L1+Boghosian,+Jared

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

Teacher’s Name:** Mr. Boghosian **Lesson:** Self Knowledge #1
 * Grade Level:** 10 **Topic:** //Hamlet//

__**Objectives**__
Student will understand that vocabulary is an important component to the understanding of a text. Student will know peculiar or familiar vocabulary and terminology such as: remove, liegemen, touching, warrant, for, common, uses, beteem, ere, once, indeed. Student will be able to exhibit self knowledge of the words of the text.

__**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 stress the concept of comprehension through the understanding of vocabulary in the text.

__**Assessment**__
Keep a vocabulary journal of words or word usages you are unfamiliar with and research the proper definitions. Then have the students write a sentence using each Shakespearean word and share them in groups for self assessment. Also give feedback on these journals and pass them back to the students.
 * Formative (Assessment for Learning)**

Produce a radio show podcast talking about current events of Elizabethan times (real or fictional) as if they were talk show hosts from that time period. They will demonstrate their mastery of the language through dialogue in this podcast. Students will use words and phrases that were recorded in their vocabulary journals. They will be evaluated using a rubric that clearly displays what is required of the podcast.
 * Summative (Assessment of Learning)**

__**Integration**__
__Technology__: Students will be familiar with audio software such as garageband or audacity. The knowledge of this software will be applied to make a podcast. The podcast will be available on the internet somehow either linked in a blog or wiki or on itunes. Students will also make use of spreadsheets to organize their vocabulary journals and pool them together and create a master list.

__History__: research events in Elizabethan times and write a couple of "current" event responses in Shakespearean language.

__Drama__: apply Shakespearean language to none other than Shakespearean theater. Perform monologues and group scenes with the Shakespearean dialect.

__Groupings__
Use partners to drill vocabulary. Have one student say a word and have the other student spell it and give a definition. Partners will do this until the list is done and then switch off and change roles. Write a very short story, three paragraphs, using some of the vocabulary. Partners will be chosen using beginning of the year note cards, may sometimes also give the students the opportunity to pick their own partners.

__**Differentiated Instruction**__

 * Strategies**
 * __Verbal-Linguistic__**: Have class discussions but incorporate Shakespearean words and language (accent optional). **__Logical-Mathematical__**: create a chart displaying the word, its modern day definition and its Shakespearean definition.
 * __Visual-Spatial__**: Draw/Paint some of the more complicated images in the text and tie them to class discussion.
 * __Bodily-Kinesthetic__**: Use Legos or human sculpture to depict a one word description of a scene.
 * __Musical__**: As a class throw together a free style song, poem, or rap about a scene in class using Shakespearean language.
 * __Interpersonal__**: In partners have a dialogue--with Shakespearean language of course--about a subject you both agree upon, reach a conflict and resolve it.
 * __Naturalist__**: find examples in the text of animals or plants and as a class go outside and find them or draw/act (hits spatial and bodily) out any missing items

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 be familiar with audio software such as garageband or audacity. The knowledge of this software will be applied to make a podcast. The podcast will be available on the internet somehow either linked in a blog or wiki or on itunes. Along the same vein, the student will be familiar with the process of uploading various media to a blog, wiki space, or video/image sharing website.
 * Extensions**

__**Materials, Resources and Technology**__
Student laptops Internet Garageband/audacity [|KWL chart] Pencils/pens Student notebooks e-mail Book (Hamlet) Dictionaries Legos/Clay Rubrics Garageband/Audacity tutorials Note cards Quizzes Vocabulary lists

__Source for Lesson Plan and Research__
List of [|vocabulary words] from Hamlet (from www.webenglishteacher.com) Activity based off of "[|The Great Shakespeare Experiment] " By **Ellen Moore** and **Christopher Moore** (does not have to be first eleven lines, preferably any chunk of text that has words students don't recognize) Acquire words from the book Quizzes, guidelines [|here].

__**Maine Standards for Initial Teacher Certification and Rationale**__
Rationale:** I understand a students need for structure and organization in the class. To do this I will use a variety of charts for the categorizing of important vocabulary and give students the vocabulary needed for the quizzes ahead of time. I will recognize a student's need for analytical thinking by questioning them deeply in class discussions and getting them to think at a higher level. I will provide ample time for students to work as a team to accomplish in class and out of class goals. As someone who values empathy, I will be available for out of class help and maintain a healthy and supportive learning environment.
 * //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.//

