L3+Fasulo,+Leanne

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

** LESSON PLAN FORMAT **


 * __ Teacher’s Name __**** : Ms. Fasulo ** **__ Lesson #: __ 3 __ Facet: __ Perspective **


 * __ Grade Level __**** : 11-12 ** **__Numbers of Days__: 3**
 * __ Topic __ : Characters of //Hamlet// **


 * __ PART I: __**


 * __ Objectives __**
 * Student will understand that ** Shakespeare's choices on how he developed the play greatly impacted the work
 * Student will know ** characters from the play: Hamlet, Gertrude, Horatio, Polonius; vocabulary: characterization
 * Student will be able to ** compare and contrast characters in the play and their importance


 * Product: Facebook Profile **

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 understand the importance of characters and their relationships to each other by creating social network profiles of each of the main characters in //Hamlet.//
 * Rationale: **


 * __ Assessments __**

Students will do a take and pass activity where they will write one fact and one opinion about a character on a piece of paper and pass it on to the next student. The collection of information will be posted on the teacher's wikispace so all students can have access to it.
 * __ Formative (Assessment for Learning) __**
 * Section I – checking for understanding during instruction **

Student's will share their character Facebook profiles with the teacher, student will ask any clarifying questions that they have with the project and rubric and be able to make revisions to their product.
 * Section II – timely feedback for products (self, peer, teacher) **

Students will make three Facebook profiles for main characters in // Hamlet // using information from the text. Profiles will include a friend list, profile picture, groups and interests section, wall posts, and an info heading. Students will present their profiles in class and be graded on not only the product, but the oral presentation. The profiles must be printed out (black and white is fine) on the day of the presentation and given to the teacher.
 * __ Summative (Assessment of Learning): __**

Students will be using Fakebook, an online template, to digitally create their social networking profiles.
 * __ Integration __**
 * Technology: **

writing: students will write online posts of characters having internet conversations on the Facebook profiles. Humanities: students will evaluate characters and use their personalities to make the profiles.
 * Content Areas: **

Students will use the Fact Vs. Opinion diagram writing one fact of each of the main characters in one box, and then their personal opinion of the character in the one across from it.
 * __ Groupings __**
 * Section I - Graphic Organizer & Cooperative Learning used during instruction **

Students can work alone or with a partner to create their Facebook profiles on the main characters of Hamlet.
 * Section II – Groups and Roles for Product **


 * __ Differentiated Instruction __**


 * __ MI Strategies __**


 * Verbal ** : Students will discuss the word choice that Shakespeare uses and how it is so powerful to the work.
 * Logical ** : Students will solve Hamlet's problem with Claudius in a logical way rather than the emotional approach that is taken in the play.
 * Spatial ** : Students will create their own version of Millais' painting.
 * Musical ** : Students can create a song that they think would be perfect for an important scene in the play.
 * Naturalist ** : Students will find pictures of landscapes that remind them of Ophelia's suicide.
 * Intrapersonal ** : Students will reflect on which character that they relate the most to.
 * Interpersonal ** : Students will talk about the main characters and explain how they feel about them.
 * Kinesthetic: ** Students will pretend to be a character from the play and act out different scenarios that could have happened


 * __ 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 Fakebook, an online template, to digitally create their social networking profiles.
 * Type II technology: **

Gifted students will make a profile of Shakespeare and on his wall he will have discussions with his characters from //Hamlet//.
 * Gifted Students: **


 * __ Materials, Resources and Technology __**
 * Laptops
 * Fact V. Opinion Graphic Organizer
 * Rubric
 * LCD Projector
 * Copy of //Hamlet//

[] This website is where the graphic organizer, Fact V. Opinion, 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.classtools.net/fb/home/page Fakebook is a template that students and teachers can use to make profiles of people, and literary characters.

http://www.gimp.org/ Gimp is a photo editing program that is free for anyone to use. The website provides tutorials if a user is new to photo editing software. Students can use gimp to add a "Groups and Interests" section that Fakebook does not provide. The student if they want to be more creative can add other information about a character such as favorite books, music, etc.

[] 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.sparknotes.com/shakespeare/hamlet/characters.html Site where the character descriptions 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 discussion and note taking. 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 Facebook Profiles the desks will be placed depending on if students are working together or alone.

