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EDSC 330 Strategy Presentation Lesson Template

Names: Jacob Villanueva & Ashley Fragoso

Subject Area(s): English

Lesson Topic: Quick-writes and Annotating Complex Texts

Grade Level(s): 11-12

Standards
Literacy Standard: CCSS.ELA-Literacy.W.11-12.10: Write routinely over
extended time frames and shorter time frames for a range of tasks, purposes,
and audiences.

Content Area Standard: CCSS.ELA-Content. RL.11-12.2: 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 account; provide an objective summary of the text.

English Language Development (ELD) Standard:


CA-ELD.11-12.P1.B.6.Ex: Reading/viewing closely
a. Explain ideas, phenomena, processes, and relationships within and
across texts based on a close reading of a variety of grade-appropriate
texts, presented in various print and multimedia formats, using
increasingly detailed sentences, and a range of general academic and
domain-specific words.

Lesson Objectives & Supports


Content objectives:
● SWBAT will be able to determine and analyze different themes.
● SWBAT notices character development within the text.
● SWBAT knows the context in which the story was written.
● SWBAT determines which literary devices fit the overall themes of the
text.

Literacy objectives:
● SWBAT fills out a graphic organizer to help them keep their ideas,
evidence, and analysis organized.
● SWBAT creates a short quick write that embraces their conclusions to
certain analyzed text.
● SWBAT identifies words and phrases they are unfamiliar with and
figures out their meanings and definitions.
● SWBAT translates difficult and older text to more modern translations.
Academic vocabulary:
Tier II (General)
● Explain
● Discuss
● Analyze
● Expand
Tier III (Domain specific)
● Soliloquy
● Monologue
● Metaphor(s)
● Tone
● Theme

Literacy strategies and Integrated ELD Strategies (SDAIE, Specially Designed


Academic Instruction in English):
● Quick writes: Through quick writes and journal keeping, students quickly capture
their thoughts and write fluently/freely within a set time frame, responding to
prompts developed by the teacher.
● Buehl, Doug. "Quick-Writes." ​Classroom Strategies for Interactive Learning​. 4th ed.
Stenhouse, 2020. 168-69. Print.

Preparing for Culturally and Linguistically Responsive Teaching


How does this lesson build upon or relate to your students’ interests, experiences, or
assets?
● There were many people who were fans of different kinds of literature. Because
Hamlet’s soliloquy is so popular, it can be found in many comic books, recited by
different fictional characters through their perspective, and can be re-written to fit a
certain situation.
● Many of the people in the class like to draw and there are many ways that people can
imagine and draw a specific scene. For example, people draw the scene with Hamlet
holding a skull yet the skull being present is from another scene of the play.

Assessment: How will you know if students met your objectives?

Objective Assessment
Write 1 objective per row - add more rows if you need them
● SWBAT Determine a major theme or central idea ● Students will discuss
within Hamlet’s Soliloquy themes and have the
opportunity to choose a
theme or idea from the
list provided
http://www.elsegundo
middleschool.org/ourp
ages/auto/2011/9/21
/38403027/75%20CO
MMON%20THEME%2
0TOPICS.pdf​ ​This will
be evaluated by
looking at their
themes and seeing
how they were able to

● SWBAT determine and notice the most fitting ● Students will identify
literary devices that show up within the soliloquy. literary devices from
the list they have been
creating from the
beginning of the year
and noticing which
ones are being used in
the soliloquy. They will
also be able to
reference
Quizlet(​Hamlet Literary 
Devices Notecards 
Flashcards​)
SWBAT takes the literary devices that they noticed and ● Students will be filling
explain why and how they contribute to the overall out a worksheet created
and central theme of the soliloquy. by the instructor that
asked them to identify
literary devices, pull
direct quotes from the
text, and analyze how
they add to the central
theme of their choice.
(​https://www.cpalms.or
g/Uploads/resources/62
659/1/4/docs/To%20be
%20or%20not%20to%20
be%20Soliloquy%20Folg
er.pdf​)

