Hamlet Omelet - Rich Assessment Project
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Hamlet Omelet In pieces nothing, put together, Delicious! Assignment: Take an Act of Hamlet and create a mini-lesson to teach to a small group of your classmates. As a group you will decide who does which act. Within your mini-lesson, you need to teach all of the assigned information for that topic. You must create a teaching tool (i.e.: fill in the blank worksheet, chart with headings, graphic organizer, notes outline with headings and number of points, or something really creative) to be completed by your group while you teach your lesson. You are also responsible for creating a small test (10 questions… multiple choice, fill in the blank, true/false, or something really creative) for your section that will be given to everyone in your group after all of the mini-lessons have been taught. One question must be from each of the six categories of Bloom’s Taxonomy, and the other four are of your choosing. ***** You are going to mark these quizzes and hand the marks in ***** Your group members will then evaluate how well you taught your lesson. Goals and Specific Outcomes: G.O. #1-Explore thoughts, ideas, feelings and experiences 1.1Discover Possibilities 1.2 Extend awareness G.O. #3-Manage Information 3.1 Determine inquiry or research requirements
Transcript of Hamlet Omelet - Rich Assessment Project
Hamlet Omelet
In pieces nothing, put together, Delicious!
Assignment:
Take an Act of Hamlet and create a mini-lesson to teach to a small group of your classmates. As a group you will decide who does which act.
Within your mini-lesson, you need to teach all of the assigned information for that topic. You must create a teaching tool (i.e.: fill in the blank worksheet, chart with headings, graphic
organizer, notes outline with headings and number of points, or something really creative) to be completed by your group while you teach your lesson.
You are also responsible for creating a small test (10 questions… multiple choice, fill in the blank, true/false, or something really creative) for your section that will be given to everyone in your group after all of the mini-lessons have been taught. One question must be from each of the six categories of Bloom’s Taxonomy, and the other four are of your choosing.
***** You are going to mark these quizzes and hand the marks in *****
Your group members will then evaluate how well you taught your lesson.
Goals and Specific Outcomes:
G.O. #1-Explore thoughts, ideas, feelings and experiences
1.1Discover Possibilities
1.2 Extend awareness
G.O. #3-Manage Information
3.1 Determine inquiry or research requirements
3.2Follow a plan of inquiry
G.O. #5-Explore thoughts, ideas, feelings and experiences
5.1 Respect others
5.2 Work within a group
Acts, Scenes and What You Must Cover
(Find all of the information under all of the following headings)
Basic Breakdown of scenes in the Act
How many scenes are there? Pages of text? Where does the scene take place? (x 2!)
The P.O.V. is?
Timeline
Follow play and plot the plot on a timeline. You decide how to show this visually.
What happens? Remember, Shakespeare wrote the play and he does not need you to rewrite it!!! So, how can you get the biggest bang for you buck, so to speak?
Characters
Who is in the scenes?
What do know about them? How do we know this?
Conflict/Theme
What struggles did the characters undergo in this act? Make an educated guess as to what the conflict might be. Also, discuss what themes are introduced or developed in this Act. Why do you think this?
What Literary Devices are used in the Act? Why?
Peer Evaluations
Your peers will evaluate your teaching presentation based on: how prepared you are how complete your information is how interesting your lesson is how fair your test questions are
Hamlet Omelet The Rubric
When you read this rubric and the words contained inside, please think about what feelings or emotions came to mind.
How prepared you are:
Level
Category
4 Excellent 3 Proficient 2 Satisfactory 1 Limited
Design/ construct
efficient practical viable impractical
innovative effective workable ineffective
Organization skillful systematic simplistic haphazard
purposeful logical methodical ineffective
Access and retrieve information
Accesses and retrieves
significant and pertinent
information from a variety of
sources.
Accesses and retrieves
meaningful and relevant
information from a variety of
sources.
Accesses and retrieves
appropriate and generally applicable
information from a variety of
sources.
Accesses and retrieves vague
and trivial information from
few sources.
How complete your information is:
Level
Category
4 Excellent 3 Proficient 2Satisfactory 1Limited
Relevancy of information
pertinent relevant general trivial
significant meaningful superficial Superficial
Degree of detail
precise accurate partial vague
comprehensive thorough generally accurate little or no
Support for opinion
compelling convincing believable weak support
insightful logical simplistic little or no
How interesting your lesson is:
Level
Category
4 Excellent 3 Proficient 2Satisfactroy 1 Limited
Visual appeal significantly enhances
interesting imaginative
simplistic relevant
lacks visual appeal
memorable detailed and effective
predictable sketchy
Presentation enhances supports partially supports interferes with
exceptionally confident
genuinely confident
reasonably confident
little confidence
captivating substantially engaging
partially engaging minimal engagement
How complex your test questions are:
Level
Category
4 Excellent 3 Proficient 2Satisfactory 1Limited
Questions/ predictions
perceptive focused reasonable irrelevant
insightful logical predictable unrelated
You must hand in all you r work upon completion. You must all so hand in a Works Cited page. Yes, we will cover this in class! And yes, Delicious will come in really handy here!!!
