--how does your Unit Plan address the criteria from our rubric (be specific)?
I believe I have addressed the criteria of the rubric: my lessons contain all criteria (objectives, resources, activities, assessment, accommodations,) and they all align with the text, my BQ, and have a strong relevance to ELA. I think that my questions and activities helped bridge a gap between Shakespeare and students in a way that achieves relevance to them as well. I strongly integrated language and writing instruction along the way of writing out the unit plan.
--what has our work on the collaborative unit taught you about your Unit Plan? Our work on the collaborative unit helped show me the importance of lesson diversity; I liked planning as well as learning from activities that broke the mold of the discussions that we had in the first few. My peers and I took risks and tried new things, and because of that I tried to make all of my UPLAN lessons different and interesting. I also was able to use my experience from the collaborative unit with accommodating exceptionalities to provide ways of helping out students with special needs. Another thing the CUplan has helped with was the very general idea of being open and flexible with time and plans; things always seem subject to change no matter how hard we plan.
The process of ongoing feedback helped me become a little more open-minded and critical about everything related to teaching and planning. I appreciated the ability to work on this project in a controlled step-by-step process that was also somewhat collaborative in nature between myself, Dr. Sherry, and my peers. It helped open me up to the idea of being open with my teacher peers and collaborating with them.
RATIONALE: Hamlets place as one of Shakespeares classic works makes it a proper and almost required fit in our curriculum. Its important to realize, however, that we should not just teach it for the sake of teaching it. Hamlet is a text that is not only relevant to English Language Arts, but also our students. The character Hamlet is a young man who goes through several changes in his life; upon returning home from college to mourn his father, he is conflicted by the sudden remarriage of his mother to his uncle. He has struggles with identity, rivalries with peers, and trouble with his girlfriend. Shakespeare was ahead of himself in creating a character who goes through drama that we would expect a teenager to experience. Shakespearean texts offer a rich and diverse culture of the English language and storytelling in general. Hamlet has earned a place in the literary "canon" for good reasons. This text contains many challenging aspects (Elizabethan diction and poetic elements, for example) that can be taught to our students to help them develop and grow as writers. Its mature themes and serious nature make it a logical step 3
up from Shakespearean texts such as Romeo and Juliet and A Midsummer Night's Dream. Though there is occasional violence, I believe my students are mature enough at this stage of their academic careers to handle the subject matter. I hope that parents respect their students and my decision to teach such a work of art.
Hamlet is a timeless tale which is constantly referenced in popular culture, and is modern manifestations can be shown to the class to show the popularity and appeal of it. This is included, but not limited to film adaptations, television skits, and internet videos. Shakespeare may seem foreign and hard to grasp for students, but I will do my best to accommodate for my learner's needs. Some of my students may have never experienced Shakespeare at all. I plan on using electronic overheads in order to accommodate for visual learners; it's clear that reading assignments and lectures are not adequate for all students. I will also offer dramatic read-throughs of key scenes to my students who tend to be more hands-on. This can help students with comprehending the story with repetition and collaborative efforts. Another engaging method to bring this play to life with students is to have them act it out, perhaps by having them film a modern rendition of a scene and using editing techniques to present a video to the class. The Elizabethan text may present itself as a hurdle for students, but it is a challenge that is more than manageable. I understand that a 'brute force' approach to making students read Shakespeare is not the most optimal way to go; I plan on utilizing close reading strategies and class discussions in order to help students understand the content. I am also open to using textbooks or websites that offer modern English translations in order to better help them understand the content. Students will be required to read sections of the play on a nightly basis in order to get students ready for discussion, and key scenes that are integral (to both the plot and Shakespearean rhetoric) will be analyzed in-depth during class periods.
Summative Assessments: The summative assessments of this unit plan consist of a final paper as well as a presentation. Handouts are included on pages 4 and 5 on this document respectively. The paper is a 'formal' assignment that still allows for creativity, freedom, and personal flair; I ask of my students to debate the big question using support from the text and their own lives to achieve two forms of relevance. The presentation project asks students to perform, either digitally or live in front of the class, a scene from the play.
BIG QUESTION: What is better: stoicism or action? -Students will establish a definition of stoicism in order to understand and apply it to Hamlet and class discussions. -Students will objectively analyze characters in order to determine the results of stoicism and action. 4
-Students will subjectively reflect on their own personalities and lives in order to determine their own philosophies on stoicism and action.
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1 Who is Shakespeare? Hamlet anticipations 2 Whos There? Class reading, intro to vocabulary 3 Murder Most Foul Group reading, tentative movie themes due 4 To Thine Own Self Be True Individual questions 5 To Be or Not To Be Collect close-reading, complete soliloquy emulation 6 My Offense is Rank Writing instruction and tentative thesis 7 .. and Spur my Dull Revenge Foil character comparison 8 Alas, Poor Yorick Individual questions round 2 9 Paper Review Draft due 10 Presentations + Final Papers due
Hamlet Final Paper Assignment Throughout our unit, we have discussed the differences between stoicism and action. This leads us to a very tough question which we will individually address with this paper: What is better? Stoicism or action? To address this question, you are encouraged to first think about the entire play and consider specific examples of those two mindsets in action; how does Shakespeare perceive stoicism and action? Textual support should make up the bulk of your argument. You should also consider your own personal experiences when being stoic and taking action. Use specific details both from Shakespeares text and your own life to articulate an argument that is between 5 and 7 pages of text. There is no correct answer that I am looking for, as long as your answer is sound and supported. I expect you to submit a document that answers the question; it should be about 3-5 pages of length if compared to a typed Microsoft Word document (1 margins, Times New Roman, 12 point font, that normal stuff). Comment [1]: ! 5
You may, if you would like, hand-write this project or publish it online; as long as Im able to read it, and as long as you answer the question well, we shouldnt have a problem.