Instruction: What you’ll teach, and how

Lesson Introduction/Anticipatory Set - How you introduce your lesson & engage students
Time Teacher Does Student Does
● The teacher will talk about what has been
read so far and the events that occurred in
Hamlet. These events will be shown through ● Students will be listening to the short
a short presentation that lists things that presentation and summary of the text. Once
1-10 have occurred and characters that have so far finished, they will be given the opportunity to
been the most compelling. The teacher will ask any questions about the vents going on in
then ask if there needs to be any events or the text or ask general questions to the
occurrences explained again and ask if there teacher.
are any questions or comments about the
text or in general.
Lesson Body – The lesson itself
Time Teacher Does Student Does
11-1 ● The teacher will ask the students to read the ● Students will silently read the soliloquy and be
6 soliloquy by themselves in silence. They will able to read and annotate as they go.
also be instructed to “talk to the text” by
writing down any annotations on their paper
from things they noticed or things they may
still have questions about in regards to the
soliloquy.
17-2 ● The teacher will then ask them to keep their ● The student will watch the video and write
4 thoughts and ideas to themselves for the down any new ideas or reactions they enjoyed
time being. The teacher will then pull up a from watching the scene.
video of a reenactment of Hamlet saying the
soliloquy. Students will be asked to just
watch and pay attention to the tone and
dialogue in which the character speaks. (​To 
be or not to be - Kenneth Branagh 
HD (HAMLET)
● The students will listen for instruction on the
● The teacher will ask the students to quick-
24-2 small assignment. They will then complete the
write initial thoughts and reactions to the
8 actor’s way of performing the play. Questions quick write assignment.
include
- What are your initial thoughts on
the reenactment?
- Did you like it or dislike it? Why?
- Do you think this made it easier or
harder for you to understand the
meaning of the soliloquy?
● The teacher will read the soliloquy aloud and ● Students will listen to the teacher read the
29-3 ask the students to listen and add to their soliloquy and add to their annotations if they
3 need to.
annotations as they read along.

● The teacher will ask the students to create a


34-4 ● Each student will get into a Socratic seminar.
Socratic seminar. The teacher will ask a series
4 of questions to begin class discussions that Then students will be required to answer a
include: question asked or give a comment about what
was read. Each student must answer or
- What do you think Hamlet is trying
to say in his soliloquy? What is the comment in order to receive participation
points for the particular day.
theme?
- What is the tone of the soliloquy?
- Did you notice any literary devices
as you were reading?
- Any comments, questions, or
concerns about the text?
● Students will listen and take notes or write any
● The teacher will give a quick refresher about
44-4 the literary devices that have been gone over closing thoughts as the lists are shown on the
7 throughout the semester by displaying a screen.
quick list of the ones to look out for within
the text as the class continues reading the
play and remind students how they
contribute to the overall theme of the text.
Next, the teacher will display a list of themes
to remember and look out for within the
play. (​COMMON THEMES IN 
LITERATURE​)

Lesson Closure – How you wrap up and transition to homework or the next lesson
Time Teacher Does Student Does
● The teacher will give students the worksheet
that must be done for homework that ● Students will listen to the teacher to give out
48-5 includes choosing a theme, finding evidence instructions, take a worksheet, and complete
0 from the text, choosing literary devices, and the assignment for homework and turn it in
seeing how it contributes to the overall the following day.
central idea of hamlet so far.

