S1+Boghosian,+Jared

=Stage 1 - Identify Desired Results= 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. ||
 * **Establish Goals (MLR):** **(G)** ||
 * Maine Learning Results: Language Arts

//What understandings are desired?//
•there are many ways of interpreting texts. •vocabulary is a major component to understanding texts. ||
 * **//Students will understand that://** **(U)** ||
 * •the ideas in this text are important.

//What essential questions will be considered?//
•How do we develop our own perspectives? •Why is vocabulary important to understanding the text? ||
 * **Essential Questions:** **(Q)** ||
 * •Why are the ideas in this text important?

//What key knowledge and skills will students acquire as a result of this unit?//
warrant, for, common, uses, beteem, ere, once, indeed. •Factual Information: Hamlet's father dies. Hamlet seeks re- venge. 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. •Critical details/themes: Good vs. Evil. Morals and immorality. Madness. Mortality. Fortinbras and Hamlet. || •express vocabulary by using words in various contexts and sentence structures. •show comprehension by making meaning from the text. •analyze multiple points of view. •consider the thoughts and feelings of the characters. •exhibit a wide variety of reading activities to discover meaning. •recognize and pronounce unusual words and look up for self understanding. ||
 * **//Students will know://** **(K)** || **//Students will be able to://** **(S)** ||
 * •Vocab/Terminology: remove, liegemen, touching,


 * 2004 ASCD and Grant Wiggins and Jay McTighe.**