S3+Boghosian,+Jared

=Stage 3 - Plan Learning Experiences and Instruction=

// **Note:** // (How are you using technology as a teacher? How are your students using technology?) [|Verbal-Linguistic] [|Logical/Mathematical] [|Visual/Spatial] [|Bodily/Kinesthetic] [|Musical/Rhythmic] [|Intrapersonal] [|Interpersonal] [|Naturalist]
 * 1. (W)** **Where** (Students understand that....), **Why** (Real Life), **What** (MLR)
 * 2. (H)** **Hook** (Engage)
 * 3. (E)** **Equip** (Content - Students will know...), **Explore** ([|Graphic Organizer]), **Experience** ([|Cooperative Learning]), and Resources (Include Web resources)
 * 4. (R)** **Rethink, Revise, Rehearse,** and **Refine** (Feedback, [|Checking for Understanding])
 * 5. (E)** **Evaluate** (Formative Assessment)
 * 6. (T) Tailor** (give an example of each Multiple Intelligences)
 * 7. (O)** **Organize** (Students will be able to ...), Product (Technology) [|Recipes4Success Lesson Library]. Here you will find exciting, standards-based lessons for Tech4Learning products. Each lesson includes step-by-step directions for both teachers and students, as well as links to high-quality examples, templates, and support resources.

=Lesson 1= 2. Give a demonstration on Shakespeare's clever ability to create words, and maybe introduce Shakespearean insults (HOOK). 3. Students will know peculiar or familiar vocabulary and terminology such as: remove, liegemen, touching, warrant, for, common, uses, beteem, ere, once, indeed (EQUIP). __Graphic Organizer__: Have the students fill out a KWL chart to find out how familiar they are with the language of Shakespeare (EXPLORE). __Cooperative Learning__: Students will get into small groups in a think pair share activity (EXPERIENCE). 4. Because Shakespeare wrote in a different time period many of the words we are familiar with have different definitions than what we are used to (RETHINK). Once you have identified the new definitions and sentence structures you will be able to unlock meaning from the text (REVISE). Experiment writing a few sentences in a Shakespearean format and ask the teacher for feedback on your understanding (REFINE). 5. __Formative Assessment__: Keep a vocabulary journal of words or word usages you are unfamiliar with and research the proper definitions or have the students write a sentence using each Shakespearean word and then the class share them in groups for self assessment. There will also be vocabulary quizzes for each section of the text (EVALUATE). 6. __Verbal-Linguistic__: Have class discussions but incorporate Shakespearean words and language (accent optional). __Logical-Mathematical__: create a chart displaying the word, its modern day definition and its Shakespearean definition. __Visual-Spatial__: Draw/Paint some of the more complicated images in the text and tie them to class discussion. __Bodily-Kinesthetic__: Use Legos or human sculpture to depict a one word description of a scene. __Musical__: As a class throw together a free style song, poem, or rap about a scene in class using Shakespearean language. __Interpersonal__: In partners have a dialogue--with Shakespearean language of course--about a subject you both agree upon, reach a conflict and resolve it. __Naturalist__: find examples in the text of animals or plants and as a class go outside and find them or draw/act (hits spatial and bodily) out any missing items (TAILOR). 7. Students will be able to take their knowledge of the Shakespearean language and produce a radio show podcast talking about current events (of Elizabethan times, real or fictional) as if they were talk show hosts from that time. They will demonstrate their mastery of the language through dialogue in this podcast (ORGANIZE self-knowledge). Number of days to complete __3-4__. Summative Assessment: Garageband/Audio recording of radio show podcast. || =Lesson 2=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 1. Students will understand that vocabulary is an important component to the understanding of a text (WHERE). If a student does not understand many of the words in the text they are reading, they will soon find that understanding the text will be next to impossible (WHY). //Students read text, within a grade appropriate span of text complexity, and present analysis of fiction, non fiction, drama, and poetry using excerpts from the text to defend their assertions// (WHAT).

