S1+Fasulo,+Leanne

=Stage 1 - Identify Desired Results= Content Area: Reading Grade Level: 11-12 Domain: Literature Standard: Key Ideas and Details Cluster: 1,2,3 ||
 * **Establish Goals (MLR or CCSS):** **(G)** ||
 * Common Core Standards

//What understandings are desired?//
•they need to use evidence from the text to form stronger opinions on what Hamlet is about. •Shakespeare's choices on how he developed the play greatly impacted the work. ||
 * **//Students will understand that://** **(U)** ||
 * •Shakespeare uses themes and develops them through out the work.

//What essential questions will be considered?//
•Why does evidence from the text make your opinions stronger? •How does Shakespeare's use of plot and character development impact the play? ||
 * **Essential Questions:** **(Q)** ||
 * •How does Shakespeare use the plot to explain the themes (big ideas, lessons) in Hamlet?

//What key knowledge and skills will students acquire as a result of this unit?//
tragedy, motif, symbol •Critical Detail: rising action (ghost's first appearance), climax (stabbing of polonius), falling action (Hamlet sent to England to be killed. •Important Events and People: William Shakespeare wrote the play in 1600-1602
 * **//Students will know://** **(K)** || **//Students will be able to://** **(S)** ||
 * •Vocabulary: theme, plot characterization

Characters from the play: Hamlet, Claudius, Gertrude, Polonius, Horatio, Ophelia || •demonstrate what a theme is and how they are developed. •evaluate Hamlet's transition into madness and decide if he is acting or really is mad. •perform scenes from Hamlet to understand why it is a play and not a novel. •compare and contrast characters in the play and their importance. •state themes from Hamlet and reflect on how it relates to real life, and today. •recognize evidence from the text is important to draw conclusions from the play. ||
 * 2004 ASCD and Grant Wiggins and Jay McTighe.**