Making+Shakespeare+Relevant+to+the+21st+Century+Student-+Misty+Misal

=Making Shakespeare Relevant to the 21st Century Student- Unit Plan= Misty Misal

"Tomorrow, and tomorrow, and tomorrow"- William Shakespeare

Table of Contents:
I. Subversive Crap Detector II. Unit Plan- Making Shakespeare Relevant III. Blogs IV. Ning

Subversive Crap Detector- What I Will Bring to the Classroom
I had an amazing experience for my foundations block and had a first hand opportunity to discuss what it looked like to have the bureaucratic crap shoved down the teachers' throats. My cooperating teacher was an amazing teacher, working with kids that have bigger problems to deal with in the sixth grade than a lot of people throughout their adult lives. Yet, she was being forced to discuss how they would bring their P.S.S.A scores up with her colleagues on a continual basis. I sat in on a meeting where they discussed test scores for an entire fifty minute period only to decide that the best way to enable the students to perform better on standardized tests is to bring an array of food in because many of them don't eat their first meal of the day until lunch. It hit me that day- we are really talking about kids coming to school hungry and the biggest issue that the administration can find is that their hunger is going to affect test scores.

I do not plan to walk in on my first day with starry eyes and expect administration to allow me to do my own thing. I realize that the bureaucratic crap is alive and well and will be when I get a job teaching. I truly believe the trick is to find balance inside the parameters the district sets for their teachers. It is important to not forget the red tape. Equally, it is important not to get lost in it either. As a new teacher, I will be given lessons to teach that are the creation of someone other than myself. The challenge will be how to bring that material to the students in a new and fresh way that will captivate and engage them. If we are reading "Merchant of Venice" and teaching to the test, that does not restrict me from having the students act it instead of reading around the room. If we are talking about poetry, I do not have to lecture and then recite a few selected poems and move on. It is the way the material is being presented that will last with the students. If I don't care, why should I ask them to?

In conclusion, I will do the best I can at what I love, and that is teaching. I will care for the students and give them my time, my ear, my shoulder, and my respect. I look forward to walking in on the first day of school, on my first day with a new class and thanking the Lord all over again for giving me back the time and allowing me to walk out my dream to be a teacher. I plan to let that thankfulness resonate through me and use my life as a teacher, a parent, a wife, and a christian, to be my testimony to those around me. I am thankful that God finds me worthy enough to be in front of the next generation, cheering them on.

[|Unit Plan] [|Class Blogs] [|Ning Conversations] [|Classroom Forum] [|Shakespeare Glogster]

**__ “Making Shakespeare Relevant to the 21st Century Student”, Unit Study __** Misty Misal

English 488

Dr. Shea

Unit Plan- Final Draft

December 13, 2011
 * __Section I __****: Unit Plan **


 * __Title __**__: __//Making Shakespeare Relevant to the 21st Century Student //


 * __Rationale __**__: __

Shakespearean literature is often evaluated as the unreachable, inaccessible literature that secondary education students are forced to drudge through. The students see it as irrelevant and feel they do not have the necessary tools to decode Elizabethan English. How can we, as educators, demystify the thoughts and ideas of William Shakespeare and the language barrier that stands between us and the work of William Shakespeare?

In order for students to be motivated to comprehend Shakespearean literature it is necessary to draw relevance to the material. It is necessary for the instructor to be able to answer them effectively when they ask why they should care, and they will ask. The key to establishing relevance for the students is to help them draw patterns from Shakespearean literature to their lives in the 21st Century. According to Richard VanDeWeghe, “Looking for patterns in the information and connecting them with prior knowledge or a known purpose we piece together, bit by bit, our personal meaning (VanDeWeghe, 16).”

Throughout the unit I have considered the intensity of the material and made other forms of media a part of the curriculum in order to reach all students. I have incorporated music and film as the main components. It is important to keep in mind that not all of the students I have created this unit for are native to the United States, one is native to Madrid, and that even though pop culture is a sure fire way to connect students to the material being presented it is necessary but needs to be presented with caution so as not to isolate students who are not familiar with the pop culture references being used.

Modern adaptations of Shakespearean plays and modern retelling of his work through film, literature, and graphic novels are wonderful tools to help students engage in the material; although, once the material has their attention, it is necessary to give the student’s the proper tools to deconstruct meaning from the material they are reading. As with any reading comprehension, decoding is a vital aspect of teaching Shakespeare. Once the student’s have decided that they care what a dead, white guy from the Early Modern Period has to say, they need the ability to decipher what he is saying. According to Susan Dymock and Tom Nicholson, there are five strategies student’s can implement to decode information and they are: activate background knowledge, question, analyze text structure, create mental images, and summarize (Dymock, 167-172).

<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 15.3333px;">Once relevance has been established and comprehension strategies have been taught, it is necessary to frequently assess the student’s for understanding. I have created this unit with formative assessments built into the lessons daily, either through exit tickets, writer’s notebooks, or double-sided journals. The double-sided journal will be a constant tool that the student’s may use in conjunction with the dictionary of Shakespearean language website. The unit is created with differentiated instruction in mind, but, outside of individual remediation, the differentiation is most visible in the summative assessments I have created. I believe that differentiated instruction is not necessarily about focusing just on the struggling student, if so, the higher level student is left behind. I have created both formative and summative assessments that are interwoven throughout the unit and have also established alternative assessments for the student’s through self-evaluation. For instance, project two for the summative assessment has a teacher/ student/ group contract that each student must sign before they begin their project that holds them accountable to their group to work as a team and respect themselves as student’s and learners.

<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 15.3333px;">Shakespeare was an entertainer of his age; he was the Stephen King of the late 16th and early 17th Century. The use of media as a tool to help teach Shakespeare is acceptable and to some preferred, as it is said that Shakespeare should be acted, not read. Thanks to the efforts of many successful directors and actors, Shakespearean drama is being represented in the film circles in relatively accurate adaptations of such films as Kenneth Branaugh’s “Much Ado about Nothing”, “All’s Well That Ends Well”, Al Pacino as Shylock in “The Merchant of Venice”, Elizabeth Taylor in “Taming of the Shrew” and the modern adaptation of “Taming of the Shrew” which is called “10 Things I Hate About You.” Also to be included is Leonardo DiCapprio in a version of “Romeo and Juliet” that adheres to the Elizabethan dialogue, although the setting is drastically different as both the Capulet’s and the Montague’s dual with weapons and wear relatively modern clothing.

