Name

Adam Nottoli
Subject/Class Grade Length of Lesson
English 11th 3 weeks (4 if need be)
Lesson Topic/Title
2B or not 2B, those are the test options! (Its a lesson on Hamlet)

STAGE 1: DESIRED RESULTS

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Content Standards Reading Standards 11-12 grade:
(GLCEs, HSCEs, 2. Determine two or more themes or central ideas of a text and analyze their development over
the course of the text. Including how they interact and build on one another to produce a complex
Common Core) account; provide an objective summary of the text.
3. Analyze the impact of the authors choices regarding how to develop and relate elements of a
story or drama.
5. Analyze how an authors choice concerning how to structure specific parts of a text contributes
to its overall structure and meaning as well as its aesthetic impact.
7. Analyze multiple interpretations of a story, drama, or poem, evaluating how each version
interprets the source text. (INCLUDE ONE PLAY BY SHAKESPEARE)
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Writing Standards 11-12 grade:
1. Write arguments to support claims in an analysis of substantive topics or texts using valid
reasoning and relevant and sufficient evidence
3. Write narratives to develop real or imagined experiences or events using effective technique,
well-chosen details, and well-structured event sequences

Understanding Goal(s) 1. Students will develop an understanding of the style of plays as well as adaptations of
(Long Term Goals) such works.
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2. Students will develop an understanding of dialogue and language used in 16 century
literature.
3. Students will be able to develop ideas, both creative and literary, into presentable, well
thought out pieces of writing.
Student Learning 1. I can identify differences between the play and outside adaptations of it and explain
Objective(s) these differences.
2. I can write, either creatively or using literary analysis, about the play and use evidence to
(Short Term Goals) support my writing.
3. I can relate poetry and outside readings to the play.

STAGE 2: FORMATIVE ASSESSMENT

Performance Tasks Observation Data

The most outright form of Formative Assessment comes from Majority of Observation will be done in group discussion to start
the Reading Check on Friday of the second week. This allows each class. Simple questions about the reading from the day
students to answer some higher level questions to prove that before, as well as questions from the students will show
theyve done the reading to this point and have understood it. learning.

Questioning
Should Hamlet believe the ghost?
Do Hamlet and Ophelia feel the same way about one another?
Is Hamlets uncle a bad person, or was he doing what he thought was best for the kingdom?
What do you think of Hamlets mother, to marry her brother-in-law?
Describe the character of Hamlet.
Do Rosencrantz and Guildenstern deserve their fate?

