S3+Gill+Ted

=Stage 3 Plan Learning Experiences and Instruction=

Logical: Kinesthetic: Visual: Naturalist: Intrapersonal: Interpersonal: Musical:**
 * 1. (W)** **Where** (Students understand that....), **Why** (Real Life), **What** (MLR)
 * 2. (H)** **Hook** (Engage)
 * 3. (E)** **Equip** (Content - Students will know...), **Explore** (Graphic Organizer), and **Experience** (Cooperative Learning)
 * 4. (R)** **Rethink, Revise, Rehearse,** and **Refine** (Timely Feedback)
 * 5. (E)** **Evaluate** (Self- Assessment)
 * 6. (T) Tailor** (Multiple Intelligences 6 to 8 and use each at least twice)
 * Verbal:
 * 7. (O)** **Organize** (Students will be able to ...) and Product:

=Lesson 1= 2. Students will be given a "news story" recreating the events leading up to //Hamlet//. 3. Students will know about William Shakespeare's life and his influence on English drama, along with the makeup of government in historical Denmark (**Equip**). They will be supplied with large parchment paper Venn Diagrams to compare Denmark's government with that of other nations (**Explore**). They will work together in a round robin brainstorm to fill in several diagrams with different modern and historical governments (**E****xperience**). 4. Students will explore issues to in peer response groups to reconsider the basis of political power, whether they think it is money, popularity, brute force, or something else. (**Rethink and Refine**). 5. Students will have checklists suggesting items to discuss during the brainstorm (form of government, source of political power, stability, social hierarchy), and will also fill out self-assessments at the end of class regarding their participation and what they've taken away from this class. (**Self-Evaluate**). 6. **MI** 7. Students will be able to apply historical context to deepen understanding of //Hamlet.// Product: Inspiration (**Organize**). || =Lesson 2=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 1. Students understand that genre and history can have a huge effect on literature and purpose, as well as how they are perceived by audiences (**Where**). This is important because understanding the medium of writing can make powerful changes to themes and ideas, whether it is the difference between a play and novel or the difference between a persuasive essay, a family letter, a college application, and a diary entry (**Why**). //Students read text, within a grade-appropriate span of text complexity, and present analyses of drama using excerpts from the text to defend their assertions// (**What**).
 * Verbal -** Students will frequently consult the play when organizing thoughts.
 * Logical - Students look at similarities and differences between different government types and fill in the graphic organizers **.
 * Visual** - Students use a large graphic organizer and arrange information visually.
 * Interpersonal** - Students need to work together to fill in the diagram - each student is expected to contribute as part of a team.
 * Intrapersonal -** Students can think independently about facts that aren't well known about governments.
 * Auditory -** Students will read aloud sections of the play suggesting the type of government in Denmark.
 * Kinesthetic -** Students will be moving around and writing with wide motions on the parchment paper Venn Diagrams.
 * Naturalist** - Students will look at and think about the geography of Denmark and other places and what effect this has on government and society.

9. Students will listen to a podcast offering an unusual interpretation of a section of the play. 10. Students will know important literary and poetic devices and how they prefer to learn (**Equip**). They will be supplied with a strategy wheel graphic organizer to write down ways that their partners or teammates prefer to read difficult texts (**Explore**). They will work together in a Think-Pair Share, paired off conveniently by the teacher (**E****xperience**). 11. Students will reexamine their reading techniques and consciously think about how they can improve their comprehension of the text, as well as reexamine the effect of literary devices (**Reflect and Refine**). 12. Students will self-evaluate their reading techniques, thinking how they can do better and estimating what passages merit their re-reading (**Self-Evaluate**). 13. **MI** 14. Students will be able to realize active reading techniques to improve understanding and comprehension//.// Product: In-Class Participation/self-evaluation (**Organize**). || =Lesson 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 8. Students understand that literary and poetic devices enrich the style, feel, and plot of //Hamlet// (**Where**). This is important because understanding the importance of paying attention to writing devices will deepen comprehension and interpretation of a text. (**Why**). //Students read text, within a grade-appropriate span of text complexity, and present analyses of drama using excerpts from the text to defend their assertions// (**What**).
 * Verbal -** Students will make extensive use of the text when discussion reading techniques.
 * Logical -** The class will make analytical comparisons between reading techniques.
 * Visual** - Students can make illustrations of events in the play to ensure understanding.
 * Interpersonal** -
 * Intrapersonal -** Students will have a quiet think about reading strategies for many minutes during the Think-Pair Share activity.
 * Auditory -** Students can read the play out loud, getting a feel for the rhythm and poetic devices.
 * Kinesthetic -** Students can act out the play as they read, helping them get into the characters' heads.
 * Naturalist** -