<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 15.3333px;"> Once some of the language has been unscrambled for the students, the content being presented has a clearer view. Although, the entire issue when reading or studying Shakespeare is not language, there are other perspectives to become coherent in, in order to understand the statements he is trying to make. When studying Shakespeare, it is apparent that his work is chalked full of cultural references. In order for students to fully understand the drama, it is necessary to help them create a world view of what life looked like in the world of William Shakespeare. The most rational way to do so is for the students and teacher to decide what is relevant historical information that Shakespeare referenced in his writing and begins to research and build a world view of what it looked like to walk the street of Shakespeare’s home, Stratford upon Avon, taking a walk in his shoes.

<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 15.3333px;"> Once there are tools in place to help students decode Elizabethan English and a world view has been created, the Shakespeare experience can begin. A common understanding of Shakespeare is that his plays are to be acted out, not read. A vital role of the teacher is to facilitate this project, to bring Shakespeare alive. In order for this task to be successful, students must be willing to work together in a non-restrictive environment where they are comfortable being themselves, taking some chances for the sake of learning. There are several effective strategies that help create this environment; modeling respect for the students and their views is an exceptional strategy that should be seen throughout the school, not just in the English classroom. Accountability is also a successful strategy that students will understand and respect because they become facilitators of their own learning experience; this can be achieved through verbal agreement and also teacher/ student contract.

<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 15.3333px;">With all elements of a successful learning environment in line, the connections between Early Modern English entertainment and 21st Century entertainment can begin to unfold; nuances between themes found in Romeo and Juliet and those of Bella and Edward, in the Twilight series, can be seen. Characters such as Hamlet, Othello, Shylock, and Macbeth and the issues presented through them in Shakespeare’s dramas are not extinct; they are alive and well in the 21st Century entertainment world. With the right tools for students to access, Shakespearean literature and Elizabethan English do not need to be painful; there are strategies one can incorporate to enable students to demystify the beauty that is Shakespearean literature.


 * __<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 15.3333px;">Class Profiles __**__<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 15.3333px;">: __

<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 15.3333px;">Sara Linden

<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 15.3333px;">Meredith Halla

<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 15.3333px;">Maria Alvarez

<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 15.3333px;">Catherine Andrews

<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 15.3333px;">The focus group for this unit consists of four girls from an eleventh grade honors English class. Within the group are two ESL students, Meredith Halla and Maria Alvarez. <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 15.3333px;">Profile: Sara Linden <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 15.3333px;">Grade: 10 <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 15.3333px;">Hometown: Lancaster, PA

<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 15.3333px;">Sara Linden is an exceptional student from Lancaster, PA. Last year, while attending J.P. McCaskey High School, she played basketball, wrote for the school newspaper, and won several awards for her watercolor paintings. Sara was awarded a full scholarship to Linden Hall based on her standardized test scores, GPA, and extracurricular activities. Sara’s parents want to increase her chances for acceptance into a prestigious, Ivy-league college: Linden Hall seems to fit the bill.

<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 15.3333px;">Sara comes to Linden Hall with a diverse and solid background in science and the arts. Growing up in the inner city, Sara has constantly struggled with getting good grades and keeping her friends from the neighborhood. Sara is naturally smart; however, she has never taken the time to read anything outside the prescribed readings for school. For this reason, she is under confident in her literature classes. Unaccustomed to analyzing text or looking beyond the surface, she often daydreams while silently telling herself that literature is pointless outside of the classroom. <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 15.3333px;">Profile: Meredith Halla <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 15.3333px;">Grade: 10 <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 15.3333px;">Hometown: Madrid, Spain

<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 15.3333px;">Meredith Halla is an average student from Madrid. Unlike Sara, Meredith’s family is wealthy; she has spent most of her education in prestigious boarding schools. Her family sent her to America to learn the culture and to improve her chances of getting accepted to a top-notch university. Her parents dream about her becoming a lawyer. While she speaks English fluently, Meredith is anxious about literature. Like Sara, she doesn’t understand the value of “going deeper” into texts. Her favorite courses are Math and Chemistry; English is her weakest subject. To complicate matters, Meredith is shy and reserved; she rarely participates in class for fear of “making a mistake.” Other students mistake her quietness for conceit. Drawing her out of her shell will be a challenge.

<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 15.3333px;">Sara and Meredith have similar challenges; they both need to find a viable entry point into literature. They need to understand how it connects with their current lives as well as their futures. Their main issue is relevance. <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">Profile: Maria Alvarez <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">Class: Eleventh Grade Honors English <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">Hometown: Lancaster, Pa. <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">Maria Alvarez is a gifted student in all classroom environments. She is outgoing and willing to try to answer any question, even if she isn’t completely sure she is right. She is sociable with other students. Her shortcoming as a student is that when her stress level is high or her home life is not completely stable, she becomes the class clown. The attention then becomes more important than the intrinsic motivation she normally has to learn. Maria is the first generation of her family to be born in America; her family is from Mexico. Her mother does not speak any English and she does not know her father. Maria has five brothers and sisters but she doesn’t share the same father with any of them. She often comes to school hungry but doesn’t let on to anyone what her home life really looks like.

<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">Profile: Catherine Andrews <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">Class Eleventh Grade Honors English <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">Hometown: Lancaster, Pa. <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">Catherine Andrews is what one would consider an average student. She meets the expectations of the instructor but does not go beyond what is required. She comes from a very wealthy family and is an only child. She has been sent to a private school because her family continually expresses their desire for her to follow in the footsteps of her father and her grandfather and become a doctor. She has mildly expressed her displeasure in their planning her future and setting her adult life in motion. Catherine is very quiet and reserved. She does not go out of her way to make friends with the other students and she is labeled as the “rich kid” and a snob as the other students misread her quiet behavior as arrogance. She has spent her life either at school or in the care of a nanny. Catherine is a difficult student to connect with because she refuses to give anyone a chance for fear she will be let down.


 * __<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 15.3333px;">Section II: __****<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 15.3333px;">Unit Goals and Understandings **


 * <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 15.3333px;">Unit Understandings/ Big Understandings: **

<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 15.3333px;">Issues that we face today, in the 21st Century, are the same issues that were relevant in England during Shakespeare’s life and duration of his writing.

<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 15.3333px;">Literature is used as a form of communication, a way to express one’s self. Often, the problems being expressed are no different than our own, and through reading of literature we can find enlightenment in our own journey.