Rationale:** 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.//

Rationale:** As a teacher I used these seven intelligences to reach a wide range of students. I used technology in such a way so that students would be familiar with audio software such as garageband or audacity. The knowledge of this software will be applied to make a podcast. The podcast will be available on the internet somehow either linked in a blog or wiki or on itunes. Students will also make use of spreadsheets to organize their vocabulary journals and pool them together and create a master list.
 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//
 * __Verbal-Linguistic__**: Have class discussions but incorporate Shakespearean words and language (accent optional). **__Logical-Mathematical__**: create a chart displaying the word, its modern day definition and its Shakespearean definition.
 * __Visual-Spatial__**: Draw/Paint some of the more complicated images in the text and tie them to class discussion.
 * __Bodily-Kinesthetic__**: Use Legos or human sculpture to depict a one word description of a scene.
 * __Musical__**: As a class throw together a free style song, poem, or rap about a scene in class using Shakespearean language.
 * __Interpersonal__**: In partners have a dialogue--with Shakespearean language of course--about a subject you both agree upon, reach a conflict and resolve it.
 * __Naturalist__**: find examples in the text of animals or plants and as a class go outside and find them or draw/act (hits spatial and bodily) out any missing items

Rationale:** __Formative Assessment__: Keep a vocabulary journal of words or word usages you are unfamiliar with and research the proper definitions or have the students write a sentence using each Shakespearean word and then the class share them in groups for self assessment. Have daily vocabulary quizzes to apply knowledge from the journals. __Summative Assessment__: Students will be able to take their knowledge of the Shakespearean language and produce a radio show podcast talking about current events (of Elizabethan times, real or fictional) as if they were talk show hosts from that time. They will demonstrate their mastery of the language through dialogue in this podcast.
 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//

__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. The students will take a vocabulary quiz on their very first reading assignment, this should take 10-15 minutes. I will introduce my hook for the lesson which will be a quick video on the effectiveness of Shakespearean insults. Have the students fill out a KWL chart about how familiar they are with reading Shakespeare and understanding it. After this I want the students to get into small groups of three or four and create a free style rap about the scene with Hamlet's ghost and share them with the class, this should take about 20 minutes. I will introduce Garageband and have them toy around with it. By the end of class I will want them to either write a small one minute variety show with four or five of the words they have learned from the previous quiz. Hand out the words they should be looking for and defining in their vocabulary journal.
 * Day 1**

Like the first day when the students come in, have them take the second vocabulary quiz, this should take the usual 10-15 minutes. I want the students to find a passage, word, or phrase that connects to nature in some way and make a song or background mix on Garageband that captures the meaning behind that passage, word, or phrase this should take around 30 minutes. For the rest of the class I want them to spend some time in groups teaching each other functions they have discovered on Garageband. This is when I will give them their final assessment for the lesson, the radio show podcast. If they have any questions at all I will answer them to the best of my abilities.
 * Day 2**

Give the students the third vocabulary quiz, this should take 10-15 minutes. Then we will talk about some of the events in Hamlet and check for clarification if some passages were unusually difficult to understand, this will take 35-40 minutes. For the rest of class I want to get the students thinking about making their talk shows so I will have them draw pictures or make models of "famous art from Hamlet" and record a class discussion on the art and publish it as a podcast. Give the students the last vocabulary list.
 * Day 3**

The last vocabulary quiz should be given at the beginning of class the usual 10-15 minutes should be enough. If there are any students who are ready to present their radio talk show may, otherwise they have the entire period to work and prefect it to be presented on the next day.
 * Day 4**

Students will understand that vocabulary is an important component to the understanding of a text. If a student does not understand many of the words in the text they are reading, they will soon find that understanding the text will be next to impossible. //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//. Give a demonstration on Shakespeare's clever ability to create words, and maybe introduce Shakespearean insults. **Where, what, why, hook, and Tailor**: **Musical, Interpersonal, Verbal.**

Students will know peculiar or familiar vocabulary and terminology such as: remove, liegemen, touching, warrant, for, common, uses, beteem, ere, once, indeed SEE CONTENT NOTES. __Graphic Organizer__: Have the students fill out a KWL chart to find out how familiar they are with the language of Shakespeare. Now use these charts to find commonalities between the charts. Because Shakespeare wrote in a different time period many of the words we are familiar with have different definitions than what we are used to. Readjust your definitions while reading to understand the text more fully. **Equip, explore, rethink, and tailors: interpersonal, intrapersonal, naturalist.**

Students will get into small groups in a think pair share activity and share each others KWL charts. Because Shakespeare wrote in a different time period many of the words we are familiar with have different definitions than what we are used to. Readjust your definitions while reading to understand the text more fully. Once you have identified the new definitions and sentence structures you will be able to unlock meaning from the text. Experiment writing a few sentences in a Shakespearean format and ask the teacher for feedback on your understanding. Show evidence of learning by being able to take their knowledge of the Shakespearean language and produce a radio show podcast talking about current events (of Elizabethan times, real or fictional) as if they were talk show hosts from that time. They will demonstrate their mastery of the language through dialogue in this podcast. **Explore, experience, rethink, refine, revise, organize, and Tailor:** **Bodily, visual, interpersonal.**

Students will self-assess by maintaining a vocabulary journal with words and phrases that they are unfamiliar with. They will take vocabulary quizzes after each act and when they get them back with the errors, they must write the correct spelling and definition. When it comes to getting feedback to students I will do my best to have the quizzes back to students the day after they have been taken. All of these words, words, words (Hamlet joke) will possibly be used in the summative assessment, the podcast. The understanding of these terms and phrases should help the students out in future more involved analytical approaches to Hamlet.

