L6+Boghosian,+Jared

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

Teacher’s Name:** Mr. Boghosian **Lesson:** Perspective #6
 * Grade Level:** 10-12 **Topic:** Hamlet

__**Objectives**__
Students will understand that there are multiple ways of interpreting a text. 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.

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.

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.

__**Maine Learning Results Alignment**__
Maine Learning Results: Language Arts A. Reading A1. Interconnected Elements: Comprehension, vocabulary, alphabetics, fluency. Grades 9-Diploma //Hamlet// 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.
 * Rationale:** Students will be using the concept of perspective and exploring how different perspectives affect situations in real life.

__**Assessment**__
Implement multiple response papers from multiple perspectives of different ideas or characters. These will be quick one page responses to get students into a mind frame of accepting that there is more than one way of looking at something.
 * Formative (Assessment for Learning)**

The final assessment in the unit is a WebQuest. A WebQuest is an assignment that involves a lot of Web surfing to complete. There are a few roles that a student can fill in order to receive full credit for the iMovie portion of the WebQuest (Actor, Script Writer, Director, Tech). The production team needs to explore a somewhat minor character within the play Hamlet (so yes only Hamlet is off limits) and reenact 3-5 scenes from the play in the perspective of the minor character. The scenes should still show an understanding of at least one theme from the play. Students will also prepare a ten minute oral presentation explaining their choice of scenes, choice of character, and how it all connects to their chosen theme in the play. Both the iMovie and oral presentation will be graded on two separate rubrics that clearly define what needs to be done. **200 Points**
 * Summative (Assessment of Learning)**

__**Integration**__
__Technology__: I will instruct the students to use the internet for a massive WebQuest. I will spend some time letting the students know that everything they should need to complete this WebQuest is right there on the WebQuest, but if there is a really good site they have found that might help them produce a better product, they may use it with my permission. Instead of me teaching the students how to use iMovie and all of its features, I will teach the students the importance of finding good online resources.

This WebQuest is exclusive to English content. However, a WebQuest can be formulated to fit just about every single content area. Here is a site with a bunch of [|WebQuests]

__Groupings__
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. Switch the "sage" after some time so that other groups can get some time with another "sage."

__**Differentiated Instruction**__

 * __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.

I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations. Absent student: send an e-mail (if available) to a student to check the class wiki which should have links to any resources used that day. Use Skype (if internet is available) to be in the class without being IN the class. Send a phone call to the student with what they need to work on or consider for the next day. See the teacher before class to get caught up quickly.
 * Modifications/Accommodations**

I will instruct the students to use the internet for a massive WebQuest. I will spend some time letting the students know that everything they should need to complete this WebQuest is right there on the WebQuest, but if there is a really good site they have found that might help them produce a better product, they may use it with my permission. Instead of me teaching the students how to use iMovie and all of its features, I will teach the students the importance of finding good online resources.
 * Extensions**

__**Materials, Resources and Technology**__
laptop Internet Camera Lights (desk lights, flashlights) iMovie Paper and Pencils

__Source for Lesson Plan and Research__
WebQuest [|here!]
 * approved directing resource**: http://www.borgus.com/think/hitch.htm
 * approved script writing resource**: http://www.screenwriting.info/
 * approved acting resource**: http://www.abwag.com/acting.htm
 * approved technical resource**: http://www.3drender.com/light/3point.html AND http://www.apple.com/ilife/tutorials/#imovie


 * approved Synopsis resource**: http://absoluteshakespeare.com/guides/hamlet/summary/hamlet_summary.htm
 * approved e-text**: http://www.shakespeare-online.com/plays/hamletscenes.html

__**Maine Standards for Initial Teacher Certification and Rationale**__
I will have a clearly structured class in which every part of the class is sectioned out for an entire learning period. I have implemented a proper step by step procedural section in the WebQuest I have developed, this will provide a logical sequence of events that the students can follow. It is important to offer variety and intrigue into the classroom, and I think I will accomplish this with my wide variety of options I have given the students in regard to what they can do within the project and the focus of the project. I will make the students comfortable in sharing their hard work with the class by only allowing positive and light constructive criticism.
 * //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.//**

Please refer to my content notes at the end of this lesson. I used the A1 Reading Maine Learning Result: 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. Students will be using the concept of perspective and exploring how different perspectives affect situations in real life.
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//**

I will instruct the students to use the internet for a massive WebQuest. I will spend some time letting the students know that everything they should need to complete this WebQuest is right there on the WebQuest, but if there is a really good site they have found that might help them produce a better product, they may use it with my permission. Instead of me teaching the students how to use iMovie and all of its features, I will teach the students the importance of finding good online resources.
 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//**
 * __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.
 * Rationale:** These strategies will prepare the students for the complex and in-depth WebQuest they will be doing for the entirety of this lesson.

