Lesson Plan Template

Name: Cameron Gelder

Program: SMED

Course: EDU221 CIA

Lesson Topic/Title: Theses and Hamlet

Lesson Date: 11/15/16

Lesson Length: 3 days

Grade/Age: 9th and 10th grade

Learning Objectives (Targets):

Students will understand that the thesis of an essay is the backbone around which the essay is built
Students will know theses and thesis phrasing
Students will be able to create an effective thesis and argue a point using a thesis
Standards:
Common Core Standards
Content area: English
Grade Level: 9-10
Domain: Writing - Essays
Cluster: Text Types and Purposes
1a - Introduce precise claims(s), distinguish the claim(s) from
alternate or opposing claim(s), and create an organization that
establishes clear relationships among claim(s), counterclaims,
reasons, and evidence; 1e - Provide a concluding statement or
section that follows from and supports the argument presented

Assessment: Pre - None

Standards Alignment & Justification:

The introduction of an essay is not only part of the
overall organization of an essay, but an essential aspect
that could make or break an essay. It contains
introductory statements, states the structure of the
essay, and contains the thesis. In the meantime, the
conclusion is another form of support for the thesis
because it wraps up the entire concept into a concise
paragraph.

Assessment (Data & Student Feedback):

Pre N/A

Formative Students will use the story map 3 to create an organization for
their introductions, conclusions, and body paragraphs. Students Formative The story map 3 is a tool that relies on
will participate in a rally robin activity and be asked questions the beginning, middle, and end. It puts just as much
focus on the beginning and end as it does the middle, so
about good and bad conclusions.
it fits well with the idea that introductions and
Summative Blog: Students will create a blog that for this conclusions are just as important as body paragraphs.
lesson will specifically deal with introductions and conclusions.
These blogs will be continually used throughout the lesson and Summative The blog offers students a chance to
reflect on what theyve created and observe their own
throughout the unit.
thought processes. It offers some self-perspective as
Podcast: Students will use Garageband to create a podcast that well as perspective on their peers work. The podcast is
puts their introductions and conclusions into auditory format. designed specifically around having multiple formats of
The podcasts will be presented during the final class.
presenting information, and offers students more
creativity in their information output.

Teacher Peer - Teacher: The teacher will offer feedback on Student Teacher Most of the feedback in this class
both the blogs (through comments) and the podcast (through in- will give will be direct that is, through comments
class feedback), and will be available throughout the unit if
made directly on the blogs and direct comments
students have questions; Peer: The students will offer feedback towards the students. This allows for students to get
on the blogs through comments and will have the option to
straightforward suggestions for improvement that lack
work together to create the podcast.
the confusion of other types of feedback.
Integration of Other Content Areas: (If appropriate)
Technology:
Blog - The students will create a blog specifically for the writing process of their introductions and conclusions. These
blogs will have comments available so that feedback can be offered.
Podcast Students will create a podcast for the purpose of putting their introductions and conclusions into an auditory
format.
Content Area: Psychology: Students will discuss insanity and what it implies. They may discuss what madness Hamlet

may have, and some psychological indicators of whether he's faking it or not.
Instructional Strategies to Differentiate Whole Class Instruction:
Graphic Organizer: Students will use the story map 3 to create an organization for their introductions, conclusions,
and body paragraphs.
Cooperative Learning Activity: Students will participate in a rally robin activity and be asked questions about good
and bad conclusions.
MI's:
Verbal: Students will participate in decisions, decisions to verbally discuss Hamlet's mental state.
Visual: By participating in a Fist to Five activity, students will be able to gather visual information about their peers'
comfort levels.
Musical: I will share my iMovie demonstration to give students an opportunity to see a five-paragraph essay in musical
format.
Kinesthestic: The decisions, decisions activity has students moving around to different parts of the classroom.
Intrapersonal: The blog students will create is a largely intrapersonal activity, because it is about what the individual
students have to say about their creative process.
Interpersonal: The decisions, decisions activity will have students in large groups where they can discuss their
viewpoints.
Modifications / Accommodations / Extensions For Individual Students with Identified Needs: There will be
extensions granted upon request, and all information taught in class will be backed up in an online format.
Special Education: If a student has a visual impairment, they will have the option to keep the blog auditory, with
recorded speech instead of text. In addition, if this student needs help with creating the podcast (which wont require
any visual input) they can partner up with another student.
504: A student with diabetes who may need to leave class will be caught up by the teacher during the work times each
day. If the student needs to leave DURING the work times, there wont be any taught material missed, and if the student
has questions, they can ask the teacher after class. If the student needs food at any point, they are allowed to eat in class.
Gifted: Students who are gifted will be asked to provide comments on every single blog post written by their peers.
They will be expected to do this by the end of the third day of the lesson.
Absent: If students are absent, the information will be available online. Students are expected to come to the teacher as
soon as possible if they have questions.
Technology Integration:
Blog Students will create blog posts detailing their process of writing introductions and conclusions. This is
modification because it uses the convenience and additional tools of the blog to create a relevant, interesting experience.
Podcast- Students will create a podcast that incorporates audio editing into their audio output. This is redefinition
because it transforms auditory presentations to a brand new, unique form of information output.
Materials and Resources for Lesson Plan Development
Materials: Laptops, paper, pens and pencils, Hamlet books, graphic organizers, checklists
Resources: The teacher's wiki of information (link to my wiki because there isn't one for this
teacher):http://camerongeldertoolkit.wikispaces.com/
Rubistar: http://rubistar.4teachers.org/index.php
MI information and quiz: http://www.businessballs.com/howardgardnermultipleintelligences.htm
A whats what of introductions and conclusions: https://depts.washington.edu/owrc/Handouts/Introductions%20and
%20Conclusions.pdf
Getting Started With Blogger: https://support.google.com/blogger/answer/1623800?hl=en
Beginners guide to Garageband: https://blog.udemy.com/garageband-tutorial-a-beginners-guide-to-garageband/
Full text of Hamlet: http://shakespeare.mit.edu/hamlet/full.html
Teaching & Learning Sequence:
Include all the components of the lesson: introduction, cooperative learning activities that support the learning
objectives, standards, differential instruction strategies, seamless transitions between activities, and assessment practices
that are integrated to measure student progress and learning throughout the lesson.
Classroom Arrangement:
Revised 07/16