<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 15.3333px;">Critical theory provides a number of different perspectives and lenses with which to examine both contemporary and classic literature. (Day 10 &11)

<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 15.3333px;">There are similarities between current pop culture and Shakespeare’s writing.

<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 15.3333px;">It is necessary to understand historical relevance in order to read Shakespeare with any measure of accuracy.

<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 15.3333px;">Gender roles and types are inescapably ingrained in society and culture.


 * <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 15.3333px;">Essential Questions: **

<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 15.3333px;">What are some of the same issues that we face in Modern America that can also been seen in the late16th and early 17th Century England?

<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 15.3333px;">How does literature communicate to the reader? How can we learn from the trials/ mistakes of those before us and make their lessons relevant to us in the 21st Century?

<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 15.3333px;">Why do people, who read the same text, interpret it differently?

<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 15.3333px;">How do these commonalities contribute to our understanding of Shakespeare’s work?

<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 15.3333px;">How does language play a part in Shakespeare’s work? How does he use language as a character in much of his work?

<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 15.3333px;">Why it is important to understand what was happening during Shakespeare’s time in order to fully understand the meaning behind his work?

<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 15.3333px;">How does culture, religion, or politics play a part in the creation of Shakespeare’s work?

<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 15.3333px;">How is gender reinforced in society?


 * <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 15.3333px;">Unit Goals: **


 * <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 15.3333px;">Students Will Know: **<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 15.3333px;">Characters, setting, and historical context of Elizabethan England and how the time period plays a part in Shakespeare’s writing. They will know blank verse, prose, iambic pentameter, scansion, formal verse forms, couplets, and critical theory so as to be able to read Shakespearean literature with ease.


 * <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 15.3333px;">Student’s Will Understand: **<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 15.3333px;">Understand the connection between poetic form and poetic function. Understand the historical context and its effect on how the author writes how or what. Understand how characters and settings change and how they stay the same. Understand the importance of critical theory to the interpreter. Understand that the struggles that humanity faces are universal; the problems people faced in the Early Modern Period are the same problems they encounter today. Understand the connections between time periods and that Shakespearean English can be easily comprehended, given the right tools.


 * <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 15.3333px;">Student’s Will Do: **<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 15.3333px;">Analyze form and function in contemporary music and how it relates to poetry. Analyze two pieces of prose and explain how historical context influences the author’s decisions and explain how the prose can be used as a historical source. Analyze how characters and settings have changed and how they have stayed the same throughout time. Choose a critical theory, read a short poem or short section of prose from Shakespeare and have them explain that theory and analyze a piece with it. Relate to characters in Shakespeare’s writing and interpret them through writing.


 * <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 15.3333px;">State Standards: **<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 15.3333px;">Pennsylvania’s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the knowledge and skills needed to:

<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 15.3333px;">1.2.11A- Read and understand essential content of informational texts and documents in all academic areas.

<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 15.3333px;">1.2.11B- Use and understand a variety of media and evaluate the quality of material produced.

<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 15.3333px;">1.2.11C- Produce work in at least one literary genre that follows the conventions of the genre.

<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 15.3333px;">1.3.11A- Read and understand works of literature.

<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 15.3333px;">1.3.11B. Analyze the relationships, uses and effectiveness of literary elements used by one or more authors in similar genres including characterization, setting, plot, theme, point of view, tone and style.

<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 15.3333px;">1.5.11B- Write using well-developed content

<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 15.3333px;">appropriate for the topic: Gather, determine validity and

<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 15.3333px;">reliability of, analyze and organize information, employ the most effective format for purpose and audience, write fully developed paragraphs that have details and information specific to the topic and relevant to the focus.

<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 15.3333px;">1.5.11D- Write with a command of the stylistic aspects of composition: use different types and lengths of

<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 15.3333px;">sentences use precise language.

<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 15.3333px;">1.5.11E- Revise writing to improve style, word choice, sentence variety and subtlety of meaning after rethinking how questions of purpose, audience and genre have been addressed.

<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 15.3333px;">1.5.11F- Edit writing using the conventions of language.

<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 15.3333px;">1.5.11G- Present and/or defend written work for publication when appropriate.

<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 15.3333px;">1.7.11A- Describe the influence of historical events on the English language.

<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 15.3333px;">1.7.11C- Explain and evaluate the role and influence of the English language within and across countries.


 * __<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 15.3333px;">Section III __****<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 15.3333px;">: Assessment Plan **


 * <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 15.3333px;">Formative Assessments: **


 * <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 15.3333px;">Think/Pair/Share – **<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 15.3333px;">The material being presented is difficult. As we further analyze Shakespeare in depth, it will be necessary for student’s to discuss the material. I will facilitate both class and group discussion to check student’s for comprehension.


 * <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 15.3333px;">Exit Tickets **<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 15.3333px;"> – Due to the nature of the material, I will be using classroom discussion and exit tickets as formative assessments to check the student’s for comprehension and understanding.


 * <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 15.3333px;">Webquest **<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 15.3333px;">- Using the forum I have created for the classroom, the students will break into small groups and search the proboard for biographical information about Shakespeare and the world he lived in to help establish a world view of their own. (History lesson)


 * <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 15.3333px;">Compare and Contrast- **<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 15.3333px;"> this enables student’s to draw comparisons, create patterns between literature of the past and issues of today.

<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 15.3333px;">Comparison of lyrics and poetry

<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 15.3333px;">Examples to get discussion started:

<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 15.3333px;">Blue Oyster Cult/ Don’t Fear the Reaper/ Romeo and Juliet

<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 15.3333px;">Dire Straits/ Romeo and Juliet

<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 15.3333px;">Stevie Nicks and Don Henley/ Leather and Lace/ Othello and Desdemona

<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 15.3333px;">Taylor Swift/ Love Song/ Romeo and Juliet

<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 15.3333px;">The Killers/ Romeo and Juliet

<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 15.3333px;">Regina Spektor/ A Pound of Flesh/ Shylock from The Merchant of Venice

<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 15.3333px;">We will use reading circles in small groups to teach the students how to read Shakespeare; this will fit with the character/ setting lessons. (Poetry)


 * <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 15.3333px;">Double-Sided Journaling **<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 15.3333px;">- we will read speeches from several plays. As we (primarily the students) read these speeches, they will write down any words they don’t understand and research them through our online tool, writing the modern translation in a column next to the original word.


