Date: March 24, 2013 Strengths of Class: This class is very good at participation.

They like to show that they know the material and I will always have volunteers to respond to questions in class discussion. Because they are Seniors, most students do not have a problem with group work. They work well in groups and communicate well to each other. Unique needs of Class: Because students feel comfortable with each other, they tend to talk a lot and get off task. Students sometimes even talk over a peer presenting or the teacher when theyre giving instruction. Students are also late to class many times or absent. For this reason, it is hard to make sure all students are on track and do not fall behind. Subject: English 12th Core Standards: RL.11.12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. RL.12.5 Analyze how an authors choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact. RL.11.12.6 Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement). RL.11.12.7 Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.) Lesson Topic: Turning Points in Hamlet Homework: None was given previously Content Objectives: SWBAT apply themes, characters, and actions in Hamlet to current times SWBAT justify turning points by explaining how turning points are significant

Learning Objectives: SWBAT identify major scenes in Hamlet

Language Objectives: SWBAT explain turning points in Hamlet SWBAT create a story map of turning points in Hamlet Starter: In todays starter students will answer the following two questions. -What is the purpose of reading Shakespeare in our current classes? -How can we apply any aspect (themes, characters, problems, events) of the play into our lives today? Because we have finished Hamlet now, this will be a good activation of their background knowledge for todays lesson. Class Procedures: 1. Students will come into the class and complete the starter on the screen. Responses will be shared after everyone has had the opportunity to write down their answers. 2. Students will then be given a number which is assigned to a topic in Hamlet. The topics are, Hesitating and now acting quickly, not being loved by the one you love, revenge against someone that has caused you harm, and the death of a loved one. Students will go to the corner where their number is displayed. 3. In each corner, groups will discuss the topic in Hamlet, and then apply it to their everyday life. They will come up with their own example either an experience theyve lived or one they have heard about. 4. Students will then choose one person as the spokesperson and present their examples to the rest of the class. 5. Once students have shared, they will go back to their seats and write two paragraphs about one of the four topics. They will write the first paragraph about Hamlet, and the last paragraph about their own experience. 6. Students will find the corner on which topic they chose to write their two paragraphs on. They will share their paragraph with one person in the group. Once they share, they will write connections or examples up on the board under their topic theme. These will be read as a class. 7. Students will then begin a story map for turning points in Hamlet. Before they forget to fill out a worksheet, a small discussion will take place on what a turning point is. 8. Students will then come up with 6 different meaningful turning points that they saw in Hamlet. They can choose any event they want as a turning point, as long as they can explain why and how it is one. 9. Once the story maps are complete, an end of Hamlet presentation assignment will be introduced. Students will have to choose one of the turning points from their story map and expand on it. They will have to describe the event, explain how or why it is a turning point, and create an alternate outcome or ending. They will create posters and will be

given a rubric on what is expected. They will get the remaining part of the class to work on this presentation which will be due next class.

Plans for Assessment: Assessments will be given in the form of discussion responses, content of paragraphs and if theyre able to apply topics to real life and by the completion of the story map for turning points. A part of the overall lesson is to have students explain or justify their responses. They will be able to do this vocally and through writing. Homework: No HW will be given Plans for Enrichment: Students who finish early can write additional paragraphs about topics. They could also write about two topics instead of one. These students could also aid others who are not understanding or are not making connections to real life as easily. Plans for Remediation: Students have a choice on topics they can compare to, so it will be easier when writing their two paragraphs. They will also be in groups where others are sharing, so will be able to expand on topics and ideas through others opinions or points of views. Plans for English Language Learners: Students usually are expected to write half as much as Native English speakers. This means that they will not have to write a full two paragraphs, but one. If they do write two, the paragraphs will not have to be as long. These students will also be in groups where they will get the opportunity to share, listen, and learn from others points of view. Reflection: