L4+Boghosian,+Jared

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

Teacher’s Name:** Mr. Boghosian **Lesson:** Application #4
 * Grade Level:** 10-12 **Topic:** Hamlet

__**Objectives**__
Students will understand that the ideas in the text are important. 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. Students will be able to develop a strong response to a literary question based on evidence taken from the text and publish it on a wiki space or blog.

__**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 honing the students' ability to develop an educated response to a literary question.

__**Assessment**__
Write two or three rough drafts to an essay that asks you to answer a question and support your claim.
 * Formative (Assessment for Learning)**

Students will write an analytical essay in response to a literary question. It must be three to four pages in length and will be work-shopped in class. The students will be asked to create their own wiki page connected to the class wiki with all the drafts of said paper marked as Draft1, Draft2, and so on. The final paper will be posted on the wiki as Final Draft and will be commented on and graded. Submit hard copies of these to me upon completion. There will be a self checking rubric for the students to fill out and I will put my grade values alongside the student's. **100 points**.
 * Summative (Assessment of Learning)**

__**Integration**__
__Technology__: I will have the students edit each others papers in class using an online program called Crocodocs. They will not be allowed to manipulate the actual text of the essay, but they can make notes, draw and circle passages, strikeout unnecessary pieces, and suggest replacement text using text boxes. The students will post their final draft onto the class wiki space where I will grade and edit using Crocodocs so that the students will get feedback for what they need to work on for the next essay.

__Math:__ when grading proofs you can use Crocodocs to edit and make notes to properly solve the equation.

__Groupings__
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 synthesize. Then we will combine and share with the class what we discussed in the review session.

__**Differentiated Instruction**__

 * __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.

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 have the students edit each others papers in class using an online program called Crocodocs. They will not be allowed to manipulate the actual text of the essay, but they can make notes, draw and circle passages, strikeout unnecessary pieces, and suggest replacement text using text boxes. The students will post their final draft onto the class wiki space where I will grade and edit using Crocodocs so that the students will get feedback for what they need to work on for the next essay.
 * Extensions**

__**Materials, Resources and Technology**__
Computers Pens/Pencils Hamlet Plenty of Paper Formative Questions Summative Questions

__Source for Lesson Plan and Research__
See Content Notes Really good [|Essay Questions] for Hamlet!

__**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 will teach the students a good step by step structure to building a quality response to a question of literary merit. It is important to offer variety and intrigue into the classroom, and I think I will accomplish this with my wide range of literary questions and approaches to essay writing. I will make the students comfortable in sharing their opinion on a sample of their own writing or the writing of someone else by only offering 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. I used the application facet by having my students apply the information that they have collected through solo and group work sessions into a well thought out and constructed essay.
 * //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.//**
 * __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.
 * Rationale:** All of the varying strategies that I will use to teach this material will lead up to the final paper. I will have the students edit each others papers in class using an online program called Crocodocs. They will not be allowed to manipulate the actual text of the essay, but they can make notes, draw and circle passages, strikeout unnecessary pieces, and suggest replacement text using text boxes. The students will post their final draft onto the class wiki space where I will grade and edit using Crocodocs so that the students will get feedback for what they need to work on for the next essay.

Write two or three rough drafts to an essay that asks you to answer a question and support your claim.
 * //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)**

Students will write an analytical essay in response to a literary question. It must be three to four pages in length and will be work-shopped in class. The students will be asked to create their own wiki page connected to the class wiki with all the drafts of said paper marked as Draft1, Draft2, and so on. The final paper will be posted on the wiki as Final Draft and will be commented on and graded. Submit hard copies of these to me upon completion. There will be a self checking rubric for the students to fill out and I will put my grade values alongside the student's.
 * 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.

Show an example of a well done essay and have the students read it and make comments. In class develop a list of symbols the students and myself have a common list of recognizable peer editing symbols. Have the class do a writing response with a beginning, middle, and end to this prompt: Is something rotten in the state of Denmark? If so, what precisely is it? Is anyone in particular responsible or is the rottenness simply a condition of life? After writing have the students trade papers with a peer and have them edit the paper, if not done in class finish it for homework.
 * Day 1**

Have the students return the edited papers to their owners to be fixed and kept in a writing portfolio. Ask for any questions or comments on the assignment and give them another prompt: Select a particular scene in Hamlet (preferably a short one) and discuss its importance in the play. How does this particular part of the action contribute significantly to our response to what is going on? What might be missing if a director decided to cut this scene (e.g., Claudius at prayer, the scene between Polonius and Reynaldo, the gravedigger scene). Lecture the class on what a thesis statement is and make sure that they have a well developed thesis. They will pass in this response to me to give feedback and take both another prompt to do for homework and receive the assignment for the final paper.
 * Day 2**

I will pass back feedback on the prompts done in the last class. For the prompts they completed for homework we will use the program Crocodocs to edit as a class. If for whatever reason it is being an inconvenience the class will break into smaller groups and critique each others papers. This will be the last chance to ask any questions about the final paper, because it will be due next class.
 * Day 3**

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.// Show a sample essay I have written or a pre-approved student written essay. **Where, what, why, hook, and Tailor:** Verbal.

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 SEE CONTENT NOTES. __Graphic Organizer__:Use a Story Map(2) to discover meaning from various events in the plot of the text.A students ideas of a passage of text might change through talking about it extensively. **Equip, explore, rethink, and tailors:** Visual, Intrapersonal.

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 synthesize. Then we will combine and share with the class what we discussed in the review session. A students ideas of a passage of text might change through talking about it extensively. Write a quick response draft using your ideas and see what could make it stronger. Practice developing a strong argument and supporting it with details from the text. 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).
 * Experience, rethink, refine, revise, organize, and Tailor:** Interpersonal, logical, bodily-kinesthetic.

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.

Steps to Crocodocs: 1. Go to Crocodoc section of wiki 2. click on the link to an "Essay" 3. edit it and revise it in class. 4. Refresh the page after each edit. 5. upload new link to a different "Essay" 6. have everyone refresh the wiki page and repeat steps.
 * Content Notes**

[| Essay Questions:] 1. Write an essay defending one of the following options. "Hamlet is . . . -a noble prince who suffers from a corrupt world that is not suitable to his sensitive moral nature; -a true poet, 2. Is something rotten in the state of Denmark? If so, what precisely is it? Is anyone in particular responsible or is the rottenness simply a condition of life? 3. Select a particular scene in Hamlet (preferably a short one) and discuss its importance in the play. How does this particular part of the action contribute significantly to our response to what is going on? What might be missing if a director decided to cut this scene (e.g., Claudius at prayer, the scene between Polonius and Reynaldo, the gravedigger scene). 1. Discuss the importance of appearance and reality in Hamlet (strong hint: Why is Hamlet so interested in the players?). 2. Discuss the importance in Hamlet of one of the following: (a) Ophelia, (b) Rozencrantz and Guildenstern, (c) the ghost of Hamlet senior, (d) Polonius, (e) Fortinbras, (f) Gertrude. Do not just write about what these people do. Discuss how an attention to them illuminates issues of central importance to the play as a whole (i.e., deal with matters of importance to the thematic or character development in the play, not with matters of the plot). 3. Select one of Hamlet soliloquies (preferably not "To be or not to be. . .") and by a detailed attention to the poetry discuss the nature of Hamlet's feelings as they reveal themselves in this speech. What insights might this speech provide into the prince's elusive character? Confine your attention strictly to the soliloquy you have selected.
 * Formative Assessment Questions**
 * Summative Assessment Questions**

Summative Assessment assignment. Story Map(2) Essay Checklist
 * Handouts**