Have fun, and be creative!
Hamlet Final Paper Rubric Criteria Mastery 8-10 Competent 5-7 Developing 3-5 Beginning 0-3 Score Length 5-7 pages of text 3 pages of text 0-2 pages of text 0-1 pages of text
Thesis Thesis statement is underlined in opening paragraph and strongly supported throughout paper. Thesis statement is underlined in opening paragraph and logically supported throughout paper. Thesis statement is absent or not underlined and/or not supported well. Thesis statement is missing or irrelevant to the content of the paper.
Organization Ideas are presented in a concise, logical order that builds towards the overall message. Paper has an above-average progression with quality transitions and solid order. Paper has weaknesses is progression and transitions that hinder the overall message. Paper has random organization and/or irrelevant parts introduced.
Effectiveness Conveys understanding of topic with specific examples and illustrations. Quotes are indentified. Includes many details, most of which are clear and well- developed. Includes minimal details and examples. Minimal details from research.
/30
Hamlet Scene Assignment: Lights Camera ACTION! Hamlet was not meant to be read; it was made to be performed! Weve talked and read a lot about Hamlet. Now its time to DO Hamlet. Though we have held some dramatic readings in class, I am requiring each student to join a group to perform a specific scene from the play. Sign ups for specific scenes and the number of characters/group members will be held next week. You will be given about two weeks to meet and plan your scene. Though you may perform in front of the classroom, you also have the option of making a digital presentation (using Windows Movie Maker, iMovie, etc).
Hamlet Scene Assignment Checklist (each check is worth two points) 1._____ Script is submitted and (for the most part) followed 2._____Portrayal converts the story to a modern situation 3._____Shakespeares diction is translated into modern language 4._____The message of the scene is adequately conveyed Comment [2]: I )*,3 $03 29?2&' * 6&$$63 63(( 36*?%2*$3 *+, * 6&$$63 63(( ('*2@E
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5._____Presentation is at least three minutes long (scenes will be reviewed to ensure adequate time)
_______/10 points
RELEVANCE I can see that youve thought about concepts and activities that are relevant to the discipline of ELA and to popular culture !. Now, how might you make these lessons more engaging to students personal needs and interests? When you think about the particular students at your field placement, how might you personalize this work even further?
I made sure to mention that on the personal questions sections students are allowed to use their books; I know from personal student experience that even when I read and re- read assignments, I often blanked on specifics and page numbers unless I had the book in front of me. Another thing I catered to individual student needs was the nature of my grading; I care, for those questions, about thoughtful answers that respond to the prompt 7
rather than any sort of rigid rules. Some examples of student work from my field placement had glaring convention errors, but they were still able to get the message across in a thoughtful manner. Thats what I want my discussions and prompts to be about getting the ideas out there.
ALIGNMENT I can clearly see how youve created lessons whose objectives and activities ALIGN with your summative assessment and the Units Big Question and Goals !.
SCAFFOLDING How might you more explicitly build on each previous lesson in this sequence so that students are gaining the competencies they will need to complete the summative assessment? You might consider making a WHAT | HOW table for that assessment and thinking about what students must do to complete that assessment, how you (as an expert) typically perform that task, and what activities you could use to show students how to do those steps in different ways.
I added in different activities, questions, and assignments to build up to the summative assessment, such as the Personal Questions assignments in lessons 4 and 8 in order to give students individual opportunities and time to write and analyze the specific parts of the text that I want them to see. Lesson 6 is also heavily focused on writing instruction and how to write an opinionated paper. I also require the students in that lesson to choose a tentative topic. I also added in the peer review session for lesson 9 to give feedback on writing efforts.
DIVERSITY I like that you provide a variety of activities that appeal to different learning styles !. Now, how might you provide activities that target the specific cultural and ability-level differences in your field placement? For example, rather than including a separate section with generic accommodations, what could you specify in relation to the activities of each lesson (for example, provide text in native language is not really an accommodation for an ELL student)?
When it comes to the students at my field placement, the make-up is similar to my own rural high school background- theyre a bunch of white kids. Ive tried to be as open as possible with my questions, valuing personal opinions and experiences though still relating my work to the text.
One thing I tried to do is offer alternatives to students, such as allowing them to hand- write assignments (if, for example, they dont have access to word-processing or video recording/editing software). I think my movie/presentation project appeals to kinesthetic, auditory students, and I also added the Venn Diagram for more artistic folks. I think that my personal questions are able to help develop writing that is somewhat intrapersonal while the discussions and group work is naturally interpersonal.
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CONVENTIONS I like that youve created and maintained consistent conventions for your plans: you use standards, objectives, materials, and activities in ways that are easy to follow. ! Now, how might you identify in an Assessment section what youre looking for in each lesson to know whether students have addressed your objectives?
Assessment sections were added to every lesson, and I tried my best to make them tangible and encompassing rather than totally generic (observe discussion, etc).
Ill be looking for you to consistently integrate the categories of reading instruction, writing instruction, and language instruction (e.g., vocabulary, grammar, linguistic variation, code/style switching) in your sequence of lessons, as per our rubric.