Implement multiple response papers from multiple perspectives of different ideas or characters. These will be quick one page responses to get students into a mind frame of accepting that there is more than one way of looking at something.
 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//**
 * Formative (Assessment for Learning)**

The final assessment in the unit is a WebQuest. A WebQuest is an assignment that involves a lot of Web surfing to complete. There are a few roles that a student can fill in order to receive full credit for the iMovie portion of the WebQuest (Actor, Script Writer, Director, Tech). The production team needs to explore a somewhat minor character within the play Hamlet (so yes only Hamlet is off limits) and reenact 3-5 scenes from the play in the perspective of the minor character. The scenes should still show an understanding of at least one theme from the play. Students will also prepare a ten minute oral presentation explaining their choice of scenes, choice of character, and how it all connects to their chosen theme in the play. Both the iMovie and oral presentation will be graded on two separate rubrics that clearly define what needs to be done.
 * Summative (Assessment of Learning)**

__Teaching and Learning Sequence__
I have my classroom arranged in two sides, there are 3-4 row clusters of three or four desks on each side with the projector displaying images on the wall in between the two sides.

For the first day I will show my student sample to give the students a little laugh and an idea of what is to come, 5-10 minutes. For the first activity I will have the students think of an important scene in Hamlet and have the students think of one word to describe the scene and then discuss why they chose it. Then ask them to think of a completely different word that is contrary to the word they chose but can still be used to describe the scene, this activity should take about 30 minutes. Next, break the students into groups and have them find a radio appropriate song that captures the meaning of the scene you discussed and play a small piece and explain why you chose it, 20 minutes. Spend the rest of the day by introducing the WebQuest, show them the site and kind of go through it and take any questions.
 * Day 1**

Start the class by having the class count off 1-4, all the ones go together and so on and so forth. Then have everyone in their 4 person groups count off 1-4 and then ones will get together etc. and these will be the WebQuest groups, 5-10 minutes. The exercise for today will combine animal representations of characters in Hamlet and acting. Students will be asked to perform short scenes from Hamlet but with the mannerisms of an animal that they believe captures the character, 30-40 minutes. For the rest of this class period have the students get into their WebQuest groups and read the Introduction, the Task, and do as much of step one of the Process as possible.
 * Day 2**

The WebQuest groups should be working on the Process of the WebQuest and have all the materials they should need. They may ask questions, answer them to the best of your abilities, they should have a pretty good idea of what needs to be done. Do not forget to have them look ahead at the Evaluation section to see what the criteria is for a high scoring product.
 * Day 3-5**

Day 6 should be last minute touches and at least two or three presentations which they will have already signed up for. Day 7 is all about finishing up the presentations and having a discussion about the WebQuest, what they liked, what they didn't like and so forth.
 * Day 6-7**

Students will understand that there are multiple ways of interpreting a text. //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.// Show my student sample to give them an idea of what they will be creating in this final lesson **Where, what, why, hook, and Tailor:** **Verbal, Bodily**

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 SEE CONTENT NOTES. __Graphic Organizer__:Use a four column chart to organize ideas about themes from multiple perspectives and details to support each point of view. A students ideas of a passage of text might change through talking about it extensively. **Equip, explore, rethink, and tailors:** **Naturalist, Musical**

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. Switch the "sage" after some time so that other groups can get some time with another "sage." Look at the events and characters from one point of view. 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. 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. **Experience, rethink, refine, revise, organize, and Tailor:** **Intrapersonal, Interpersonal**

Students will maintain a folder with every piece of writing they do in and out of class. It will have all the rough drafts with feedback and edits. I will check these and make notes in them, giving them general notes on how to keep improving their writing technique and style. The students will apply ideas they develop in their writing folders and respond to a literary question. The students will eventually take all that they have learned and apply it to one last paper in response to a more thought provoking question.

This is the **WebQuest** they will use for this lesson: https://sites.google.com/a/maine.edu/alas-poor-hamlet/home
 * Content Notes**


 * approved directing resource**: http://www.borgus.com/think/hitch.htm
 * approved script writing resource**: http://www.screenwriting.info/
 * approved acting resource**: http://www.abwag.com/acting.htm
 * approved technical resource**: http://www.3drender.com/light/3point.html AND http://www.apple.com/ilife/tutorials/#imovie


 * approved Synopsis resource**: http://absoluteshakespeare.com/guides/hamlet/summary/hamlet_summary.htm
 * approved e-text**: http://www.shakespeare-online.com/plays/hamletscenes.html

No handouts are necessary
 * Handouts**