L3+Boghosian,+Jared

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

Teacher’s Name:** Mr.Boghosian **Lesson:** Empathy #3
 * Grade Level:** 10-12 **Topic:** Hamlet

__**Objectives**__
Students will understand that the ideas and characters in the text are important, and so are the many ways of interpreting texts. 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, and mortality. Students will be able to identify how multiple interpretations of a character contribute to the meaning of the text as a whole. By using GoAnimate students will create an animated slide-show featuring a character and how their feelings affect the meaning of the story.

__**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 analyze how the moods of a character affect theme.

__**Assessment**__
In class role playing for character discovery and how those discoveries become essential to the plot. To vary the way students see the text they must also act out scenes as characters in different, usually contrasting, emotions.
 * Formative (Assessment for Learning)**

Create an animated slide-show using GoAnimate to express the feelings of a character from Hamlet and come to a noticeable conclusion as to how these emotions affect the plot and the theme. The more supporting evidence the students reveal through each animation, the better the grade will be. Use at least one or two animated slides to explore evidence not in the text but perhaps a non-existent scene that can still contribute to a student's understanding of the chosen theme. The animations will be shown in-class and commented on afterwords with positive and constructive feedback. There will be a very simple but specific rubric giving an overview of what is to be expected from these blogs. **100 points**.
 * Summative (Assessment of Learning)**

__**Integration**__
__Technology__: Students will be using a fairly new animation program called GoAnimate to create scenes from the play Hamlet. Given that this is technology that is normally not accessible to students, I will give ample time in class to help them become acquainted with the program, there are also tutorials with the program itself so the students will have something to look for when they get stuck at home.

__History:__ Re-enact a historical meeting such as the signing of the declaration of independence or the scene of a war.

__Groupings__
Use the Three Step Interview activity: Each member of a team chooses another member to be a partner. During the first step individuals interview their partners by asking clarifying questions. During the second step partners reverse the roles. For the final step, members share their partner's response with the team. These questions should be about the character and should help in discovering the details behind a character's motivation.

__**Differentiated Instruction**__

 * __Intrapersonal__:** Write a monologue of your interpretation of a character within the context of a given scene.
 * __Interpersonal__:** Create a board game based on the text which students can play as the character of 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 and mood of the text.
 * __Spatial-Visual__:** Use picture metaphors, have the class draw a picture of what they believe the character to represent.

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**

Using laptops the students will go online and use an animation program, GoAnimate (there are others if problems arise). This program will allow students to make an animated slide-show that will showcase a character from the play Hamlet and how that character's emotions and actions affect the world of the play.
 * Extensions**

__**Materials, Resources and Technology**__
Computers Internet GoAnimate Hamlet Music player Hamlet board game Pens/Pencils/Colored pencils

__Source for Lesson Plan and Research__
See Content Notes [|Animation] (Summative Assessment)

__**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 a variety of theatrical acting exercises I will get the students to jump right inside the characters they are analyzing. I will constantly ask the students questions concerning the importance of character and how the character can change drastically with a simple line or emotional shift. I will make the students comfortable in sharing their opinion on a sample of text or ideas on character development by ensuring that there is no harassing of other students' performance.
 * //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 empathy facet by having my students perform a series of exercises that help them understand the thoughts and feelings behind a character's actions.
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//**


 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//**
 * __Intrapersonal__:** Write a monologue of your interpretation of a character within the context of a given scene.
 * __Interpersonal__:** Create a board game based on the text which students can play as the character of 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 and mood of the text.
 * __Spatial-Visual__:** Use picture metaphors, have the class draw a picture of what they believe the character to represent.
 * Rationale:** Students will be using a fairly new animation program called GoAnimate to create scenes from the play Hamlet. Given that this is technology that is normally not accessible to students, I will give ample time in class to help them become acquainted with the program, there are also tutorials with the program itself so the students will have something to look for when they get stuck at home. This technology will hopefully spark some interest in the animation field and get the kids excited to finish this project.

