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EDSC 330 Strategy Presentation Lesson Template

This is a simplified version of the official EDSC Lesson Plan Template. If you prefer to use
the full EDSC Lesson Plan Template for this assignment, you are welcome to do so.

Names: Eric Phan Subject Area(s): English


Lesson Topic: Hamlet and the Modern World: Translation Exercise Grade Level(s): 11th-12th

Standards
Literacy Standard(s):
CCSS.ELA-LITERACY.RL.11-12.4
Determine the meaning of words and phrases as they are used in the text, including
figurative and connotative meanings; analyze the impact of specific word choices on
meaning and tone, including words with multiple meanings or language that is
particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)

Content Area Standard(s):

CCSS.ELA-LITERACY.W.11-12.1.D
Establish and maintain a formal style and objective tone while attending to the norms and
conventions of the discipline in which they are writing.

CCSS.ELA-LITERACY.W.11-12.2.A
Introduce a topic; organize complex ideas, concepts, and information so that each new
element builds on that which precedes it to create a unified whole; include formatting
(e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding
comprehension.

CCSS.ELA-LITERACY.W.11-12.2.B
Develop the topic thoroughly by selecting the most significant and relevant facts,
extended definitions, concrete details, quotations, or other information and examples
appropriate to the audience's knowledge of the topic.

CCSS.ELA-LITERACY.W.11-12.5
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or
trying a new approach, focusing on addressing what is most significant for a specific
purpose and audience. (Editing for conventions should demonstrate command of
Language standards 1-3 up to and including grades 11-12 here.)

English Language Development (ELD) Standard(s):

Emerging: 1. Engage in conversational exchanges and express ideas on familiar current


events and academic topics by asking and answering yes-no questions and wh- questions
and responding using phrases and short sentences.

Expanding: Adapting language choices Adjust language choices according to the context
(e.g., classroom, community), purpose (e.g., to persuade, to provide arguments or
counterarguments), task, and audience (e.g., peers, teachers, guest lecturer).

Bridging: Use knowledge of morphology (e.g., derivational suffixes), context, reference


materials, and visual cues to determine the meaning, including figurative and connotative
meanings, of unknown and multiple-meaning words on a variety of new topics.
Lesson Objectives & Supports
Content objectives: The primary objective is for students to relish a Shakespearean text,
improve their language, content understanding, identify themes, and invite students into
the mind of Hamlet’s “To Be Or Not To Be” monologue. Part II: In modern terms,
music is related to contemporary perspectives of language, linguistics, and
interpretations.
Literacy objectives:
Students will gain the skills to transcribe a Shakespearean text. Transcribing, interpreting,
and translating a piece of writing will give students the opportunity to further their
literacy skills in other content.
Academic vocabulary:
Tier II (General): express, interpret, transcribe, collaborate, and discuss
Tier III (Domain specific): translate, write, decrypt

Literacy strategies and Integrated ELD Strategies (SDAIE, Specially Designed


Academic Instruction in English):
 Name and provide a brief (1 sentence) description of each literacy and SDAIE
strategy used in the lesson.
o The literacy strategy used for the Advanced Lesson Plan is the usage of a
translation exercise. This exercise will encourage students to interpret figurative,
connotative, modern-language-usage, and transcribe Renaissance English to
modern English. As well as, today’s music lyrics into the symbolic meaning of
hip-hop lyrics.
 Be sure to include a reference (author, date) for each strategy.

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


For EACH content and literacy objective listed above, indicate how you will evaluate if students
met the objective. These assessments might include formal and informal assessments, individual
or group assessments, oral or written assessments, in- and out-of-class assessments, etc.

Instruction: What you’ll teach, and how

Lesson Introduction/Anticipatory Set


Time Teacher Does Student Does
The teacher will greet every student as
they enter the classroom. The teacher
will instruct students seating
accordingly. Once seated, the teacher
Students will enter the room, settle
must introduce the assignment to the
down, take out their notebooks (etc.),
students.
receive the worksheet/ directions.
8-14 The teacher will read the directions and
Students will read the instructions along
then call on several students to assist in
with the teacher. Then students will
the reading.
share questions they may have.
The students will absorb the
information, and the teacher will ensure
understanding and expected completion
of the assignment.
Lesson Body
Time Teacher Does Student Does
The teacher will ask for assistance for
The selected student and teacher will
the distribution of the “Translation
distribute the worksheet on-hand.
Exercise.”
The teacher will talk about the structure
Students listen.
of the assignment. Then the teacher will
talk about each letter (A, B, and C) and
3
what it represents (grouping of
students).
3
The teacher will provide an example for
Students listen and attentively follow
the students. Here, the teacher will
along on the physical handout of the as
translate a passage from another
the teacher reads. The student looks to
Shakespearean work; which will aid the
formulate any questions as they may
students for the current worksheet. The
5-7 arise while listening.
Shakespearean work will be a
minimum of four lines and will show
the complexity of the assignment.

The teacher will provide another quick


Students prepare to begin the activity
example for students (who might be
confirming their understanding of the
confused). This example should be
guidelines of the assignment, as well as,
brief and precise.
formulating any questions that might
1-2 arise.
The teacher will then label each
student: “A B or C” indicating their
designated groups for the day.

The teacher will then tell the students to


.45 Students will get into their groups of
get into their groups within the
choice; once they are asked to do so.
designated timeframe of 1-2 minutes.

The teacher tells the class to begin the


1-2 Students will work on their designated
in-class assignment (students are
letter group and translate each line
allowed to talk to each other and work
accordingly. Each line must be
collaboratively). Every five minutes (or
translated and then dissected into their
so) the teacher will check in with
overall understanding of the lines and
students. The teacher will wander
30 or Hamlet. The exercise will repeat until
around the classroom and assess
more the group finishes with their portions.
students understanding and
For extra credit, each group will have
participation, encourage struggling
the option to fill out other lines. Each
students, aid students with ELD, and
translation should garner approximately
give students leading prompts that will
5-10 minutes (depending on their
assist in their mental processing of the
understanding of the line or not).
assignment.
Lesson Closure
Time Teacher Does Student Does
Teacher brings the class back together, Students designate one member of the
the students from each group will come group to go to the board and write down
2-5 up to the board and write their best- their best translation. Once done, they
translated line from Hamlet’s will sit back down with their groups,
monologue. The teacher will ask each until they are called on by the teacher to
group on their decision to why they provide reasoning for their
translated it that way. interpretation.

Instructional Materials, Equipment & Multimedia


List any readings, websites, materials, handouts, technology, etc. necessary for your lesson. Use
APA format for any citations and attach copies of any handouts or other print materials used
during the lesson.

Differentiation:
Indicate how you could adapt this lesson for each of the following groups of students.
Adaptations might include additional literacy supports or scaffolds, texts written at multiple
levels, etc.

English learners: The exercise is meant to translate; therefore, students will look up
definitions, phrasing, and collaborate with their peers.
Striving readers: Students will work in groups to come to a cohesive translation of both
Hamlet text and modern lyrics that play with modern English,
Students with special needs: This exercise is designed to translate the Shakespearean
language. Therefore, students with special needs will have a controlled text-set that will
ease the readings for them.
Advanced students: The entirety of the exercise is meant for advanced English-students.
Advanced students will have to do the entire assignment (as the directions states).

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