Unit
Planning Template
Teacher(s) Peter L. Shoughrue
Subject(s)/Course(s):
British Literature/English Grade/Level:
Seniors 12th Grade
Unit Topic/Focus: Hamlet with a focus on the “to be or not to be” soliloquy
Integration with other content areas (if applicable): possibly history
Estimated time for
implementation: 7 class periods
Connections to
previous/future learning: This will be at least the 4th Shakespearean play they have
read in high school. It will also
connect to poetry as Shakespeare wrote in poetic form in his plays.
Standards Visit the KDE Website for quick access to the Academic
Expectations, Program of Studies (Revised April 2006), and Core Content for
Assessment (Version 4.1). The documents on the KDE web site makes
it easier to copy and paste the standards you are addressing into your
standards-based unit of study and lessons plans.
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1.11 Students write using appropriate forms, conventions,
and styles to communicate ideas and information to different audiences for
different purposes. |
EL-9-WC-U-4 Students will understand that writing can be used to
make meaning of one’s own experience, as well as of other information/ ideas. EL-12-WC-S-3 Students will write
for a variety of authentic purposes and audiences: ·
analyze and communicate through authentic literary forms
to make meaning of the human condition (e.g., short stories, poetry,
plays/scripts) |
WR-HS-1.1.2 In Personal Expressive Writing, ·
Students will
communicate the significance of the writer’s experience by narrating about
life events or relationships or central ideas. ·
Students will
apply characteristics of the selected form (e.g., personal narrative,
personal memoir, personal essay). ·
Students will
sustain a point of view. Students will use a suitable tone or appropriate
voice |
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1.4
Students
make sense of the various messages to which they listen. 1.11 Students write using appropriate forms,
conventions, and styles to communicate ideas and information to different
audiences for different purposes. 1.12 Students speak using appropriate forms, conventions, and styles
to communicate ideas and information to different audiences for different
purposes. |
EL-11-SLO-U-3 Students will understand that language usage is related to successful communication; language patterns and vocabulary transmit culture and affect meaning. EL-11-SLO-S-2 Students
will apply delivery techniques a) both verbal (e.g., tone, volume, rate,
articulation, inflection, pacing) and nonverbal (e.g., gestures, facial
expressions, eye contact) b) avoid distracting delivery behaviors (e.g.
excessive verbal pauses, fidgeting) c) use language appropriate to audience; use
specialized content vocabulary as needed d) adhere to standard guidelines for grammar,
usage, mechanics or use non-standard language for effect when appropriate
(e.g., word plays, common figures of speech) e) choose language for its affect on the
audience (e.g. strong nouns, active verbs, concrete and sensory details and
figurative language) |
According
to 704 KAR 3:305. Minimum requirements for high school graduation by 2012,
all students must complete four Language Arts or English credits that include
the content strands of reading, writing, speaking, listening, observing, inquiry,
conventions, analysis, and using technology as a communication tool. Skills used for speaking, listening and
observing are not tested at the state level (KCCT). Check local
district/school curriculum for assessment policy |
Interdisciplinary, Meaningful and
Authentic Connections- To communicate effectively, students
should be able to write for a variety of authentic purposes and audiences in a
variety of forms, connecting to prior knowledge and the students’ understanding
of the content. In their writing, students should be able to create a focused
purpose and controlling idea and develop ideas adequately considering the
purpose, audience and form. To accompany
this skill in writing, speaking, listening and observing are fundamental
processes which people use to express, explore and
learn about ideas. The functions of speaking, listening and observing include
gathering and sharing information, persuading others, expressing and
understanding ideas, and selecting and critically analyzing messages. The contexts
of these communication functions include one-to one conversations, small group
discussions, large audiences and meetings, and interactions with media.
