L2+Gill+Ted

** COLLEGE OF EDUCATION, HEALTH AND REHABILITATION ** 
 * UNIVERSITY OF MAINE AT FARMINGTON**
 * LESSON PLAN **
 * __Teacher’s Name__ **** : ** Mr. Gill** __Date of Lesson__:** #2
 * __Grade Level__ **** : ** 10 ** __Topic__:** //Hamlet// reading techniques

//Maine Learning Results: // English Language Arts - A. //Reading// A2 //Literary Texts// Grades 9-Diploma //Hamlet// //Students read text, within a grade-appropriate span of text complexity and present analyses of fiction, nonfiction, drama, and poetry using excerpts from the text to defend their assertions. // //a. Analyze the characters' external and internal conflicts. // This lesson supports the MLR in its demands that students read the text more closely in order to better understand the characters and story. Formative assessment used in this lesson includes the use of ordinary teacher monitoring during discussion to ensure that everybody is participating and sharing useful reading strategies with one another. When students seem to be getting off track or have a question, I will use it as an opportunity for the class to learn about work habits, close reading, or any other topic that arises. Students will complete a self-evaluation and reflection, as well as complete Strategy Wheel organizers about different reading techniques in order to help them find what strategies work for them. The strategies that are the most useful will be indicated and explained by each student on the class wiki. Technology - the technology used in this class will be restricted to the play itself and a printout of a strategy wheel organizer. Arbitrary technology in the classroom in a lesson that concentrates on close reading of the text may draw attention away from the play itself during the discussion. When students have finished the discussion, they will use laptops to begin working on the class wiki database of reading strategies. The students will work together in a Think-Pair Share, and will be grouped conveniently by the teacher, making adjustments for groups that may cause problems or get distracted easily. I will review students' IEP, 504, or ELLIDEP and make appropriate modifications and accommodations. Absent students will meet with me before the next class, if possible, in order to ensure that the assigned reading was well-understood. I will also make sure the students are prepared with the information and handouts required to complete the graphic organizer. Homework will be expected by the next class, and will not be penalized for lateness if the absence was valid (appointment, emergency, illness). Students who finish early will work on making a page on the class wiki that organizes effective reading strategies. All students will be encouraged to contribute and use this page as a resource for reading techniques. Writing implements copy of //Hamlet// Strategy Wheel graphic organizer: [] Laptops Interpretation video: [] []  - list of 6 steps for active reading [] - Different reading techniques that work for different students This lesson demonstrates my competency with the standard by appealing to the eight intelligences in varying degrees and making students consciously think about their own development by examining reading techniques. Beach ball learners will be excited about moving around the room to different areas and working on explaining reading strategies that deal with reading environment. Clipboard learners will be happy to learn about reading strategies that deal with making checklists of understanding and procedures. Puppy learners will be excited to learn and discuss the importance of having a certain emotional state when reading or the effect of emotions on reading. Microscope learners will be able to analyze the common traits of reading strategies and determine what is most important for them. This lesson demonstrates my competency with the standard by helping students learn how they can best understand the difficult language