L6+Fasulo,+Leanne

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

** LESSON PLAN FORMAT **


 * __ Teacher’s Name __**** : ** **Ms. Fasulo** **__Lesson #:__ 6 __Facet__: Application**
 * __ Grade Level __**** : 11-12 ** **__Numbers of Days__: 4**
 * __ Topic __ : What Makes a Work a Play **


 * __ PART I: __**


 * __ Objectives __**
 * Student will understand that ** Shakespeare's choices on how he developed the play greatly impacted the work
 * Student 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.
 * Student will be able to ** perform scenes from // Hamlet // to understand why it is a play and not a novel


 * Product: iMovie **

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 perform scenes from Hamlet and create an iMovie presentation to show that they understand the difference between a play and a novel. Students are allowed to create a modern version, but must use descriptions of actions and descriptions that a play would use, and hand in a script.
 * Rationale: **


 * __ Assessments __**


 * __ Pre-Assessment: (Lesson 1 only) __**

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.
 * __ Formative (Assessment for Learning) __**
 * Section I – checking for understanding during instruction **

Students will self assess individually and peer assess in their group with a rubric. Students will then be able to use that information to make any corrections or edits before presenting their iMovie to the class.
 * Section II – timely feedback for products (self, peer, teacher) **

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.
 * __ Summative (Assessment of Learning): __**

Students will film their performances of a scene in //Hamlet// and then make any edits using the movie iMovie program on their laptops together.
 * __ Integration __**
 * Technology: **

Writing: students will write a script if they choose to do a modern version. Drama: students will act out a scene of //Hamlet//. Music: students will edit their scene and can choose to add music or sound effects. Art: students will create their own sets for their movie.
 * Content Areas: **

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

Students will work in groups of four to create their movie presentations. Students will share the roles of writer, director, and actors or are allowed to split them up. Students will have to inform the teacher of what each person is going to do to make sure they are all participating.
 * Section II – Groups and Roles for Product **


 * __ Differentiated Instruction __**


 * __ MI Strategies __**
 * 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.//


 * __ 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 film their performances of a scene in //Hamlet// and then make any edits using the movie iMovie program on their laptops together.
 * Type II technology: **

Students will create a trailer for the modern version of //Hamlet// showing the rising action, climax, and falling action.
 * Gifted Students: **


 * __ Materials, Resources and Technology __**
 * Laptops
 * Hand outs/ Observation Chart
 * Rubric
 * LCD Projector
 * Paper for Pair-Share
 * Copy of //Hamlet//

[] 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 __**

[] 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.

[] 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.enotes.com/literary-terms/climax Site used for content notes in describing climax in literature

http://contemporarylit.about.com/cs/literaryterms/g/fallingAction.htm Site used for content notes in describing falling and rising action


 * __ 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) //

Day 1: Hook- Students will listen to a renaissance folk song called "Watkyns Ale" to inspire them to create a song for their iMovie presentation (15 minutes) Explanation of summative assessment (20 minutes) Graphic Organizer (20 minutes) Form groups, decided which scene the group will be performing (15 minutes) Timed pair share in groups (10 minutes)

Day 2: Script and song writing time (20 minutes) Share pictures of inspiration for set creating (20 minutes) Set creation, song, and script writing time (40 minutes)

Day 3: Set creation, song, and script writing time (40 minutes) Rehearsing and recording time (40 minutes)

Day 4: Last minute editing (20 minutes) Presentations (60 minutes)

Students will understand that Shakespeare's choices on how he developed the play greatly impacted the work. Students will be able to know how to approach other plays in future English classes, especially ones written by Shakespeare**.** 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 listen to a renaissance folk song called "Watkyns Ale" to inspire them to create a song for their iMovie presentation []. Students will decided how the song will be depending on which scene that they choose.


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

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. ** See **
 * Content Notes ** 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. 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. Students will create an iMovie presentation acting out scenes from // Hamlet // using actions described in the script. The graphic organizer will play a large part if the students decide to go with a modern script. For those that do not do a modern script it will further their understanding of why // Hamlet // is a play and not a novel.


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

For the beginning of the class the desks will be placed in a perimeter for the hook, summative assessment explanation and content discussion. When the class is working on the graphic organizer and summative assessment the desks will be placed in groups of four so that students will have the chance to work together. Students can move their desks together or find a place around the room. Students will show a higher learning of understanding why //Hamlet// is a play by acting out scenes. The students will come up with a scene they want to perform, create a song, and a set. Students will then record their work, and edit the recordings in iMovie. For students who want to do a modern version of the scene their group 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. Students will self, and group assess their work using a rubric and will be able to edit their work before presenting.


