn in their own copy. Students will do a quick write on common opinions of // Hamlet // provided by the teacher using examples from the book to back up their position. The teacher will collect the quick-writes to see how well the students use evidence from the text to back up opinions. This will help guide the teacher in further instruction about using evidence from the text. Students will create a Google Doc writing an essay for or against Hamlet being truly mad in the play using evidence from the book **. **


 * Equip, Explore, Rethink, Revise, Refine, Tailors: ** Linguistic, Interpersonal, Intrapersonal Logical

For the beginning of the class the desks will be placed in a perimeter for the hook, summative assessment explanation and motif discussion. When the class is working on the graphic organizer the desks will be placed in groups of four so that students will have the chance to work together. For the Google Doc assignment students will be placed in pairs. Students will work on their own essays, but are allowed to ask questions to their peers. Students will show a higher level of learning by using evidence from the text to write an essay arguing for or against Hamlet being truly insane. The students will organize the points that they want to make, and find quotes or scenes that back up what they believe. Students will write a draft and peer review with another student. With the checklist the teacher and a peer will make suggestions. The students will then be able to use that information for their final draft. Suggestions will be written online using a different color text to make notes on the actual Google Document


 * Explore, Experience, Revise, Refine, Tailors: ** Interpersonal, Intrapersonal, Logical, Linguistic

Class time will be provided for students to work on their essays. Students can ask the teacher any questions or their fellow classmates during this time. If there are other concerns that arise the teacher will be available during office hours, or by appointment. Email is also another way that the students can contact the teacher for help. The students will peer assess their work with the checklist and make suggestions on the document. The teacher will go over the essay with the checklist and make suggestions for improvement. Students will be able to make changes before publishing their final draft.


 * //Evaluate, Tailors:// ** Linguistic Interpersonal, Intrapersonal, Logical

Students will know vocabulary: Symbol
 * __ Content Notes __**

//Symbol// 1. is using an object or action that means something more than its literal meaning. 2. The practice of representing things by means of symbols or of attributing symbolic meanings or significance to objects, events, or relationships. 3. A system of symbols or representations. 4. A symbolic meaning or representation.
 * Vocabulary**

O, that this too too solid flesh would melt Thaw and resolve itself into a dew! Or that the Everlasting had not fix'd His canon 'gainst self-slaughter! O God! God! How weary, stale, flat and unprofitable, Seem to me all the uses of this world! (Act1, Scene 2)
 * Insanity Quotes**

How strange or odd soe'er I bear myself, As I perchance hereafter shall think meet To put an antic disposition on (Act 1, Scene 5)

//From:// OPHELIA My lord, as I was sewing in my closet, Lord Hamlet, with his doublet all unbraced; No hat upon his head; his stockings foul'd, Ungarter'd, and down-gyved to his ancle; Pale as his shirt; his knees knocking each other; And with a look so piteous in purport As if he had been loosed out of hell To speak of horrors,—he comes before me. //To:// OPHELIA He took me by the wrist and held me hard; Then goes he to the length of all his arm; And, with his other hand thus o'er his brow, He falls to such perusal of my face As he would draw it. Long stay'd he so; At last, a little shaking of mine arm And thrice his head thus waving up and down, He raised a sigh so piteous and profound As it did seem to shatter all his bulk And end his being: that done, he lets me go: And, with his head over his shoulder turn'd, He seem'd to find his way without his eyes; For out o' doors he went without their helps, And, to the last, bended their light on me. (Act 2, Scene 1)

I am but mad north-north-west: when the wind is southerly I know a hawk from a handsaw. (Act 2, Scene 2)

KING CLAUDIUS What, Gertrude? How does Hamlet? QUEEN GERTRUDE Mad as the sea and wind, when both contend Which is the mightier: in his lawless fit, Behind the arras hearing something stir, Whips out his rapier, cries, 'A rat, a rat!' And, in this brainish apprehension, kills The unseen good old man. (Act 4, Scene 1)


 * __ Handouts __**
 * Checklist
 * Spider Map


 * __ Maine Standards for Initial Teacher Certification and Rationale __**


 * // 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. //**


 * //__ Learning Styles __//**

Students will be given a checklist for their summative assessment, and the teacher will go over what is expected of them in class. Students will be able to ask clarifying questions during class time to make sure they understand what will be graded on. The graphic organizer will help organize their thoughts about Hamlet's potential insanity in the play, and they will be able to reference it when making their summative assessment. Students will write a draft of their essay and it will be peer and teacher assessed.
 * // Clipboard: //**

Microscopes will be able to discover their ideas and their peers ideas about whether Hamlet was insane or acting. They will reason in their essays which opinion they believe to be true. They will find evidence from the text to back up their opinions.
 * // Microscope: //**