Day 1:
 * Hook- Students will view an interpretation of Ophelia by artist John Everett Millais (20 minutes)
 * Explanations of Characters (30 minutes)
 * Discussion and Reflection of Characters (30 minutes)

Day 2:
 * Pass and Take Activity (20 minutes)
 * Explanation of Summative Assessment (20 minutes)
 * Class time to work on Summative Assessment (40 minutes)

Day 3:
 * Last Minute Preparation to projects (15 minutes)
 * Presentations (65 minutes)

Students will understand that Shakespeare's choices on how he developed the play greatly impacted the work. Knowing how authors make their decisions on how to create a character can help with dissecting and analyzing characters from other books in English classes. Key Ideas and Details: // Analyze the impact of the author's choice regarding how to develop and relate elements of a story or drama. //

Students will view an interpretation of Ophelia by artist John Everett Millais. The class will discuss how they feel towards the character and how Shakespeare's choices on how he developed Ophelia affect their emotions.


 * Where, Why, What, Hook Tailors: **Spatial, Interpersonal

Students will know characters from the play: Hamlet, Gertrude, Horatio, Polonius; vocabulary: characterization. **See Content Notes**Students will use the Fact Vs. Opinion diagram writing one fact of each of the main characters in one box, and then their personal opinion of the character in the one across from it. This will be helpful for when students create their Facebook profiles when they will need to use this information for the wall posts. Students will do a take and pass activity where they will write one fact and one opinion about a character on a piece of paper and pass it on to the next student. The collection of information will be posted on the teacher's wikispace so all students can have access to it.


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

For the beginning of the class the desks will be placed in a perimeter for discussion and note taking. 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 Facebook Profiles the desks will be placed depending on if students are working together or alone. Students will be allowed to ask advice from their peers if they are working on their projects alone. To show a higher learning students with take the information that they have learned and create social networking profiles of the main characters of //Hamlet.// Students will show that they understand the relationships and importance of the characters. They will also demonstrate how the choices Shakespeare made on how to develop his characters influence how readers feel about them. Students will show their profiles to the teacher whom they will conference with. The teacher will then allow the students to make any corrections needed.


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

Class time will be provided for the students to work on creating their social networking profiles. In this time the teacher will be available to ask clarifying questions or make suggestions. 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. Students will conference with the teacher to go over their profile drafts. The teacher using the rubric will make suggestions and students will have the chance to revise their work before the project is due.


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


 * __ Content Notes __**
 * The Characters of Hamlet **

__ Hamlet __ The Prince of Denmark, the title character, and the protagonist; Hamlet is the son of Queen Gertrude and the late King Hamlet, and the nephew of the present king, Claudius. Hamlet is melancholy, bitter, and cynical, full of hatred for his uncle’s scheming and disgust for his mother’s new marriage. A reflective and thoughtful young man who has studied at the University of Wittenberg, Hamlet is often indecisive and hesitant, but at other times prone to rash and impulsive acts.

__ Gertrude __ The Queen of Denmark, Hamlet’s mother, recently married to Claudius. Gertrude loves Hamlet deeply, but she is a shallow, weak woman who seeks affection and status more urgently than moral rectitude or truth.

__ Claudius __ The King of Denmark, Hamlet’s uncle, and the play’s antagonist; The villain of the play, Claudius is a calculating, ambitious politician, driven by his sexual appetites and his lust for power, but he occasionally shows signs of guilt and human feeling—his love for Gertrude, for instance, seems sincere.

__ Polonius __ The Lord Chamberlain of Claudius’s court, a pompous, conniving old man; Polonius is the father of Laertes and Ophelia.

__ Ophelia __ Polonius’s daughter; a beautiful young woman with whom Hamlet is in love with. Ophelia is a sweet and innocent young girl, who obeys her father and her brother, Laertes. Dependent on men to tell her how to behave, she gives in to Polonius’s schemes to spy on Hamlet. Even in her lapse into madness and death, she remains maidenly, singing songs about flowers and finally drowning in the river amid the flower garlands she had gathered.

__ Horatio __ Hamlet’s close friend, who studied with the prince at the university in Wittenberg; Horatio is loyal and helpful to Hamlet throughout the play. After Hamlet’s death, Horatio remains alive to tell Hamlet’s story.