See [|vocabulary] 1.1 1. entreated (31) v.- to beg; to ask 2. assail (36) v.- to attack 3. fortified (37) v.- shielded; secured; protected 4. illume (44) v.- to brighten; to lighten 5. usurp (54) v.- to seize; to confiscate 6. avouch (67) v.- to certify; to confirm; to guarantee 7. esteemed (97) v.- to honor; to respect; to prize; to treasure 8. ratified (99) v.- approved; confirmed; legalized 9. mettle (108) n.- endurance; bravery 10. resolutes (110) n.- brave; fearless; relentless people 11. portentous (121) adj.- foreboding; threatening; sinister 12. privy (145) adj.- made participant in a secret 1.2 13. discretion (5) n.- permission to make decisions with own judgement 14. auspicious (11) adj.- delightful; joyous; happy; lucky; favorable 15. dirge (12) n.- funeral song; death march 16. dole (13) n.- sadness 17. visage (84) n.- the face or facial expression of a person 18. denote (86) v.- to indicate; to mark; to signal; to mean 19. countenance (247) n.- appearance; facial expression / v.- to condone 20. requite (272) v.- to avenge 1.3 21. calumnious (42) adj.- slanderous; attacking one's character 22. precept (64) n.- rule; principle 23. perilous (111) adj.- dangerous 24. importuned (119) v.- insistently begged 1.4 25. traduced (20) v.- to slander; to speak falsely of 26. pernicious (112) adj.- deadly 2.1 27. glean (16) v.- to gather; to collect 28. sovereign (28) adj.- absolute; total undisputed / n.- a king; a monarch 29. satirical (214) adj.- sarcastic; biting; mocking 30. rogue (214) n.- villain; fiend; scoundrel 31. promontory (322) n.- a cliff high above water 32. firmament (324) n.- the sky; the heavens 33. pestilent (326) asj.- deadly; likely to cause an epidemic 34. paragon (331) n.- perfect example; model; standard 35. quintessence (332) n.- ideal; essence; perfect model 36. cleave (590) v.- 1. to split; 2. to adhere; to stick 37. malefactions (621) n.- evil deeds 3.1 38. consummation (71) n.- completion; achievement 39. calamity (77) disaster; cause of great distress 40. contumely (79) n.- insulting treatment 41. inoculate (128) v.- to cure by introducing some antigenic material 42. wantonness (158) n.- immorality; extravagance 43. dejected (169) adj.- depressed; disheartened 3.2 44. abominably (37) adv.- detestably; with hatred 45. buffet (71) v.- to hit or strike against 46. occulted (85) adj- hidden [obsolete, outdated usage except in medicine] 47. clemency (170) n.- leniency; mercy 48. beguile (249) v.- to deceive; to cheat 49. contagion (421) n.- the causative agent of a disease 3.3 50. annex[ment] (22) v.- to add; to join 51. fetters (26) n.- chains or shackles attached to the ankles 52. compelled (66) v.- forced 53. bulwark (46) n.- anything serving as a defense against an attack 54. diadem (114) n.- a crown indicative of royalty 55. chide (122) v.- to scold; to reprimand 56. whet (127) v.- to sharpen; to stimulate 57. mandate (227) n.- a command; a decree 4.1 58. discord (46) n. lack of agreement 59. dismay (46) n.- apprehension; discouragement 4.4 60. garrisoned (25) v.- assign troops for protection 61. exhort (49) v.- to urge by strong argument 62. imminent (63) adj.- about to happen 4.5 63. conjectures (20) n.- guesses; suppositions 64. superfluous (103) adj.- extra; beyond what is needed 65. incensed (141) adj- angered; infuriated 66. obscure (238) adj.- not well known; hidden 4.7 67. abate (131) v.- to lessen; to decrease 68. remiss (152) adj.- negligent; lax in attending to duty 5.1 69. cudgel (57) v.- to beat with a heavy club 70. flagon (85) n.- a container with a spout and a handle 71. abhorred (193) adj.- hated; disgusting 72. prate (297) v.- to talk idly; to chatter 5.2 73. sultry (111) adj.- oppressively hot 74. perdition (125) n.- eternal damnation; hell 75. faction (252) n.- a group 76. aloof (262) adj.- distant; indifference; unapproachable 77. palpable (306) adj.- capable of being felt; obvious; real; tangible 78. carouses (315) v.- drinks merrily 79. treachery (337) n.- willful betrayal of trust; deception
 * Content Notes**

Implement reading activity seen in resource section for the previously assigned reading. Quiz on common vocabulary for the [|assigned reading] (students have received the list of words for the quiz the night before). Garageband [|tutorials] show 3-4 each day and experiment in class.

KWL chart Vocabulary quiz words Quizzes
 * Handouts**