L1+Fasulo,+Leanne

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

** LESSON PLAN FORMAT **


 * __ Teacher’s Name __**** : ** Ms. Fasulo **__Lesson #:__** 2 **__Facet:__** Empathy

**__Grade Level__:** 11-12 **__Numbers of Days:__** 4

**__Topic:__** Themes and How they Relate to Today

**__PART I:__**

**__Objectives__**

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

**Student will know** important events and people: William Shakespeare wrote //Hamlet// in 1600-1602.

**Student will be able to do** state themes from //Hamlet// and reflect on how it relates to today

**Product:** Wikispace

**__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 understand that Shakespeare's themes are still relevant to today by creating modern stories that use the same themes from //Hamlet//.

**__Assessments__**

**__Formative (Assessment for Learning)__**

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

Students will fill out an exit ticket about how they are feeling about the wikispace assignment, and their overall mastery of relating themes to the real world. The teacher will read over the exit tickets and address any concerns.

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

Students will peer review with the same rubric that the teacher will use to grade the students on their short stories.

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

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.

**__Integration__**

**Technology:**

Students will write modern day short stories using a theme from //Hamlet// will publish them on wikispaces for their final product of this lesson.

**Content Areas:**

Writing; Students will write modern day short stories.

History; students will use texts written in the 1600's and connect it to the culture of today's world.

**__Groupings__**

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

Students will use a Venn Diagram to compare the time period of when //Hamlet// was written in to today.

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

Students will work individually and be responsible for their own short stories. However, students are to work side by side with other students to give feedback, and reflect on their work.

**__Differentiated Instruction__**

**__MI Strategies__**

**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.

**Kinesthetic:** Students will use sketch up to create a theater that //Hamlet// could have been performed in during the 1600's.

**__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 write modern day short stories using a theme from //Hamlet// will publish them on wikispaces for their final product of this lesson.

**Gifted Students:**

Students will pick a time period between the 1700's and the 1900's that they will set their stories in. They will research the era and use that information (i.e. popular culture, language) to enhance their short stories.

**__Materials, Resources and Technology__**
 * Laptops
 * Handouts/ Graphic Organizer
 * LCD projector
 * Copy of //Hamlet//
 * Rubric
 * Exit Tickets

**__Source for Lesson Plan and Research__**

http://www.wikispaces.com/

Wikispaces is an online tool that anyone can use to publish information. The site is fairly easy and simple for anyone to use. Make an account using your email and create a password. When you get to your personal main page click the upper right button that says "New Wiki" to make your own wiki page. Click "Edit" on your new wiki to add information. The page will have a large text box, and a toolbox above it to add pictures and links (these buttons will be similar to the ones your blog).

[]

This website, The Literature Network, is a biography of William Shakespeare.

[]

An easy to understand website about the renaissance written for education.

[] This website is where the graphic organizer, Venn diagram, came from. It is also a great resource for other types of graphic organizers that a teacher might want to use in their classroom.

**__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 their graphic organizer where they will be placed in groups of four to work together. The classroom will be placed into pairs once they start to work on their wikispaces for peer review.

Day 1:


 * Hook- Students will watch a short clip of a movie that portrays Hamlet to get the students to start thinking about hidden messages. (20 minutes)
 * Who is William Shakespeare Discussion (20 minutes)
 * What was the 1600's Like Discussion (15 minutes)
 * Other Art Forms (music, art) of the 1600's Activity (25 minutes)

Day 2:
 * Finish Other Art Forms Activity- Discuss how Hamlet may seem outdated and how human nature is one of the reasons the themes still have meaning to today (15 minutes)
 * Venn Diagram-comparing and contrasting the 1600's to today's world (25 minutes)
 * Explain Summative Assessment (20 minutes)
 * Set Up Wikispaces and Tutorial (20 minutes)

Day 3: > > Day 4:
 * Students will work on their short stories in class (70 minutes)
 * Exit Ticket (10 minutes)
 * Students will peer review with rubric, make an necessary changes (50 minutes)
 * Students can do the Extra Assignments (poem, sketch up), ready silently or make up work that is missing (30 minutes)

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

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 or themes in the play //Hamlet// that they have been reading.

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

Students will know important events and people: William Shakespeare wrote //Hamlet// in 1600-1602. **See Content Notes** To understand the differences and similarities of Shakespeare's world and the world of today students will fill out a Venn diagram. The graphic organizer will help apply //Hamlet's//themes for advice to people living today. The students will then take that knowledge and create wikispaces to write a modern day short story using a theme from //Hamlet// to show how the themes of//Hamlet// can still be related to the modern world. To make sure they understand what they are doing students will fill out exit tickets. The teacher will then address any concerns that they have, and make sure they understand what they are doing.

**Equip, Explore, Rethink, Revise, Refine, Tailors:** Linguistic, Intrapersonal, Logical, Spatial

Students when filling out the graphic organizer will be seated in groups of four. They will be able to work together to fill out the diagram, but will be expected to pass in their own work. For the summative assessment the desks will be put into pairs so that the students can peer evaluate in partners. To show a higher learning the student will apply the themes in Shakespeare's //Hamlet// into a setting of today's world. Students can create their own characters and plot, but must show how a 1600's work can still be relevant to those who read it today. Before publishing their pieces onto the wikispace for the teacher to grade, students will be able to self and peers assess and revise as needed. There will only be one short story, but the length should be double-spaced, and about five MS Word pages long.

