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Southfield Public Schools: Lesson Planning Template

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

Grade: 12

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

Dates: CM 4 week 5
Blooms Taxonomy

Alignment to SPS Curriculum


Evaluation Synthesis Analysis Application Comprehension


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

Selected vocabulary words from the play Hamlet (vocabulary test will be given on March 8th)
The following literary terms: act, scene, dialogue, soliloquy, aside, tragedy, drama, foil
Characters in Hamlet
Themes in Hamlet
Order of events in Act V
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 - watching a visual presentation of a play and
acting out scenes can help with the audiences understanding.
Each scene in a play has a purpose.
Review selected vocabulary words
Complete Collections 4 vocabulary test
Review the importance of character analysis in the play- characters words and actions reveal
Present small group presentation of Act V to class as a form of review of the main events from
this act
Work on final Hamlet projects- due March 10th
Present final Hamlet projects to class
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?
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
- Collections 4 vocabulary test
- Group presentation of Act V
- Final project
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 provide verbal and written feedback as students complete their worksheets
2. Teacher will have students in engage in scene reenactment for Act V
3. Teacher will distribute scene reenactment rubric so students know what they will be graded
on before they present
4. Teacher will show distribute final project rubric so they know what they will be graded on
before they turn in their final projects.
Instructional Resources/Materials/Technology (Elmo; United Streaming; Lap Tops; etc)
Overhead projector
Student journals
Handouts- scene reenactment rubric, final project rubric
Copies of Collections 4 vocabulary test
Class set of textbooks
Extended Learning (Homework)
Complete any classroom assignments that were not completed in class
Study for vocabulary test on March 8th
Work on final project, due on March 10th
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 and guided reading questions 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, act out key scenes, read parts aloud)
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.
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.