9. Show some interesting video clips that show various themes of the text (HOOK). 10. Students will know key factual information like: Hamlet's father dies. Hamlet seeks revenge. Hamlet goes into madness and devises a play. Hamlet's flaw of inactivity is revealed. Hamlet lets his mother in on his plan, but ends up murdering Polonius in a fit of mistaken passion. A duel between Laertes and Hamlet results in the death of nearly all the characters. In addition the students will know critical themes and details such as Good vs. Evil. Morals and immorality. Madness. Mortality. Relationship between Fortinbras and Hamlet (EQUIP). __Graphic Organizer__: Implement the use of a Time Order Chart to explore a theme and evidences of that theme (EXPLORE). __Cooperative Learning__: Use the Team Pair Solo method as a team collaborate and share information with the class, then get into partners and then share information to class, finally write a one to two page response on the information shared (EXPERIENCE). 11. Take your ideas and draft them out, make sure you have plenty of evidence (RETHINK). Take information from your peers and teachers and add them to your current ideas about the meaning of the text (REVISE). Take your refined ideas and apply them to a formative assessment (REFINE). 12. Keep a reading journal that logs reactions and ideas about the text and bring in ideas and information from class discussions and develop them (EVALUATE). 13. __Naturalist__: discuss and produce a replica of Denmark as "a weeded garden" to express the meaning behind the image. __Musical__: show a music video that conveys a theme of //Hamlet//. __Intrapersonal__: Have the students take 10 minutes to write about an event or a character in the text that they can relate to and hand them in to the teacher. __Interpersonal__: have a sharing period in which people partner up and share ideas and perspectives, after 30 seconds switch with a new person and so on. __Logical-Mathematical__: implement the Socratic method of questioning to get the students to think more deeply about ideas within the themes of the text. __Visual-Spatial__: create mini sculptures, take pictures, or drawings that convey a major theme and justify it. __Verbal-Linguistic__: publish short analytical responses to events and characters and how they contribute to the overall meaning of the text (TAILOR). 14.Students will be able to demonstrate their mastery of the text's themes by creating a slide-show of still pictures or sculptures with an in class explanation or an audio track that explains your understanding of the themes (ORGANIZE interpretation). Days in order to complete this project: __3-4__ days. Summative assessment: slide-show presentation with audio. || =Lesson 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 8. Students will understand that the ideas in the text are important (WHERE). The ideas are important for students to know because these are ideas that reoccur in literature and in real life (WHY). //Students read text, within a grade appropriate span of text complexity, and present analysis of fiction, non fiction, drama, and poetry using excerpts from the text to defend their assertions// (WHAT).

16. Have the students do some in class role playing as if the characters from Hamlet were in high school (HOOK). 17. Students will know factual information such as the death of Hamlet's father. Hamlet seeks revenge. Hamlet goes into madness and devises a play. Hamlet's flaw of inactivity is revealed. Hamlet lets his mother in on his plan, but ends up murdering Polonius in a fit of mistaken passion. A duel between Laertes and Hamlet results in the death of nearly all the characters. With this information the students will be able to explore critical details/themes: Good vs. Evil, morals and immorality, madness, mortality, Fortinbras and Hamlet (EQUIP). __Graphic organizer__: Use the Goal Reasons web to track a character's goals in the text with evidence for those goals (EXPLORE). __Cooperative learning__: three step interview as a character (EXPERIENCE). 18. Look at characters from more than one angle (RETHINK). Take in class feedback to REVISE your knowledge of characters. Apply everything you know about the characters to the themes of the text (REFINE). 19. __Formative assessment__: in class role playing for character discovery in relation to themes and close working with GoAnimate projects (EVALUATE). 20. __Intrapersonal__: Write a monologue in your interpretation of a character within the text. __Interpersonal__: Create a board game based on the text which students can play as their board game piece. __Bodily-Kinesthetic__: Use classroom theater as way to get the classes interpretations of the various characters. __Verbal-Linguistic__: Tell a story of a real or fictional scene in the play. __Musical__: have some mood music in the background of a lesson to immerse the class in the environment of the text. __Spatial-Visual__: use picture metaphors, have the class draw a picture of what they believe the character to represent (TAILOR). 21. Students will be able to identify how multiple interpretations of a character contribute to the meaning of the text as a whole (ORGANIZE empathy). Days to complete this lesson __5__ days. __Summative Assessment__: The information and in class activities will be compiled to create a final animation that explores how a characters thoughts and feelings contribute to theme. || =Lesson 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 15. Students will understand that the ideas and characters in the text are important, and so are the many ways of interpreting texts (WHERE). There are multiple ways of viewing a character from a novel, these characters contribute heavily to the important themes in the text (WHY). //Students read text, within a grade appropriate span of text complexity, and present analysis of fiction, non fiction, drama, and poetry using excerpts from the text to defend their assertions// (WHAT).