I tried to build in a lot more writing-related material to help build up to the final assessment. I feel like I could do a much stronger job with vocabulary and Shakespearean diction. Some projects that I really liked (To Snooze or Not To Snooze emulation, etc,) seem fun but may need to be cut or downplayed for activities that are more relevant to the Big Q and summative assessment. I added in a brief 10-word vocabulary list for each act to provide students with the resources (lists are located at the bottom of the plan).
I look forward to reading the rest of your lessons in this wonderful unit! !
LESSON 1: Introduction: Who is Shakespeare? Materials used: Computer, projector Standards: CCSS.ELA-Literacy.RL.11-12.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.) CCSS.ELA-Literacy.SL.11-12.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. Objectives: -Students will be presented video clips about Shakespeare and Hamlet in order to prepare 9
them to read and comprehend Shakespeares text by providing basic plot outlines (such as the Simpsons clip) and general connections to popular culture. -Students will be introduced to the idea of stoicism in order to establish an understanding of what it is and how it will relate to the play.
Resources: http://www.youtube.com/watch?v=geev441vbMI; http://www.phrases.org.uk/meanings/phrases-sayings-shakespeare.html; http://vimeo.com/55386366; http://www.iep.utm.edu/stoicmind/; http://bangell08.hubpages.com/hub/Similarities-Between-The-Lion-King-and-Hamlet Introduction [think-pair-share] (5 minutes): -Ask students to brainstorm a list of topics that they would expect to find in a Teen Drama or Family Reality TV show -Ask for volunteers to answer the question -Tell students that we are, over the next few weeks, going to be reading a play that has aspects of teen dramas that was written over 400 years ago. Controlled Web-Surfing (20 minutes): -Watch Shakespeares mini-biography: -Ask students if they know of any common Shakespearean terms -Ask students what, if any, Shakespeare plays theyve ever read or seen -Show students a list of common Shakespeare phrases -Show students the Hamlet clip from //The Simpsons//. -Project the following questions for the whole class to discus 1. What does the humor add to this story? 2. Are there any other stories similar to Hamlet that you know of? -Show students the similarities between //Hamlet// and //The Lion King// Prepare for Stoicism (10 minutes): -Throughout the story, Hamlet does a lot of thinking and a lot of talking. His actions are comparable to a philosophy known as stoicism. -Project notes of stoicism on PowerPoint and suggest that students jot down a few notes -Notes include quotes from Stoic Philosophy of the Mind. -The Stoics analyzed the activities of the mind not only on a physical level but also on a logical level. -Cognitive experience was evaluated in terms of its propositional structure, for thought and language were closely connected in rational creatures. Summary/Closure (10 minutes): -Chose a student to provide a brief (one-sentence) description of stoicism. -Ask students to write down any expectations and possible concerns regarding Hamlet and Shakespeare in general. -Tell students to briefly pre-read the first act for tomorrows class by identifying five characters and two events. Students are to hand in their findings on a sheet of notebook paper at the beginning of class.
-Collect tickets-out the door and review them in order to understand what students anticipate about Hamlet.
Accommodations: Provide a large-print worksheet of opening Simpsons video questions. Provide large-print hard copies of stoicism notes.
LESSON 2: Whos there? Materials used: Computer, projector Standards: CCSS.ELA-Literacy.RL.11-12.3 Analyze the impact of the authors choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). CCSS.ELA-Literacy.SL.11-12.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 1112 topics, texts, and issues, building on others ideas and expressing their own clearly and persuasively. CCSS.ELA-Literacy.RL.11-12.7 Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.) CCSS.ELA-Literacy.W.11-12.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. CCSS.ELA-Literacy.SL.11-12.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. Objectives: Students will each read a portion of Shakespeares text out loud in order to better understand and become used to Shakespearean diction. Students will be presented discussion questions in order to guide their reading as well as present their own opinions on the text.
Introduction (10 minutes): -Collect act 1 pre-reading assignment -Ask a volunteer for a general gist of whats happening in the first scene of the play. -Ask students where they would film and set this scene if they were producing their own film for Hamlet. -Show first five minutes of 2010 clip from Act 1, Scene 1, telling students to keep in mind their own movie scene/acting project that they will present eight class periods from this class. -Project the following discussion questions for students to write individually in their Comment [12]: 89&'K *,,&$&%+*6 (3+$3+'3 &+ %2,32 $% ('*CC%6, *+, 63$ ($9,3+$( K+%J %C $03&2 )%M&3 *((&5+)3+$ 11
classroom journals: 1. What liberties does the director of this interpretation take with his subject matter? 2. How does the setting add suspense to this scene? 3.What does it mean to unfold yourself? Is it a literal or figurative meaning, or perhaps both? 4. Horatio and Marcellus are The rivals of Barnardos watch- how does the definition of rivals differ between Shakespeares day and modern day? -Ask for volunteers to share their answers Whole-class reading of Act 1, Scene 1 (20 minutes): -Go around the room and have each student read a piece of the text, switching students when the text switches characters (ex, first few students read one line each until line 11- that student reads all three of Bernardos lines.) -Provide the act 1, scene 1 text on the projector as well in order to help students who could better -After reading, choose three-five volunteers to pick out vocabulary words that are foreign or archaic. Write them on the board, and then look them up on either the Shakespeare Glossary or the Oxford English Dictionary. -Remind students that they are open to ask, at any point, what a word means, and if the teacher doesnt know it can be looked up.