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

Students will peer assess in partners, and self assess during class time with the rubric. The teacher will read the short stories making some corrections, and offer anyone to come in during free periods or after school if they want to have a conference. Conferencing is also available during class time during day 3 when they are working on their short stories in class. Once the stories are published on the wikispace the teacher will evaluate the story using a rubric and provide positive specific and constructive comments on the sheet. Students will by the end of this summative assessment understand why people read literature from hundreds of years ago and realize its significance for future learning.

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

**__Content Notes__**

Students will know important events and people: William Shakespeare wrote //Hamlet// in 1600-1602.

**Hook**

Students 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. Ask students to think about what this soliloquy means. Ask them to consider that there might be more themes that are not so obvious in the text, talk about them together.

**William Shakespeare and the 1600’s**

1564-1616

Born in Avon, England

Wrote 154 Sonnets in his lifetime

1582 married Anne Hathaway, had three children

Wrote plays and poems while working at the Globe Theatre

Performed plays with the Lord’s Chamberlin Men’s group

Wrote Hamlet in 1602

Renaissance – Rebirth of the arts

May have been brought on by the bubonic plague, people had more time to think and be creative.

Queen Elizabeth I ruled England

Men acted out women’s parts in plays

Students can listen to songs or look up paintings done in the 1600’s to get a feel of other types of expression that were created when Hamlet was written. Use these to have students 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. Discuss how human nature is a factor as to why the themes are still relevant.

**Venn Diagram**

Hand out the Venn diagram. Students will fill out a graphic organizer comparing and contrasting the 1600’s to today. Students are allowed to work together, but must pass in their own paper.

**Explain Summative Assessment**

Explain to students that they 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.

**Exit Ticket**

Students will fill out an exit ticket explaining how they are feeling about connecting themes from Hamlet to today. The teacher will collect the ticket and then address any concerns the next day.

**Wikispace Projects**

Students will work side by side on their drafts and peer assess with the rubric given by the teacher. Once they are done they are allowed to go back and revise their drafts on the Wikispace they will have created.

**Extra Assignments**
 * Students in their free time are allowed to create a stage that Shakespeare would have performed on during his time period using sketch up.
 * Students can also create poems using Shakespeare’s most famous iambic pentameter form ababcdcdee

*For credit students will show the teacher their sketch up or post the poem on their blogs that they created in the previous lesson

**__Handouts__**
 * Graphic Organizer (Venn Diagram)
 * 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__//**

**//Clipboard://** Students will have the ability to organize their information about the 1600's using the graphic organizer. Students can also take notes of the themes that the class discusses so that they will have something to come back to when they start drafting their short stories. For the summative assessment a clear rubric will be presented to the students for structure.

**//Microscope://** Microscope learners will be reached during mainly the hook. Students will be asked to discover hidden themes that are not so obvious in a first reading of the play. They will then be able to use those themes in the summative assessment. The short stories can be as detailed as they choose to be, and will explore the themes in a different setting. The class will also analyze why Shakespeare is relevant today.

**//Puppy://** 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 exit ticket will allow students to check in with the teacher in a safe medium and ask any questions if they do not feel comfortable doing so in front of the class. Conferences are encouraged with the teacher about the short stories for support.

**//Beach Ball://**

Students will have personal freedom in the short stories that they come up with. Students can pick the main characters, plot, setting and any additional details. Students can also choose if they want to research music or art for the 1600's activity, and there are a couple extra activities that they can choose from when they have finished their stories.

**//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 know important events and people: William Shakespeare wrote //Hamlet// in 1600-1602. Students will should their understanding through class discussion, researching artwork and music, and the Venn diagram.

**//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 state themes from //Hamlet// and reflect on how it relates to today. Without understanding why in school students should read centuries old works there would be no reason for them to be in an English class. This lesson will not only build upon the next four lessons, but the rest of their English careers. Students will make connections to their personal lives through messages Shakespeare wrote in his play //Hamlet//.

**//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 can be connected to the modern world. Students will apply this information by writing short stories using a theme from Hamlet in a modern setting.

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

**//MI Strategies://**

**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.

**Kinesthetic:** Students will use sketch up to create a theater that //Hamlet// could have been performed in during the 1600's.

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

Students will be using Wikispaces to publish their short stories. They will be able to personalize the layout and link the art and/or music that they find during the 1600's activity. Students will have the chance to look at other students Wikispaces to see how their peers are using this technology. The minimum is about five typed word document pages, and they can elaborate as much as they would like.

**//Rationale://**

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 publish their short stories on Wikispaces.

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

**//Formative://**

The formative assessments in this lesson are graphic organizers, and exit tickets, both of these will be collected by the teacher to check for understanding. There will also be a peer assessment on the short stories with a rubric so that students can go back and make revisions.

**//Summative://**

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. These short stories will be graded on to show their full understanding of the lesson. Students will have the chance to revise it with others, and receive feedback from the teacher before any grade is recorded. A rubric will be provided to the students so they understand exactly what is expected from them.

**//Rationale://**

Both the summative and formative assessments are used to give feedback to the students and the teacher. With the exit ticket the teacher can get an understanding of how the students are doing with their short stories and will know if there are any concerns that should be addressed. 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.

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