23. Show a sample essay of your own for the students to look at (HOOK). 24. Students will know the meaning(s) of the text using factual information such as: Hamlet's father dies. Hamlet seeks revenge. Hamlet goes into madness and devises a play. Hamlet's flaw of inactivity is revealed. Hamlet lets his mother in on his plan, but ends up murdering Polonius in a fit of mistaken passion. A duel between Laertes and Hamlet results in the death of nearly all the characters. Along with critical details/themes like Good vs. Evil. Morals and immorality. Madness. Mortality. Fortinbras and Hamlet (EQUIP). __Graphic Organizer__: Use a Story Map(2) to discover meaning from various events in the plot of the text (EXPLORE). __Cooperative Learning__: Do a three minute review intermittently during a class discussion, break the class into groups of three or four and have them discuss the ideas we talked about in class and essentially synthesize them (EXPERIENCE). 25. A students ideas of a passage of text might change through talking about it extensively (RETHINK). Write a quick response draft using your ideas and see what could make it stronger (REVISE). Practice developing a strong argument and supporting it with details from the text (REHEARSE, REFINE). 26. __Formative Assessment__: Write two or three rough drafts to an essay that asks you to answer a question and support your claim (EVALUATE). 27. __Verbal-Linguistic__: discuss techniques for improving essays. __Logical AND Interpersonal__: get into groups and peer edit papers offering constructive criticism and positive feedback. __Intrapersonal__: take some time to proofread your own paper once or twice before making a final draft. __VIsual-Spatial__: when editing a students paper use symbols to show what needs editing not just words. __Bodily- Kinesthetic__: move around the room getting feedback on thesis statements and conclusions (TAILOR). 28. Students will be able to develop a strong response to a literary question based on meanings from the text. (ORGANIZE application). Days to complete __3__. __Summative assessment__: Students will write a 3-4 page analytical essay on a theme from Hamlet and post it on the class wiki to be commented on (also turn in a hard copy with all the drafts). || =Lesson 5=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 22. Students will understand that the ideas in the text are important (WHERE). It is important to be able to develop and express meaning through the art of writing because writing is still a prevalent skill in society and you need to be able to develop a view and support it (WHY). //Students read text, within a grade appropriate span of text complexity, and present analysis of fiction, non fiction, drama, and poetry using excerpts from the text to defend their assertions// (WHAT).