Students will be able to work in pairs for their graphic organizer so that they will have someone to ask a question about. The students will also be meeting with the teacher to make sure they are on the right track. To check for understanding students will do a quick write activity on common opinions of // Hamlet // using examples from the book students will agree or disagree with the opinion. The teacher will collect the papers to see how well they use evidence from the text to argue their beliefs and use that to see if there is a need for further instruction.
 * // Puppy: //**

Beach ball is probably the least supported learning styles, but choice is still there. Students will work with peers that they feel the most comfortable around to give them feedback, and for their graphic organizer. Students will also be able to choose any song they want in the song activity, and be creative when drawing a picture about insanity.
 * // Beach Ball: //**

The lesson helps reach students of all learning styles through a variety of ways. Students will be able to make choices, reason, and understand what is expected of them. Students will have a welcoming environment and have the opportunity to work with the class, small groups, and pairs. All in all this lesson will be able to reach a class with diverse learning styles.
 * // Rationale: //**


 * // Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory. //**

Students will know vocabulary: Symbol. Students will show their knowledge through the graphic organizer, class discussions, their quick-write activity, and through their essays.
 * // Content Knowledge: //**

Common Core Standards Content Area: Reading Grade Level: 11-12 Domain: Literature Standard: Key Ideas and Details Cluster: 1,2,3
 * // MLR or CCSS: //**

Students will be able to recognize evidence from the text is important to draw conclusions from the play. They will be able to take this knowledge and apply it to future essays, debates, and their personal opinions in discussions.
 * // Facet: //**

This lesson and all the activities in it were built around the standard. The activities surround using evidence from the text to back up opinions, and how to find good evidence. Students will apply this information by writing an essay arguing for or against Hamlet being insane or acting to go unnoticed when plotting to kill King Claudius.
 * // Rationale: //**


 * // Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. //**


 * // MI Strategies: //**
 * Verbal ** : Students will write an essay about Hamlet's transition into madness.
 * Logical ** : Students will reason about Hamlet being really mad, or just acting.
 * Spatial ** : Students will draw a picture that expresses insanity and can be used as a cover page to their essay.
 * Musical ** : Students will write or share songs that relate to insanity.
 * Intrapersonal ** : Students will reflect on Hamlet's madness and relate it to their lives.
 * Interpersonal ** : Students will be able to have discussion on Hamlet's madness

Students will use google docs to write, and revise their essay on Hamlet. Students and the teacher will assess online using a checklist. Comments will be posted in different colors so that the student will know what suggestions are made.
 * // Type II Technology: //**

The MI strategies are used throughout the lesson. Most of them can be found in the discussions and the summative assessment. Type II technology will be used by students to digitally write essays on Hamlet arguing for or again Hamlet being truly insane.
 * // Rationale: //**


 * // Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. //**

The formative assessments in this lesson are the graphic organizers, and the Quick-Write activity. The graphic organizer will be collected by the teacher to check for understanding. The Quick-Write activity will be checked by the teacher to make sure all students are ready for their summative assessment. The will also teacher assess their essays with the checklist so that students can go back and make revisions before the assignment is due.
 * // Formative: //**

Students will write an essay for or against Hamlet becoming insane during the play. The essay will be written in MLA format: 12 point font, Times New Roman, double spaced, and 1 inch margins. The paper will consist of four pages with an introduction, a body, and a conclusion. The body can be any number of paragraphs, but students must address their position and use quotes from the text. The student should also include the opposition's opinion and evidence to back up why the could be right, but why your side is stronger.
 * // Summative: //**

Both the summative and formative assessments are used to give feedback to the students and the teacher. With the Quick-Write activity the teacher can get an understanding of how well the students understand their summative assessment, and the teacher can address any other questions that they might have. Students will get direct feedback from the teacher on their essays and will be able to use that feedback to improve their work. They will be able to take this feedback and apply it to future assignments. || ||   || About · Blog · [|Pricing] · Privacy · Terms · [|**Support**] · [|**Upgrade**] Contributions to http://edu221spring11class.wikispaces.com are licensed under a [|Creative Commons Attribution Share-Alike 3.0 License]. Portions not contributed by visitors are Copyright 2011 Tangient LLC.
 * // Rationale: //**
 * [[image:http://www.wikispaces.com/_/9x256kq1/i/bBL.gif width="8" height="8"]] |||| [[image:http://www.wikispaces.com/_/4k0z606x/i/c.gif width="1" height="1"]] || [[image:http://www.wikispaces.com/_/60jk45v8/i/bBR.gif width="8" height="8"]] ||