S+Fasulo,+Leanne

**Office: Five Willow Ledge** **Office Phone: XXX-XXX-XXXX** **Office Hours: 2-3 on Monday, Tuesday, and Thursday, or by appointment** ** E-mail: Leanne.Fasulo@maine.edu **
 * Teacher: Ms. Fasulo**

=Summary of Unit= // Hamlet // is one of William Shakespeare's greatest works of his lifetime, and is the play that students will be reading in this unit. Shakespeare's play deals with many themes such as greed, revenge, and madness. In this unit students will discover what a theme is and how they are developed in plays. They will also understand how choices made by the author about the plot, and characters can influence how an audience will feel and react. Students will understand the importance of finding evidence in the text and how it helps argue for personal interpretations. To show their learning students will create a portfolio consisting of digital works that includes podcasts, blogs, wikis, Facebook profiles, iMovie presentations, and a Google Doc. Students will also be asked to self-asses themselves, and peer assess their classmates to gain a better understanding of the material presented. By the end of the unit students will have a greater understanding of // Hamlet //, and be able to analyze the plot, themes, and characters of future novels and plays that they will read. They will also be able to take their own positions about their understanding of written works, and use evidence to back up their statements.

=Establish Goals= Common Core Standards Content Area: Reading Grade Level: 11-12 Domain: Literature Standard: Key Ideas and Details Cluster: 1,2,3

= = =Students will understand that= •Shakespeare uses themes and develops them through out the work. •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.

= = =Essential Questions= •How does Shakespeare use the plot to explain the themes (big ideas, lessons) in Hamlet? •Why does evidence from the text make your opinions stronger? •How does Shakespeare's use of plot and character development impact the play?

= = =Students will know= •Vocabulary: theme, plot characterization 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

Characters from the play: Hamlet, Claudius, Gertrude, Polonius, Horatio, Ophelia

= = =Students will be able to= •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.

**Performance Task Overview** Mark Zuckerberg is the founder of the most popular social networking site in the entire world, Facebook. Millions of people sign into the website everyday to learn more about their friends, and interest pages. It is the easiest way to share information, and learn about what someone is like or interested in. Zuckerberg is expanding his website to not only include real life people, but literary characters too. Students from around the globe will be able to search a character’s profile and learn all about them. Zuckerberg has opened up the project to students everywhere, and will feature the best profiles on the site. Our class has currently finished reading // Hamlet //, and will be entering into this exciting competition. Your goal is to create 5 different profiles and use the text (the actual play) to fill out the profile. Making up information will cause a profile to be disqualified from the contest. Make your profiles as creative and informational as possible to have the best chance of being chosen by Facebook. Get ready for the chance of a lifetime, and good luck!

=Expectations= __**Academic Code of Integrity:**__ Respecting intellectual property is very important as a human being. Students should be creative and value the work that they do, and the work of others. Every source used in an assignment must be cited to respect the creativity of others. It is also important to pay attention to creative licenses and use only sources that allow you to do so. If you have any questions please feel free to ask.

__**Absentee Policy:**__ Attendance is the upmost importance to learning. Students need to be present in class to get the most out of their classes. If a student misses class they will have three class days to get the information off of 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.

__**Assignment Policy:**__ All work is expected to be turned in on time. Extensions may be granted through an excused absence, or need by need basis. All essays and citations should be done in MLA format.

=Benchmarks= __**Blogspot (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.

__**Google Docs (50 points):**__ Students will write an essay for or against Hamlet becoming insane during the play. The essay will be written in MLA format: 12 point font, Times New Roman, double spaced, and 1 inch margins. The paper will consist of four pages with an introduction, a body, and a conclusion. The body can be any number of paragraphs, but students must address their position and use quotes from the text. The student should also include the opposition's opinion and evidence to back up why the could be right, but why your side is stronger.

__**iMovie (50 points):**__ Students will perform scenes from //Hamlet// using actions described in the script to understand why it is a play and not a novel. In groups of four students will decided if they want to act out the scene in the original language or in modern English. If students decided to do a scene in the modern English format a typed up script will need to be turned in on the day of the performance. Props and costuming are advised to be used during the performance.

__**Facebook (25 points):**__ 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.

__**Wikispaces (25 points):**__ Students will write a modern day short story using a theme from //Hamlet.// The story will be written MLA format, and be at least five typed pages, doubled spaced. It must have a beginning, middle and end, with any point of view. However, there needs to be a clear setting, plot, and description of characters.

__**Podcast (25 points):**__ 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.

=Grading Scale=
 * A ** (93 -100), ** A- ** (90 - 92), ** B+ ** (87 - 89), ** B ** (83 - 86), ** B- ** (80 - 82), ** C+ ** (77 - 79), ** C ** (73-76), ** C- ** (70 - 72), ** D+ ** (67 - 69), ** D ** (63 - 66), ** D- ** (60 - 62), ** F ** (0 - 59)