Instructional Materials, Equipment & Multimedia


● https://youtu.be/SjuZq-8PUw0
● https://www.cpalms.org/Uploads/resources/62659/1/4/docs/To%20be%20or%20n
ot%20to%20be%20Soliloquy%20Folger.pdf
● https://docs.google.com/document/d/1F2GEp8DMvQL4XY6wbY76of70nRhq3p1rTeR
HirLu0Hk/edit
● https://quizlet.com/327826010/hamlet-literary-devices-notecards-flash-cards/
● http://www.elsegundomiddleschool.org/ourpages/auto/2011/9/21/38403027/75%
20COMMON%20THEME%20TOPICS.pdf

Differentiation:

English learners: For English learners, we would have them look at the piece
of text next to a modern translation of the text since the Shakespeare language
can be difficult to read.
Striving readers: For striving readers, they will first be asked to annotate and
write down what they think the text means and what it says. Then, they will be
able to compare it to a modern translation and see if they were correct and
make changes to their own translation.
Students with special needs: Students with special needs will be asked to read
the text by parts. They will read the text by parts both with the original text
and the modern translation to really understand the text and be able to
analyze it much easier.
Advanced students: Students in the advanced group will only be given the
original text and will then form a Socratic seminar where different
interpretations of text will be discussed. They will be given the modern text
only after the translation and analysis have been completed to compare.

Homework Worksheet:

Name_______________

List the central idea or theme that you think is most prominent in Hamlet’s Soliloquy. Fill
out the chart by using direct quotes from the play as evidence, list the literary devices
that best fit the soliloquy and how it is used to further explain the central idea, and why is
the central idea and/or theme that you chose important in ​Hamlet?
Have at least 2-3 bullet points per column. At the bottom of the page, provide a quick
write 150-200 words, explaining why or why not you found this activity helpful.
Central Idea or Theme:

Evidence from text Literary devices What role does this central
Shakespeare uses to idea play in Hamlet?
develop the central idea
Quick
Write:_______________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________
____________________________________________________________________________

____________________________________________________________________________

Homework Example using one example from Soliloquy:

Name_______________

List the central idea or theme that you think is most prominent in Hamlet’s Soliloquy. Fill
out the chart by using direct quotes from the play as evidence, list the literary devices
that best fit the soliloquy and how it is used to further explain the central idea, and why is
the central idea and/or theme that you chose important in ​Hamlet?
Have at least 2-3 bullet points per column. At the bottom of the page, provide a quick
write 100-200 words, explaining why or why not you found this activity helpful.
Central Idea or Theme: The The Soliloquy is about The
pondering of life and death.
Hamlet is deciding which is
the better option.

Evidence from text Literary devices What role does this central
Shakespeare uses to idea play in Hamlet?
develop the central idea

● To be, or not to be? The literary device used is a This plays a large role in the
That is the question-” rhetorical question( this can central idea of death in
Act 3 Scene 1 be argued). The question up Hamlet because Hamlet has
for debate is “to be or not to a complicated relationship
be” which is Hamlet's way of with death. There are times
debating if he should live or if where he hates death
he should die. This question because of the fact that it
is also a question of debate took people from him yet
for the audience because welcomes it when he feels
through analyzing the like death is his only
soliloquy as a whole they can salvation.
choose the side and argue
for the side that hamlet
wants to take.
Quick Write: I found this activity to be helpful because it helps me organize the thoughts that I
may want to put in an essay. For example, in my essay I may want to pull a specific quote from
the text to analyze and provide literary theories to go with what I am writing. The fact that I have
to think about how it adds to the central idea is helpful because it helps answer the “So What”
portion of the essay that I have to address. I also like the fact that I have to actually explain what
I notice with the text because explaining and doing further analysis can be difficult for me to do.

Rubric:
Grade 2 1 0

Evidence From Text Provides all three Provides two pieces Provides one to no
pieces of textual of textual evidence textual evidence and
evidence with correct but does not provide does not provide any
citation. correct citation. citation.

Literary Devices to Provides all three Provides two literary Provides one to none
develop central literary devices with devices with some literary devices and
ideas. analysis on how it analysis on how it does not offer any
adds to the central adds to the central analysis on how it
idea. idea. adds to the central
idea.

Central idea in Provides three Provides two reasons Provides one to no


Hamlet. reasons to how it as to how it adds to reasons on how it
adds to the central the central idea of adds to the central
idea of Hamlet. Hamlet. idea of Hamlet.

*Reminder: Half points may be given along with feedback.