L2+Fasulo,+Leanne

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

** LESSON PLAN FORMAT **


 * __ Teacher’s Name __**** : Ms. Fasulo __Lesson #:__ 1 __Facet:__ Explain **

**__Grade Level:__ 11-12 __Numbers of Days:__ 3**

**__Topic:__** **Themes and how they are developed**


 * __PART I:__ **

**__Objectives__**

**Student will understand that** Shakespeare uses themes and develops them through out the work.

**Student will know** vocabulary: theme, plot.

**Student will be able to** demonstrate what a theme is and how they are developed.

**Product:** Blog

**__Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment__**

Common Core Standards

Content Area: Reading

Grade Level: 11-12

Domain: Literature

Standard: Key Ideas and Details

Cluster: 1,2,3

**Rationale:** Students will discover the themes Shakespeare uses in //Hamlet// by writing blog entries in the first point of view of a character in Hamlet on what lesson or big idea the character learned at the end of the play.

**__Assessments__**

**__Pre-Assessment: (Lesson 1 only)__** Students will write down on paper what they know or think about the topic and then share them with a partner. After sharing with a partner their thoughts will be shared with the class.

**__Formative (Assessment for Learning)__**

**Section I – checking for understanding during instruction**

Students will flag information in the book that pertains to their character that they will want to remember for their blog entry on a sticky note. To make sure that they have an understanding of their character and what the character is learning from the plot the teacher will check the sticky notes.

**Section II – timely feedback for products (self, peer, teacher)**

Students will self assess their blog entries with a checklist, and then peer assess with a partner. The teacher will check the blog entries with the same checklist and allow the students to make corrections if needed.

**__Summative (Assessment of Learning):__**

Students will write a journal entry on each main character (Hamlet, Claudius, Gertrude, Polonius, Ophelia, Horatio) in first POV on what they have learned (or would have learned if they die in the play) at the end of the play. The posts will be broken up into multiple entries so there will be one post for each main character (there will be 6 posts in all). Each post must be 250-300 words long written in 12 point font, double spaced, in Times New Roman.

**__Integration__**

**Technology:**

Students will be using online blogs to post their first person point of view character posts for the final product of this lesson.

**Content Areas:**

Writing: Students will write their own first person blog post of a character about what they have learned at the end of the play.

**__Groupings__**

**Section I - Graphic Organizer & Cooperative Learning used during instruction**

Story map 2 will be used to learn how a plot is formed and how it can uncover central themes. Students can choose to work with a partner or alone to complete the graphic organizer.

**Section II – Groups and Roles for Product**

Students will work individually and be responsible for their own blog entries. However, students are to work side by side with other students who are also writing blog entries to give feedback, and reflect on their work by giving and receiving comments.

**__Differentiated Instruction__**

**__MI Strategies__**

**Verbal**: Students will write a blog entry in the first person point of view of a character in //Hamlet//.

**Logical**: Students will reason what theme is the most important to //Hamlet//, and why.

**Spatial**: Students will create a new book cover that they believe really captures a theme from the play

**Musical**: Students will write or find a song and explain why the artist's choices make the song what it is.

**Naturalist:** Students will take landscape photos of one place in different positions and explain how the position changes the perspective.

**Intrapersonal**: Students will pick a theme from Hamlet and reflect on how it relates to them personally.

**Interpersonal**: Students will be able to talk about how the themes from //Hamlet// have related to their lives in groups.

**Kinesthetic**: Students will express how the action scenes in //Hamlet// affect the plot.

**__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.

**Plan for accommodating absent students:**

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 cannot 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.


 * __ Extensions __**

**Type II technology:** Students will be using online blogs to post their first person point of view character posts for the final product of this lesson.

**Gifted Students:** Students will be able to write an alternative ending to //Hamlet// and come up with their own theme for the play. Students will then write a first person point of view character post about the alternative ending and what the character learned.

**__Materials, Resources and Technology__**
 * Laptops
 * Hand outs/ Story Map 2
 * Checklists
 * LCD Projector
 * Post it notes
 * Copy of //Hamlet//
 * Paper copy of Ophelia excerpt

**__Source for Lesson Plan and Research__**

http://www.tumblr.com/

Tumblr is the blogging site that students will put their character posts on. It is fairly easy to use with out any need for tutorials. Simply make an account using an email and create a password. Then on your personal home page (dashboard) click on "Text" button to publish the entry. Photos and links can be added on the tool bar where the “Text” button is. []

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. http://www.eduplace.com/graphicorganizer/

Education Place is a website full of different types of graphic organizers. This is the site where the Story Map 2 came from that students will use in this lesson. []

This is an overview of Hamlet that students can use if they forget details, or who the characters are. Students should know that the teacher is aware of this site, and that this should only be used for a reference, copyright infringement is against school policy.