in the text. Understanding the text is important to knowledge of the subject matter. Learning and development theory is paid attention to in the interest of Multiple Intelligences. Students’ identity and strengths determine what reading strategies will help them most. Students know themselves better than I do, and must be given responsibility to take care of themselves. This lesson demonstrates my competency with the standard by varying the instructional strategies. Different ideas for reading techniques are offered for each intelligence, and any technology that is required will be provided. The Type II technology for this lesson is the wiki discussing different reading strategies that students will be able to work on. This lesson demonstrates my competency with the standard by using informal formative assessment strategies. Because the demonstration of their learning will be evident in their reading and interpretation of the play, there is no summative assessment for this lesson, but formative assessment will be provided throughout the class to promote learning. Formative assessment used in this lesson includes the use of ordinary teacher monitoring during discussion to ensure that everybody is participating and sharing useful reading strategies with one another. When students seem to be getting off track or have a question, I will use it as an opportunity for the class to learn about work habits, close reading, or any other topic that arises. Students will complete a self-evaluation and reflection, as well as complete Strategy Wheel organizers about different reading techniques in order to help them find what strategies work for them. The strategies that are the most useful will be indicated and explained by each student on the class wiki.  <span style="font-size: 12.0pt; mso-bidi-font-size: 13.0pt; font-family: Times; mso-bidi-font-family: Arial;">The classroom for this lesson will be arranged in clusters, which suits small group work well yet with little shifting of chairs can be a class-wide discussion shape. The agenda will be as follows: Day 2 Hook: 5 minutes tops Discovering new reading strategies: 60 minutes Self-reflection: 15 minutes Students understand that literary and poetic devices enrich the style, feel, and plot of //Hamlet.// This is important because understanding the importance of paying attention to writing devices will deepen comprehension and interpretation of a text. 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. The hook for the lesson will be a video offering a radically different reading of Hamlet. <span style="font-size: 12.0pt; mso-bidi-font-size: 13.0pt; font-family: Times; mso-bidi-font-family: Arial;"> Students will need to know important literary and poetic devices and how they prefer to learn. They will be equipped with a Strategy Wheel handout, where they will write which strategies they like the most and why that is. I will deliver instruction by verbally proposing the ideas and giving examples of how different reading strategies would look. I will check for understanding by walking around the class and asking questions of each Think-Pair Share group. We will go over the strategies that most apply from the content notes below. <span style="font-size: 12.0pt; mso-bidi-font-size: 13.0pt; font-family: Times; mso-bidi-font-family: Arial;"> Students will use higher-order thinking by thinking about their own learning styles and what learning strategies will work best for them. Students will be able to realize active reading techniques to improve understanding and comprehension of the play. Students will be grouped in the Think-Pair Share model and groups will be decided conveniently and arbitrarily by the teacher, making careful to keep trouble groups apart. The students will show evidence of learning in their in-depth discussion of reading techniques and the content of the play so far according to their interpretation. Students will have to reexamine their reading techniques, consciously thinking about their strengths and how they can use them to read better. <span style="font-size: 12.0pt; mso-bidi-font-size: 13.0pt; font-family: Times; mso-bidi-font-family: Arial;"> Students will self-assess by using a self-assessment and reflection handout I've prepared. Self-assessment will also be a key activity in the class as students determine which reading strategies will suit them best. All of this relates to future assessment as students' understanding of active reading techniques will directly show in their interpretations of the play.