In class role playing for character discovery and how those discoveries become essential to the plot. To vary the way students see the text they must also act out scenes as characters in different, usually contrasting, emotions.
 * //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)**

Create an animated slide-show using GoAnimate to express the feelings of a character from Hamlet and come to a noticeable conclusion as to how these emotions affect the plot and the theme. The more supporting evidence the students reveal through each animation, the better the grade will be. Use at least one or two animated slides to explore evidence not in the text but perhaps a non-existent scene that can still contribute to a student's understanding of the chosen theme. The animations will be shown in-class and commented on afterwords with positive and constructive feedback. There will be a very simple but specific rubric giving an overview of what is to be expected from these blogs.
 * 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.

Split the room into several character groups and then asked to do a three step interview activity. They will be asked to then write a soliloquy as if they were a character from the play but with current everyday problems as the topic of the soliloquy. I will also ask them for added flair and fun to pick a song and play it along with their soliloquy. Afterwords give a brief explanation as to why the particular song was chosen for their monologue.
 * Day 1**

Students may choose to stay with their character from the previous day's activity. However, they will be encouraged to explore a variety of characters in order to have a wider knowledge base of characters for the summative assessment. Each student will be asked to write out a quick scene of dialogue between their character and another character and act them out, using volunteers from other character groups. Use the Goal Reasons Web to organize the events you want to cover in the scene.
 * Day 2**

Introduce GoAnimate and sign-up, get acquainted with it. After they have grasped the basics I will have them make a quick animation using this idea: Make an animation that has a character with an internal monologue (use thought bubbles). After each animation assignment, I will have them save it and send me a link or a file with the animation so I can look it over and give them notes on what is good, and what needs improvement.
 * Day 3**

assignment which can be any one of these two options: Pass back feedback on the previous day's animation assignment and ask for any questions. Introduce the next: 1)Create an animation about a bully picking on a character. 2)Create a short animation about a teacher you have had (NO NAMES). At the end of class I will introduce the final project for the lesson and ask that they have an outline of what they plan on doing for the last day of the lesson.
 * Day 4**

The entire class will be dedicated to working on the project. I will be there to answer any questions or give any advice on students struggling with their project. At the end of this lesson I will want them to pass in all their animations and do a quick 1 page reflection on the project and the use of the technology. The next day will be used for presenting these projects.
 * Day 5**

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.// Deliver a monologue as if you were Hamlet's personal teacher, or even as Yorick. **Where, what, why, hook, and Tailor:** **Bodily-Kinesthetic, Verbal-Linguistic.**

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 the Goal Reasons web to track a character's goals in the text with evidence for those goals. **Equip, explore, rethink, and tailors:** **Visual, Intrapersonal.**

Use the Three Step Interview activity: Each member of a team chooses another member to be a partner. During the first step individuals interview their partners by asking clarifying questions. During the second step partners reverse the roles. For the final step, members share their partner's response with the team. These questions should be about the character and should help in discovering the details behind a character's motivation. Look at characters from more than one angle. Take in class feedback to revise your knowledge of characters. Apply everything you know about the characters to the themes of the text. Students will be able to identify how multiple interpretations of a character contribute to the meaning of the text as a whole. The information and in class activities will be compiled to make an animated slide-show that demonstrates a deeper understanding of characters and how they develop over the span of a text. **Experience, rethink, refine, revise, organize, and Tailor:** **Musical, Interpersonal.**

Students will spend some time creating small animations. I will check these and make notes on them, giving them general notes on how to improve their animation portfolio. The students will apply ideas they develop in their reading and create a 1-3 minute animation based on something we have talked about in class that day. Eventually the students will apply everything they have learned about animation and create a longer 7-10 minute animation based on the character development of a character in Hamlet.

[|GoAnimate] use the free material to create the project. Tutorials for GoAnimate appear when you sign up. Additional [|tutorials]. Create an animation about a bully picking on a character. Create a short animation about a teacher you have had (NO NAMES). Make an animation that has an internal monologue (use thought bubbles).
 * Content Notes**
 * Animation assignments:**

Using soliloquies like Act 1 Scn 2, Act 3 Scn 1, Act 3 Scn 3, and Act 4 Scn 4 explore the emotions and alternative emotions behind them through class performance.

Have students write a soliloquy of their own on a subject of their choosing as if you were a character from a play: -how would Ophelia feel if she didn't get a date to the dance? -how would Hamlet react to getting an F in one of his courses? -what if Polonious was fired from his job as VP of the country?

This lesson should not require handouts.
 * Handouts**