**__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)//

The classroom will be set up in a perimeter for most of the lesson, until they are working on the blogs where they will be placed in two's for peer assessment.

Day 1:
 * Hook- students will listen to an excerpt from Lisa Klein's novel //Ophelia// read by the teacher (20 minutes)
 * As a class students will discuss their landscape photos they have brought in (25 minutes)
 * Students will write down on a piece of paper what they believe a theme is, they will share with partner then pass it in to the teacher (20 minutes)
 * Students will copy down the new vocabulary on the board, and ask clarifying questions (15 minutes)

Day 2:

> > Day 3: > > Students will understand that Shakespeare uses themes and develops them through out the work. Even though Shakespeare wrote his plays hundreds of years ago his themes about revenge and greed are still prevalent in human culture today, and we can learn the consequences of our actions through them. Key Ideas and Details: //Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide and objective summary of the text**.**// > > Students will listen to a short excerpt read by the teacher from Lisa M. Klein's book //Ophelia// that is the story of //Hamlet// through Ophelia's point of view. By this point in time students will have read the entire play of //Hamlet//, and have discussed what Hamlet is about. The hook will get the students to start thinking about stories from another point of view for their blog entry that they will have known about since before reading //Hamlet//. While the teacher is reading students will follow along with a paper copy and write down the differences between Klein’s book and Shakespeare’s. Depending on the class the teacher will read or the students will take turns reading the excerpt. > > **Where, Why, What, Hook Tailors:** Linguistic, Musical > > Students will know vocabulary: theme, plot. **See Content Notes** The class will fill out the Story map 2 graphic organizers this will be used to record the plot of the play and then make connections of how a theme is formed through the plot. Students are allowed to work on their graphic organizer with a partner, but must turn in their own copy. If the instructions are unclear students can ask questions as the teacher is walking around and checking their work. During instruction students will be able to ask clarifying questions when defining the vocabulary and during the class discussions. Students will have written sticky notes, for the Flag It activity, on the main characters while reading the play (the play should be already read by the time this lesson starts). In the notes students stopped at certain points and wrote how they felt about the situation, how the character felt, and themes the character is representing. The teacher will have checked during class to make sure they are doing this activity. > > **Equip, Explore, Rethink, Revise, Refine, Tailors:** Linguistic, Logical, Spatial, Intrapersonal, Interpersonal > > Students will be able to demonstrate what a theme is and how themes are developed by the end of this lesson. The story map graphic organizer that they will fill out will show how the plot develops the theme in a work, and students will discuss what they believe the themes in //Hamlet// are after receiving the definition of what a theme is. Students will determine that the theme is the big idea, or lesson in the play and will write their own character entries on what each main character has learned by the end of the play. The blog entries will be in the first person point of view (i.e. journal entry, narrative, letter to self or other character). If the character has died the blog entry would be written about what they would have learned if they had survived. There will be a total of six different entries about six different characters. Before submitting their blogs to be graded students will have the opportunity to peer review with a checklist and make any revisions that are necessary. > > > **Explore, Experience, Revise, Refine, Tailors:** Linguistic, Intrapersonal, Interpersonal > > Students will be able to sit next to their peers in groups of two and be able to talk to each other about their blogs. They will share information with each other, and be able to ask questions. If their peers cannot answer their question the teacher will be available during class, or can send an email if they are working on it at home. The links to the blogs will be posted on the class wiki so students can look at their peer's blogs to see if they are on the right track. When the students feels they have created a good draft they will be able to peer assess with a partner using a checklist. The students will be able to revise their blog entries before being graded. The teacher will comment on the blog with positive specific feedback and use the checklist for future suggested improvements. > > **Evaluate, Tailors:** Interpersonal, Intrapersonal, Linguistic, Logical > > **__Content Notes__** > Students will know vocabulary: theme, plot. > > **[Note:** By this point in time students will have read the entire play of //Hamlet//, and have discussed the overview on what Hamlet is about. Students will have written sticky notes (**Flag It** Activity) on the main characters while reading. In the notes students stopped at certain points and wrote how they felt about the situation, how the character felt, and themes the character is representing. The teacher will have checked during class to make sure they are doing this activity. ]
 * Students will list themes from Hamlet. The themes will be written on the board and students will copy them down. (20 minutes)
 * The students will reason about which theme is the most important to the book. (20 minutes)
 * Students will talk about how the themes relate to their lives in groups and then to the whole class. (15 minutes)
 * Then students will on a piece of paper reflect on one theme that they can relate to the most and pass in to the teacher. (15 minutes)
 * Students will start to fill out the graphic organizer (Story Map 2) about //Hamlet's// plot, finish for homework (10 minutes)
 * Explanation of the first person point of view blog entries assignment (20 minutes)
 * Tutorial on how to sign up for a blog and show examples of good blog posts (20 minutes)
 * Students will have the rest of the class to work on their blogs, when done students can work on the song and book cover assignment (40 minutes)


