L5+Boghosian,+Jared

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

Teacher’s Name:** Mr. Boghosian **Lesson:** Explanation #5
 * Grade Level:** 10-12 **Topic:** Hamlet

__**Objectives**__
Students will understand that vocabulary is an important component to the understanding of a text. Students will know peculiar or familiar vocabulary and terminology such as: remove, liegemen, touching, warrant, for, common, uses, beteem, ere, once, indeed. Students will have a strong understanding of how Shakespearean language works and be able to use it if needed by participating in a Jeopardy game/test and answer questions toward a grade.

__**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 demonstrate their comprehension of the Shakespeare language yet again by using the language in a variety of contexts.

__**Assessment**__
Vocabulary quizzes that test more than just memorization, but rather include analogies and fill in the blanks.
 * Formative (Assessment for Learning)**

The class will participate in a game of jeopardy (program or smartboard required), the topic of the game will be Shakespearean vocabulary and sentence structures. Students will answer each question to the best of their abilities and receive an equal amount of points. However, the student whose hand or buzzer is up first with a correct answer will be eligible for extra points to a maximum of three extra points. The students will be graded on how many questions they answer correctly. **100 points**.
 * Summative (Assessment of Learning)**

__**Integration**__
__Technology:__ I will be using a program that allows me to create and customize my very own jeopardy game. This will be an interactive yet individually based test. Regretfully this will be the only use of technology as this is a short unit.

__History/Language/Math/Science:__ This program can be used in just about any subject matter that requires memorization and application of knowledge in a new test format.

__Groupings__
__Cooperative Learning__: work with the vocabulary in partners until you have a strong understanding of it. Partners will be chosen at random through a drawing of names.

__**Differentiated Instruction**__

 * Strategies**
 * __Verbal-Linguistic__:** Have a Shakespearean insult showdown.
 * __Musical__:** write a poem in the style of a Shakespearean sonnet.
 * __Interpersonal__:** Quiz each other in partners and then switch partners for repetition of material.
 * __Intrapersonal__:** Use notecards to drill vocabulary with yourself in a quiet study area.
 * __Bodily-Kinesthetic__:** Spell out the words with the students' bodies and then act out the meaning of those words (if possible) make it sort of like charades.
 * __Visual-Spatial__:** Make sculptures of words and display them around class to reinforce memorization

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 be using a program that allows me to create and customize my very own jeopardy game. This will be an interactive yet individually based test. Regretfully this will be the only use of technology as this is a short unit. Most importantly, this is technology that does not need to be accessed by the students in case there are groups in the class who do not have access to technology outside of class.
 * Extensions**

__**Materials, Resources and Technology**__
Projector Laptop Vocab Quizzes Vocabulary worksheets drawing materials Playdough/Clay small whiteboards markers Paper and Pencils

__Source for Lesson Plan and Research__
See Content Notes [|Jeopardy] game program

__**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 the entire learning period.I will give students logical approaches to Shakespearean language and its usage. It is important to offer variety and intrigue into the classroom, and I think I will accomplish this with my wide range of quizzes, activities, and group work. I will make the students comfortable working as a group for a major grade.
 * //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 explanation facet by having my students show what they have learned in short responses.
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//**

I will be using a program that allows me to create and customize my very own jeopardy game. This will be an interactive yet individually based test. Regretfully this will be the only use of technology as this is a short unit.
 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//**
 * __Verbal-Linguistic__:** Have a Shakespearean insult showdown.
 * __Musical__:** write a poem in the style of a Shakespearean sonnet.
 * __Interpersonal__:** Quiz each other in partners and then switch partners for repetition of material.
 * __Intrapersonal__:** Use notecards to drill vocabulary with yourself in a quiet study area.
 * __Bodily-Kinesthetic__:** Spell out the words with the students' bodies and then act out the meaning of those words (if possible) make it sort of like charades.
 * __Visual-Spatial__:** Make sculptures of words and display them around class to reinforce memorization
 * Rationale:** I will use these activities to cater to the students' individual strengths in tackling a difficult test that gauges more than just simple rote skills.


