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Observed Lesson #5
Unit Title: Hamlet
Unit Big Idea (Concept/Theme): Archetype
Unit Primary Skill focus: Literary Analysis
Plan type: Full Detail
Critical Learning Objectives being taught in this lesson:
SWBAT:
Cognitive (know/understand):
Students will understand that literature and art influence each other.
Affective (feel/value) and/or Non-Cognitive:
Students will value their connectedness to literature.
Performance (do):
Students will be able to pick out examples of archetypes in pop culture.
SOLs:
12.4 (h) Analyze how dramatic conventions including character, scene, dialogue, and staging
contribute to the theme and effect.
CCSs:
CCSS.ELA-LITERACY.RL.11-12.7: Analyze multiple interpretations of a story, drama, or
poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how
each version interprets the source text. (Include at least one play by Shakespeare and one play by
an American dramatist.)
Procedures/Instructional Strategies
[Note: Any words that represent what I would say directly to students appear in italics.]
Beginning Room Arrangement:
My nine students are arranged around a conference table, with a projector at the foot of the table.
1. [30 mins.] Opening to lesson: Writing Pushups
The Hughes painting is projected on the wall, along with instructions to open up their Writing
Pushups documents. In that document there will be a prompt posted; they will have fifteen
minutes to answer the prompt.
Prompt:
Goooood morning, guys! How was your long weekend? Nice. And your Halloween? Mine was
pretty good, too. Right now, you should be opening up your computers to your Writing Pushups
documents and take fifteen minutes to answer the prompt posted there. The prompt is based on
the painting projected on the board.
They write continuously for fifteen minutes.
Ok! You can stop now. Everyone will share what they wrote in a minute, but first I would like to
ask you one question: Who do you think is the subject of this painting by Arthur Hughes?
They will more than likely say that it is Ophelia, which is the point.
Tricked you! Actually, it is The Lady of Shalott. Today, we are going to be reading a poem by
Alfred Lord Tennyson entitled The Lady of Shalott Before we start, I would like everyone to
slightly close your computers; we will be using them later. That, of course, does not mean your
attention should not be in your machine.
2. [30 mins.] Step 1: Reading The Lady of Shalott
I will let the recording read the poem to the students while they read along silently. After they
read the poem, I will project the painting again while we discuss.
Now that we have read the poem, lets chat about it. Remember, if you are stuck, you can always
PEACH it.
Questions for discussion:
Now, what is the plot of the poem?
What role does the colors of the poem contribute to its mood?
What about in the painting?
What are the symbols of the poem?
What is the significance of mirror?
What lines are repeated?
What is the significance of the repetition?
What do you think Tennyson is saying about women in this society?
What do we think this poem is about?
Lets think about the painting for a second. What did you guys initially think about this painting?
Why did you guys think this woman was Ophelia? You know, you are not far off the mark with
your guess.
3. [20 mins.] Step 2: Ophelia
I will display Millaiss painting of Ophelia.
This is a depiction of Ophelia. What are some similarities between the painting of Ophelia and
the painting of The Lady of Shalott?
Think back on Ophelias story; how does it relate to The Lady of Shalotts?
How do these similarities speak to womanhood?
What about the connection to womanhood and nature? We all have heard of Mother Nature;
why do you think nature is feminized?
4. [10 mins] Closure: Archetype
The idea of the natural woman is one that shows up time and time again throughout the literary
tradition. This is called an archetype.
I will show the archetype definition PowerPoint slide this is a model for a vocabulary project
they will be starting the next day.
Lets get back into our Writing Pushup document. Write a list of archetypes with which you are
familiar. Work on that until the bell rings!
Methods of Assessment: [How will you know if the intended learning occurred?]
I will assess student understanding of the concept of archetype by reviewing their list of
archetypes in their Writing Pushups document. Their discussion responses will also be an
assessment of how well they can speak intelligently about literary analysis.
Differentiated Instruction to accommodate one or more of my students:
There will be multiple modes of information input. This lesson involves audio, discussion, and
writing.
Materials Needed:
-- A recording of The Lady of Shalott by Alfred Lord Tennyson (Link:
http://www.youtube.com/watch?v=bUuZBXNw0O8)
-- Handouts of The Lady of Shalott
-- John Everett Millaiss Ophelia painting
-- Arthur Hughess The Lady of Shalott painting
-- Archetype PowerPoint slide (example for upcoming vocabulary project)
https://docs.google.com/a/virginia.edu/presentation/d/1acwDz2vldX9RhVOdee8iT4KzMuixk0L
J7WAqb99mCYk/edit?usp=sharing
Part I
On either side the river lie
Long fields of barley and of rye,
That clothe the wold and meet the sky;
And thro' the field the road runs by
To many-tower'd Camelot;
The yellow-leaved waterlily
The green-sheathed daffodilly
Tremble in the water chilly
Round about Shalott.
Willows whiten, aspens shiver.
The sunbeam showers break and quiver
APPENDIX C