 * Hook **

Students will listen to a short excerpt read by the teacher from Lisa M. Klein's book //Ophelia// that is the story of //Hamlet// through Ophelia's point of view. The hook will get the students to start thinking about stories from another point of view for their blog entry that they will have known about since before reading //Hamlet//. While the teacher is reading students will follow along with a paper copy and write down the differences between Klein’s book and Shakespeare’s. Depending on the class the teacher will read or the students will take turns reading the excerpt.

**Perspective Activity**

Students will have taken landscape pictures from the same location, but in different spots. Have a discussion about how the difference in position can change the entire perspective. Relate this to the Ophelia excerpt.

**Pre-Assessment**

On a piece of paper ask students to write about what they believe a theme is. The papers will be shared with a partner and then collected by the teacher.

**Vocabulary**

Write the words //theme// and //plot// on the board. Students will brainstorm about what they believe these words mean and the teacher on a class wiki will record them. When the brainstorming is over the teacher will show them these definitions.

//Theme:// the general idea or insight about life that a writer wishes to express.

//Plot:// the struggle found in fiction. Conflict/Plot may be internal or external and is best seen in (1) Man in conflict with another Man: (2) Man in conflict in Nature; (3) Man in conflict with self. Students may want to write down the definitions, however if they do not the definitions will be posted on the class wiki to reference later. Students will ask any clarifying questions that they have.


 * Discussing Themes In Hamlet **
 * Students will list themes from Hamlet. The themes will be written on the board and students will copy them down.
 * The students will reason about which theme is the most important to the book.
 * Students will talk about how the themes relate to their lives in groups and then to the whole class.
 * Then students will on a piece of paper reflect on one theme that they can relate to the most and pass in to the teacher.

**Graphic Organizer**

Hand out Story Map 2. Students will fill out the organizer to learn how a plot is formed and uncover themes. Students will also express how the action scenes affect the plot on the back of the organizer. The students are allowed in work in pairs, but must complete and hand in their own organizer. Students can choose who they want to work with for this part.

**Explain Summative Assessment**

Students will write a journal entry on each main character (Hamlet, Claudius, Gertrude, Polonius, Ophelia, Horatio) in first POV on what they have learned (or would have learned if they die in the play) at the end of the play. The posts will be broken up into multiple entries so there will be one post for each main character (i.e. there will be 6 posts in all). Each post must be 250-300 words long written in 12-point font, double-spaced, in Times New Roman.

**The Blog Entries**

Have students relate the themes to the characters from the graphic organizer and let them start drafts. Ask students if they are stuck to look at the post it notes they should have flagged (from the **Flag it** Activity) while reading //Hamlet//. The post it notes will have been checked by the teacher once the play is done to check for understanding. Once the draft is done students should evaluate their own entries with a checklist. Students will share drafts with their peers using a checklist. When done with the final revisions have students upload their posts to their blogs.

