Learning Goals: 12th Grade English Literature Hamlet Unit
Learning Goals:
Learning Goal 1: Students will recall (DOK 1) and connect (DOK 4) aspects of the studied piece to modern pop culture.
Learning Goal 2: Students will define (DOK 1) unknown words using a knowledge of the parts of speech and using context clues (DOK 2).
Learning Goal 3: Students will apply (DOK 4) different literary lenses to the studied piece to investigate (DOK 3) multiple interpretations and create (DOK 4) a formal response.
Significance, Challenge and Variety
The learning goals in this unit can be seen to show significance, challenge, and variety in their alignment with national, state, and local standards. There are no specific standards for this district, but they have chosen to follow state standards. Alignment with these standards can be seen more detailed in the section labeled “Alignment with National, State, and Local Standards.”
The goals that have been developed for this unit address all levels of DESE’s Depth of Knowledge Levels (DOKs). The first learning goal asks students to recall and connect which address levels 1 and 4. The second learning goal asks students to define and use context clues which address levels 1 and 2. The third learning goal asks students to apply, investigate, and create which address levels 4, 3, and 4. To accomplish these goals, students will be building on previously acquired knowledge and skills. The concepts and ideas that these goals detail will require students to incorporate new strategies and modes of thinking with the already acquired skills. Some skills utilized in the learning goals are lower level DOKs, which should prove no problem to students of the 12th grade, but there are plenty of opportunities to exercise the critical thought process with such skills as connecting, applying, and investigating. Students will also be expected to show significant evidence for interpretations they make. These goals are considered challenging and significant because they are aligned with state expectations of students at this grade.
Clarity
The learning goals have been written in a way that makes them clearly observable and measurable learning outcomes. Expectations of the students have been clearly stated and carefully crafted to provide purpose and direction. The teacher will be able to observe the competency students demonstrate in their application of the skills they learn. An example would be the formal response that learning goal 3 denotes. Students will be required to apply literary lenses to investigate the studied piece and then present an interpretation in a formal writing response.
Appropriateness for Students
Students will be building upon knowledge and skills that were developed in previous grades. The Missouri Course Level Expectations show that the skills required to complete these learning goals should have at least been covered in some degree at this point in their education. Some students will be very proficient in performing the required tasks, but students who lack the necessary skills will be accommodated with several guided classroom discussions and a modeling demonstration for the execution of skills.
In an effort to address the individual learning needs of students, the unit has been planned in a way that allows for several different types of instruction. Students will read and act out scenes from the studied piece, as well as seeing a film version of the piece. Students will have the opportunity to participate in classroom discussion and small group discussions as well. Special learners who require further individualized instruction will be accommodated.
Also, these learning goals align with the appropriate standards for communication arts of 12th grade.
Alignment with National, State, and Local Standards
Learning Goal One aligns with following standards:
- National Council of Teachers of English, standard 1:Students read a wide range of print and non-print texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.
- Missouri Course Level Expectation (CA.1.I.grade 12): Compare, contrast, evaluate, and analyze connections of text to text, text to self, and text to world.
- Missouri Show-Me Standards (CA.2): Reading and evaluating fiction, poetry, and drama.
Learning Goal Two aligns with the following standards:
- Missouri Course Level Expectation (CA.1.C.grade 12): Apply decoding strategies to “problem-solve” unknown words when reading when needed.
- Missouri Show-Me Standards (CA.1): speaking and writing standard English (including grammar, usage, punctuation, spelling, capitalization).
Learning Goal Three aligns with the following standards:
- National Council of Teachers of English, standard 3:Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).
- Missouri Course Level Expectations (CA.2.C.grade 12): Use details from the text to: demonstrate comprehension skills previously introduced; analyze character, plot, setting, and point of view; analyze the development of a theme across genres; evaluate the effect of tone on the overall meaning of a work.
- Missouri Show-Me Standards (CA.2): reading and evaluating fiction, poetry and drama.
- Missouri Show-Me Standards (CA.4): writing formally (such as reports, narratives, essays) and informally (such as outlines, notes).