LESSON PLANTOUCHCAST USAGE IN EDUCATION

BY MS. REBECCA MCGRATH

ENGLISH - HAMLET -12TH GRADE

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TouchCast // English // Lesson Plan

ObjectivesStudents will read and discuss Hamlet and use their analysis of the text to decide how to perform a scene from the play. The emphasis during this unit is on performance, thus students will be able to apply what they have learned through the unit to this final project.

Common Core StandardsReading and LiteratureRL.11-12.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.Craft and StructureRL.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 diction on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful (include other authors in addition to Shakespeare.)

Hamlet Lesson Plan

Grades : 12th grade

Created by : Rebecca Mcgrath and TouchCast Edu Team

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Common Core StandardsRL.11-12.5. Analyze how an author’s choices concerning how to structure specific parts of a text (ie. where to begin or end a story, providing a comedic or tragic resolution) contribute toits overall structure and meaning as well as its aesthetic impact.RL.11-12.6. Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).Integration of Knowledge and IdeasRL.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.Students finish reading and discussing Hamlet.Presentation of Knowledge and IdeasSL.11-12.4. Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.SL.11-12.5. Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

TouchCast // English// Hamlet

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TouchCast // Hamlet Lesson Plan

Part/Time

Procedures TouchCast

Plan Overview

1.      Students will be assigned acting groups of 4-5 per group2.      Each group will choose from a list the scene they would like to perform3.      Class will discuss the expectations that will be used to assess the project

a.      The “clear plan guiding the direction of the scene” will be presented via TouchCast. b.       Students will prepare a well-rehearsed scene, incorporating clear movements that demonstrates an understanding of the characters and the action, has a clear plan guiding the direction of the scene, uses costumes, props, and a simple set to enhance the scene, and displays an understanding of the lines that comes close to memorization. -Setting-Costumes and props-Each student should have a designated role: person to film, scene design, director, actor

Students’ Lecture TouchCast-present a clear plan guiding the direction of the scene- The recording presentation should convey to the viewer why the group chose to make specific choices about how to perform the scene, revealing a deep understanding and analysis of the text- Students should all appear in the video- They should have a prepared script that they input into the teleprompter feature- Students should use a variety of vApps to convey their message:

• discussion points• quotes from the scene• poll to vote• whiteboard• Titles

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TouchCast // Hamlet Lesson Plan

Part/Time

Procedures TouchCast

Plan in Details • Day 1: Students will break out into assigned groups and choose a scene. In round-robin style, students will read lines of the scene until they have a basic understanding. They will ask questions of each other and their teachers in an effort to come to a deeper understanding of the text.

• Day 2: Students will Skype with the TouchCast company to begin training on the application.

• Day 3: Students will come together as group to begin interpreting their scene, a continuation of the lesson from day 1. They will prepare a script and begin conveying it via TouchCast.

• Day 4: TouchCast recording part 2 (continuation from day 3)• Day 5: Students will prepare to present their scenes and record them, using the

green screen feature. • Day 6: Student present their scenes via TouchCast.

Students’ Role-Playing TouchCast-act a scene that demonstrates a deep understanding of the Hamlet text- They should first decide on a concept: How will they play each character? What is the mood of the scene?- Students will discuss how to use costumes, props, music, or other effects to convey the concept of their scene- Students should make group decisions about where the scene takes place, what the scene looks like, where entrances are, who should be positioned where, what characters need for props, how characters arrive, etc.- They will film their rationale, which should convey to the audience WHY the group make specific decisions in their scene about the stage, costumes, music, emotion, eye contact, etc.

Materials - TouchCast - iPads or Pc’s- Green Screen -Tripod- Costumes and props - Internet Connection- Storyboard - Project rubric to grade students

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TouchCast // Hamlet // Assessment Rubric

Criteria Examples

All students’ voices should be heard

This can be done several ways. Some ideas: - Each student takes over narration of the video for a few minutes - Make your video in talk show format - each student can be an actor playing one of the roles or perhaps director, and you can describe your role in the scene

Textual analysis should be used to support your interpretation

Ex 1: When Gertrude says “Ho! Help” this is an indication that she has reason to fear Hamlet at this point in the text. Our acting company decided that at this point Hamlet will raise his dagger to her throat, almost unable to contain his rage at her, even though he is conflicted by the ghost’s plea not to hurt his mother.Ex 2: When Ophelia discusses the flowers in this scene, it is left ambiguous in the text whether or not there are real flowers she is handing out. Our acting company has decided to make these real flowers she has found in the garden. This supports our decision to make Ophelia pregnant. When she hands out the abortive, she will eat some of it, making it clear that Ophelia is pregnant and is trying to solve this problem herself. Our interpretation is that this abortive fails, resulting in her need to kill herself in the river. 