Whole-class discussion of Act 1, Scene 1 questions (10 minutes) -Use PowerPoint to project discussion questions individually. 1. Why do you think that Shakespeare would start his play off with a question? 2.Why do you think Horatio is given that name? 3. Using Marcelluss words and your own context clues, determine what is rotten in the State of Denmark. 4. What is the ghost wearing? Does this indicate him as a man of stoicism or as a man of action? 5. Why do you think the ghost does not yet speak? Summary/Closure (5 minutes): -Ask students what they think so far about Shakespeares diction and storytelling. -Chose one student to provide a summary for Act 1, Scene 1. -Tell students to prepare to discuss the rest of Act 1 for the next class by writing what they feel are three major plot points and any words that they are not familiar with and feel need elaborated on. -Ask students to fill out a ticket out the door with three new Shakespearean vocabulary words theyve learned, as well as their definitions. -Also, ask students to write down what they think about reading Shakespeare so far.
Assessment -Look at tickets out the door in order to see if students have learned new vocabulary words, as well as their perception of Shakespeare.
Accommodations: Provide a large-print worksheet of opening video questions. Provide students with a large-print copy of the scene to read in class. Comment [13]: I *,,3, $0&( *( * J*@ %C 036>&+5 *$ ($9,3+$( J0% '%96, C%66%J *6%+5 ?3$$32 J&$0 ?&5532 >2&+$E
CCSS.ELA-Literacy.RL.11-12.3 Analyze the impact of the authors choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).
CCSS.ELA-Literacy.SL.11-12.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 1112 topics, texts, and issues, building on others ideas and expressing their own clearly and persuasively. CCSS.ELA-Literacy.RL.11-12.7 Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.) CCSS.ELA-Literacy.W.11-12.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. CCSS.ELA-Literacy.SL.11-12.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
Objectives: Students will answer questions based on Oliviers Hamlet in order to analyze aspects of Shakespearean film (to help students consider their and better understand Shakespeares text.)
Students will work in small groups and large groups on a particular scene from Hamlet in order to collaboratively work on and comprehend the text.
Introduction [think-pair-share] (5 minutes): Show the Ghost Scene from Hamlet (1948) -Project the following discussion questions for students to write individually in their classroom journals: 1. What did you find interesting about this interpretation of the ghost scene? 2. What kind of things do you think are going through Hamlets mind while the ghost speaks to him? 3. Do you find the directors choices effective? Did the scene make sense to you compared to the text? 4. What do you think the ghost means when he says his crimes were purged away? 5. Why does the ghost compare Claudius to A serpent 6. What is cursed hebenon? 13
-Tell students to share their answers with someone sitting next to them. -Ask for volunteers to share their answers. Group reading (20 minutes) -Divide class into four groups to respectively inspect scenes 2, 3, 4, and 5 of Act 1. -Tell each group to prepare a short oral presentation that features a summary of the act, as well as aspects they thought were interesting or things they didnt understand. -Circulate the room and provide assistance to those who need it. Whole-class discussion (15 minutes) -Provide each group time to present their findings, as well as time for students to question. Summary/Closure (5 minutes) -Ask a representative of each group to provide a one-sentence summary of their respective scenes. -Tell students to be prepared to discuss the first half of Act 2. -Also, tell students to choose, and write down, a tentative theme and scene for their Shakespeare performance, which will take place in seven class periods. This is not definite and can be changed , but is intended to make sure students are thinking of the final project.
Assessment -Review students tentative themes to ensure that they have a preliminary idea for what they want to do. If students dont have a firm idea, make suggestions to them about what scene they will choose, keeping in mind that there is a lot more of the play left to read. -Circulate to each group to ensure they are on-task during discussion.
Accommodations: Provide a large-print worksheet of opening video questions. Provide a large-print copy of students individual scene.
LESSON 4: To Thine Own Self Be True: Materials used: Computer, projector Standards: CCSS.ELA-Literacy.RL.11-12.1 Cite 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. CCSS.ELA-Literacy.RL.11-12.6 Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement). CCSS.ELA-Literacy.RL.11-12.7 Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.) CCSS.ELA-Literacy.SL.11-12.1 Initiate and participate effectively in a range of Comment [17]: I *,,3, $0&( $% 036> ('*CC%6, $03 )%M&3 ('3+3 >2%^3'$ *+, 036> $03) J&$0 ($*2$&+5 $% $0&+K *?%9$ &$E 14
collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 1112 topics, texts, and issues, building on others ideas and expressing their own clearly and persuasively. CCSS.ELA-Literacy.W.11-12.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. CCSS.ELA-Literacy.SL.11-12.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
Objectives: -Students will answer questions relating to the 1990 as well as the 1996 versions of Hamlet in order to better comprehend aspects of act 2, as well as analyze the aspects of Shakespearean film. -Students will be given the opportunity to discuss, in a large group, questions pertaining to Hamlets first soliloquy in order to verbalize their thoughts relating to the story and increase comprehension of the text. -Students will also be given individual questions to generate engaging to the text, in addition to questions relating to how Hamlet can be considered stoic.
