S3+Fasulo,+Leanne

=Stage 3 - Plan Learning Experiences and Instruction=

// **Note:** // How are you using technology as a teacher? How are your students using technology? [|Verbal-Linguistic] [|Logical/Mathematical] [|Visual/Spatial] [|Bodily/Kinesthetic] [|Musical/Rhythmic] [|Intrapersonal] [|Interpersonal] [|Naturalist]
 * (W) .1** Students understand that....**(Where)**, Real Life **(Why)**, MLR or CCSS **(What**)
 * (H)** **.2** Engage (**Hook)**
 * (E)** **.3** Students will know...(**Equip**), [|Graphic Organizer] and[| Cooperative Learning] the content (**Explore**), working on product (partners, teams...) (**Experience**)
 * (R)** **.4** Checking for Understanding Strategies during instruction (**Rethink),** Self-Assessment using Rubrics or Checklist, feedback by students **(Rethink/Revise),** and feedback by teacher on Product (**Revise**/**Refine**),
 * (E)** **.5** Formative Assessment - **Pre-Assessment:** (note:lesson 1 only), **Checking for Understanding**: and **Timely Feedback: (Evaluate**)
 * (T)** **.6** Give an example of each Multiple Intelligences **(Tailor**)
 * (O)** **.7** Students will be able to ...( **Organize**), Product: Type II Technology, Number of Days:

[|Recipes4Success Lesson Library]. Here you will find exciting, standards-based lessons for Tech4Learning products. Each lesson includes step-by-step directions for both teachers and students, as well as links to high-quality examples, templates, and support resources.

=Lesson 1= =Lesson 2=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 1.1 Students will understand that Shakespeare uses themes and develops them through out the work. **(Where)** 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. **(Why)** 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. **(**//**What)**
 * (H)**1.2 Student's will listen to a short excerpt from Lisa M. Klein's book //Ophelia// which is the story of //Hamlet// through Ophelia's point of view. This will get the students to start thinking about stories from another point of view for their blog entry. **(Hook)**
 * (E)** 1.3 Students will know vocabulary: theme, plot. **(Equip)** Story map 2 will be used to learn how a plot is formed and how it can uncover central themes **(Explore)**. Students will start to write their first person character blog entries on their own, and then share then with a partner. **(Experience)**
 * (R)** 1.4 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. **(Rethinking)** Students will peer review with a checklist. **(Revise/Refine)**
 * (E)**1.5 **Pre-Assessment:** Students will be evaluated by a pair share that will be collected by the teacher on what a theme is, **Checking for Understanding:** their sticky note information on their character, **Timely Feedback:** self assessment, and peer assessment **(Evaluate)**.
 * (T)** 1.6
 * Verbal ** :Students will write a blog entry in the first person point of view of a character in the play.
 * Logical ** : Students will reason what theme is the most important to the book, 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// affects the plot. ( ** Tailor ** )
 * (O)** 1.7 Students will be able to demonstrate what a theme is and how they are developed. **(Explain)** Product: Blog # of days: 3 **(Organize)** ||

**Kinesthetic:** Students will use sketch up to create a theater that //Hamlet// could have been performed in during the 1600's. =Lesson 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 2.1 Students will understand that Shakespeare uses themes and develops them through out the work. **(Where)** Students can learn from Shakespeare's lessons from the books, because human nature is not so different from the 1600's to today's world. **(Why)** 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.// **(What)**
 * (H)**2.2 Student will watch a movie clip of an actor reciting one of Hamlet's soliloquies "To Be or Not to Be" to get them start thinking of the underlying messages http://www.youtube.com/watch?v=7740lGif65Y . **(Hook)**
 * (E)** 2.3 Students will know important events and people: William Shakespeare wrote //Hamlet// in 1600-1602. **(Equip)** Students will use a Venn Diagram to compare the time period of when //Hamlet// was written in to today. **(Explore)** Students will create wikispaces and write a modern day short story using a theme from //Hamlet// to show how the themes of //Hamlet// can still be related to day. **(Experience)**
 * (R)** 2.4 Students will fill out their thoughts on an exit ticket on how one theme can still be related to today's world. **(Rethinking)** Student's will peer review with a rubric. **(Revise/Refine)**
 * (E)** 2.5 **Checking for Understanding:** Students will be evaluated by their exit ticket, **Timely Feedback:** self assessment, and peer assessment. **(Evaluate)**
 * (T)** 2.6
 * Verbal ** : Students will create their own verses using iambic pentameter, Shakespeare's most used form using a theme from the play.
 * Logical ** : Students will figure out how something can be considered human nature.
 * Spatial ** : Students will look up paintings that were popular in the 1600's to learn about the culture in Shakespeare's time.
 * Musical ** : Students will listen to songs that were popular in the 1600's to learn about the culture in Shakespeare's time.
 * Naturalist ** :Students will find similarities and differences between the environments of Shakespeare's time and today.
 * Intrapersonal ** : Students will reflect on how the different time period can make the play feel outdated to the modern reader, and what makes it still an important piece of literature today.
 * Interpersonal ** :Students will talk about what themes that they have come up with from //Hamlet// that are not obvious.
 * (O)** 2.7 Students will be able to state themes from //Hamlet// and reflect on how it relates to today. **(Empathy)** Product: Wikispace # of days: 4 **(Organize)** ||