 * <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 15.3333px;">Summative Assessment: **

**<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">What’s Shakespeare Got to Do With It? **   **<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">Or… ** **<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">Dead White Guys in the 21st Century **
 * <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 15.3333px;">Project 1: **
 * <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">The Introduction **

<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">We have been talking about Shakespeare: his life, his world, and his work. The Bard’s plays, far from having died out over the past 400 years, are still popular, in both performance and as reading. The question that we have been asking ourselves repeatedly is, “Why?” Why, and how, does a man who has been dead for nearly half of a millennium still speak to us living in the 21st century? You are going to help explain this puzzle, with the help of Glogster, the internet, and a little creativity.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> ** The Project **

<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">You will be creating a Glogster page demonstrating the links between a theme in Shakespeare and the same theme found in current culture and society. The current artifacts presented on the Glogster page can be taken from film, literature, art, quotes, music… pretty much anything that you can think of that shows how this theme is still important to modern life. You will create the page, and then present it to your classmates in a short presentation of X minutes, in a way that they can easily understand. You will be graded on content, attractiveness of presentation, and your oral delivery.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> ** The Process **

<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">The project will be broken down into several sections, each with their own due date and requirements. Pay attention to deadlines, and do not get bogged down in the little things; the most important part of this project is that you demonstrate an understanding of the themes in Shakespeare and their counterparts today, not the color scheme of your Glogster page. That said, please do work carefully and make a neat and attractive presentation.

<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">1) Select a theme from any of Shakespeare’s plays. The only off-limits themes and examples are the ones that I have used in class. You can still use those themes, or those plays, but not those themes in those plays. For example, you could do revenge, or the Merchant of Venice, but not revenge in The Merchant of Venice. Let me know what the theme and play are going to be, by _____________________. I will either approve it or redirect you elsewhere.

<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">2) Find you artifacts. You need at least one text clip from Shakespeare’s work, and at least one audio or video clip; if you can’t find one online, feel free to just read one and record it. For modern examples, you need at least one textual clip, one audio/visual clip, and one picture. You should have representatives from music, literature or quotes, and movies and film. You must have five or more artifacts from these categories. You may use more if space and time permit. Give me a list of the artifacts by _______________.

<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">Be certain to use appropriate sources for this; if you have questions about the acceptability of an artifact, ask me before you use it. In this case, it is better to ask permission than to ask forgiveness. If you are struggling to find ideas, see me and we can work it out.

<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">3) Make a rough draft. This draft is rough and will be revised. Put the artifacts in to a format that is attractive to see, and understandable. Beware of making the page too busy and cluttered; white space is good, it directs the attention of the viewer to important things. Prepare this by __________________ and submit it to me with the link to its internet location. Your rough draft will be 1/3 of your final grade - this is important, so do good work on this first draft; it will make your life easier when you revise and present. We will work through logging in and accessing Glogster as a class.

<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">4) Do final revisions and present to the class. Clean up what needs cleaned up, and then present this to the class in an understandable way. Make sure to explain what your theme is, what play it came from, and where you find it in modern culture and society. Identify the sources of your artifacts. You will have between _____ and ­­­_____ minutes to speak; keep to the stated time, please.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> ** The Rubric **

<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">As always, I will be using a rubric to assess your Glogster pages and your presentations. Please refer to the rubric below for a detailed breakdown of my grading criteria.

<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">Glogster Project Rubric
 * || **<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">4 ** || **<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">3 ** || **<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">2 ** || **<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">1 ** ||
 * **<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">Accuracy ** || <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">All of the information is accurate, and is clearly directed and focused. || <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">All of the information is accurate, and is generally focused with only minor lapses. || <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">The information contains several inaccuracies and/or major lapses of focus. || <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">The information is generally inaccurate and/or shows little sign of focus. ||
 * **<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">Completeness ** || <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">All required items are present, and fully detailed. || <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">All required items are present, with good details. || <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">One item is missing, and/or detail level is fair. || <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">More than one missing item, and details are inadequate. ||
 * **<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">Creativity ** || <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">The visual presentation is vibrant, attractive, thoughtful, and enhances the overall message of the project. || <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">The visual presentation neither enhances nor diminishes the point and message of the project. || <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">The visual presentation has few distractions that take away from the point and message of the project. || <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">The visual presentation is generally distracting from the purpose of the project, or otherwise unaligned with the projects stated goals. ||
 * **<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">Oral Presentation ** || <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">The speaker is articulate, and on-time. Language choices enhance the overall presentation and its effectiveness. All information needed is included. || <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">The speaker is generally articulate. The speaker is on-time. Language generally enhances the overall presentation. All information is included. || <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">The speaker is somewhat articulate, but lacks focus. Language does not enhance the presentation. All information is included. The speaker is off-time, but by no more or less than one minute. || <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">The speaker is inarticulate and lacks focus. Language takes away from the presentation. Some information is missing. The speaker is off-time by more than one minute. ||

**<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 24px;">A Walk in Their Shoes ** <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">One of our major themes in this unit is the lifestyle and lifeways of people in Renaissance Italy, and in Shakespeare’s England. Issues of ethnicity, religion, economics, culture, and lifestyle have similarities and differences to our current world; it is important to understand the play in both sets of circumstances. We should aim to assess any author’s work through both the lens of the past, and the lens of the present. For “The Merchant of Venice,” it is crucial to remember that while the characters are a work of fiction, they represent types and groups that existed, and still exist, in society.
 * <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 15.3333px;">Project 2: **

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> ** Part One: **

<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">To emphasize this fact, we will be creating a “character portrait” web document. There are a number of characters from which you will be assigned groups; each student will work with one character. Each group will write a journal entry or other type of first-person narrative for their character – this must be written from the perspective of that character. This means that you are to use words and phrases like “I”, “me”, and “my”. Below you will find a checklist and outline for the entries, showing you all the things you will need to include.