Your interpretation should explain your acting company’s choices about all relevant aspects of your scene

You will need to explain how you came to certain decisions about these aspects of your scene:- Costume- Setting- Character actions and emotions- Entrances and exits of characters- Mood of the scene Music- Etc.

Your interpretation should be creatively conveyed

There are several ways to do this using Touchcast. Some ideas: - Green screen -Whiteboard - Insert quotes  - Music- Pictures - Drawing tool - Videos  - The possibilities are endless. Look at other Touchcast examples for inspiration.

Part 1: Your Interpretation

A 5-10 minute video explaining your interpretation of the scene. It should tell us you have analyzed your scene thoroughly AND tell us how you will use that analysis to guide your acting of the scene

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Part 2: Acting Your Scene

You can choose to record your scene or to do it live. On the day you will reveal your scene to the class, we will first watch your interpretation video, then we will see you perform your scene. Your scene should follow these guidelines, although we would love your creativity to take you beyond this rubric:

Criteria Examples

A well-rehearsed scene that has a clear plan guiding it

It should be clear that actors know their lines and are all aware of what’s going on in the scene

Understand the characters and their motivations

Actors should reveal through the emotion conveyed in their lines, costume choice, props, body movements, etc. that they have an in-depth understanding of their character

Clear setting There should be a set that displays an understanding of the scene

Everyone has a role

Every member should have a role in the scene, whether or not they speak. They may decide to do set design, costumes, props, director, etc.

Clearly connects to analysis of part 1

The interpretation you told us in part 1 should be clearly followed through in your scene

TouchCast // Hamlet // Assessment Rubric

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TouchCast // Hamlet Lesson Plan // Example

Watch Students Lecture TouchCast “Hamlet analysis part one”

Watch Students Lecture TouchCast “Hamlet analysis part two”

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Watch Students Lecture TouchCast “Hamlet 4”

Watch Students Lecture TouchCast “Mcg 9 merged”

TouchCast // Hamlet Lesson Plan // Example

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Watch Students Lecture TouchCast “Hamlet analysis”

Watch Students Lecture TouchCast “Hamlet scene 4.3”

TouchCast // Hamlet Lesson Plan // Example

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Watch Students Role Playing TouchCast “Hamlet final project”

TouchCast // Hamlet Lesson Plan // Example

Watch Students Role Playing TouchCast “Hamlet Project 2”Watch Students Role Playing TouchCast “Hamlet Project 1”

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Shot order

Name of the scene / Actors

Background Image

Title Text Angle / Zoom vApps / Effects

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Storyboard - a tool for planning your TouchCast

TouchCast // Appendix // Storyboard

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Storyboard - A tool to plan your TouchCast

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Hamlet Culminating Project: Envisioning and Enacting the Words on the Page

Part I You were actively engaged in the development and production of this interpretation.

Textual analysis is used to support your group’s interpretation

The interpretation explains the acting company’s choices about all relevant aspects of the scene, including: costume, setting, character actions and emotions, entrances and exits, mood, music

The interpretation is done in a creative and interesting manner, using, for example: green screen, pictures, videos, whiteboard, music, drawing tool, etc.

Part II A well-rehearsed scene that has a clear plan guiding it. Actors know lines and what’s going on.

Actors understand the characters and their motivations. Actors reveal through the emotion conveyed in their lines, costume choice, props, body movements, etc. that they have an in-depth understanding of their character.

There is a set that displays an understanding of the scene.

Every member has a role in the scene, whether or not they speak. They do set design, costumes, props, director, etc.

The interpretation in part 1 should is clearly followed through in the scene.

TouchCast // Appendix // Rubric to grade Students

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