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

Class time will be provided for students to work on their movie presentations. 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 and group assess their work with the rubric before meeting with the teacher. The teacher will go over the script and video with the rubric and make suggestions for improvement. Students will be able to make changes before showing their presentation.


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

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.
 * __ Content Notes __**

Aristotelian Definition of Tragedy Aristotelean defined tragedy as "the imitation of an action that is serious and also, as having magnitude, complete in itself." It incorporates "incidents arousing pity and fear, wherewith to accomplish the catharsis of such emotions." The tragic hero will most effectively evoke both our pity and terror if he is neither thoroughly good nor thoroughly evil but a combination of both. The tragic effect will be stronger if the hero is "better than we are," in that he is of higher than ordinary moral worth. Such a man is shown as suffering a change in fortune from happiness to misery because of a mistaken act, to which he is led by his hamartia (his "effort of judgment") or, as it is often literally translated, his tragic flaw. One common form of hamartia in Greek tragedies was hubris, that "pride" or overweening self-confidance which leads a protagonist to disregard a divine warning or to violate an important law.
 * Tragedy**

A tragic hero has the potential for greatness but is doomed to fail. He is trapped in a situation where he cannot win. He makes some sort of tragic flaw, and this causes his fall from greatness. Even though he is a fallen hero, he still wins a moral victory, and his spirit lives on.
 * Definition of a Tragic Hero**

Born into nobility Responsible for their own fate Endowed with a tragic flaw Doomed to make a serious error in judgement Eventually, Tragic Heroes Fall from great heights or high esteem Realize they have made an irreversible mistake Faces and accepts death with honor Meet a tragic death For all tragic heroes the audience is affected by pity and/or fear
 * Tragic Heros Are:**

The falling action in a work of literature is the sequence of events that follow the climax and end in the resolution. This is in contrast to the rising action which leads up to the plot's climax. The moment in a play, novel, short story, or narrative poem at which the crisis comes to its point of greatest intensity and is resolved. It is also the peak of emotional response from a reader or spectator, and it usually represents the turning point in the action.
 * Rising and Falling Action**
 * Climax in Literature**


 * __ Handouts __**
 * Rubric
 * Observation Chart


 * __ 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 what makes a play, and they will be able to reference it when working on their summative assessment. Students will write a script for their scene if they choose to do a modern version.
 * // Clipboard: //**

Microscope may be the least supported learning style in this lesson. However, students will be able to discover what makes a work of literature by literally acting out scenes of //Hamlet.//
 * // Microscope: //**

Students will be able to work in groups for their summative assessment so that they will always have someone to ask a question to. The students will also be meeting with the teacher to make sure they are on the right track. Students will be able to work together on their organizer, creating a set, writing a song and their scripts if they choose to do a modern version.
 * // Puppy: //**

Students will have the most freedom in this lesson. Students can choose their scene, their set, their song, and if they want to do the original scene or create a modern version of the scene. Students will have almost complete control over their creativity.
 * // Beach Ball: //**

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 critical details: rising action (ghost's first appearance), climax (stabbing of polonius), falling action (Hamlet sent to England to be killed; vocabulary: tragedy. 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 perform scenes from //Hamlet// to understand why it is a play and not a novel. Students in the future will know how to act out scenes, and know the different genres of works of literature.
 * // Facet: //**

This lesson and all the activities in it were built around the standard. The activities surround the difference between a play and a novel, and how to act out scenes of a play. Students will apply this information by creating an iMovie presentation of them performing scenes from //Hamlet.//
 * // Rationale: //**


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


 * // MI Strategies: //**
 * 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.//

Students will film their performances of a scene in //Hamlet// and then make any edits using the movie iMovie program on their laptops together.
 * // Type II Technology: //**

The MI strategies are used throughout the lesson. Most of them can be found in the graphic organizer and the summative assessment. Type II technology will be used by students to digitally create movies of them performing scenes in //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 timed pair share. The graphic organizer will be collected by the teacher to check for understanding. The timed pair share will be checked by the teacher to make sure students really understand the difference between a play and a novel. The teacher will also assess their projects with the rubric so that students can go back and make revisions before they present.
 * // Formative: //**

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.
 * // Summative: //**

Both the summative and formative assessments are used to give feedback to the students and the teacher. With the timed pair share activity the teacher can get an understanding of how well the students understand why //Hamlet// is a play, and the teacher can address any other questions that they might have. Students will get direct feedback from the teacher on their iMovie 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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