First scene and questions (10 minutes) -Hand out act 2 vocabulary sheet -Show To Thine Own Self Be True scene from Hamlet (1990) -Project the following discussion questions for students to write individually in their classroom journals: 1. Where is Laertes going? 2. What kinds of advice is Polonius giving his son? 3. Why does Laertes tell her sister to beware of Hamlets love? 4. What is ironic about Polonius speech? 5. What is an unproportioned thought? 6. Why does Polonius use adoption to talk about friends? -After about five minutes, choose volunteers to answer each question Second scene and questions (10 minutes) -Show Hamlets first soliloquy scene from Hamlet (1996). -Project the following questions for students to answer individually in their journals. 1. What is Hamlet talking about in his first soliloquy? 2. How long has his father been deceased? 3. What does Hamlet mean when he says frailtys name is woman? Who is he expressing his displeasure with? 4. In what ways is Hamlet practicing stoicism in this section of the text? 5. What does Hamlet mean when he talks about Too solid flesh melting? 15
-Distribute to students the What is a Soliloquy Student Organizer and allow them to work together in pairs to complete it if they would like. -After about five minutes, choose volunteers to answer each question as well as answers to the organizer. Personal Questions about Hamlets first soliloquy (15 minutes) 1. Pay close attention to Hamlets first soliloquy; how do his words encourage him to take action? Does he end of taking action? 2. Hamlet mentions incestuous sheets do you think Gertrudes remarriage was morally acceptable? 3. In terms of filming styles, costume choice, setting, etc, which film portrayal is your favorite so far? What is a close-reading? (10 minutes) -Tell students that they are to do a close-reading of Hamlets famous soliloquy in act 3. -Show students the close reading help website and tell them to focus on the overall message of Hamlets speech, Hamlets characterization, and vocabulary that is confusing and/or outdated
Summary/Closure (5 minutes) -Ask a representative of each group to tell what they found most interesting in this soliloquy. -Tell students to be prepared to discuss the first half of Act 3 -Tell students to do a one-page (handwritten or typed) close reading of Hamlets To be or not to be speech
Assessment -Collect personal questions about Hamlets first soliloquy in order to individually gauge students writing, as well as their connections and comprehensions to the text. They will be checked for completion. If students are struggle to connect with the text, consider implementing more in-class read-throughs of key scenes.
Accommodations: Provide a large-print worksheet of BOTH opening video questions in addition to personal questions. Provide a large-print hard copy of the close reading webpage.
LESSON 5: To Be or Not to Be: Materials used: Computer, projector Resources: http://www.youtube.com/watch?v=h7TgTb_0wsg; lesson activity inspired by http://www.folger.edu/eduLesPlanDtl.cfm?lpid=556 (Emulating Shakespeare: To Snooze or Not to Snooze by Mary Ellen Darkin); http://www.folger.edu/documents/Emulationnew1.pdf Standards: CCSS.ELA-Literacy.RL.11-12.1 Cite strong and thorough textual evidence to support Comment [18]: I ,3'&,3, $% '0*+53 $0&( C2%) * 52%9> ,&('9((&%+ (3$ %C c93($&%+( $% * >32(%+*6 J2&$&+5 *((&5+)3+$b I $0&+K $0*$ )@ 6*($ 63((%+ J*( M32@ 52%9>b*+,b,&('9((&%+ '3+$323,: *+, *$ $0&( >%&+$ &$L( $&)3 $% V'9$ $03) 6%%(3W *+, 0*M3 $03) J%2K %+ $03&2 %J+E I $0&+K $0&( *6(% ('*CC%6,( *+, 036>( ?9&6, J2&$&+5 (K&66( C%2 $03 C&+*6 >*>32E
analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. CCSS.ELA-Literacy.SL.11-12.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 1112 topics, texts, and issues, building on others ideas and expressing their own clearly and persuasively. CCSS.ELA-Literacy.RL.11-12.7 Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.) CCSS.ELA-Literacy.W.11-12.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. CCSS.ELA-Literacy.SL.11-12.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. Objectives: -Students will answer questions relating to Branaghs Hamlet in order to better comprehend Hamlets famous speech as well as analyze the aspects of Shakespearean film. -Students will answer specific questions based on stoicism from the To Be or Not to Be speech in order to develop an understanding of how Hamlet is stoic. -Students will work on a Shakespeare emulation project in order to both analyze the famous speech as well as assimilate and accommodate the speech to create their own work. Introduction (10 minutes): -Collect close reading assignment -Show To Be or Not to Be scene from Hamlet (1996) -Project the following questions for students to write in their journals individually 1. What liberties does Branagh (the director) take in this particular version of the speech? 2. In one word, what is Hamlet talking about in this monumental speech? 3. Why do you think Hamlet is thinking about that topic? 4. How is Hamlet practicing stoicism in this speech? 5. What does Hamlet ultimately decide to do? 6. What is the sea of troubles that Hamlet is talking about? What kind of figure of speech is this? 7. What is the proud mans contumely?
-Choose volunteers to answer each question. Small group discussion (10 minutes) -Put students in small groups (4-5 students each)to discuss their findings in their Hamlet close readings. -Circulate the room and provide assistance when needed. Individual emulation project (about 30 minutes): -Distribute To Snooze or Not to Snooze handout -Assign students to complete their own emulation of Hamlets soliloquy by using a situation of their own. 17
Summary/Closure (3 minutes): -Tell students that their emulation is due for homework the next class. -Also, tell students that the rest of Act 3 will be discussed during the next class.
Assessment -Collect close reading assignment to check for students efforts, engagements, and understanding of the text. Analyze them to make sure that students having an understanding of both the plot and the poetic elements of the play. -Ensure that students are on task during emulation project, and provide help and guidance to students who request it. -Collect emulation project from students who are finished.
Accommodations: Provide a large-print worksheet of opening video questions. Provide a larger-printed version of the emulation project worksheet and To Snooze or Not to Snooze example.