 * __Objectives__ **
 * Student will understand that ** <span style="font-size: 12.0pt; mso-bidi-font-size: 13.0pt; font-family: Times; mso-bidi-font-family: Arial;">literary and poetic devices enrich the style, feel, and plot of //Hamlet//.
 * Student will know **<span style="font-size: 12.0pt; mso-bidi-font-size: 13.0pt; font-family: Times; mso-bidi-font-family: Arial;">the definitions and usage of tragedy, comedy, aside, soliloquy, irony, meter, allusion, foreshadowing, exposition, rising action, climax, falling action, denouement, alliteration, assonance, onomatopoeia, rhyme scheme, simile, stanza, metaphor, and simile.
 * Student will be able to **<span style="font-size: 12.0pt; mso-bidi-font-size: 13.0pt; font-family: Times; mso-bidi-font-family: Arial;">realize active reading techniques to improve understanding and observation.
 * __Maine Learning Results Alignment__ **
 * <span style="font-size: 12.0pt; mso-bidi-font-size: 13.0pt; font-family: Times; mso-bidi-font-family: Arial;">Rationale: **<span style="font-size: 12.0pt; mso-bidi-font-size: 13.0pt; font-family: Times; mso-bidi-font-family: Arial;">
 * __Assessment__ **
 * Formative (Assessment for Learning) **
 * Summative (Assessment of Learning) **
 * __Integration__ **
 * __Groupings__ **
 * __Differentiated Instruction__ **<span style="font-size: 12.0pt; mso-bidi-font-size: 13.0pt; font-family: Times; mso-bidi-font-family: Arial;">
 * <span style="font-size: 12.0pt; mso-bidi-font-size: 13.0pt; font-family: Times; mso-bidi-font-family: Arial;">Verbal - **<span style="font-size: 12.0pt; mso-bidi-font-size: 13.0pt; font-family: Times; mso-bidi-font-family: Arial;"> Students will make extensive use of the text when discussion reading techniques.
 * <span style="font-size: 12.0pt; mso-bidi-font-size: 13.0pt; font-family: Times; mso-bidi-font-family: Arial;">Logical - **<span style="font-size: 12.0pt; mso-bidi-font-size: 13.0pt; font-family: Times; mso-bidi-font-family: Arial;"> The class will make analytical comparisons between reading techniques.
 * <span style="font-size: 12.0pt; mso-bidi-font-size: 13.0pt; font-family: Times; mso-bidi-font-family: Arial;">Visual **<span style="font-size: 12.0pt; mso-bidi-font-size: 13.0pt; font-family: Times; mso-bidi-font-family: Arial;"> - Students can make illustrations of events in the play to ensure understanding.
 * <span style="font-size: 12.0pt; mso-bidi-font-size: 13.0pt; font-family: Times; mso-bidi-font-family: Arial;">Intrapersonal - **<span style="font-size: 12.0pt; mso-bidi-font-size: 13.0pt; font-family: Times; mso-bidi-font-family: Arial;"> Students will have a quiet think about reading strategies for many minutes during the Think-Pair Share activity.
 * <span style="font-size: 12.0pt; mso-bidi-font-size: 13.0pt; font-family: Times; mso-bidi-font-family: Arial;">Auditory - **<span style="font-size: 12.0pt; mso-bidi-font-size: 13.0pt; font-family: Times; mso-bidi-font-family: Arial;"> Students can read the play out loud, getting a feel for the rhythm and poetic devices.
 * <span style="font-size: 12.0pt; mso-bidi-font-size: 13.0pt; font-family: Times; mso-bidi-font-family: Arial;">Kinesthetic - **<span style="font-size: 12.0pt; mso-bidi-font-size: 13.0pt; font-family: Times; mso-bidi-font-family: Arial;"> Students can act out the play as they read, helping them get into the characters' heads.
