L2+Boghosian,+Jared

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


 * Teacher’s Name:** Mr.Boghosian **Lesson:** Interpretation #2
 * Grade Level:** 10 **Topic:** Hamlet

**__Objectives__**
 * Student will understand that** the ideas in this text are important.
 * Student 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.
 * Student will be able to** demonstrate their mastery of the text's themes by creating a slide-show of still pictures or sculptures with an audio track that explains your understanding of the themes.

**__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:** This lesson will focus on using evidence from the text in order to support analysis of themes from Hamlet.

**__Assessment__** Keep a reading journal that logs reactions and ideas about the text such as characters and plot points, and bring in ideas, questions, and information from class discussions and develop them.
 * Formative (Assessment for Learning)**

Create a slide-show using either pictures of student created content (sculptures, drawings) or legally acquired content made by other people across the world that demonstrate an understanding of a theme from Hamlet. Be sure to have an audio track or explanation of each slide as it goes by. It is suggested that you present it almost like a documentary of "said theme" over the ages. Students will be evaluated by both themselves and the teacher on a checklist.  __Technology__: Students will work with digital cameras to take photos. They will edit these photos and make them pristine and presentable. Using Iphoto, the students will practice organization and presentation of project files, the photos, and present them to the class in an interesting and engaging way. This allows students to take a normally mundane and trivial skill like photography and make it engaging and new.
 * Summative (Assessment of Learning)**
 * __Integration__**

__Art__: Take pictures and give them a new style or influence.

**__Groupings__** Use the Team Pair Solo method. As a team collaborate and share information with the class, then get into partners and then share each person's opinion on the information. Finally write a one to two page response on the information accumulated throughout the exercise.

**__Differentiated Instruction__**
 * Strategies**
 * __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.

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**

Students will work with digital cameras to take photos. They will edit these photos and make them pristine and presentable. Using Iphoto, the students will practice organization and presentation of project files, the photos, and present them to the class in an interesting and engaging way. This allows students to take a normally mundane and trivial skill like photography and make it engaging and new.
 * Extensions**

**__Materials, Resources and Technology__** Laptops Cameras Iphoto/picture editing software OR Powerpoint tutorials for Iphoto Book (Hamlet) Pens/Pencils Markers/colored pencils Journals jar with water red food coloring clay/playdough

**__Source for Lesson Plan and Research__** See content notes. [|Iphoto tutorials] Lesson idea on the [|theme of evil] Another [|good activity] for working any particular theme

**__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. Using the Socratic questioning method I will get the students engaged in deep analytical thinking that spans more than simply the facts in the text. It is important to offer variety and intrigue into the classroom, and I think I will accomplish this with my wide range of approaches to theme analysis. I will make the students comfortable in sharing their opinion on a sample of text or ideas on theme by ensuring that there is no deconstructive 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. I used the self knowledge facet by having my students continually maintain and refer to a vocabulary journal.
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//**

As a teacher I will offer a wide variety of activities that will get students thinking about how to convey meanings from the text in multiple ways. Students will work with digital cameras to take photos. They will edit these photos and make them pristine and presentable. Using Iphoto, the students will practice organization and presentation of project files, the photos, and present them to the class in an interesting and engaging way. This allows students to take a normally mundane and trivial skill like photography and make it engaging and new.
 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//**
 * __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.


 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//**
 * __Formative Assessment__**: Keep a reading journal that logs reactions and ideas about the text such as characters and plot points, and bring in ideas, questions, and information from class discussions and develop them.


 * __Summative Assessment__**: Create a slide-show using either pictures of student created content (sculptures, drawings) or legally acquired content made by other people across the world that demonstrate an understanding of a theme from Hamlet. Be sure to have an audio track explanation of each slide as it goes by. Present it almost like a documentary of "said theme" over the ages. Students will be evaluated by both their peers and myself on an easy to understand grading sheet.

**__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.

I will start the class by showing off a sculpture that I have created to show a theme within the text and get the class to talk about it and some of the passages in the text that tie to that idea, 15-20 minutes. Then I want to show a music video that conveys a theme of Hamlet and have the class discuss the theme it covers and again, what are some passages that can show this evidence, another 15-20 minutes. For the rest of class I will have the students go outside and collect environmental materials to replicate the "unweeded garden" Hamlet mentions in the book, I would then highly suggest to students to take pictures of things like this for their final project. For homework I will have them check out iPhoto, and simply become familiar with basic features, also take pictures of sculptures or drawings you have or want to do relating to theme.
 * Day 1**

I will start the class off with some more class discussion based on the theme of corruption, use red food coloring and water activity SEE CONTENT NOTES, should take 20 minutes. Then I want the class to do a Team Pair Solo activity to discuss the themes you have looked at, by the time they get to solo, they should write a personal response to what you have gathered from the activity, this should take around 25 minutes. I will then use a class discussion tactic called the Socratic method and ask questions to get the students to delve deeper into their analysis of theme in Hamlet, 25 minutes. I will give them the assignment for their final product and introduce them to creative commons and how they can use it for their project.
 * Day 2**

I want to spend the first 20 minutes of class discussing any themes the students don't understand and passages they can look at for inspiration in their project. After that I want the students to focus on creating their products, I will be there to help students and respond to any questions they have about the project itself or the software.
 * Day 3**

This day will be spent presenting the projects the students created and reflecting on the project as a whole to get a sense of whether or not I should use it and what I could do to make it better.
 * Day 4**

Students will understand that the ideas in the text are important. The ideas are important for students to know because these are ideas that reoccur in literature and in real life. //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.// Make a sculpture that illustrates an important idea of the text and show it to the class. **Where, what, why, hook, and Tailor:** **Spatial, musical,naturalist.**

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__: Implement the use of a Time Order Chart to explore a theme and evidences of that theme. Take your ideas and draft them out, make sure you have plenty of evidence. **Equip, explore, rethink, and tailors:** **intrapersonal, interpersonal.**

Use the Team Pair Solo method as a team collaborate and share information with the class, then get into partners and then share information with each other, finally write a one to two page response on the information shared. Take your ideas and draft them out, make sure you have plenty of evidence. Take information from your peers and teachers and add them to your current ideas about the meaning of the text. Take your refined ideas and apply them to a formative assessment. 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 audio track that explains your understanding of a chosen theme. **Experience, rethink, refine, revise, organize, and Tailor:** **Interpersonal, intrapersonal, Logical-mathematical**

Students will maintain a reading journal filled with questions, observations, connections, and thought inspiring evidence regarding theme. I will check these and make notes in them, giving them general notes on how to keep a good reading journal and encourage deeper thinking. The students will apply ideas they develop in their reading journal through quick one page responses to a question. After the students have worked so hard in developing themes they will be able to create a slide show with audio explanation of their understanding of the theme that has been chosen.

[|Iphoto tutorials]
 * Content Notes**

Use the [|demonstration] to begin the conversation of the theme of corruption. Take red food-coloring and put a drop in the jar of water. Ask the students what is happening and why. Get them to talk about how the red obscures the clean water and spreads throughout the jar.

Take some time to go outside and explore the idea of Denmark as an unweeded garden. Collect materials from outside to create a model of an unweeded, or corrupted, place.

[|class exercise] Read a prominent passage from the text and then ask the students to create sculptures and or drawings to visualize ideas like revenge, corruption, love, betrayal, and inaction. Present in class and justify.

Time Order chart Iphoto tutorials if internet is not available.
 * Handouts**