__ Characterization __ is the method used by a writer to develop a character. The method includes (1) showing the character's appearance, (2) displaying the character's actions, (3) revealing the character's thoughts, (4) letting the character speak, and (5) getting the reactions of others.
 * Vocabulary **

>
 * __ Handouts __**
 * Fact V. Opinion Graphic Organizer
 * 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 organizer their thoughts about different characters in the play, and they will be able to reference it when making their summative assessment. The information gathered about the different characters from the take and pass activity will also be provided for students online so that they have resources to go back to when creating their profiles.
 * // Clipboard: //**

Students will be able to analyze the characters in the play and be able to use that information for higher level thinking when creating their profiles. The profiles are asked to be as truthful to the character as posible and students will have to explore the characters to be able to do this. The students will also be analyzing the characters during class discussions.
 * // Microscope: //**

In all class discussions puppies can feel comfortable in a welcoming environment. All ideas will be welcome, and no questions are ever considered unimportant. The take and pass activity will allow students to check in with the teacher in a safe medium by writing down what they know, and what still needs to be addressed. Conferences with the teacher will also be done to make sure the students are on the right track.
 * // Puppy: //**

Students will have personal freedom when creating their profiles by being able to choose which characters will post on other character's walls. They will also be able to draw or pick pictures to use as profile pictures, and choose groups that the characters would join if they had a social networking profile.
 * // Beach Ball: //**

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.
 * // Rationale: //**


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

Students will know characters from the play: Hamlet, Gertrude, Horatio, Polonius; vocabulary: characterization. Students will show their understanding through class discussion, the take and pass activity, and their character profiles.
 * // 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 understand that Shakespeare's choices on how he developed the play greatly impacted the work. They will be able to see how perspective, characters, plot, and the setting are important in literature and be able to use this information to analyze other texts.
 * // Facet: //**

This lesson and all the activities in it were built around the standard. The activities surround characterization and the choices Shakespeare makes to develop his work. Students will apply this information by creating Facebook profiles showing the relationships between the characters and their importance.
 * // Rationale: //**


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


 * // MI Strategies: //**
 * Verbal ** : Students will discuss the word choice that Shakespeare uses and how it is so powerful to the work.
 * Logical ** : Students will solve Hamlet's problem with Claudius in a logical way rather than the emotional approach that is taken in the play.
 * Spatial ** : Students will create their own version of Millais' painting.
 * Musical ** : Students can create a song that they think would be perfect for an important scene in the play.
 * Naturalist ** : Students will find pictures of landscapes that remind them of Ophelia's suicide.
 * Intrapersonal ** : Students will reflect on which character that they relate the most to.
 * Interpersonal ** : Students will talk about the main characters and explain how they feel about them.
 * Kinesthetic: ** Students will pretend to be a character from the play and act out different scenarios that could have happened


 * // Type II Technology: //**

Students will make three Facebook profiles for main characters in // Hamlet // using information from the text. Profiles will include a friend list, profile picture, groups and interests section, wall posts, and an info heading. Students will present their profiles in class and be graded on not only the product, but the oral presentation. The profiles must be printed out (black and white is fine) on the day of the presentation and given to the teacher.

The MI strategies are used throughout the lesson. Most of them can be found in the discussions and the summative assessment. To make sure the others are reached extra assignments that students can do in their free time for credit are suggested. Type II technology will be used by students to digitally create their social networking profiles on Fakebook, an online template.
 * // 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 graphic organizers, and the take and pass activity. Both of these will be collected by the teacher to check for understanding. The take and pass papers will be posted online for students to use as a reference when creating their summative assessments. There will also be a teacher conference with the rubric so that students can go back and make revisions before the assignment is due.
 * // Formative: //**


 * // Summative: //**

Students will make Facebook profiles for main characters in // Hamlet // using information from the text. Profiles will include a friend list, profile picture, groups and interests section, wall posts, and an info heading. Students will present their profiles in class and be graded on not only the product, but the oral presentation. The profiles must be printed out (black and white is fine) on the day of the presentation and given to the teacher. Students will have a chance to revise their work after conferencing with the teacher who will make suggestions that they can keep in mind when doing other projects. A rubric will be provided to the students so they understand exactly what is expected from them.

Both the summative and formative assessments are used to give feedback to the students and the teacher. With the pass and take activity the teacher can get an understanding of how well the students understand the characters, and if they need to be addressed with a different approach. Students will get direct feedback from their classmates during the peer assessment and will be able to use that feedback to improve their short stories. The teacher will provide the students with feedback that students can use on 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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