 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//**

Vocabulary quizzes that test more than just memorization, but rather include analogies and fill in the blanks.
 * Formative (Assessment for Learning)**

The class will participate in a game of jeopardy (program or smartboard required), the topic of the game will be Shakespearean vocabulary and sentence structures. Students will answer each question to the best of their abilities and receive an equal amount of points. However, the student whose hand or buzzer is up first with a correct answer will be eligible for extra points to a maximum of three extra points. The students will be graded on how many questions they answer correctly.
 * 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.

Start off with a vocabulary quiz that the students should already know about, estimated time 10-15. After that we will have a Shakespearean insult showdown between one half of the class and the other, we'll do this for probably 15 minutes of class time. For the next 20 minutes i will introduce a Shakespearean sonnet and then have the class write a Shakespearean sonnet exclusively about Hamlet. Have the students work in partners on the next day's vocabulary until the end of class.
 * Day 1**

First 10-15 minutes of class will be taking the second vocabulary quiz. After that the class will be doing an activity that involves them getting up and moving around. They will be performing, charades style, various words until someone guesses them. This will also be done by having the students act out the definitions of those words. Along the same vein the students will also be given a definition and be asked to use each other to spell out the word that goes along with the definition, estimated time 40 minutes. Give them the next vocabulary quiz for the next day and any remaining time students will get into new partners and drill vocabulary.
 * Day 2**

For the first 10-15 minutes administer the final vocabulary quiz before the big one. Today's activity will involve getting into small groups of 3-4 and draw/sculpt a representation of the definition of a word. Students may do this for 20 minutes. After this, explain to the students the final test will be an interactive jeopardy game. They will be split into teams of four or three, these will be chosen randomly to ensure some measure of fairness. They will have the remainder of the class time to study as a group.
 * Day 3**

I will allow 10 minutes at the beginning of class for questions or extra study time while I prepare the game. Every person in the teams must participate, to ensure this after one person has answered a question correctly they cannot answer until everyone else in their group has answered at least one question. Personal grades can be awarded if it is clear that someone is not pulling their weight.
 * 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.// Show video of vlogbrothers to reintroduce the power of words. **Where, what, why, hook, and Tailor: Musical, Verbal**

Student 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__:Organize a T-chart with words and phrases and then define them on the other side of the chart. Consider the meaning of a word and then reconsider the meaning of the word in context of Shakespearean language. **Equip, explore, rethink, and tailors:** **Visual, Bodily**

Work with the vocabulary in partners until you have a strong understanding of it. Partners will change each day to get the students more comfortable with each other and get a wide variety of social interactions.Consider the meaning of a word and then reconsider the meaning of the word in context of Shakespearean language. Do not lose the meaning of the words once you know them, try using them in sentences. Practice, practice, practice using these words to memorize their meaning. Students will participate in a jeopardy game-test that will require them to interact with others and themsleves all at once. **Experience, rethink, refine, revise, organize, and Tailor: Intrapersonal, Interpersonal**

Students will use note cards to drill Shakespeare vocabulary definitions and practical uses in literature and sentence structures. I will check these to make sure they are correct and make sure they provide the level of challenge that will be expected from them on the test. The students will apply their knowledge of this vocabulary and test their retention and application of the concepts they have learned.

See handouts: vocab #1-3 They will be performing, charades style, various words until someone guesses them. This will also be done by having the students act out the definitions of those words. Along the same vein the students will also be given a definition and be asked to use each other to spell out the word that goes along with the definition. Have the students get into small groups of 3-4 and draw/sculpt a representation of the definition of a word and see if your group members can get the same definition out of it as the creator.
 * Content Notes**
 * Charades activity:**
 * Artistic activity:**

Jeopardy game: All the answers are programmed into the game.

Vocab #1 Vocab #2 Vocab #3
 * Handouts**