Context (Unit
Organizer): The students need to see that we
are still reading Shakespeare because the things he chose to write about are
still alive and well today. The students
also need to learn how to logically work their way through a decision through
writing. All the critical pieces of the
writing process are here; brainstorming, prewriting, writing, revision and
final draft. The product will be one of
trial and error. In Shakespeare’s plays
the text was performed. It allowed emotion
to be brought into the text and move the audience. This is why I have included the oral
presentation part of this unit. Students
must learn how to confidently present their work and ideas to a group. By the time we finish this unit my students
will be ready to write a solution to a problem and present that to a
group. What could be more real world
than that?
Essential Questions (3-5
questions that guide lesson planning/focus and demonstrate):
Culminating Activity/Assessment: The culminating activity
in our study of “Hamlet” will be a personal rewrite and performance of the famous
“To be or not to be…” soliloquy. The
students will be asked to think about a decision they need to make and then
make it through the same type of logic and thinking that our title character
did. Hamlet’s decision shaped his life
and the students will be allowed to help shape theirs through this
activity. The students will then perform
for the class their soliloquy and each student will keep a journal assessing
each other’s work. The students will be
assessed at the end of each Act with a reading quiz. It is just to make sure they read. The discussion will lack if only three people
read each night. There will also be work
to hand in at different stages of the writing process of the soliloquy. The rubric for the final activity assessment
follows:
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CATEGORY |
4 Ready for the Globe |
3 Understudy |
2 Off Broadway |
1 Square One |
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Creativity |
The
story contains many creative details and/or descriptions that contribute to
the reader's enjoyment. The author has really used his imagination. |
The
story contains a few creative details and/or descriptions that contribute to
the reader's enjoyment. The author has used his imagination. |
The
story contains a few creative details and/or descriptions, but they distract
from the story. The author has tried to use his imagination. |
There
is little evidence of creativity in the story. The author does not seem to
have used much imagination. |
|
Spelling and Punctuation |
There
are no spelling or punctuation errors in the final draft. Character and place
names that the author invented are spelled consistently throughout. |
There
is one spelling or punctuation error in the final draft. |
There
are 2-3 spelling and punctuation errors in the final draft. |
The
final draft has more than 3 spelling and punctuation errors. |
|
Solution/Resolution |
The
solution to the character's problem is easy to understand, and is logical.
There are no loose ends. |
The
solution to the character's problem is easy to understand, and is somewhat
logical. |
The
solution to the character's problem is a little hard to understand. |
No
solution is attempted or it is impossible to understand. |
|
Action |
Several
action verbs (active voice) are used to describe what is happening in the
story. The story seems exciting! |
Several
action verbs are used to describe what is happening in the story, but the
word choice doesn't make the story as exciting as it could be. |
A
variety of verbs (passive voice) are used and describe the action accurately
but not in a very exciting way. |
Little
variety seen in the verbs that are used. The story seems a little boring. |
|
Organization |
The
story is very well organized. One idea or scene follows another in a logical
sequence with clear transitions. |
The
story is pretty well organized. One idea or scene may seem out of place.
Clear transitions are used. |
The
story is a little hard to follow. The transitions are sometimes not clear. |
Ideas
and scenes seem to be randomly arranged. |
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Requirements |
All
of the written requirements (# of pages, # of graphics, type of graphics,
etc.) were met. |
Almost
all (about 90%) the written requirements were met. |
Most
(about 75%) of the written requirements were met, but several were not. |
Many
requirements were not met. |
Total points ____ out of 24.
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CATEGORY |
4 Ready for the Globe |
3 Understudy |
2 Off Broadway |
1 Square One |
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Speaks Clearly |
Speaks
clearly and distinctly all (100-95%) the time, and mispronounces no words. |
Speaks
clearly and distinctly all (100-95%) the time, but mispronounces one word. |
Speaks
clearly and distinctly most ( 94-85%) of the time.