 * <span style="font-size: 12.0pt; mso-bidi-font-size: 13.0pt; font-family: Times; mso-bidi-font-family: Arial;">Modifications/Accommodations **<span style="font-size: 12.0pt; mso-bidi-font-size: 13.0pt; font-family: Times; mso-bidi-font-family: Arial;">
 * <span style="font-size: 12.0pt; mso-bidi-font-size: 13.0pt; font-family: Times; mso-bidi-font-family: Arial;">Absence Rules: **<span style="font-size: 12.0pt; mso-bidi-font-size: 13.0pt; font-family: Times; mso-bidi-font-family: Arial;">
 * <span style="font-size: 12.0pt; mso-bidi-font-size: 13.0pt; font-family: Times; mso-bidi-font-family: Arial;">Extensions **<span style="font-size: 12.0pt; mso-bidi-font-size: 13.0pt; font-family: Times; mso-bidi-font-family: Arial;">
 * __Materials, Resources and Technology__ **
 * __Source for Lesson Plan and Research__ **
 * __Maine Standards for Initial Teacher Certification and Rationale__ **
 * // 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. //**
 * // • Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory. //**
 * // • Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. //**
 * <span style="font-size: 12.0pt; mso-bidi-font-size: 13.0pt; font-family: Times; mso-bidi-font-family: Arial;">Verbal - **<span style="font-size: 12.0pt; mso-bidi-font-size: 13.0pt; font-family: Times; mso-bidi-font-family: Arial;"> Students will make extensive use of the text when discussion reading techniques.
 * <span style="font-size: 12.0pt; mso-bidi-font-size: 13.0pt; font-family: Times; mso-bidi-font-family: Arial;">Logical - **<span style="font-size: 12.0pt; mso-bidi-font-size: 13.0pt; font-family: Times; mso-bidi-font-family: Arial;"> The class will make analytical comparisons between reading techniques.
 * <span style="font-size: 12.0pt; mso-bidi-font-size: 13.0pt; font-family: Times; mso-bidi-font-family: Arial;">Visual **<span style="font-size: 12.0pt; mso-bidi-font-size: 13.0pt; font-family: Times; mso-bidi-font-family: Arial;"> - Students can make illustrations of events in the play to ensure understanding.
 * <span style="font-size: 12.0pt; mso-bidi-font-size: 13.0pt; font-family: Times; mso-bidi-font-family: Arial;">Intrapersonal - **<span style="font-size: 12.0pt; mso-bidi-font-size: 13.0pt; font-family: Times; mso-bidi-font-family: Arial;"> Students will have a quiet think about reading strategies for many minutes during the Think-Pair Share activity.
 * <span style="font-size: 12.0pt; mso-bidi-font-size: 13.0pt; font-family: Times; mso-bidi-font-family: Arial;">Auditory - **<span style="font-size: 12.0pt; mso-bidi-font-size: 13.0pt; font-family: Times; mso-bidi-font-family: Arial;"> Students can read the play out loud, getting a feel for the rhythm and poetic devices.
 * <span style="font-size: 12.0pt; mso-bidi-font-size: 13.0pt; font-family: Times; mso-bidi-font-family: Arial;">Kinesthetic - **<span style="font-size: 12.0pt; mso-bidi-font-size: 13.0pt; font-family: Times; mso-bidi-font-family: Arial;"> Students can act out the play as they read, helping them get into the characters' heads.
 * // • Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. //**
 * Formative (Assessment for Learning) **
 * Summative (Assessment of Learning) **
 * __Teaching and Learning Sequence__ **** : **
 * <span style="font-size: 12.0pt; mso-bidi-font-size: 13.0pt; font-family: Times; mso-bidi-font-family: Arial;">Where, Why, What, Hook Tailor: verbal, auditory, intrapersonal **
 * <span style="font-size: 12.0pt; mso-bidi-font-size: 13.0pt; font-family: Times; mso-bidi-font-family: Arial;">Equip, Tailor: intrapersonal, verbal, visual, interpersonal, logical **
 * <span style="font-size: 12.0pt; mso-bidi-font-size: 13.0pt; font-family: Times; mso-bidi-font-family: Arial;">Explore, Experience, Rethink, Tailor: intrapersonal, verbal, interpersonal, kinesthetic, logical) **
 * <span style="font-size: 12.0pt; mso-bidi-font-size: 13.0pt; font-family: Times; mso-bidi-font-family: Arial;">Evaluate, Organize, Tailor: intrapersonal, verbal **

