Southfield Public Schools: Lesson Planning Template

Teachers Names: Hofsess (Student Teacher Martin), Bowen, Hicks,

Williams
Grade: 12

Unit/Lesson Title: Collections 4: Seeking Justice, Seeking Peace

Dates: CM 4 week 2
Blooms Taxonomy

Alignment to SPS Curriculum

Framework

Evaluation Synthesis Analysis Application Comprehension

Knowledge

Collections 4
Seeking Justice, Seeking Peace- The
Tragedy of Hamlet

KUD
Know:
Selected vocabulary words from the play Hamlet
The following literary terms: act, scene, dialogue, soliloquy, aside, tragedy, drama
Characters Hamlet
The purpose of tableaux for understanding and analyzing specific scenes or events in a play
Understand That:
Just as each sport has its own vocabulary, each genre of literature has its own vocabulary.
Wrestlers have matches, not games, and strive for takedowns, not touchdowns. Plays have
acts, not chapters, and are written in dialogue, not prose.
Plays are written for the stage, not the page.
Each scene in a play has a purpose
Tableaux are still images that represent a scene or event in a play
Tableau participants needs to analyze their characters thoughts/actions and portray those
when presenting
Do:
Review selected vocabulary words
Review the importance of character analysis in the play- characters words and actions reveal
personality
Review Hamlet literary terms worksheet
Continue filling out Hamlet character chart (to be filled out as students read the play and
watch the movie)
Present group tableaux
Read Act II of The Tragedy of Hamlet
Complete Act II guided reading questions
Write daily journal entries
Essential Questions:
Students should consider these questions:
1. What is the difference between a play and a novel?
2. Whats so great about William Shakespeare?
3. What are the various literary conflicts and how might they apply to this play?
4. How does an author use language to define characters personality traits?
5. How can readers bring a play to life in various ways?
Assessment
How are you collecting evidence of student understanding?

How are you using that information to inform your instruction?

Summative & Formative Assessments, Performance Task(s) & Other Evidence i.e. Preassessments, Unit Tests, Quizzes, Essays, Exit Cards, etc.
- Student journal entries
- Teacher observation
- Completed Hamlet character chart
- Completed Act II guided reading questions (to be collected at the end class on Friday)
- Group tableaux
- Act II quiz
Instructional Learning Plan
How will the lesson support student acquisition, meaning-making and
transfer of content knowledge, understandings and skills?
Learning Activities: (Brief summary & description of how you will orchestrate instructional best
practices during this lesson to ensure student understanding i.e. Differentiated Instruction, Marzano,
National Board Core Propositions etc.)
I will teach to the national Board Core Propositions by:
Teaching students equitably and recognizing the individual differences that distinguish
students from one another and taking differences into account.
Using diverse instructional strategies.
Engaging students to ensure a disciplined learning environment and organizing instruction to
meet instructional goals.
Continuing to stay informed with learning theories and instructional strategies and staying
abreast of current issues in American education.
Continuing to work collaboratively with parents to engage them productively in the work of
the school and my class.
1. Teacher will distribute guided reading questions prior to assigning reading to help students
understand what they read.
2. Teacher will provide verbal and written feedback as students complete their worksheets
3. Teacher will assist students in understanding Shakespeares ancient language by introducing
vocabulary words prior to assigning reading.
4. Teacher will show parts of the play from a CD to reinforce student understanding of the play
they are reading.
5. Teacher will use an audio recording of the play to help students hear the character voices and
better understand phrasing, tone, and mood of the play.
6. Teacher will have students in engage in scene reenactment through still frame tableaux
7. Teacher will distribute tableau rubric so students know what they will be graded on before
they present
Instructional Resources/Materials/Technology (Elmo; United Streaming; Lap Tops; etc)
Overhead projector
Audio recording of Hamlet
CD of Hamlet
Student journals
Handouts- character analysis worksheet, literary terms handout, Act II guided reading
questions, tableau rubric
Class set of textbooks
Extended Learning (Homework)
Complete any classroom assignments that were not completed in class
Study for Act II quiz

Lesson Accommodations (Special needs and gifted)

Extra encouragement for emotionally impaired students.
Extra time for those who need it.
Alternative testing accommodations.
Repeated directions.
Graphic organizers to aid in understanding.
Visual aids, audio recordings
Preferential seating.
Additional academic support of special education teachers for those who need it.
What will you do if students do not understand?
Employ a variety of teaching strategies to reach students in different ways (we will watch the play,
listen to it, read it on paper)
Encourage students to listen to their audio versions of the play that they can access anytime, on
their phones, tablets, and computers.
Introduce students to Cliffs Notes and Spark Notes to aid in understanding.
Avoid giving homework on new learning.
Isolate skills strands and do mini-lessons on those strands
Offer tutoring opportunities.
Give opportunities to resubmit work.
Reteach.
Encourage learners to keep trying; praise what they did right.
Model a growth mindset and foster in my students that same growth mindset by expecting that all
students can and will learn these concepts even if they are not there yet.