L4+Fasulo,+Leanne

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

** LESSON PLAN FORMAT **


 * __ Teacher’s Name __**** : ** **Ms Fasulo** **__Lesson #:__ 4 __Facet__: Self-Knowledge**
 * __ Grade Level __**** : 11-12 ** **__Numbers of Days__: 2**
 * __ Topic __ : Evidence from the Text **


 * __ 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: motif
 * Student will be able to ** recognize evidence from the text is important to draw conclusions from the play.


 * Product: Podcast **

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 that they will be defending in a debate with their classmates. The debates will be recorded and made into a podcast.
 * Rationale: **


 * __ Assessments __**

Students will write down questions about how to debate, how to make a podcast, and any other clarifying questions. They will place the questions next to bubbles and pop the bubbles when the questions have been answered. The teacher will check their bubbles to make sure that all their questions are being addressed.
 * __ Formative (Assessment for Learning) __**
 * Section I – checking for understanding during instruction **

Each student in the debate team will self assess with the rubric that will be used to grade their project. The teacher will also assess the podcast with the rubric, and make suggestions on how to improve their project.
 * Section II – timely feedback for products (self, peer, teacher) **

Students will create their own podcasts in pairs debating their personal opinions about // Hamlet // using evidence from the text to back up their arguments. The podcasts will be done in Garageband where students will be able to edit their own projects. Podcasts will be between 5-8 minutes long and an outline of each student's arguments with evidence from the text will be turned in on the day the project is due. Students must debate in a respectful manner.
 * __ Summative (Assessment of Learning): __**

Students will be using Garage Band to create recordings of a debate that students will have about ambiguous topics in //Hamlet//.
 * __ Integration __**
 * Technology: **

Writing; students will write up the script of their podcast that will be turned in to the teacher. Public Speaking; students will debate each other about their opinions of //Hamlet//.
 * Content Areas: **

Sequence chart will be used to record reoccurring themes or motifs in // Hamlet //which they will be able to reference when they are compiling their evidence for their podcasts.
 * __ Groupings __**
 * Section I - Graphic Organizer & Cooperative Learning used during instruction **

Students will be placed in groups of two for their podcasts in which they will be debating each other about their opinions of //Hamlet//. Students are also allowed to work in groups or alone for the graphic organizer.
 * Section II – Groups and Roles for Product **


 * __ Differentiated Instruction __**


 * __ MI Strategies __**
 * Verbal ** : Students will write out a script for their podcast on Hamlet.
 * Logical ** : Students will come up with reasonable arguments for their podcasts of their opinions on // Hamlet // using evidence from the text.
 * Spatial ** : Students will come up with a picture that best explains what their podcast is about.
 * Musical ** : Students will create audio podcasts of their opinions of //Hamlet// using evidence from the text.
 * Intrapersonal ** : Students will reflect on their own opinions of //Hamlet// that will be used for their podcast debates.
 * Interpersonal ** : Students will have the opportunity to debate with their classmates on their opinions of //Hamlet//


 * __ 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 be using Garage Band to create recordings of a debate that students will have about ambiguous topics in //Hamlet//.
 * Type II technology: **

Students will research experts on //Hamlet// and find a scholar whom they do not share the same view with. They will create a detailed debate arguing against the scholar's opinions in their podcast with evidence from the text.
 * Gifted Students: **


 * __ Materials, Resources and Technology __**
 * Laptops
 * Hand outs/ Sequence Chart
 * Rubric
 * LCD Projector
 * Bubble Wrap
 * Copy of //Hamlet//

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

http://www.tnellen.com/cybereng/lit_terms/ 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://blog.macformusicians.com/garageband-tutorial/ Free online tutorial of Garageband where students can learn with videos. The site covers everything that they will need to know and more. It is intended for musicians, but covers vocals, background sounds, editing and more.

http://www.william-shakespeare.info/quotes-quotations-play-hamlet.htm List of important quotes from Hamlet that students can use for their debates when they are looking for evidence from the text.

http://www.sparknotes.com/shakespeare/hamlet/context.html 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. This site was used for the content notes.

http://www.william-shakespeare.info/quotes-quotations-play-hamlet.htm Website where the quotes came from for the content notes.


 * __ 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) //

Students will know vocabulary: motif.

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 podcasts students will be placed in pairs. Students can move their desks together or find a place around the room.