**Extra Assignments**

Students when finished with their blog entries in class will work on these two assignments: > > When done students will upload the song with the explanation and/or picture to their blog. If the picture cannot be uploaded make a note on the blog, and hand in the work. If this assignment is not done in class it will be done for homework. > > **__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__//** > > **//Clipboard://** Students will organize their thoughts using a graphic organizer, sticky notes, and drafts. Students will be given a checklist to make sure they understand what the teacher expects of them. They will also be asked to label their blog posts in a specific format. Instructions for the blog posts will be handed out to make sure there is no confusion. > > **//Microscope://** Students will brainstorm and explore the themes of //Hamlet// in a class discussion. Students will be able to reflect on why they believe their ideas are correct and use those themes in their blog entries. Students will be asked what they already know about themes in a pre-assessment activity and use their previous knowledge to learn more about what a theme is and how they are developed. In their blog entries students will be able to write detailed character entries to make the post sound as realistic as possible. > > **//Puppy://** The puppy learners will have a very safe environment during the class discussions. Students will be allowed to brainstorm what they believe the themes are in //Hamlet// and every idea is welcomed. Students are encouraged to work with their peers during the activities for friendly support. During peer assessment students are asked to give positive specific feedback. > > **//Beach Ball://** Students who are beach balls are supported mainly in the choices they are allowed to make. During the landscape perspective activity students are allowed to choose any location they want to take pictures of. They are also allowed to decide if they want their blog entries to be a journal writing, narrative, letter etc. The only requirement is that it is in the first person and is about a lesson they have learned (the lesson will be determined by the student). > > > **//Rationale://** The lesson helps reach students of all learning styles through a variety of ways. Students will be able to make choices, analyze, and understand what is expected of them. Students will have a welcoming environment and have the opportunity to work with the class, pairs, and alone. All in all, this lesson will be able to reach a class with diverse learning styles. > > **//Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//** > > **//Content Knowledge://** Students will understand the vocabulary: theme, and plot through class discussions, and a graphic organizer. Students will show the mastery of their understanding when they write their blog entries about what each main character learned at the end of this lesson. > > **//MLR or CCSS://** > Common Core Standards > Content Area: Reading > Grade Level: 11-12 > Domain: Literature > Standard: Key Ideas and Details > Cluster: 1,2,3 > > **//Facet://** > //Students will be able to demonstrate what a theme is and how they are developed.// To really grasp any work of literature students must understand the main idea the author wants to communicate to their readers. Students will use their knowledge of the theme to realize why Shakespeare developed his characters in the way that he did, or how people can form opinions about the play. This will build upon the other five lessons in this unit. > > **//Rationale://** This lesson and all the activities in it were built around the standard. The activities surround what the themes are in the play, and how they have been developed. Students will apply this information into coming up with their own ideas on what each character has learned from their role in the play. > > **//Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//** > > **//MI Strategies://** > > **Verbal**: Students will write a blog entry in the first person point of view of a character in //Hamlet//. > **Logical**: Students will reason what theme is the most important to //Hamlet//, and why. > **Spatial**: Students will create a new book cover that they believe really captures a theme from the play > **Musical**: Students will write or find a song and explain why the artist's choices make the song what it is. > **Naturalist:** Students will take landscape photos of one place in different positions and explain how the position changes the perspective. > **Intrapersonal**: Students will pick a theme from Hamlet and reflect on how it relates to them personally. > **Interpersonal**: Students will be able to talk about how the themes from //Hamlet// have related to their lives in groups. > **Kinesthetic**: Students will express how the action scenes in //Hamlet// affect the plot.
 * Write or find a song that uses one of the themes from //Hamlet//. In a blog entry explain what the theme, and point of view is. This assignment will help show students that themes are still around today.
 * Create a new book cover that they believe really captures a theme from the play
 * __ Handouts __**
 * Graphic Organizer (Story Map 2)
 * Checklist
 * Paper copy of Ophelia excerpt

**//Type II Technology://**

Students will be using online blogs to publish their first person point of view character posts for the final product of this lesson. They will have the chance to look at their peers' blogs to get an idea of how other students are using the technology and personalize their blog with the layout. Students have a minimum requirement for their entries, but can write as much detail as they desire after the minimum. The blogs will also be a place for them to write down their ideas and how they feel about the literature they are reading.

**//Rationale://** The MI strategies are a very important part of this lesson. They help make this lesson more engaging and meaningful to the students. Each intelligence is expressed and a large majority of them are used in the blogs. The intelligences that are not used in the core part of the lesson are encouraged to make their blogs more creative (i.e. musical, spatial) and to see learning through interesting diverse ways.

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

**//Formative://** This lesson has a couple different formative assessments. This first one is the pre-assessment where students write down what they believe a theme is. They will then share it with a partner and then pass it in to the teacher. The students will also use a flag it activity where the teacher will check for understanding on if the student has really grasped themes individual characters are involved with for their blog entries. Students will have the chance to peer assess their drafts of their blog entries with a checklist. Students will use this feedback and revise their blogs.

**//Summative://**

**__Blog Posts (25 points):__** Students will write a journal entry on each main character (Hamlet, Claudius, Gertrude, Polonius, Ophelia, Horatio) in first POV on what they have learned (or would have learned if they die in the play) at the end of the play. The posts will be broken up into multiple entries so there will be one post for each main character (there will be 6 posts in all). Each post must be 250-300 words long written in 12-point font, double-spaced, in Times New Roman. These posts are the graded part of the lesson, and students will have the chance to work on them with support. They will be able to ask questions to the teacher or their peers.

**//Rationale://** Both types of assessments are used during this lesson and will give both the teacher and student vital information. From the pre-assessment the teacher will understand what the students already know about themes and how much time the students will need for discussion and clarification. Students will also receive feedback on their blog entries and how they can improve them in the future.

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