16. Students will watch "What It Is, Hamlet" and look at conflict in the video. 17. Students will know the conflicts that each character has faced during the play and the overall plot. (**Equip**). They will be supplied with Cluster graphic organizers to sort out the conflicts of the characters they choose (**Explore**). They will work together in partners, chosen arbitrarily by the teacher, as they discuss their character choices and what their blogs will discuss (**E****xperience**). 18. Students will rethink the idea that literature has a single correct interpretation and that stories are meant to be told from a single perspective (**Rethink**). They will explain perspectives they didn't see before in a journal entry (**Reflect**). 19. 20. **MI** 21. Students will be able to analyze the characters' external and internal conflicts. Product: Blog Entries (performance task) (**Organize**). || =Lesson 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 15. Students understand that many of //Hamlet//'s themes and characters are open to interpretation (**Where**). This is important because the myth that there is a single correct interpretation of characters' conflicts is detrimental to independent thinking skills (**Why**). //Students read text, within a grade-appropriate span of text complexity, and present analyses of drama using excerpts from the text to defend their assertions// (**What**).
 * Verbal -** Students will make extensive use of the text as they figure out the characters' conflicts.
 * Logical - Students can use the organizers to compare and analyze the differences and similarities between different characters and their conflicts. **
 * Visual** - Students can draw a diagram explaining the conflicts between different characters and use colors to choose which characters they are sympathetic with.
 * Interpersonal** - Students can move to a talking and discussing side of the room when they are done working with partners to work on ideas.
 * Intrapersonal -** Students can move to a quiet, thinking side of the room when they are done working with partners to work on ideas.
 * Auditory -**
 * Kinesthetic -** Students can move around and talk out their ideas with people around the room - maybe use a rotating table system?
 * Naturalist** - Students can relate the characters' conflicts to their perception of the environment (discuss Branagh's "mirrors" Elsinore)

23. Students will listen to a dramatic reading of a line that makes prominent use of literary and poetic devices. 24. Students will know the literary terms addressed in box K (**Equip**). They will be supplied with Step Charts with which they will look at a long speech and point out different literary and poetic devices in the text (**Explore**). They will work together and alone in a Team Pair Solo activity to get a general feel for what the effect of poetic devices is and to delve more deeply into specific examples (**E****xperience**). 25. Students will shift perspective, looking at the sections of the play not as a story but as a poem (**Rethink**). 26. 27. **MI** 28. Students will be able to demonstrate clear understanding and definition of literary and poetic devices//.// Product: Vocabulary quiz (**Organize**). || =Lesson 5=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 22. Students understand that literary and poetic devices enrich the style, feel, and plot of //Hamlet// (**Where**). This is important because understanding the importance of paying attention to writing devices will deepen comprehension and interpretation of a text, as well as help develop an appreciation for the quality of a play or poem. (**Why**). //Students read text, within a grade-appropriate span of text complexity, and present analyses of drama using excerpts from the text to defend their assertions// (**What**).
 * Verbal -** Students will have to work with the text to identify examples of the different literary terms
 * Logical - S **tudents can classify and organize literary and poetic devices by type and effect.
 * Visual** - Students can make visual organizers comparing what devices do (a web comparing different types of irony, for example)
 * Interpersonal** - Students can review literary terms together in teams
 * Intrapersonal -** Students will have to work on their own and think about their own remembering techniques to identify the literary terms.
 * Auditory -** Students can make a jingle or use rhythm to remember metrical terms such as iambic pentameter.
 * Kinesthetic -** Students can identify different terms with hand gestures that match the definition.
 * Naturalist** - Students can relate poetic and literary devices with natural comparisons (compare signs of a storm to foreshadowing, for example).