Tables of four around the room.

Agenda with Times:
Day 1:
Pre-Knowledge
Dialogue: What the ghost says when he tells Hamlet to avenge his death, not to mistreat his mother, to be hasty, and to
swear to it(large group discussion); Hamlet's dialogue with Rosencrantz and Guildenstern, where he sees through their
obvious disguise as spies and toying with them, laments that he can't trust anyone, later treating them poorly, and
eventually leaving them to die (small group discussion); Hamlet's treatment of his mother, where he angrily accuses her
at every opportunity of being sinful by marrying Claudius too soon(individual assessment, shared with the class);
Hamlet's treatment of Ophelia, where he begins by being flirty and friendly with her and becomes gradually colder, until
he flat-out abuses her for the sake of sanity, turning her into a madwoman (individual assessment, shared with the class);
Hamlet's treatment of Claudius, where he hates his uncle for his hasty marriage of his mother and mistreats him the
entire play, yet never kills him as promised until the end of the play (individual assessment, shared with the class)
Hook (5 mins)
Discussion of introductions/conclusions (25 mins)
Rally Robin (10 mins)
Blog setup (20 mins)
Work time (15 mins)
Assignment (5 mins)
Day 1 will mostly be dedicated to introductory information.
It will start with the hook, in which the teacher will say once upon a timethe end and then ask students what is
missing. The teacher will inform students that these words, much like introductions and conclusions, begin and end a
story. They are essential, because it gives the reader/listener the context of the introduction and the conclusion to the rest
of the text. (5 mins)
From there, the class will move onto a discussion of what introductions and conclusions are. Students can offer their
suggestions and ideas about both these subjects, and the teacher will write these on the board. The teacher will discuss
these ideas briefly, and offer their own opinion on the matter. Then the class will move onto the professional opinions of
introductions and conclusions.
Although theres no definitive answer for what makes an effective introduction, the two main ideas are to draw the
reader in and to introduce the purpose of the essay. Its essentially a primer for the large influx of information that the
paper will provide. Its like turning the stove on before you fry an egg it slowly heats up until its ready to cook.
In the meantime, conclusions are the so what? section, where the writer must do two things: tie up the paper into a
coherent conclusive statement, and inform the reader of the essays purpose and real-world application. Conclusions
should never restate what has been said in the paper, because its already been said! (25 mins)
The class will proceed to a rally robin activity. The students will be arranged in groups of three. Here, the teacher will
offer example introductions and conclusions to students, and the students will in turn reply what they like and dislike
about these examples. (10 mins)
The next 20 minutes of class will be dedicated to the setup of a blog for each student. In previous lessons, they will have
already set up a class-wide blog, so this portion of class will be dedicated to creating the specific blog for essay writing.
The students will be instructed to set up the blog and to post their thesis statements into the blog.
We will be using blogger. Students will have already signed up by creating an account and choosing a username and
password. They will also have gone to settings, clicked basic, checked permissions, and selected only these readers,
giving permissions to their peers and the teacher. Students will simply need to tag their introduction/conclusion blog
posts by putting the tag intro/con in the small box on the right side of the screen when creating a new post. Students
are allowed to explore all blogger options from that point onward. (20 mins)
The assignment will be given next. The assignment is simple: students should write their first blog post. The first blog
post should contain their completed theses and additional thoughts about the introduction/conclusion process, including
questions, concerns, and goals.
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For the next 15 minutes, students will work on brainstorming their introductions and conclusions. Students may work
on their initial drafts of introductions and conclusions, work on their blog posts, or ask the teacher questions about the
process. For gifted students, the teacher will instruct them to comment and offer feedback on every single one of their
peers blogs, which will be due on the third day. (15 mins)
Day 2:
Story Map 3 (20 mins)
Introduction/Conclusion activity (15 mins)
Podcast introduction (15 mins)
Assignment (5 mins)
Podcast exploration (15 mins)
Story Map 3 will be handed out, and students will be asked to consider what their body paragraphs might contain. They
will be asked to write their beginnings and ends based on these considerations. The students will keep this graphic
organizer as a basis for their final essay. (20 mins)
From there, students will be organized into groups of two. Each student will discuss their story maps to the other, and
the listener will come up with one question, one suggestion, and one positive comment for what they have been shown.
If this activity ends up being shorter than the allotted time, students can take the time to work on improving their story
maps based on the suggestions of their peer. (15 mins)
At this point, Garageband will be introduced. Students will be shown how to record audio via the record audio button,
shown how to move around segments by clicking and dragging them (as well as creating new tracks to put the segments
on by clicking the add track button), how to edit each audio segment individually by clicking on them, bringing up the
bottom menu, and changing the tempo and pitch by sliding the slider to the right or left, how to add effects to tracks (By
hitting the button on the right side of the app, selecting the effect, and modifying it according to what is desired by
sliding the sliders and turning the knobs) and how to share the file to iTunes through the export option.
Students will then be given the assignment. Here, they will be asked to record their introductions and conclusions in an
auditory format, keeping into consideration their preferred learning style. Each podcast must be between one and two
minutes. Some suggestions include:
Verbal: Reporting on the information like a news reporter.
Logical: Organizing the audio files into individual, separate tracks, with separate information for each track.
Visual/Spatial: Creating a video file alongside the audio file.
Musical: Writing a song for the podcast.
Kinesthetic: Performing alongside the podcast for an in-class exercise.
Intrapersonal: Doing the podcast alone but performing as multiple voices.
Interpersonal: Doing the podcast with a friend, with each person playing a different character.
Naturalistic: Performing the podcast as an explorer in the jungles of South America (or somewhere else)
If students decide to work together, they will both be graded on the project in the same manner, and are both expected to
speak and present relevant information during the podcast. Students are not required to work with each other.
In addition to the podcast assignment, students will be expected to post their story maps to the blog, and write a 2-3
sentence reflection detailing their thoughts about the process in class, and what they intend to do for a final draft. (15
mins)
Students will have the remaining 15 minutes to explore Garageband. They are allowed to have volume turned on, and
headphones will be available to students who wish to work with those. (15 mins)
Day 3:
Finishing touches (10 mins)
Posting podcasts (5 mins)
Revised 07/16