<span style="color: #000000; font-family: 'Arial','sans-serif'; font-size: 16px;">* <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">Name of character (introduce yourself)

<span style="color: #000000; font-family: 'Arial','sans-serif'; font-size: 16px;">* <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">How you earn a living (what is your job, if you have one – what do you do, how are you treated there, do you make much money)

<span style="color: #000000; font-family: 'Arial','sans-serif'; font-size: 16px;">* <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">Family structure and specific role within the family (who lives in the home and who does what in the home)

<span style="color: #000000; font-family: 'Arial','sans-serif'; font-size: 16px;">* <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">Problems (what is going on with you in the play)

<span style="color: #000000; font-family: 'Arial','sans-serif'; font-size: 16px;">* <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">Solutions (how do you deal with the problems you have)

<span style="color: #000000; font-family: 'Arial','sans-serif'; font-size: 16px;">* <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">Faith and spirituality (what religion are you, if you have one, and how does that effect your relations in Venice)

<span style="color: #000000; font-family: 'Arial','sans-serif'; font-size: 16px;">* <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">Racial, ethnic, or gender roles and perceptions (how are you included and excluded from society).

<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">Each of these things should be included in each entry. You will be graded, in part, on the believability and accuracy of your portrayal of this person; this means you should work carefully. For example, if your character was a 14th century sailor, and you told me that this person lived in a duplex house and owned a Mercedes-Benz, I would know that you did not understand the living arrangements of Renaissance Italy; thus, you would receive a lower grade.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">Students are encouraged to have fun with this assignment – it is not designed to be dull, but instead to give you the chance to create something new and different while still showing me that you understand the material we are discussing. This is a good thing, I think.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> ** Part Two: **

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">In addition to creating your portrait, you will also be responsible to respond to one of your classmate’s entries. These responses must be constructive responses that ask questions and build on the ideas in the journal entries. They don’t need to be long – they do need to contain all of the following:

<span style="color: #000000; font-family: 'Arial','sans-serif'; font-size: 16px;">ü <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">A question that is raised by what you just read – maybe a significant detail that was left out, or maybe something that would help you understand the character and his/her situation better.

<span style="color: #000000; font-family: 'Arial','sans-serif'; font-size: 16px;">ü <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">How this character fits into what we have learned in the unit – for example, you could connect the workplace situation that they mention to one of the historical timeline of the Renaissance, or you could connect the religious issues to another work of literature that we have read.

<span style="color: #000000; font-family: 'Arial','sans-serif'; font-size: 16px;">ü <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">Similarities and differences – look at comparisons between how this character lives and the way that you live, or the way that your character lives.

<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">Just like the “character portrait” document, all replies should be in complete sentence and paragraph form. Remember that spelling and grammar count for these posts, so absolutely no text-speak will be accepted. Be direct and to the point, but include all the required parts of the post and important information.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> ** Each person in the group should do their own response for Part Two. This section is an individual assignment, and will be assessed as such. **

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> ** Conclusion: **

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">Rubrics are provided so that you can know what my expectations are before you do the work. Remember that this is a large part of your unit grade, so take it seriously and work on it. Please make note of the two comments at the end (honesty and maturity) – they will be strictly enforced. Finally, have some fun with this assignment, and get those creative juices flowing!

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> ** Mrs. Misal’s Rubric for Blog Project **
 * || //<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">4 //  ||  //<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">3 //  ||  //<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">2 //  ||  //<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">1 //  ||
 * //<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">Accuracy // || <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">Information contained in the post is completely accurate. || <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">Information contained in the brief is mostly accurate. || <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">Information contained in the brief is somewhat accurate. || <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">Information contained in the brief is largely inaccurate. ||
 * //<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">Completeness // || <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">All categories included in the “standards” section are included, and fully detailed. || <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">All categories included in the “standards” section are included, with good details. || <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">All but one or two categories from the “standards” section are present, with adequate or better details. || <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">More than two missing categories from the “standards” section, and details are less than adequate. ||
 * //<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">Perspective/ //

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> // Empathy // || <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">The entries are fully written from an “in-character” perspective, in a believable and realistic way. || <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">The entries are generally written “in character”, with only minor lapses in empathy or perspective. || <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">The entries tend to stray from the character’s perspective, or demonstrate little understanding of the character’s likely personality. || <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">Entries are not written from an empathetic perspective, or are not written in first-person. ||
 * //<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">Structure // || <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">No grammatical, spelling, or usage issues present; language is used in a way that enhances the understanding. || <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">Minimal grammatical, spelling, and usage issues present; language enhances understanding more than it hinders understanding. || <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">Some grammatical, spelling, and usage issues present, language hinders understanding more than it enhances understanding. || <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">Significant grammatical, spelling, and usage issues present that clearly hinder understanding. ||


 * <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">Reply Rubric || <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">4 || <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">3 || <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">2 || <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">1 ||
 * <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">Contribution || <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">The contribution is very insightful and clearly builds on the original post. || <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">The contribution is insightful and generally builds on the original post. || <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">The contribution is only marginally related to the original post and insightful. || <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">The contribution is unrelated to the original post and shows little original insight. ||
 * <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">Question || <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">The question is very insightful and clearly addresses the original post. || <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">The question is insightful and generally addresses the original post. || <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">The question is only marginally related to the original post and insightful. || <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">The question is unrelated to the original post and shows little original insight. ||
 * <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">Structure/Tone || <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">The post is free of errors and is very helpful to the author. || <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">The post is mostly free of errors and is helpful to the author. || <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">The post contains some errors, and is only moderately helpful to the author. || <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">Significant errors exist, and the post is unhelpful to the original post. ||

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> __ A note on kindness and professionalism: __ <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;"> Please do not forget – **any** post that is mean-spirited or cruel; **any** post that I deem to be offensive to another student; **any** post that is not constructive and uplifting – will receive a grade of **zero**. This assignment requires maturity on the part of the students doing it; I expect that everyone in our class is able to show me this kind of maturity.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> __ A note on academic integrity and honesty: __ <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;"> Because you are doing these assignments over a period of time, it may be possible for you to see other students work before handing in your own. Please be aware that work that appears to be copied from a prior post will receive an automatic grade of **zero**. This applies to initial “A Walk in Their Shoes” posts, as well as reply posts. Cheating will not be tolerated.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> [|http://misalenglishclass.proboards.com]

<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 15.3333px;">login: mufaculty

<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 15.3333px;">password: marauder


 * __<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 15.3333px;">Section IV __****<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 15.3333px;">: Learning and Teaching Experiences **


 * <span style="color: #000000; font-family: 'Arial','sans-serif'; font-size: 15.3333px;">Six Facets of Understanding: **

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> __ Explain __ <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">- the summative assessments will enable the student’s to explain their understanding of Shakespeare’s time period, his writing, and his world view.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> __ Interpret __ <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">- The student’s will be able to interpret Shakespeare through their own reflections in their journal entries, double-sided journals, blogs, summative assessments and Iambic Pentameter Alive lesson.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> __ Apply __ <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">- They will be able to apply their understanding through their summative assessment projects (either project will work) and the Iambic Pentameter Alive lesson.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> __ Have Perspective __ <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">- The Iambic Pentameter Alive lesson will help student’s not only to understand but to feel Iambic Pentameter. The webquest will enable them to further understand the world in which William Shakespeare lived. The blogs, which are part of Project 2, will require the student’s to think like the character they are portraying.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> __ Empathize __ <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">- Either Project 1 or 2 forces the student’s to look through the lens that William Shakespeare looked through when he wrote.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> __ Have Self-Knowledge __ <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">- Self-knowledge will be exemplified throughout the unit with frequent assessment for knowledge and understanding in the form of both formative and summative assessment.