=Lesson 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 3.1 Students will understand that Shakespeare's choices on how he developed the play greatly impacted the work. **(Where)** 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. **(Why)** Key Ideas and Details: //Analyze the impact of the author's choice regarding how to develop and relate elements of a story or drama.// **(What)**
 * (H)**3.2 Students will view an interpretation of Ophelia by artist John Everett Millais. **(Hook)**
 * (E)** 3.3 Students will know characters from the play: Hamlet, Gertrude, Horatio, Polonius; vocabulary: characterization. **(Equip)** 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. **(Explore)** Students will make five character Facebook profiles of main characters in //Hamlet// showing their relationship to each other and their importance. **(Experience)**
 * (R)** 3.4 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. **(Rethinking)** 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. **(Revise/Refine)**
 * (E)** 3.5 **Checking for Understanding:** Students will be evaluated by their take and pass activity, **Timely Feedback:** self assessment, and teacher assessment. **(Evaluate)**
 * (T)** 3.6
 * 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.
 * (O)** 3.7 Students will be able to compare and contrast characters in the play and their importance. **(Perspective)** Product: Facebook # of days: 3 **(Organize)** ||

=Lesson 5=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)**4.1 Students will understand that they need to use evidence from the text to form stronger opinions on what Hamlet is about. **(Where)** Students will be able to draw conclusions from other books and be able to back up their opinions with evidence when questioned**.** **(Why)** 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.// **(What)**
 * (H)**4.2 Students will look a short podcast on William Shakespeare to learn a little more about the play's author, and see what a podcast is. http://www.youtube.com/watchv=_LD9EFJWqxY **(Hook)**
 * (E)** 4.3 Students will know vocabulary: motif. **(Equip)** Sequence chart will be used to record reoccurring themes or motifs in //Hamlet.// **(Explore)** Students will create podcasts debating their opinions on //Hamlet// using evidence from the play**. (Experience)**
 * (R)** 4.4 Students will create questions about creating a debate about their opinions on Hamlet; they will place the questions next to bubbles and pop the bubbles when the question has been answered. **(Rethinking)** Students will self assess with a rubric. **(Revise/Refine)**
 * (E)** 4.5 **Checking for Understanding:** Students will be evaluated by their bubble questions, **Timely Feedback:** self assessment, and teacher assessment. **(Evaluate)**
 * (T)** 4.6
 * 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//. **(Tailor)**
 * (O)**4.7 Students will be able to recognize evidence from the text is important to draw conclusions from the play. **(Self-Knowledge)** Product: Podcast # of days 2 **(Organize)** ||

Students will be prepared to defend their position on any topic that they choose to argue for in life. **(Why)** 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. // ** (What) ** =Lesson 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)**5.1 Students will understand that they need to use evidence from the text to form stronger opinions on what Hamlet is about. ** (Where) **
 * (H)**5.2 Students will watch a clip of Ophelia's last scene to show how insanity is an important theme in the play. http://www.youtube.com/watch?v=TfcsP-eKJF8 **(Hook)**
 * (E)** 5.3 Students will know vocabulary: symbol. **(Equip)** Spider map will be used to record instances where Hamlet seems to be going or acting mad including the page numbers for evidence. **(Explore)** Students will create a Google Doc writing an essay for or against Hamlet being truly mad in the play using evidence from the book**. (Experience)**
 * (R)** 5.4 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. **(Rethinking)** Students will send rough drafts of the essay to the teacher and peer assess in class. **(Revise/Refine)**
 * (E)** 5.5 **Checking for Understanding:** Students will be evaluated on their quick writes, **Timely Feedback:** peer assessment, and teacher assessment. **(Evaluate)**
 * (T)** 5.6
 * 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. **(Tailor)**
 * (O)**5.7 Students will be able to evaluate Hamlet's transition into madness and decide if he is acting or really is mad. **(Interpretation)** Product: Google Doc # of days 3 **(organize)** ||


 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)**6.1 Students will understand that Shakespeare's choices on how he developed the play greatly impacted the work. **(Where)** Students will be able to know how to approach other plays in future English classes, especially ones written by Shakespeare**. (Why)** Key Ideas and Details: //Analyze the impact of the author's choice regarding how to develop and relate elements of a story or drama.// **(What)**
 * (H)**6.2 Students will listen to a renaissance folk song called "Watkyns Ale" to inspire them to create a song for their iMovie presentation http://www.youtube.com/watch?v=D_SKpC6cdvs . **(Hook)**
 * (E)**6.3 Students will know critical details: rising action (ghost's first appearance), climax (stabbing of polonius), falling action (Hamlet sent to England to be killed; vocabulary: tragedy. **(Equip)** Observation chart will be used to write down lines that appear to be directing the characters or having the characters describe something to show the difference between dialog in a play verse a novel. **(Explore)** Students will create an iMovie presentation acting out scenes from //Hamlet// using actions described in the script. **(Experience)**
 * (R)** 6.4 Students will do a timed pair share together writing a scene that includes dialog describing actions and senses proving it is a play and not a novel. **(Rethinking)** Students will self assess and peer assess with a rubric. **(Revise/Refine)**
 * (E)** 6.5 **Checking for Understanding:** Students will be evaluated by their timed pair share, **Timely Feedback:** peer assessment, and self assessment. **(Evaluate)**
 * (T)** 6.6
 * Verbal ** : Students will write a script for a modern day scene on //Hamlet//.
 * Spatial ** : Students will paint or create a set for their iMovie presentations.
 * Musical ** : Students will write a song that will be included in their iMovie presentations that would have been popular in the 1600's.
 * Naturalist ** : Students will bring in pictures of landscapes by artists from the 1600's to help create a set for their iMovie projects.
 * Interpersonal ** : Students will work together to create an iMovie presentation performing a scene in //Hamlet//.
 * Kinesthetic: ** Students will perform scenes from //Hamlet.// **(Tailor)**
 * (O)**6.7 Students will be able to perform scenes from //Hamlet// to understand why it is a play and not a novel. **(Application)** Product: iMovie # of Days 4 **(Organize)** ||

2004 ASCD and Grant Wiggins and Jay McTighe