Southfield Public Schools: Lesson Planning Template

Teachers Names: Hofsess (Student Teacher Martin), Bowen, Hicks,

Williams
Grade: 12
Peace

Unit/Lesson Title: Collections 4: Seeking Justice, Seeking

Dates: CM 4 week 1
Blooms Taxonomy

Alignment to SPS Curriculum

Framework

Evaluation Synthesis Analysis Application Comprehension

Knowledge

Collections 4
Seeking Justice, Seeking Peace- The
Tragedy of Hamlet

KUD
Know:
Selected vocabulary words from the play Hamlet
The following literary terms: act, scene, dialogue, soliloquy, aside, tragedy, drama
Biographical facts about William Shakespeare and his contribution to English literature
Characters and setting in Hamlet
The four types of literary conflicts (Man vs. Man, Man vs. Self, Man vs. Nature, Man vs.
Society)
Understand That:
Just as each sport has its own vocabulary, each genre of literature has its own vocabulary.
Wrestlers have matches, not games, and strive for takedowns, not touchdowns. Plays have
acts, not chapters, and are written in dialogue, not prose.
Plays are written for the stage, not the page.
Each scene in a play has a purpose
Do:
Review selected vocabulary words
Discuss William Shakespeare and his contribution to English literature
Review the importance of character analysis in the play- characters words and actions reveal
personality
Introduce and analyze themes in the play
Complete Hamlet literary terms worksheet
Complete and review hero anticipation guide
Begin filling out Hamlet character chart (to be filled out as students read the play and watch
the movie)
Read Act I of The Tragedy of Hamlet
Complete Act I guided reading questions
Watch Act I of the movie
Write daily journal entries
Essential Questions:
Students should consider these questions:
1. What is the difference between a play and a novel?
2. Whats so great about William Shakespeare?
3. What are the various literary conflicts and how might they apply to this play?
4. How does an author use language to define characters personality traits?

Assessment
How are you collecting evidence of student understanding?
How are you using that information to inform your instruction?
Summative & Formative Assessments, Performance Task(s) & Other Evidence i.e. Preassessments, Unit Tests, Quizzes, Essays, Exit Cards, etc.
- Student journal entries
- Teacher observation
- Completed hero anticipation guide
- Completed literary terms worksheet
- Completed Hamlet character chart
- Completed Act I guided reading questions (to be collected at the end class on Friday)
Instructional Learning Plan
How will the lesson support student acquisition, meaning-making and
transfer of content knowledge, understandings and skills?
Learning Activities: (Brief summary & description of how you will orchestrate instructional best
practices during this lesson to ensure student understanding i.e. Differentiated Instruction, Marzano,
National Board Core Propositions etc.)
I will teach to the national Board Core Propositions by:
Teaching students equitably and recognizing the individual differences that distinguish
students from one another and taking differences into account.
Using diverse instructional strategies.
Engaging students to ensure a disciplined learning environment and organizing instruction to
meet instructional goals.
Continuing to stay informed with learning theories and instructional strategies and staying
abreast of current issues in American education.
Continuing to work collaboratively with parents to engage them productively in the work of
the school and my class.
1. Teacher will distribute guided reading questions prior to assigning reading to help students
understand what they read.
2. Teacher will provide verbal and written feedback as students complete their worksheets
3. Teacher will assist students in understanding Shakespeares ancient language by introducing
vocabulary words prior to assigning reading.
4. Teacher will show parts of the play from a CD to reinforce student understanding of the play
they are reading.
5. Teacher will use an audio recording of the play to help students hear the character voices and
better understand phrasing, tone, and mood of the play.
6. Teacher will explain that Disneys Lion King movie is based on Hamlet (connecting the
course literature to students prior knowledge).
Instructional Resources/Materials/Technology (Elmo; United Streaming; Lap Tops; etc)
Overhead projector
Audio recording of Hamlet
CD of Hamlet
Student journals
Handouts- hero anticipation guide, character analysis worksheet, literary terms handout, Act I
guided reading questions
Class set of textbooks

Extended Learning (Homework)

Complete any classroom assignments that were not completed in class

Lesson Accommodations (Special needs and gifted)

Extra encouragement for emotionally impaired students.
Extra time for those who need it.
Alternative testing accommodations.
Repeated directions.
Graphic organizers to aid in understanding.
Visual aids, audio recordings
Preferential seating.
Additional academic support of special education teachers for those who need it.
What will you do if students do not understand?
Employ a variety of teaching strategies to reach students in different ways (we will watch the play,
listen to it, read it on paper)
Encourage students to listen to their audio versions of the play that they can access anytime, on
their phones, tablets, computers.
Introduce students to Cliffs Notes and Spark Notes to aid in understanding.
Avoid giving homework on new learning.
Isolate skills strands and do mini-lessons on those strands
Offer tutoring opportunities.
Give opportunities to resubmit work.
Reteach.
Encourage learners to keep trying; praise what they did right.
Model a growth mindset and foster in my students that same growth mindset by expecting that all
students can and will learn these concepts even if they are not there yet.