Steve Altstadt LTM 621 Field Placement-Observation 1 LTM UbD Lesson Plan 1. 2.

Name of Lesson: Hamlet Grade level: A.P. English What essential question/big idea does the lesson address? What is the meaning and significance of the first soliloquy in Hamlet? What does this soliloquy teach us about Prince Hamlet? Standards (WI model academic standards for science and social studies/Core standards for mathematics and English): 12.4. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.) 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. Objectives: Students will be able to discuss and ask constructive questions about Hamlet and the first soliloquy. Students will be able to explain the denotative and connotative meanings of the first soliloquy, along with its significance. Isnt there a vocabulary standard that should be addressed? 5. Assessments: (must align with objectives) Formative: Students will be observed during class discussion in which they are expected to be active participants. How will you keep track of this? Students who are not voluntarily contributing to discussion will be asked direct questions. 6. Activites/Procedures (based on best practice) Introduction/set context: Brief introduction of lesson, including a brief review of Hamlet up to that point (4 minutes) Read soliloquy aloud (2 minutes) Engage in group discussion decoding literal meaning (15 minutes) Talking Points i. Why does Hamlet think his flesh is sullied? ii. Why does he say he has to hold his tongue? 4.

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Steve Altstadt LTM 621 Field Placement-Observation 1 iii. Why cant Hamlet speak? Engage in group discussion analyzing connotative meanings, impact of specific word choices, and overall function that this soliloquy serves at this point in the play (15 minutes) i. Is Hamlet whiny and immature, or a mature, grieving adult? Wrap up lesson (2 minutes)

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Materials Hamlet (text) Notebook/Paper Pen/pencil Printed copy of soliloquy Vocabulary and knowledge held in order to learn from this lesson. Soliloquy Connotation Shakespeare background info Vocabulary taught and developed within this lesson (may or may not be applicable) Sullied Hyperion Niobe Any other language within soliloquy Activate Prior Knowledge (may or may not be applicable) Soliloquy Imagery Motivation/hook (may or may not be applicable) N/A

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Extensions (Differentiation for GT, At-Risk, and ELL) Students experiencing difficulty will be given additional one-on-one assistance. Differentiation has as it connotative meaning that you will do something specific to meet the needs of these students. . . the differentiated needs of all your students. What will you do specifically? Are there any gifted, @risk, or ELL students in the class? What could you do by considering the six modes of communication? There are no at-risk, ELL, or special needs students in this class. Its difficult to focus on things such as visual communication, since Shakespeare is so aligned with language. An alternative lesson could be to conduct this same lesson in a pair-share or small group

Steve Altstadt LTM 621 Field Placement-Observation 1 format.