Lesson 6: My Offense is Rank Materials used: Computer, projector Standards: Resources: https://owl.english.purdue.edu/owl/resource/685/05/, http://www.time4writing.com/writing-resources/writing-resourcespersuasive-essay/, http://www.youtube.com/watch?v=CeTpfr-tI7c
Objectives: -Students will be given an explanation on how to write persuasively in order to gain an understanding of how to write their final paper. -Students will brainstorm their stance on the final papers topic in order to get a start on thinking about their final paper.
Introduction (10 minutes): -Hand out act 3 vocabulary sheet. -Show clip of Claudius praying from a 2011 theater practice. -Project the following discussion questions for students to write individually in their classroom journals: 1. How would you compare this actors performance to that of the other actors we have seen so far? 2. What about the overall effect of the video? What are positives and negatives of normal theater vs. film and special effects? 3. Do you think Claudius is actually sad about what he did? Why do you think that? 4. We see Hamlet entering at the end of this scene; why does he decide to not kill Claudius? 5. Weve heard rank a few times now; what does this word mean? Comment [20]: I ,3'&,3, $% ,3M&*$3 C2%) $03 C&6)( ($*2$&+5 J&$0 $0&( 63((%+ ?@ %CC32&+5 * M32@ ?*(&' M&,3% %C * 2*+,%) ,9,3 *'$&+5 &+ C2%+$ %C * '*)32*E [0&( (0%J( )%23 %C * \$2*,&$&%+*6L K&+, %C *'$&+5 $0*$ )*@ *>>3*6 $% ($9,3+$( )%23 $0*+ $03 (>3'&*6 3CC3'$( *+, M&(9*6 %C C&6)b &$ &+($3*, C%'9(3( %+ $03 6*+59*53 *+, 3)%$&%+ *6%+3E #%)3 ($9,3+$( )*@ *>>23'&*$3 $0&( *+, %>$ $% 9(3 &$ &+ $03&2 C&+*6 )%M&3 >23(3+$*$&%+(E 18
6. What does Claudius mean by Offences gilded hand? 7. What does Claudius mean when he says there is no shuffling from the law?
General Guidelines on Persuasive Writing (25 Minutes) -Ask students if they have ever written a persuasive piece before; follow up by asking them what they persuaded and how they argued it. -Show students the Perdue OWL website on persuasive writing -Remind students that this particular writing assignment requires citations from the text as well as examples from students own lives, and because of that it is not going to be as ridged. -Choose volunteers or go around the room, asking students to read the eight paragraphs of The structure of the argumentative essay. -Show students the timeforwriting.com section on persuasive writing. -Give students about five minutes to brainstorm their stance on the paper assignment and write down a tentative thesis and outline on a sheet of notebook paper. -Have students tell their ideas to a peer sitting close to them. -Choose volunteers to share their stance. Summary/Closure: -Tell students that a rough draft will be due three class periods from now. -Tell students to read act 4 for tomorrows class.
Assessment: -Students will hand in a ticket out the door that has a tentative thesis and plan for their final paper. If students do not seem to have a plan, give them suggestions or ask them to brainstorm their ideas.
Accommodations: Provide a large-print worksheet of opening video questions. Provide a large-print hard copy of Perdue OWLs persuasive writing website pages.
Lesson 7: .. and Spur my Dull Revenge Materials used: Computer, projector Standards: CCSS.ELA-Literacy.SL.11-12.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
CCSS.ELA-Literacy.W.11-12.9 Draw evidence from literary or informational texts to support analysis, reflection, and research
Objectives: -Students will watch and reflect on a fan-made YouTube video in order to analyze a different type of video and gain insight to their own presentation projects.
-Students will answer questions related to Hamlets final soliloquy in order to once again make connections to his stoicism.
-Students will create a collaborative Venn Diagram in order to explore and explain foil characters in Hamlet, including Fortinbras, Hamlets action-driven foil.
Introduction (10 minutes) -Hand out act 4 vocabulary sheet -Show students the Ophelias Death Youtube Video 1. Shakespeare keeps his work ambiguous; what do you think? Did Ophelia commit suicide? 2. Who speaks these lines in the text? 3. What does the voiceover add to the video? 4. What does the music add to the video?
Final Soliloquy and discussion questions (10 minutes) Show Hamlets final soliloquy from Branaghs Hamlet (1996) -When does Hamlet speak these lines in the text? Feel free to use your book. -What is a foil character? -What makes Fortinbras such a strong foil character to Hamlet? -What does the score add to this interpretation? -Hamlet seems pretty pumped. What would you assume his next move would be? -What does Hamlet mean by the large discourse that humans have? -What does Hamlet mean by bestial oblivion?
Venn Diagrams (20 minutes) -Assign class into four groups of five. -Offer groups the choice of one of the four following pairs: 1. Hamlet and Laertes 2. Hamlet and Fortinbrass 3. Hamlet and Claudius 4. Ophelia and Gertrude -Find similarities and differences between the two characters -Write down differences in Venn Diagram, citing page numbers for specific examples -Create a picture/caricature of your two characters depending on how you perceive them. -Distribute poster paper and markers.