Day 1:
 * Hook- s tudents will listen to a short podcast on William Shakespeare to learn a little more about the play's author, and see what a podcast is. (10 minutes)
 * Explain summative assessment (25 minutes)
 * Discussion of Motifs - how they will help you find evidence for your podcasts... (20 minutes)
 * Fill out Sequence Chart (25 minutes)
 * Tutorial on Garageband (20 minutes)

Day 2:
 * Write script for podcast (35 minutes)
 * Conference with teacher (10 minutes)
 * record and edit podcast (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 able to draw conclusions from other books and be able to back up their opinions with evidence when questioned**.** 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.//

s tudents will listen to a short podcast on William Shakespeare to learn a little more about the play's author, and learn what a podcast is.


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

Students will know vocabulary: motif. **See Content Notes** Sequence chart, a graphic organizer, will be used to record reoccurring themes or motifs in // Hamlet //which they will be able to reference when they are compiling their evidence for their podcasts. They will be allowed to work in groups, but will be required to fill out their own organizer. To check for understanding students will write down questions about how to debate, how to make a podcast, and any other clarifying questions. They will place the questions next to bubbles and pop the bubbles when the questions have been answered. The teacher will check their bubbles to make sure that all their questions are being addressed.


 * Equip, Explore, Rethink, Revise, Refine, Tailors: ** Linguistic, Interpersonal, Spatial, 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 podcasts students will be placed in pairs. Students can move their desks together or find a place around the room. Students will show a higher learning of using evidence from the text by debating each other. The students will organize the points that they want to make, and find quotes or scenes that back up what they believe. Students will work with a partner who is on the opposite side of their view to create the podcast. The students will come up with a script and show it to the teacher. The teacher will then make suggestions to help them improve their project and allow the students to make corrections before recording their debate.


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

Class time will be provided for students to work on their debates. 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 self assess their work with the rubric before meeting with the teacher. The teacher will go over the script with the rubric and make suggestions for improvement. Students will be able to make changes before recording their debate.


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


 * __ Content Notes __**

A recurrent thematic element in an artistic or literary work; A dominant theme or central idea.
 * Motif:**

__Misogyny__ "Shattered by his mother’s decision to marry Claudius so soon after her husband’s death, Hamlet becomes cynical about women in general, showing a particular obsession with what he perceives to be a connection between females and moral corruption. This motif of misogyny, or hatred of women, occurs sporadically throughout the play, but it is an important inhibiting factor in Hamlet’s relationships with Ophelia and Gertrude. He urges Ophelia to go to a nunnery rather than experience the corruptions of the female gender and exclaims of Gertrude, “Frailty, thy name is woman” (I.ii.146)."
 * Motifs in Hamlet**

__Ears and Hearing__ "One facet of // Hamlet’ //s exploration of the difficulty of attaining true knowledge is slipperiness of language. Words are used to communicate ideas, but they can also be used to distort the truth, manipulate other people, and serve as tools in corrupt quests for power. Claudius, the shrewd politician, is the most obvious example of a man who manipulates words to enhance his own power. The sinister uses of words are represented by images of ears and hearing, from Claudius’s murder of the king by pouring poison into his ear to Hamlet’s claim to Horatio that “I have words to speak in thine ear will make thee dumb” (IV.vi.21). The poison poured in the king’s ear by Claudius is used by the ghost to symbolize the corrosive effect of Claudius’s dishonesty on the health of Denmark. Declaring that the story that he was killed by a snake is a lie, he says that “the whole ear of Denmark” is “Rankly abused. . . .” (I.v.36–38)."

**Symbols of Hamlet**
 * Yurik's Skull

**A Few Controversial Topics in Hamlet**
 * Did Hamlet really love Ophelia or was he just leading her on?
 * Was Hamlet insane or pretending to be?
 * Should Hamlet have waited so long to confront Claudius or did he do the right thing to wait?
 * Is Hamlet's tragic flaw his inability to act or is it something else?

Alchin, L.K. William Shakespeare info (the Complete Works online) e.g. Retrieved November 16 2008 from www.william-shakespeare.info
 * Important Quotations in Hamlet**
 * quotes from:**