Reading Strategies Reading Efficiently by Reading Intelligently
 * Content Notes: **

Good reading strategies help you to read in a very efficient way. Using them, you aim to get the maximum benefit from your reading with the minimum effort. This section will show you how to use six different strategies to read intelligently. Strategy 1: Knowing what you want to know

The first thing to ask yourself is: Why you are reading the text? Are you reading with a purpose or just for pleasure? What do you want to know after reading it?

Once you know this, you can examine the text to see whether it is going to move you towards this goal.

An easy way of doing this is to look at the introduction and the chapter headings. The introduction should let you know whom the book is targeted at, and what it seeks to achieve. Chapter headings will give you an overall view of the structure of the subject.

Ask yourself whether the book meets your needs. Ask yourself if it assumes too much or too little knowledge. If the book isn't ideal, would it be better to find a better one? Strategy 2: Knowing how deeply to study the material

Where you only need the shallowest knowledge of the subject, you can skim material. Here you read only chapter headings, introductions and summaries.

If you need a moderate level of information on a subject, then you can scan the text. Here you read the chapter introductions and summaries in detail. You may then speed read the contents of the chapters, picking out and understanding key words and concepts. At this level of looking at the document it is worth paying attention to diagrams and graphs.

Only when you need detailed knowledge of a subject is it worth studying the text. Here it is best to skim the material first to get an overview of the subject. This gives you an understanding of its structure, into which you can fit the detail gained from a full, receptive reading of the material. SQ3R is a good technique for getting a deep understanding of a text. Strategy 3: Active Reading

When you are reading a document in detail, it often helps if you highlight, underline and annotate it as you go on. This emphasizes information in your mind, and helps you to review important points later.

Doing this also helps to keep your mind focused on the material and stops it wandering.

This is obviously only something to do if you own the document! If you own the book and find that active reading helps, then it may be worth photocopying information in more expensive texts. You can then read and mark the photocopies.

If you are worried about destroying the material, ask yourself how much your investment of time is worth. If the benefit you get by active reading reasonably exceeds the value of the book, then the book is disposable. Strategy 4: How to study different sorts of material

Different sorts of documents hold information in different places and in different ways. They have different depths and breadths of coverage. By understanding the layout of the material you are reading, you can extract useful information much more efficiently.

Reading Magazines and Newspapers: These tend to give a very fragmented coverage of an area. They will typically only concentrate on the most interesting and glamorous parts of a topic - this helps them to sell copies! They will often ignore less interesting information that may be essential to a full understanding of a subject. Typically areas of useful information are padded out with large amounts of irrelevant waffle or with advertising.

The most effective way of getting information from magazines is to scan the contents tables or indexes and turn directly to interesting articles. If you find an article useful, then cut it out and file it in a folder specifically covering that sort of information. In this way you will build up sets of related articles that may begin to explain the subject.

Newspapers tend to be arranged in sections. If you read a paper often, you can learn quickly which sections are useful and which ones you can skip altogether.

Reading Individual Articles: Articles within newspapers and magazines tend to be in three main types:

* News Articles: Here the most important information is presented first, with information being less and less useful as the article progresses. News articles are designed to explain the key points first, and then flesh them out with detail. * Opinion Articles: Opinion articles present a point of view. Here the most important information is contained in the introduction and the summary, with the middle of the article containing supporting arguments. * Feature Articles: These are written to provide entertainment or background on a subject. Typically the most important information is in the body of the text.

If you know what you want from an article, and recognize its type, you can extract information from it quickly and efficiently. Strategy 5: Reading 'whole subject' documents

When you are reading an important document, it is easy to accept the writer's structure of thought. This can mean that you may not notice that important information has been omitted or that irrelevant detail has been included. A good way of recognizing this is to compile your own table of contents before you open the document. You can then use this table of contents to read the document in the order that you want. You will be able to spot omissions quickly. Strategy 6: Using glossaries with technical documents

If you are reading large amounts of difficult technical material, it may be useful to photocopy or compile a glossary. Keep this beside you as you read. It will probably also be useful to note down the key concepts in your own words, and refer to them when necessary.

Usually it is best to make notes as you go. Effective way of doing this include creating Concept Maps or using the Cornell Note Taking System. Key points:

This section shows six different strategies and techniques that you can use to read more effectively.

These are:

* Knowing what you need to know, and reading appropriately * Knowing how deeply to read the document: skimming, scanning or studying * Using active reading techniques to pick out key points and keep your mind focused on the material * Using the table of contents for reading magazines and newspapers, and clipping useful articles * Understanding how to extract information from different article types * Creating your own table of contents for reviewing material * Using indexes, tables of contents, and glossaries to help you assimilate technical information.