30. The teacher will have recorded a Youtube "Response" video to the play's production. 31. Students will know the state of theater in early 1600s England and the general plot of the play (**Equip**). They will be supplied with a Story Map, which they will fill out independently and imagine how each section would be received by the original audience (**Explore**). The teacher will have a three-minute review to explain any confusion about events of the play (**E****xperience**). 32. Students will have to shift perspective again, trying to see the play in the eyes of another historical era and thinking of //Hamlet// not as a book, but as a play (**Rethink**). They will have to reflect on their own lives and imagine what developments since the play's production have altered their perception of it (**Reflect**). 33. 34. **MI** 35. Students will be able to imagine the reception //Hamlet// would receive in 1600s England//.// Product: Review of play (**Organize**). || =Lesson 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 29. Students understand that genre and history can have a huge effect on literature and purpose, as well as how they are perceived by audiences (**Where**). This is important because looking at the historical context of any literature can expand appreciation of a text, especially where the language has developed out of use, as is the case with Shakespeare. (**Why**). //Students read text, within a grade-appropriate span of text complexity, and present analyses of drama using excerpts from the text to defend their assertions// (**What**).
 * Verbal -** Students will consult the text extensively while reviewing the play
 * Logical - S **tudents can analyze the changes in Shakespearean production over the past 400 years, looking at time progression as a key factor.
 * Visual** - Students can imagine what the production would look like when first released.
 * Interpersonal** -
 * Intrapersonal -**
 * Auditory -** Students can look at common changes in pronunciation and what effect Americanization has had on Shakespeare (or vice versa!).
 * Kinesthetic -** Students can make a video review of the play, much like a Youtube Video Response.
 * Naturalist** - Students can think about the setting of the play and how the environment would have a large effect on production.

37. Students will come into class to see a clip of Branagh's version of //Hamlet// that made some strong decisions with interpretation. 38. Students will know a position on an ambiguous element of //Hamlet// (**Equip**). They will be supplied with a Persuasion Map, which will help them outline the shape of their persuasive essays, including where references to text will go (**Explore**). They will hone the ideas for their essays in a 3-step interview group activity (**E****xperience**). 39. Students will have to draft and edit a chosen interpretation of an ambiguity in the play for an essay (**Revise**). They will fill out a journal entry listing what they may need help on as they write their essays (**Reflect**). 40. 41. **MI** 42. Students will be able to interpret and judge ambiguous elements of the text//.// Product: Persuasive essay (**Organize**). ||
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 36. Students understand that many of //Hamlet//'s themes and characters are open to interpretation (**Where**). This is important because thinking in depth about a single character's conflicts and examining different interpretations of the text will help students learn to deal with ambiguities in real life, as well as determine and defend their own positions. (**Why**). //Students read text, within a grade-appropriate span of text complexity, and present analyses of drama using excerpts from the text to defend their assertions// (**What**).
 * Verbal -** Students will consult the text extensively as they write an essay on an ambiguous element.
 * Logical - S **tudents can analyze the opposing sides of the chosen ambiguity and determine which one seems more feasible.
 * Visual** - Students can create a diagram offering differing perspectives of various elements of the play.
 * Interpersonal** - Students can debate the big ambiguities of the play to flesh out what they feel the text means.
 * Intrapersonal -** Students can think hard about what their personal belief about the ambiguous element is.
 * Auditory -**
 * Kinesthetic -**
 * Naturalist** - Students will look at the environment and setting as elements affecting the ambiguity they've selected.

2004 ASCD and Grant Wiggins and Jay McTighe