"To be, or not to be: that is the question". Hamlet quote (Act III, Sc. I). "Neither a borrower nor a lender be; For loan oft loses both itself and friend, and borrowing dulls the edge of husbandry". Hamlet quote Act I, Sc. III). "This above all: to thine own self be true" Hamlet quote (Act I, Sc. III). "Though this be madness, yet there is method in 't." Hamlet quote (Act II, Scene II). "That it should come to this!". Hamlet quote (Act I, Scene II). "There is nothing either good or bad, but thinking makes it so" Hamlet quote (Act II, Sc. II). "What a piece of work is man! how noble in reason! how infinite in faculty! in form and moving how express and admirable! in action how like an angel! in apprehension how like a god! the beauty of the world, the paragon of animals! " Hamlet quote (Act II, Sc. II). "The lady doth protest too much, methinks". Hamlet ( Quote Act III, Sc. II). "In my mind's eye". Hamlet quotation (Quote Act I, Scene II). "A little more than kin, and less than kind". (Hamlet Quote Act I, Scene II). "The play 's the thing wherein I'll catch the conscience of the king". Hamlet Quote (Act II, Scene II). "And it must follow, as the night the day, thou canst not then be false to any man". (Hamlet Quote Act I, Scene III)." "This is the very ecstasy of love". - ( Hamlet Quote Act II, Sc I). "Brevity is the soul of wit". - Hamlet Quote (Act II, Scene II). "Doubt that the sun doth move, doubt truth to be a liar, but never doubt I love". Hamlet Quote (Act II, Sc. II). "Rich gifts wax poor when givers prove unkind". - (Hamlet Quote Act III, Scene I). "Do you think I am easier to be played on than a pipe?" Hamlet Quote (Act III, Sc. II). "I will speak daggers to her, but use none". - (Hamlet Quote Act III, Sc. II). "When sorrows come, they come not single spies, but in battalions". - (Hamlet Quote Act IV, Scene V).


 * __ Handouts __**
 * Sequence Chart
 * Rubric


 * __ 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 rubric 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 motifs and themes in play, and they will be able to reference it when making their summative assessment. Students will write a script for their debate to outline their arguments.
 * // Clipboard: //**

Microscopes will be able to discover their ideas and their peers ideas about controversial topics in Hamlet. They will debate, and reason with each other for their final product. They will find evidence from the text to back up their opinions.
 * // Microscope: //**


 * // Puppy: //** Students will be able to work in pairs for their summative assessment so that they will always 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 write down any questions and concerns that they have and place bubble wrap by them. When the question is answered the students will pop the bubble. The teacher will check to see if all their questions have been addressed. All debates are expected to be respectful when a person is expressing their opinions.


 * // Beach Ball: //** Students will have freedom in deciding what they want to debate and what evidence they will use to back it up. How they set up the debate is up to them. They will have the chance to make the podcasts creative by creating a podcast photo, adding sound effects, and/or background music.

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: motif. They will use reoccurring ideas to stress their arguments that they will be making in their podcast debates. Students will show their knowledge through the graphic organizer, class discussions, their bubble wrap activity, and through the debates.
 * // 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 creating podcasts where they will debate their peers with evidence from //Hamlet// about the work.
 * // Rationale: //**


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


 * // MI Strategies: //**
 * Verbal ** : Students will write out a script for their podcast on Hamlet.
 * Logical ** : Students will come up with reasonable arguments for their podcasts of their opinions on // Hamlet // using evidence from the text.
 * Spatial ** : Students will come up with a picture that best explains what their podcast is about.
 * Musical ** : Students will create audio podcasts of their opinions of //Hamlet// using evidence from the text.
 * Intrapersonal ** : Students will reflect on their own opinions of //Hamlet// that will be used for their podcast debates.
 * Interpersonal ** : Students will have the opportunity to debate with their classmates on their opinions of //Hamlet//

Students will create their own podcasts in pairs debating their personal opinions about // Hamlet // using evidence from the text to back up their arguments. The podcasts will be done in Garageband where students will be able to edit their own projects. Podcasts will be between 5-8 minutes long and an outline of each student's arguments with evidence from the text will be turned in on the day the project is due. Students must debate in a respectful manner.
 * // 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 create podcasts of their debates about their opinions of //Hamlet//.
 * // 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 bubble wrap activity. The graphic organizer will be collected by the teacher to check for understanding. The bubble wrap activity will be checked by the teacher to make sure all their questions are answered. The will also teacher assess their projects with the rubric so that students can go back and make revisions before the assignment is due.
 * // Formative: //**

Students will create their own podcasts in pairs debating their personal opinions about // Hamlet // using evidence from the text to back up their arguments. The podcasts will be done in Garageband where students will be able to edit their own projects. Podcasts will be between 5-8 minutes long and an outline of each student's arguments with evidence from the text will be turned in on the day the project is due. Students must debate in a respectful manner.
 * // Summative: //**

Both the summative and formative assessments are used to give feedback to the students and the teacher. With the bubble wrap 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 podcasts and will be able to use that feedback to improve their projects. 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: //**
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