Direct instruction

Teacher(s): Ms. Salas Subject: English 11th/12th

Standard(s): Common Core, Arizona Career and College Ready Standards, ISTE Standards apply to this lesson

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. (11
12.RL.2)
ISTE Standard for Students #2c, 2d Communication and collaboration. Students will use LiveBinders in the summative
assessment to sum up what they have learned. This can include the assessment and any notes they took. Links of everyones
binders will be shared, to collaborate learning.
Objectives (Explicit): Use Blooms verbiage and formula

SW compare and contrast two or more themes with textual evidence and see how they build on one another to produce a
complex account using Shakespeares Hamlet.
Evidence of Mastery (Measurable): An actual product /Include an explanation of how you are going to grade/grading
tool? (rubric, checklist, etc.)

Themes Sub-objective: TSWBAT compare and contrast the two or more themes they have and see how they build on one
another to produce a complex account. Checking their paper from the guided practice.
o Checklist:
Two or more themes
At least three examples of textual evidence
At least one sentence of analysis for each example of textual evidence
MLA format
o Rubric
Themes are relevant to Hamlet
Textual evidence is relevant to theme
Analysis of textual evidence that does more than just summarize the text
Standard Conclusion:
o Have the students write an entry, using LiveBinders, on what they learned. They can either draw a picture with a short
summary, make an audio post, a video, or a normal word document.

Sub-objectives, SWBAT (Sequenced from basic to complex): Content and Language objectives action verbs such as
write, list, highlight, etc.)

TSWBAT provide an objective one page MLA summary of the text.

TSWBAT identify two or more themes throughout the play.

TSWBAT analyze the themes throughout the play describing two specific examples with at least three examples of textual
evidence.
TSWBAT compare and contrast the two or more themes they have and see how they build on one another to produce a
complex account.
Key vocabulary: Materials/Technology Resources to be Used:

-Themes -Hamlet play

-Phones/laptops

Opening (state objectives, connect to previous learning, and make RELEVENT to real life) ENGAGE/ hook the students

Opening to Hamlet
o Have Agree or Disagree Prompts on the board that relate to themes/important aspects of Hamlet
Ex) Power corrupts; Absolute loyalty to family
Themes
o Universal Themes
 The students will have to write down common themes they know about from other books, songs, pop
culture, etc.
In their table-group, they will organize them by looking at how similar they are.
Alternatively, there can be an electronic word cloud that will show what themes are seen most
o Relevance
Universal themes can be seen in the real world in literature, games, entertainment, and all of pop culture
They should be able to see what that these themes do not just relate to Hamlet, but that they are
universal
Teacher Will: Be specific Student Will: Be specific
Go over what themes are again. TSWBAT provide an objective one page MLA summary
o Using the universal themes in the opening, we of the text (homework the night before or done in
will go over some of them and I will provide previous lesson).
some examples of where this can be seen in pop TSWBAT identify two or more themes throughout the
culture/entertainment, I will ask the students to play.
provide some examples as well Formative Assessment:
Instructional Input

Review the plot summary of play (from previous
homework) if need be.
Formative Assessment:
While the students are doing their Think/Pair/Share, I will
be walking around to hear what they remember.
Quickly look over Padlet responses and answer nay
questions.
Pair up with each other to do a Think/Pair/Share
exercise while they remind each other about Hamlet.
After instruction, students will post on Padlet something
that relates to the instruction (what they learned, a
universal theme, a theme in Hamlet, any questions they
have, etc.).

Co-Teaching Strategy/Differentiation How will your instruction look different for those students who need
differentiation or accommodations during your instructional input/teaching? For visual impairment, larger text, lots
of verbal cues. For hearing impaired, lots of visuals. For kinesthetic, the students can do the opening by physically
moving from one side of the room to the other, depending on if they agree or disagree.

Teacher Will: Be specific Student Will: Be specific

Explain
o Use a theme that was not included in the opening,
show how it is seen in something we have
previously read.
o Use a graphic organizer as an example if needed
Guide
o Walk around and make sure that students are able
to find at least two themes to focus on. Will ask if
they can find textual evidence (quotes) regarding
Guided Practice
TSWBAT analyze the themes throughout the play
describing two specific examples with at least
three examples of textual evidence.
Formative Assessment:
Exit ticket: the themes they will be working on, any
questions they have about this part and/or the guided
practice.

those themes. Will answer any questions students

have. Will give students a chance to (at least try
to) answer and work through things by
themselves.
Formative Assessment:
Answer the questions from the exit ticket.
Answer questions heard while observing, explain things
that students seem to have struggled with.

Co-Teaching Strategy/Differentiation/Check for Understandinghow are you going to know if EACH student is
ready to move onto independent practice? And how are you going to differentiate if they do not understand?
When they work on each aspect, we can switch between groups. For the visual and auditory learners, clips of a
Hamlet movie/play that portray themes can be shown as examples. If needed for visual and kinesthetic learners,
graphic organizers can be made by the students as they decide what themes they want to focus on.
Independe

Teacher Will: Be specific Student Will: Be specific

Review TSWBAT compare and contrast the two or more
o Make sure that students understood the guided themes they have and see how they build on one
practice. Make sure that students have been able
 to find at least one theme with at least one quote. another to produce a complex account.
Analyze
o Using the same theme from the guided practice, I
will include another theme from the same
previous reading material. I will compare and
contrast the two themes I have (where they can be
seen in the reading, the characters involved, the
literary aesthetics the writers use to showcase the
nt Practice

themes.
Complement
o Ask the students if they understand what I did.
Tell them to do the same with at least two themes
(the ones used in the guided practice). Will
answer any questions students have.
Co-Teaching Strategy/Differentiation How will your instruction look different for those students who need
differentiation or accommodations? Presentations can be typed for the majority of the class. If needed (like if
students think they understand the topic but just cant get it across by writing), students can make a presentation
online or with poster boards, etc.

Closing/Student Reflection/Real-life connections: What connections will students make to their real lives? What essential
questions will they reflect on in their closure of the lesson?

We will go over the original universal themes the students provided in the opening. Using Kahoot, we will take a quiz that is
both fun and educational: what is a theme, what is a universal theme, what is a theme in Hamlet, what is a theme in previous
book/poem/play we have read, in pop culture phenomena that everyone is familiar with what themes can be seen, etc.

What are themes? Why are they important in the real world/where can they be seen?