Present podcasts (45 mins)

Reflection (15 mins)
Assignment (5 mins)
The first ten minutes of class will be dedicated to putting finishing touches on the podcasts. If students want to do any
last-minute editing of the podcasts, they will be allowed to do this. If some students are finished, they may proceed to
the next step and then spend time working on a final draft of their introductions and conclusions. (10 mins)
After the initial fifteen minutes, students will be asked to post their podcasts to the large student blog. (5 mins)
The teacher will spend the next 45 minutes presenting the podcasts to the class. While the students are listening to the
podcasts, both they and the teacher will be taking notes on the provided checklist. At the end of this block of time, the
checklists will be handed in. The checklists will look as follows:
Podcast about Hamlet

Cameron Gelder

Checklist
(10 points) __ The podcast clearly states the introduction.
(10 points) __ The podcast clearly states the conclusion.
(10 points) __ The podcast incorporates some sort of audio editing.
(10 points) __ The podcast is between one and two minutes.
(10 points) __ The podcast is focused and on-task.
(10 points) __ The podcast is original and is in the students own words.
(10 points) __ The podcast is engaging and interesting.
Total _____ (45 mins)
From there, students will be asked to write a reflection on the process from the past few days, answering four questions:
1. What did you learn about introductions and conclusions?
2. What was your process for writing and refining your introductions and conclusions?
3. What went well during the blog entries and podcast?
4. What did not go as planned during the blog entries and podcast? How did you resolve this?
The reflection will be handed into the teacher at the end of class, after the assignment has been given out. (15 mins)
The assignment will be given at the end of class. Students will be asked to write a final draft of their introduction. This
must be written in their blog and will be shared with the teacher, who will comment on the thesis and offer suggestions
for how to move forward. The final draft of the conclusion will be handed in at the start of lesson 4. (5 mins)
Content Knowledge Notes: (if applicable/instructor discretion)
Themes: Madness (large group discussion), duty (small group discussion), self-fulfilling prophecies (teacher
discussion), abuse (teacher discussion), fear (small group discussion), suicide (teacher discussion), death (individual
discussion), humor (large group discussion)
Content notes should outline essential content information, definitions, explanations, modeling examples, and example
practice problems with process and answers.
Post-Lesson Reflection:
If lesson was not implemented: Produce a thoughtful reflection addressing planning process, instructional decisions and
impact of experience on growth as an educator.
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Revised 07/16