Summary/Closure (10 minutes) -Allow groups to present their posters. -Tell students that the final act will be discussed tomorrow. -Tell students to bring a rough draft of their final papers two class periods from now. Comment [22]: I ,3'&,3, $% >9$ &+ * >%($32(b *+,b)*2K32( *'$&M&$@ $% *,, ,&M32(&$@ $% $0&( 63((%+ Comment [23]: I >9$ $0&( &+ (>3'&C&'*66@ $% *6&5+ J&$0 $03 $3a$ *( J366 *( $% *6&5+ J&$0 $03 $*(K %C $03 C&+*6 >*>32: J0&'0 J&66 0*M3 ($9,3+$( 9(&+5 $3a$9*6 3a*)>63(E Comment [24]: I (>3'&C&'*66@ *,,3, $03 >&'$923 >*2$ %C $03 *((&5+)3+$: &+ *,,&$&%+ $% $03 ?*(&' ,&*52*): $% '*$32 $% *2$&($&' *+, M&(9*6 ($9,3+$( 20
Assessment -Circulate the room during Venn Diagram creation to ensure groups are on task and using specific examples from the text. If students are not using the text, suggest passages and scenes to help them guide their project. -Collect and analyze Venn Diagrams to ensure that students have an understanding of foil characters.
Accommodations: Provide a large-print worksheet of opening video questions. Provide a large-print worksheet of Hamlets final soliloquy questions.
Lesson 8: Alas, Poor Yorick Materials used: Standards: CCSS.ELA-Literacy.SL.11-12.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
CCSS.ELA-Literacy.W.11-12.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
CCSS.ELA-Literacy.W.11-12.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
Objectives: Students will watch and reflect on a Broadway performance in order to gain a final view of how Hamlet can be interpreted and staged and thus be given more insight for their own presentations.
Students will answer a set off five open-ended personal questions about the end of the play in order to reflect on ideas relating to stoicism and action.
Introduction (10 minutes) -Hand out act 5 vocabulary sheet -Show the Gravedigger scene (Broadway 1964) Ask the following questions to discuss as a whole group 1. Why do you think Shakespeare placed this scene in the final act of the play? 2. What does the clowns humor add to the play? 21
3. How does the clowns humor compare to the humor of today? Do you find them funny? 4. Why do you think Hamlet would interact with such lowly folks? 5. What pun does Hamlet make about Lawyers fines and the dirt? 6. What does jowl mean in the verb definition that Hamlet uses?
-Explain to students the memento mori motif (reminder of death with the skull) by showing the Indiana.edu webpage
Personal Questions about Hamlets choices (20 minutes) Assign students time to answer the following questions individually; they are allowed to use their books. 1. We all know what happens in the end. In your opinion, did Hamlets stoicism work out? Again, there is no right or wrong answer. 2. Do you think Hamlet was successful? Why or why not? 3. How does Laertes accomplish his goals for revenge? Is he more or less successful than Hamlet? 4. Why do you think Shakespeare had Fortinbras come out on top? 5. Would you personally consider Fortinbras a major character? Why? 6. What is Horatios role in the end of the story? Why do you think its important that he lives? 7. Is Hamlet mentally more mature by the end of the play? 8. Why do you think the play places so much importance on remembrance? 9. In what ways can you compare to Hamlets stoicism? To Laertes and Fortinbras action? 10. Be honest: what did you think of the ending? Was it effective?
Discussion of Personal Questions (20 minutes) Ask students to briefly share their answers and ideas to each of the questions
Summary/Closure -Collect responses to personal questions -Tell students to bring a complete draft of their final papers for review tomorrow, and that the final paper is to be handed in two class periods from now.
Assessment -Collect personal questions in order to individually gauge students writing, as well as their connections and comprehensions to the text. They will be checked for completion.
Accommodations: Provide a large-print worksheet of opening video questions. Provide a large-print worksheet of personal questions.
Standards: CCSS.ELA-Literacy.W.11-12.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 13 up to and including grades 11 12 here.)
CCSS.ELA-Literacy.W.11-12.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
Objectives: Students will review their own work in order to evaluate their accomplishment of the final assessments task. Students will review the work of their peers in order to provide them with feedback and assistance with their papers, in addition to gaining insight and different perspectives on the importance of stoicism and/or action.
Introduction/Self-Evaluation (10 minutes) -Project the final paper rubric on the board. -Distribute additional rubrics and assignment sheets to students who dont have their original one. -Ask students to proofread their own work and grade themselves.
Peer review circles (30 minutes) -Break students into four groups of five, giving each group five different rubrics. -Tell students to spend about 5-7 minutes on each of their peers papers, passing them around.
Assessment -Check to make sure all students have a complete draft. -Make sure peers are providing valuable feedback to student work by circulating around the room and providing feedback to any questions; valuable feedback entails both praise and constructive criticism of ideas and organization- do not allow students to make fun of others writing.
Accommodations Provide a large-print rubric to students who need it.
Lesson 10: Showtime! Materials used: Computer, projector Standards: CCSS.ELA-Literacy.SL.11-12.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
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Objectives: Students will perform presentations in order to act out Shakespeares work and help to demonstrate understanding of the text in a meaningful, personal way.
Students will watch their peers presentations in order to gain additional viewpoints and interpretations to Shakespeares work.
Introduction (5 minutes) -Collect final papers.
Presentations (35 minutes) -Allow each group to show their movie or act out their presentation.
Goodbye, Hamlet.. (10 minutes) -Circulate the room and ask volunteers to share what they learned from Hamlet.
Assessment: -Collect final papers for evaluation. -Evaluate performances as per the checklist.
Accommodations: -Allow students to choose the front of the room to watch presentations.