 * <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 15.3333px;">Iambic Pentameter Alive- **<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 15.3333px;">the students will begin with a short journal entry. They will be allowed to write anything they choose. The only requirement is that it be no longer than six lines in length. Once they are finished, I will ask them to clap aloud with me. Once they are clapping in rhythm, we will add feet stomp softly. As we illustrate iambic pentameter through rhythm the students will go around a circle and read their journal entries aloud, in sync with the clapping/ stomping. After everyone has read they will return to their seats and we will read Among Philistines by R.S. Gwynn aloud, as a class. This poem is written about Samson, who is ordered to follow strict Nazarene vows, and Gwynn follows strict iambic pentameter- form follows function (Poetry).

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> ** Webquest/ Jigsaw- ** <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">To begin to demystify Shakespeare, we will begin this unit with a search into the culture of Shakespeare’s time. We will look at marriage, religion, politics, and entertainment. Each student will be given a specific question from the above topics. They will do an online search and answer the question using the classroom forum as their source. <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 15.3333px;">Once the designated questions have been answered, the class will reconvene and join a round table discussion to share their findings. (History lesson)


 * <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 15.3333px;">Lecture - **<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 15.3333px;">on critical theory, its uses and methods, a theoretical framework for student writing and interpretation


 * <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 15.3333px;">Think/Pair/Share or Elbow Partner Discussion- **<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 15.3333px;">Throughout the lessons there will be several occasions for the students to turn to their neighbor or small group and discuss their finding, their struggles, and their questions. This is an opportunity for the teacher to assess their understanding of the material as it is being presented.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **__ Section V __ : Lesson Plans **


 * <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 15.3333px;">Students Will Know: **<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 15.3333px;">Characters, setting, historical context of Elizabethan England, blank verse, prose, iambic pentameter, scansion, formal verse forms, couplets, critical theory.


 * <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 15.3333px;">Student’s Will Understand: **<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 15.3333px;">Understand the connection between poetic form and poetic function. Understand the historical context and its effect on how the author writes how or what. Understand how characters and settings change and how they stay the same. Understand the importance of critical theory to the interpreter.


 * <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 15.3333px;">Student’s Will Do: **<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 15.3333px;">Analyze form and function in contemporary music. Analyze two pieces of prose and explain how historical context influences the author’s decisions and explain how the prose can be used as a historical source. Analyze how characters and settings have changed and how they have stayed the same throughout time. Choose a critical theory, read a short poem or short section of prose from Shakespeare and have them explain that theory and analyze a piece with it.

**//<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">Introductory Week //** **<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">Welcome to Mrs. Misal’s English Classroom ** <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">It is important to lay the groundwork for the entire term in the first few days, really the first moments of class. The student’s need to know the requirements, expectations, and rules of the class before any academic groundwork can be laid and the foundation of the rest of the class may begin. This is a time and an opportunity to model the unity and communal atmosphere that is necessary for this class to function as a well oiled machine. This begins with the teacher, so, let the learning begin! **__<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">Literary Genres __**
 * <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">Lesson Plans: **

<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">Day One: Roll call, take attendance, seating charts created and small, informal meeting amongst student’s in each designated pod, or station of seats. The syllabus will be handed out and discussed. The concept of writing journals will be introduced and each student will take out a piece of paper and write for 8 minutes. They will discuss the activity with their group. They are not required to share their writing. They may talk about their history as a writer, the struggles or accomplishments they have had as a writer, their favorite piece they have written, or why they do not like to write if they do not enjoy it. Each person’s elbow partner will take 1 minute to introduce their partner. Writing assignments will be turned as student’s leave.

<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">Day Two: Class will begin with an 8 minute free-write about poetry. The student’s may write a poem, talk about why they like/dislike poetry, or their favorite poem. Teacher will briefly discuss the definition of poetry. Each station of student’s will receive 2 poems, one free verse and one formal poem by Dana Gioia. One person in the group will be asked to read the free verse, another student will read the formal piece. Each group will assign a scribe that will write down differences and similarities between the two styles. The fourth student will report their findings to the rest of the class in a classroom discussion. The teacher will end class with a small lecture on formal and free verse prosody. Teacher will synthesize what student’s already know about poetry with several key concepts that will be developed in more detail as the course progresses.

<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">Day Three: Each student will receive a copy of Kate Chopin’s “Story of an Hour”. They will be asked to read the story and write a one page journal entry in response to the story. Teacher will discuss the elements of a short story and the concept of Frey tagging a short story. The student’s will collectively write a short story with their group. Each story must demonstrate all of the necessary elements of a short story (characters, plot, setting, theme, climax, resolution).

<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">Day Four: Five students will be assigned a role to play upon entering class. The group of five will come to the front of the room and re-enact the play “Trifles” by Susan Glaspell. The class will then discuss their prior knowledge of drama. The teacher will briefly lecture on the history of drama and its part in the world of entertainment. The class will close with a brief summation of what the students learned that they did not know about drama or a question they have about drama.