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Does Polonius deserve his fate?
Does Laertes deserve his fate?
What do you think of the ending of the novel? Did anyone die unjustly? Who?
Time
First Day
Poems and Essay(site)
Wednesday Activities
Daily Discussion
Writing Process: Prompt,
PW, and Final
Peer and Self Editing Days
STAGE 3: LEARNING PLAN
Activity
Introduction to Shakespeare and Hamlet.
This isnt meant to be a difficult activity for students, but more of a fun way to get them interested
in the play. Fun facts about the author give a little bit of interesting background information, and a
fun activity can be added with the guessing of which words were invented by the author. Potential
extra-credit to the person who guesses the most right could get all students more involved. Videos
or clips of Spongebob or Star Trek using Shakespeare could be shown to make the day a little more
interesting.
Students are then given parts for the play. If students want to keep the same parts for the whole
of the unit, that is acceptable, or it could be fun to get everyone involved and to change up the
parts daily, although this will take more time from the reading itself. Numbers of lines arent
mandatory, but one should aim for 600ish per full day and 150-200 on days where only part of
class is used for reading, This is to ensure that the play will be finished by the end of the 3 week
period.
The poems and the website are meant to be used in correlation with the play itself. The poems are
interesting to read, as the sonnet will give a look into Shakespeares other types of works, of which
there are so many. The other set of poems were written by regular people, and can be interesting
to students who can see alternate works and views of the play.
Sources:(http://hellopoetry.com/words/12913/hamlet/poems/
https://www.poetryfoundation.org/poems-and-poets/poems/detail/45106)
The essay looks into the way that the play has been adapted in other literature and pop culture. It
builds on the first day of class, and allows students to explore the ways that Shakespeare is
actually important in the world that they live in, answering the number one student question:
Why should I care. An extra activity could allow students to look up their own examples of pop
culture or literature that have been influenced by Shakespeare and to use this as a stepping stone
for a later paper choice.
Source: https://www.hartfordstage.org/stagenotes/hamlet/pop-culture
Daily Discussion allows for the teacher to gauge where the students are in their reading and
understanding of the play. This preferably consists of easier questions in an attempt not to stump
the students, but to give them a low-cost, low-time way to show off what they know. This
shouldnt take much time, as to allow for the reading of the play in class.
The Writing Prompts will be introduced at the beginning of class, so that students will be able to
spend some time trying to decide which prompt they want to complete, and brainstorming a few
ideas. Half of the prompts are creative, and allow the students to play with what theyre reading,
and half are more literary, forcing students to think deeply about the content (most students will
probably choose creative).
For the PreWriting, students wont be required to turn in anything incredibly complex, as theyve
only been given a day to figure this out. This should be a selection of a prompt, and a basic idea of
what the student wants to figure out. Short conferences can be held with the students on the
next day of class or via Google Docs in order to flesh out their ideas a little bit more.
The final draft is due on the final day of the Unit, which is planned for Friday of the third week, but
can be moved back as needed to fit in the finishing of the play as well as a possible extension of
the writing process. This will show whether or not students have been displaying or have an
understanding of the long-term goals as well as the standards for this unit.
A day and a half is scheduled for peer and self-editing. The first half of a day comes after the test
preparation time, which was slated to take half of a day as well. For the day on self-editing,
students will be instructed on some common errors to look for, and how they can solve them in
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 their own papers. On the peer-editing day, students will be instructed on how to properly advise
peers in a productive manner. Groups of 2-4 can be formed with students looking at each other
member of their groups papers and giving advice.
Test Review and Test Day Test Review Day should be about half of a class and should go over the information that will be on
the test. The test itself will have a full day for it and will be part of the summative assessment, with
the paper being the other half. The test would likely be short, as a test and an essay are required
of the students, and would cover a lot of the more knowledge-based aspects of the story, such as
recollection of important events and characters.
Materials and Technology
Teacher Student
(include advanced preparation needed) (indicate items that students must bring with them;
not the things that you will provide)

A majority of the handouts, websites, and activities could be
done through the use of Google Docs and Google Classroom.
Even the whole of the play can be found online, so a computer
is necessary. I would prefer to have the books available as well
to read from, but the online version is fine as well.
Similar to the teacher, in schools where technology and laptops
are 1 to 1, students could access all of the items they need
through Google Classroom or Docs. This would allow easier
editing and conversation with peers and with me regarding
their final paper as well as giving them the direct websites for
the essay and poems online. Preferably, students would be
able to have a book version of the play, however, it is available
to them online if need be.

Differentiation/Accommodations
Students with certain Learning Disabilities, like Dyslexia could be exempt from having to read in class in order to avoid any anxiety
that could possibly be held through having to read their parts in front of peers.
Other students with ADHD or similar attention issues could be given parts so that theyre kept busy, or their class could
potentially benefit from more discussion as a group during the reading to break up larger chunks. These classes could also be
allowed to get up and move around the class to perform the paly.
For students who are English Language Learners, the play could likely be translated into Spanish, or they could be given smaller
parts, so that they can have more time to figure out their parts between actual speaking times.
More time on tests or paper extensions could be given to any students who need it due to disability.
More time can be added onto the lesson if students are unable to complete everything they need to, or if the Reading Check
shows that students dont fully understand concepts in the play.