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Lesson 6 seemed a little dry upon closer inspection- for this one I added a specific question before explaining persuasive writing which asks if theyve ever persuaded before, and if so what/how they did it. I think this caters to the needs of students who may need a refresher and understanding about persuasive writing, and it also may generate interst and engagement by valuing and connecting to what students have already done. 24
Lesson 7 I think appeals to different students because not only do I have the routine audio/visual movie, but I also implement the artistic Venn Diagram poster project.
Lesson 8 is a pretty dry work day :/ I added some personal questions that were fun as well as ones that ask for personal experiences in order to help students engage more with the text. I think lesson 9 and 10 are fine as-is for meeting personal needs and interests- students may be interested and engaged in what their peers have to say about their work, and performances, at least for me, were always awesome and engaging (both as a participant and an observer).
I went through each objectives section and added a few explicit connections to stoicism where there previously werent any. I tried to move some parts from the generic to the specifics that the students were doing in class. I also did my best to beef up and explain the assessment sections of what I felt were the weakest and short ones to show what rather than just how Im assessing, providing explanations as well as alternatives to lessons if the assessments dont go well. I think this helps my unit by having alternatives
--how does your Unit Plan address the criteria from our rubric (be specific)? I believe I have addressed the criteria of the rubric: my lessons contain all criteria (objectives, resources, activities, assessment, accommodations,) and they all align with the text, my BQ, and have a strong relevance to ELA. I think that my questions and activities helped bridge a gap between Shakespeare and students in a way that achieves relevance to them as well. I strongly integrated language and writing instruction along the way of writing out the unit plan. 26
--what has our work on the collaborative unit taught you about your Unit Plan? Our work on the collaborative unit helped show me the importance of lesson diversity; I liked planning as well as learning from activities that broke the mold of the discussions that we had in the first few. My peers and I took risks and tried new things, and because of that I tried to make all of my UPLAN lessons different and interesting. I also was able to use my experience from the collaborative unit with accommodating exceptionalities to provide ways of helping out students with special needs. Another thing the CUplan has helped with was the very general idea of being open and flexible with time and plans; things always seem subject to change no matter how hard we plan.
The process of ongoing feedback helped me become a little more open-minded and critical about everything related to teaching and planning. I appreciated the ability to work on this project in a controlled step-by-step process that was also somewhat collaborative in nature between myself, Dr. Sherry, and my peers. It helped open me up to the idea of being open with my teacher peers and collaborating with them.
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Hamlet Vocabulary Act I 1. avouch- v. to cite as authority 2. martial- adj. related to or suited for war 3. portentous- adj. eliciting amazement or wonder; shadowy or ominous 4. harbingers- n. foreshadows what is to come Comment [27]: I adapted these vocabulary lists from 0$$>!]]JJJ/E0%%M32EK./E*6E9(]('0%%6(](>0(]P*' 96$@/]()*2K(]D%'9)3+$(]h%'*?96*2@l/;j*)63 $E>,CE H+6&K3 (%)3 %$032 M32@ 6*253 6&($( X(9'0 *( * .7;m J%2, 56%((*2@ I C%9+, C%2 j*)63$Y: $0&( %+3 C3*$923, * '%+'&(3 .; J%2,( >32 *'$: *+, $03@ (33) $% ?3 e)%($6@e '0*663+5&+5 *+, +3J J%2,(E
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5. dirge- n. a song of grief/ mournful piece of music 6. impious- adj. lacking in reverence or proper respect 7. jocund- adj. marked by or suggestive of high spirits/mirth 8. circumscribed- v/adj. to surround by a boundary 9. dalliance- n. frivolous action or act of delay/ flirtation 10.precepts- v. to take beforehand/instruct
Act II
1. perusal- n. act of examining or considering with attention and in great detail 2. discretion- n. ability to make responsible decisions 29
3. firmament- n. the heavens/ the arch of the sky 4. paragon- n. A model of excellence or perfection 5. gratis- adj. free/ without charge/ nothing 6. savory- adj/n. tasty, flavorful dish 7. chronicles- n. historical account of events 8. cleave- v. to split or separate 9. malefactions- n. evil deeds or crimes 10.arras- n. tapestry of Flemish origin used for wall hangings and curtains.
Act III
1. visage- n. the appearance of a person 30
2. consummation- n. the completion or ultimate end 3. orisons- n. prayers 4. paradox- n. a statement that is seemingly contradictory but true 5. calumny- n. false accustion/ false charges 6. temperance- n. moderate in action 7. buffets- n. blows of force or striking with the hand 8. purging- v. to clear of guilt; to free or cleanse 9. bulwark- n. a strong support or structure for defense 10.mandate- n. an authoritative command or order
Act IV 31
1. importunate- adj. persistent; urgent 2. conjectures- n. a conclusion deduced by guesswork 3. inter- v. to deposit a dead body in the earth; bury 4. pestilent- adj. deadly; destructive; disease-causing 5. superfluous- adj. exceeding what is sufficient or necessary 6. impetuous- adj. marked by reckless or impulsive action 7. incensed- v. aroused extreme anger 8. mortal- adj. subject to death 9. obscure-v. to hide or conceal 10.requite- v. to repay; to make return for
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Act V
1. cudgel- v. to beat or strike as with a heavy stick 2. pate- n. the human head, especially the top of the head 3. abhorred- v/adj. to regard with horror or loathing; despise 4. prate- v. babble on and on 5. amities- n. peaceful relations between nations 6. diligence n. steady effort 7. dearth n. a scarce supply 8. germane- adj. relevant and pertinent 9. potent- adj. of great strength 10. 10.felicity- n. great happiness; bliss