Mispronounces no more than one word. |
Often
mumbles or can not be understood OR mispronounces more than one word. |
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Enthusiasm |
Facial
expressions and body language generate a strong interest and enthusiasm about
the topic in others. |
Facial
expressions and body language sometimes generate a strong interest and
enthusiasm about the topic in others. |
Facial
expressions and body language are used to try to generate enthusiasm, but
seem somewhat faked. |
Very
little use of facial expressions or body language. Did not generate much
interest in topic being presented. |
|
Preparedness |
Student
is completely prepared and has obviously rehearsed. |
Student
seems pretty prepared but might have needed a couple more rehearsals. |
The
student is somewhat prepared, but it is clear that rehearsal was lacking. |
Student
does not seem at all prepared to present. |
|
Posture and Eye Contact |
Stands
up straight, looks relaxed and confident. Establishes eye contact with
everyone in the room during the presentation. |
Stands
up straight and establishes eye contact with everyone in the room during the
presentation. |
Sometimes
stands up straight and establishes eye contact. |
Slouches
and/or does not look at people during the presentation. |
|
Vocabulary |
Uses
vocabulary appropriate for the audience. Extends audience vocabulary by
defining words that might be new to most of the audience. |
Uses
vocabulary appropriate for the audience. Includes 1-2 words that might be new
to most of the audience, but does not define them. |
Uses
vocabulary appropriate for the audience. Does not include any vocabulary that
might be new to the audience. |
Uses
several (5 or more) words or phrases that are not understood by the audience.
|
|
Content |
Shows
a full understanding of the topic. |
Shows
a good understanding of the topic. |
Shows
a good understanding of parts of the topic. |
Does
not seem to understand the topic very well. |
|
Evaluates Peers |
Fills
out peer evaluation completely and always gives scores based on the
presentation rather than other factors (e.g., person is a close friend). |
Fills
out almost all of the peer evaluation and always gives scores based on the
presentation rather than other factors (e.g., person is a close friend). |
Fills
out most of the peer evaluation and always gives scores based on the
presentation rather than other factors (e.g., person is a close friend). |
Fills
out most of the peer evaluation but scoring appears to be biased. |
Total points ____ out of 28.
Oral _____ points + Written ______ points _________ out of 52 possible points.
Resources / Technology:
Outline of Daily Plans
Here is a day by day of how we will
cover HAMLET
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Monday |
You will have
read all of Act I and we will have an open discussion about any problems,
issues concerns. Then we will head
right into the meat of Act One. Please
use the online dictionary on the Virtual Field Trip Link, if you need help
with the language. There will be a
reading quiz everyday so please read. |
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Tuesday |
We move on to
Act 2. The act is quite short. The discussion ought to be short. We will watch some movie clips from the
first two acts so you can all see how different people have elected to stage
this play. There will still be a quiz. |
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Wednesday |
OH MY THE BIG
DAY!!!! This is the Act that all
people know. This is the Act that
contains “To be or not to be…” Please
read the whole Act carefully. The
discussion here will be good. There
will be a quiz. This Act is quite
important so we will discuss it for the full period. No reading for Thursday. |
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Thursday |
We will discuss
the project that goes along with Hamlet. There will be a PowerPoint presentation on
exactly what the assignment entails and how to accomplish it. There is an example on the Virtual Field
Trip link of what I will be asking you to do.
Please go look at it so we can get all the questions answered before
the weekend. We will visit Green Eggs and
Hamlet to see something fun. No quiz today. |
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Friday |
Act 4 is a
nice lengthy act with a lot of action.
The discussion here will take the whole period and will end with a
reading quiz. Also please bring
questions about the assignment. |
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Monday |
The final act
is short. We will go through some fun
things done with Hamlet. Including The three Minute Hamlet, and
an alternative
ending to Hamlet. |
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Tuesday and Wednesday |
Your
presentations will be made and written soliloquies handed in. This will conclude our study of Hamlet. The next text we will be reading is The Death of Superman so bring your
copy Wednesday in case we finish the presentations early. |