<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">Day Five: Class will be given the character list from Shakespeare’s “Merchant of Venice” and asked to fill out an anticipation guide, answering what they think the play is about, themes found in the play, and what the resolution will be. They will then turn and share with their elbow partner. The teacher will show examples of Shylock’s speech through film adaptation and discuss the play more fully. Student’s will be introduced to the classroom forum and instructed to post on the forum that evening for homework.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> ** Lesson Plans: ** <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">Day Two

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> ** Teacher: ** <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">Misty Misal

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> ** Date: ** <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">November 4, 2011

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> ** Class: ** <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">Eleventh Grade Honors English

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> ** Unit: ** <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">How to Make Shakespeare Accessible to the 21st Century Student

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> ** Lesson Title: ** <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;"> Let’s Talk About Shakespeare

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> ** Personal Goal: ** <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">To stay on task and use the time allotted to the best of my ability

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> ** State Standards: ** <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">1.2.11A-B, 1.5.11B

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> ** Enduring Understanding: ** <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">Through study of biographical and historical information, we can further understand Shakespeare’s work.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> ** Essential Question: ** <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">How is the society and culture of early modern England expressed in Shakespeare's work?
 * **<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">Time Frame ** || **<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">The Teacher Will ** || **<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">The Student Will ** ||
 * **<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">Intro **<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">5 minutes || <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">-Distribute laptops

<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">-Log in students

<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">-Call roll

<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">-Handout organizer || <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">-Log in and get computers setup ||
 * **<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">Body **<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">40 Minutes || <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">-Monitor webquest (assigned and explained previous day)

<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">-Instruct students who were absent previous day in parameters of assignment

<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">-assist as needed || <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">-Explore a facet of early modern English history

<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">-complete webquest worksheet/notetaker

<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">-generate 3 additional questions for research ||
 * **<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">Conclusion **<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">5 minutes || <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">-monitor computer logout and return

<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">-explain next day's assignment for jigsaw || <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">-log out, return laptops to cart and plug in to charge

<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">-hand in organizer for next day ||

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> ** Evidence: ** <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">webquest worksheet, research questions

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> ** Resources Used: ** <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">laptop cart, worksheets, classroom forum

**<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">Lesson Plans: **<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">Day Three
 * <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">Teacher: **<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">Misty Misal

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> ** Date: ** <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">November 7, 2011

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> ** Class: ** <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">Eleventh Grade Honors English

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> ** Unit: ** <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">How to Make Shakespeare Accessible to the 21st Century Student

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> ** Lesson Title: ** <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;"> Let's Talk About Shakespeare (part 2)

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> ** Personal Goal: ** <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">My goal is to help the students maintain interest and engagement in the material

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> ** State Standards: ** <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">1.2.11A-B, 1.5.11B

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> ** Enduring Understanding: ** <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">Through study of biographical and historical information, we can further understand Shakespeare’s work.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> ** Essential Question: ** <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">How is the society and culture of early modern England expressed in Shakespeare's work?
 * **<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">Time Frame ** || **<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">The Teacher Will ** || **<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">The Student Will ** ||
 * **<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">Intro: 5 minutes ** || <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">-Call roll

<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">-Redistribute webquest worksheets

<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">-Assign students to group with same research focus || <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">-Reread webquest worksheet

<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">-Convene with group with same research focus ||
 * **<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">Body: 35 minutes ** || <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">-Monitor small group discussion relating to research findings

<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">-Instruct students to agree on five major points from the webquest

<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">-Direct students in a jigsaw to discuss the findings from their webquest || <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">-Discuss their findings from the webquest

<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">-Agree on five major points from the webquest

<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">-Explain to full class their five points

<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">-Take notes on other group ideas ||
 * **<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">Conclusion: 10 minutes ** || <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">-Exit ticket: How might these historical issues and events and ideas have influenced someone writing in early modern England?

<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">-Assignment: Think of a modern issue that a writer might be influenced by, and in a single paragraph discuss it and its possible influence in writer's journal || <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">-Answer exit ticket

<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">-Share with class potential answers

<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">-Turn in exit ticket ||

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> ** Evidence: ** <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">Webquest worksheets, jigsaw discussion, exit ticket discussion

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> ** Resources Used: ** <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">Webquest worksheet, exit tickets, writer's journals

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> ** Lesson Plans: ** <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">Day Four

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> ** Teacher: ** <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">Misty Misal

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> ** Date: ** <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">November 8, 2011

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> ** Class: ** <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">Eleventh Grade Honors English

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> ** Unit: ** <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">How to Make Shakespeare Accessible to the 21st Century Student

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> ** Lesson Title: ** <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;"> Singing and Saying: Music, Poetry, and the Connections Between Them

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> ** Personal Goal: ** <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">To engage the students and keep their interest in the notoriously difficult area of poetry

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> ** State Standards: ** <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">1.3.11A, 1.3.11C

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> ** Enduring Understanding: ** <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">1) There are similarities between current pop culture and Shakespeare’s writing. 2) Gender roles are inescapably ingrained in culture and society.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> ** Essential Question: ** <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">1) How do entertainment and literature intersect? 2) How is gender reflected in society?

<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">What similarities and differences exist between modern poetry and Shakespearean poetry?
 * **<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">Time Frame ** || **<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">The Teacher Will ** || **<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">The Student Will ** ||
 * **<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">Intro **<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">5 minutes || <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">-Call Roll

<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">-Distribute lines of poetry

<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">-Discuss days agenda || <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">-Read over their lines of poetry

<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">2-3 times in preparation for read-aloud ||
 * **<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">Body **<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">30 minutes || <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">- Define Iambic Pentameter

<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">-Play youtube video of Shakespeare’s Sonnet 18

<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">-Read samples of Shakespearean sonnets.

<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">-Demonstrate iambic pentameter through illustration of heartbeat and clap/ stomp exercise. || <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">-Make a circle of students (they will be standing).

<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">-Each student read their lines of poetry.

<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">Students will join clap/stomp exercise- once rhythm is set, students will reread their lines of poetry. ||
 * **<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">Conclusion **<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">15 minutes || <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">-Exit ticket: How does iambic pentameter intersect with other genres (music being a prime example).

<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">-Assignment: write one example of how poetry intersects with modern entertainment.

<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">-Homework: Assign students to find a song that could be a song representative of early modern England. Instruct students to go to the class forum and write one online journal entry to share their music pick and defend choice with example of how themes of early modern England intersect with themes of modern America. || <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">-Complete exit ticket

<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">-Think/Pair/Share response to exit ticket with neighbor

<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">-Hand in exit ticket

<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">-Homework:

<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">Pick one song that could be representative of early modern Europe. On the class forum, defend music pick by explaining why that song was chosen and how it fits into both modern America and early modern Europe. ||

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> ** Evidence: ** <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">Iambic Pentameter Alive exercise, think/pair/share discussion, exit ticket

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> ** Resources Used: ** <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">"Among Philistines" by R.S. Gwynn, Shakespeare sonnets I, XXIV, XXVII, "Journey"- Mathew Williams, class forum, youtube video: //Epic rap battle of History- Dr. Seuss vs. Shakespeare// <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> [] <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;"> (41 seconds to 1:30 seconds). William Carlos Williams, “The Red Wheelbarrow”.


