S1+Gill+Ted

=Stage 1 Identify Desired Results= 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.// ||
 * **Establish Goals:** **(G)** ||
 * //Maine Learning Results:// English Language Arts - A. //Reading//

//What understandings are desired?//
• literary and poetic devices enrich the style, feel, and plot of //Hamlet//. • genres can have a huge effect on literature and purpose, as well as how they are perceived by audiences. ||
 * //Students will understand that:// **(U)** ||
 * • many of //Hamlet//'s themes and characters are open to interpretation.

//What essential questions will be considered?//
• How do literary and poetic devices enrich the theme, style, and plot of //Hamlet//? • Why is //Hamlet//'s genre influential to its importance and quality? ||
 * **Essential Questions:** **(Q)** ||
 * • How do you interpret the many ambiguous aspects of //Hamlet//?

//What key knowledge and skills will students acquire as a result of this unit?//
• critical details - characters and events of //Hamlet.// • techniques - active reading, rather than passive reading, to get more out of text. • important people and events - William Shakespeare and influence on English drama. || • demonstrate clear understanding and definition of literary and poetic devices. • interpret and judge ambiguous elements of the text. • apply historical context to deepen understanding of a play. • (a) analyze the characters' external and internal conflicts. • imagine the reception //Hamlet// would receive in 1600s England. • realize active reading techniques to improve understanding and observation. ||
 * //Students will know:// **(K)** || //Students will be able to:// **(S)** ||
 * • terminology - tragedy, comedy, aside, soliloquy, irony, meter, allusion, foreshadowing, exposition, rising action, climax, falling action, denouement, alliteration, assonance, onomatopoeia, rhyme scheme, simile, stanza, metaphor, simile

2004 ASCD and Grant Wiggins and Jay McTighe