Differentiated Instruction & Understanding By Design Lesson Plan Format

Transcription

1 Differentiated Instruction & Understanding By Design Lesson Plan Format Title: Hamlet Subject Matter Emphasis and Level: English 12/World Literature Author: Mary Lease School District: Wagner Community School Brief Description of the Lesson/Unit: Through the study of Shakespeare s play Hamlet, students will understand the relevancy of studying a 400 year old piece and how it still influences what is written today. SD Content Standards: 12.R.1.1 Analyze the effect of style on the interpretation of text. 12.R.2.1 Evaluate authors style in poetry, drama, fiction, and informational text. 12.R.3.1 Read and critique literary works from a variety of cultures and eras.

2 Stage 1: Identify Desired Results 1. What enduring understandings are desired? Students will be able to read and critique a variety of literature, including Shakespeare. An understanding of the themes that still exist today will make Shakespeare more relevant to their studies. 2. What essential questions will guide this unit and focus teaching/learning? How does this play show contemporary themes? How can one play have so many interpretations? 3. What key knowledge and skills will students acquire as a result of this unit? Reading and understanding vocabulary in context or researching and understanding the vocabulary of Elizabethan English. Students will be able to interpret and respond to diverse works from various cultures and time periods without fear. 4. What prior learning, interests, misconceptions, and conceptual difficulties might be brought to this unit? Prior learning: Knowledge of Shakespeare through previous classes (Romeo and Juliet, Julius Caesar). Interests: Portrayal of characters by contemporary actors, viewing Hamlet as an action movie &/or chick flick. Misconceptions: Shakespeare is boring and irrelevant. Conceptual difficulties: Elizabethan language. Stage 2: Determine Acceptable Evidence 1. What evidence will show that students understand? Performance Tasks:

3 Participation of some sort in class reenactments of selected scenes; this may include costume or scenery design. Other Evidence: Quizzes, Tests, Prompts, Work Samples (summarized): Construction of plot line with illustrations, quizzes, reaction paper/journal prompts. Unprompted Evidence: (observations, dialogues, etc.) Use of unsolicited quotes within conversations, cooperation within groups. Student Self-Assessment Reaction paper to unit. Stage 3: Plan Learning Experiences and Instruction 1. What sequence of teaching and learning experiences will equip students to develop and demonstrate the desired understandings? Major Learning Activities: Reading of play, viewing of selected scenes from two different film versions, reenactments of selected scenes in class or on theater stage, projects, quizzes, reaction paper at end of unit. Materials & Resources (technology & print): Copies of the play Hamlet by William Shakespeare, The Young Reader s Shakespeare: Hamlet, videos/dvd s of Olivier and Gibson film portrayals,

4 construction paper, wooden dowels, Internet and computers, websites for The Globe theater, audio version of play. Management: The teacher will have to do much interpretation of the Elizabethan language. Allow time for slower readers, or have book on tape or CD for those who have problems with the print version. Support Services and Special Teacher Notes: Time in theater for those students who have never been on a stage. Costuming if possible. Books on tape or CD, allowing students ownership of reenactments, flexibility with time allowed for projects. Extensions and Adaptation: Extensions: Students may select from projects: creating own Elizabethan costume/headdress, construct miniature model of The Globe theater, find songs from Elizabethan era that may have been used (bawdy songs included), write own verses for Ophelia, produce a Dr. Phil-style talk show about the dysfunctional families involved, create own film version of Hamlet in the 21 st century. Adaptations: Shakespeare for Young Reader s (for those with difficulty reading), books on CD, making posters for film, supporting role (lighting or costuming) for those too shy to perform.

5 Stage 4: Plan Differentiation 2. What differentiated instruction strategies are being used in this lesson/unit? Selection of different projects, use of different modes of delivery (print, audio, film), differing final assessment prompts. Differentiated Process: Struggling students may use books on tape/cd, resource students may check out Shakespeare for Young readers that uses a simpler vocabulary. Average or advanced students may select from a variety of projects listed that suit their interests. Differentiated Content: Struggling students have more prompts for vocabulary lessons. They will also have first choice for alternative reading materials. Students will select which film version on which to model their film. Differentiated Product: The types of projects selected will vary according to ability and interest. Struggling students may use internet sources for their plot lines and pictures. Advanced students will do a compare/contrast essay of the two film versions.