30. Show video of vlogbrothers to reintroduce the power of words (Hook). 31. Students will know peculiar or familiar vocabulary and terminology such as: remove, liegemen, touching, warrant, for, common, uses, beteem, ere, once, indeed (EQUIP). __Graphic Organizer__: Organize a T-chart with words and phrases and then define them on the other side of the chart (EXPLORE). __Cooperative Learning__: work with the vocabulary in partners until you have a strong understanding of it (EXPERIENCE). 32. Consider the meaning of a word and then reconsider the meaning of the word in context of Shakespearean language (RETHINK). Do not lose the meaning of the words once you know them, try using them in sentences (REVISE). Practice, practice, practice using these words to memorize their meaning (REHEARSE). 33. __Formative Assessment__: periodic vocabulary tests in each act of the play to gauge progress (EVALUATE). 34. __Verbal-Linguistic__: write a 1 page page about a character using words and phrases you have learned from the text. __Musical__: write a poem in the style of a Shakespearean sonnet. __Interpersonal__: Quiz each other in partners and then switch partners for repetition of material. __Intrapersonal__: Use notecards to drill vocabulary with yourself in a quiet study area. __Bodily-Kinesthetic__: Spell out the words with the students' bodies and then act out the meaning of those words (if possible) make it sort of like charades. __Visual-Spatial__: Make sculptures of words and display them around class to reinforce memorization (TAILOR). 35. Students will have a strong understanding of how Shakespearean language works and be able to use it if needed (ORGANIZE explanation). Lesson should take __3-4__ days to complete. __Summative assessment__: Students will participate in a Jeopardy game/test and answer questions toward a grade. || =Lesson 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 29. Students will understand that vocabulary is an important component to the understanding of a text (WHERE). If a student does not understand many of the words in the text they are reading, they will soon find that understanding the text will be next to impossible (WHY). //Students read text, within a grade appropriate span of text complexity, and present analysis of fiction, non fiction, drama, and poetry using excerpts from the text to defend their assertions// (WHAT).

37. Show my student sample to the class to give them an engaging and accurate representation of what their product should look like (HOOK). 38. Students will know key factual information like: Hamlet's father dies. Hamlet seeks revenge. Hamlet goes into madness and devises a play. Hamlet's flaw of inactivity is revealed. Hamlet lets his mother in on his plan, but ends up murdering Polonius in a fit of mistaken passion. A duel between Laertes and Hamlet results in the death of nearly all the characters. In addition the students will know critical themes and details such as Good vs. Evil. Morals and immorality. Madness. Mortality. Relationship between Fortinbras and Hamlet (EQUIP). __Graphic Organizer__: Use a four column chart to organize ideas about themes from multiple perspectives and details to support each point of view (EXPLORE). __Cooperative Learning__: Implement the circle the sage activity. Split the class into different groups who support a certain point of view and have each group listen and ask questions of the "sage" group (EXPERIENCE). 39. Look at the events and characters from one point of view (RETHINK). Take in class discussions to [REVISE] your perspectives of the events and characters. Apply everything you know about the characters and events to the themes of the text (REFINE). 40. __Formative Assessment__: Implement multiple response papers from multiple perspectives of one particular idea (EVALUATE). 41. __Musical__: create a short rap or song about your perspective of a theme in Hamlet (short video is also an option). __Bodily-Kinesthetic__: Act out an important scene or dialogue from your perspective and then do it from another perspective. __Intrapersonal AND Interperosnal__: Make personal connections to another person's point of view on a a theme in the text. __Naturalist__: Look at a scene using animals in an interpretation of the play as a whole or just a small scene. __Verbal-Linguistic__: Discuss a scene or act in the text and then as a class think of as many one word descriptions that capture the meaning of the scene or act (TAILOR). 42. Students will be able to look at text from more than one point of view and see that a problem in text is far more complicated than a face value look (ORGANIZE perspective). Time to finish lesson __7-8__ days. __Summative Assessment__: Students will be following a WebQuest that lead to a ten minute presentation and the creation of a movie in which they portray a character who is not the main focus of the play (I.E Hamlet) and show some scenes in their point of view. ||
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 36. Students will understand that there are multiple ways of interpreting a text (WHERE). If a student does not look at more than one approach to a problem there is a chance the student will never fully understand the full scope of the issue (WHY). //Students read text, within a grade appropriate span of text complexity, and present analysis of fiction, non fiction, drama, and poetry using excerpts from the text to defend their assertions// (WHAT).

2004 ASCD and Grant Wiggins and Jay McTighe