Reading and Word-Attack Strategies Reading is not just pronouncing words—it requires understanding. Most experienced readers use a variety of strategies to understand text. Research has shown that teachers can, and should, teach these strategies to beginning readers. The following strategies can help students understand any text in any subject.

Make Predictions Visualize Ask and Answer Questions Retell and Summarize Connect the Text to Life Experiences, Other Texts, or Prior Knowledge Word-Attack Strategies

Make Predictions Predictions encourage active reading and keep students interested, whether or not the predictions are correct. Incorrect predictions can signal a misunderstanding that needs to be revisited. Instruct students:

* Look at the pictures, table of contents, chapter headings, maps, diagrams, and features. What subjects are in the book? * Write down predictions about the text. During reading, look for words or phrases from those predictions. * While reading, revise the predictions or make new ones.

Visualize Many students think visually, using shapes, spatial relationships, movement, and colors, and can benefit greatly from this strategy. Instruct students:

* Imagine a fiction story taking place as if it were a movie. Imagine the characters' features. Picture the plot in time and space. * Imagine processes and explanations happening visually. Use nouns, verbs, and adjectives to create pictures, diagrams, or other mental images. * Use graphic organizers to lay out information. Make sketches or diagrams on scrap paper.

Ask and Answer Questions Having students form their own questions helps them recognize confusion and encourages active learning. Instruct students:

* Before reading, think about the subject based on the title, chapter heads, and visual information. Make note of anything you are curious about. * While reading, pause and write down any questions. Be sure to ask questions if there is confusion. * Look for the answers while reading. Pause and write down the answers. * Were all the questions answered? Could the answers come from other sources?

Retell and Summarize Relating the text in students' own words clears up language issues. Retelling challenges them to aim for complete retention. Summarization allows students to discriminate between main ideas and minor details. Instruct students:

* During reading, note the main ideas or events. Put a check mark in the book or write a note to point out a main idea. * At the ends of chapters or sections, review the information or story. Note main ideas or events and the details that support them. * After reading, retell or summarize the text. Focus on the important points, and support them with relevant details. * Refer to the book to check the retelling or summarization.

Connect the Text to Life Experiences, Other Texts, or Prior Knowledge Connecting a text to students' experiences and knowledge helps students personalize the information. It also helps students remember information when they link it to their lives. Instruct students:

* Is the subject familiar? Do the characters resemble familiar people? Have you learned about the concept from school, home, or other experiences? * Is the style or genre familiar? Does it resemble other texts? Television shows, movies, and games can be considered "texts." * Write down similarities between the current text and experiences, knowledge, or other texts.

Word-Attack Strategies Word-attack strategies help students decode, pronounce, and understand unfamiliar words. They help students attack words piece by piece or from a different angle. Model and instruct students:

Use Picture Clues

* Look at the picture. * Are there people, objects, or actions in the picture that might make sense in the sentence?

Sound Out the Word

* Start with the first letter, and say each letter-sound out loud. * Blend the sounds together and try to say the word. Does the word make sense in the sentence?

Look for Chunks in the Word

* Look for familiar letter chunks. They may be sound/symbols, prefixes, suffixes, endings, whole words, or base words. * Read each chunk by itself. Then blend the chunks together and sound out the word. Does that word make sense in the sentence?

Connect to a Word You Know

* Think of a word that looks like the unfamiliar word. * Compare the familiar word to the unfamiliar word. Decide if the familiar word is a chunk or form of the unfamiliar word. * Use the known word in the sentence to see if it makes sense. If so, the meanings of the two words are close enough for understanding.

Reread the Sentence

* Read the sentence more than once. * Think about what word might make sense in the sentence. Try the word and see if the sentence makes sense.

Keep Reading

* Read past the unfamiliar word and look for clues. * If the word is repeated, compare the second sentence to the first. What word might make sense in both?

Use Prior Knowledge

* Think about what you know about the subject of the book, paragraph, or sentence. * Do you know anything that might make sense in the sentence? Read the sentence with the word to see if it makes sense.