 * <span style="color: #000000; font-family: 'Arial','sans-serif'; font-size: 15.3333px;">Lesson Plans: **<span style="color: #000000; font-family: 'Arial','sans-serif'; font-size: 15.3333px;">Day Five


 * <span style="color: #000000; font-family: 'Arial','sans-serif'; font-size: 15.3333px;">Teacher: **<span style="color: #000000; font-family: 'Arial','sans-serif'; font-size: 15.3333px;">Misty Misal


 * <span style="color: #000000; font-family: 'Arial','sans-serif'; font-size: 15.3333px;">Date: **<span style="color: #000000; font-family: 'Arial','sans-serif'; font-size: 15.3333px;">November 9, 2011


 * <span style="color: #000000; font-family: 'Arial','sans-serif'; font-size: 15.3333px;">Class: **<span style="color: #000000; font-family: 'Arial','sans-serif'; font-size: 15.3333px;">Eleventh Grade Honors English


 * <span style="color: #000000; font-family: 'Arial','sans-serif'; font-size: 15.3333px;">Unit: **<span style="color: #000000; font-family: 'Arial','sans-serif'; font-size: 15.3333px;">Making Shakespeare Accessible to the 21st Century Student


 * <span style="color: #000000; font-family: 'Arial','sans-serif'; font-size: 15.3333px;">Lesson Title: ** <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">Singing and Saying: Music, Poetry, and the Connections Between Them


 * <span style="color: #000000; font-family: 'Arial','sans-serif'; font-size: 15.3333px;">Personal Goal: **<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;"> To engage the students and keep their interest in the notoriously difficult area of poetry


 * <span style="color: #000000; font-family: 'Arial','sans-serif'; font-size: 15.3333px;">State Standards: **<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">1.3.11A, 1.3.11C


 * <span style="color: #000000; font-family: 'Arial','sans-serif'; font-size: 15.3333px;">Enduring Understanding: **<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">There are similarities between current pop culture and Shakespeare’s writing.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> ** Essential Question: ** <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">How do entertainment and literature intersect?

<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">What similarities and differences exist between modern poetry and Shakespearean poetry?
 * **<span style="color: #000000; font-family: 'Arial','sans-serif'; font-size: 15.3333px;">Time Frame ** || **<span style="color: #000000; font-family: 'Arial','sans-serif'; font-size: 15.3333px;">The Teacher Will ** || **<span style="color: #000000; font-family: 'Arial','sans-serif'; font-size: 15.3333px;">The Student Will ** ||
 * **<span style="color: #000000; font-family: 'Arial','sans-serif'; font-size: 15.3333px;">Intro **

<span style="color: #000000; font-family: 'Arial','sans-serif'; font-size: 15.3333px;">5 minutes || <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">-Call Roll

<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">-Collect homework

<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">-Redistribute webquest worksheets

<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">-Distribute laptops

<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">-Help students log in

<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">-Discuss days agenda || <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">-Hand in homework

<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">-Log in laptops ||
 * **<span style="color: #000000; font-family: 'Arial','sans-serif'; font-size: 15.3333px;">Body **

<span style="color: #000000; font-family: 'Arial','sans-serif'; font-size: 15.3333px;">40 minutes || <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">-Illustrate examples of music, using online sources, that exemplify themes in

<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">modern music that are also found in early modern Europe.

<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">-Form class circle and initiate a Socratic Seminar discussion: Based on what was learned through webquest and jigsaw exercises, what social issues found in early modern Europe are still being represented in popular media found in the 21st Century and how are they represented in modern America? || <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">-Share song and blog from the classroom forum.

<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">-Socratic Seminar discussion talking about social issues that were discovered during webquest and jigsaw exercises that are issues faced in 21st Century society. Discuss how those central themes are represented in popular media (music, prose fiction, poetry, movies and television programs). ||
 * **<span style="color: #000000; font-family: 'Arial','sans-serif'; font-size: 15.3333px;">Conclusion **

<span style="color: #000000; font-family: 'Arial','sans-serif'; font-size: 15.3333px;">5 minutes || <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">-Exit ticket: Based on the class discussion, write a list of three themes that have transcended through from early modern Europe to modern America and how they are portrayed through media.

<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">-Monitor computer log out || <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">-Hand in exit ticket

<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">-Return laptops to cart and plug in ||


 * <span style="color: #000000; font-family: 'Arial','sans-serif'; font-size: 15.3333px;">Evidence: **<span style="color: #000000; font-family: 'Arial','sans-serif'; font-size: 15.3333px;">Homework assignment, Socratic Seminar, exit ticket


 * <span style="color: #000000; font-family: 'Arial','sans-serif'; font-size: 15.3333px;">Resources Used: **<span style="color: #000000; font-family: 'Arial','sans-serif'; font-size: 15.3333px;">laptops, webquest worksheets, <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> [] <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">, classroom forum,

<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">youtube video: //Epic rap battle of History- Dr. Seuss vs. Shakespeare// <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> [] <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;"> (41 seconds to 1:30 seconds).

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> ** Unit Outline: **

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> ** Day One ** <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">: Introduction/ Pre-assessment/ Outline of Unit/ Objectives for Unit

<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">Hook: //Complete Works of Shakespeare Abridged// <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> []

<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">Rationale/Connections: A fun intro to Shakespeare on day 1, the //Complete Works// //Abridged// is also a meaningful tool for helping to bring out some of the relevance of the Bard. The preassessment lets me know where they are now, and what modifications I need to make to the unit as we progress, especially when used in conjunction with formative assessments. We will start with history and society and culture, to give a context within which the students can work. This leads into power discussions and gendered interpretations, especially as the students are exposed to more of Shakespeare’s work.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> ** Day Two ** <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">: Historical Relevance- dealing with historical and biographical information (see lesson plan).

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> ** Day Three ** <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">: Historical Relevance Part II- dealing with historical and biographical information (see lesson plan).

<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">Rationale/Connections: Day 2 and 3 introduce Shakespeare’s world. They establish a baseline for further study, and give the student’s much-needed context for further study and interpretation. After discussing the basic background, we are ready to explore specifics. The first specific that we will deal with is the function of Shakespeare’s form; it is time to break down the barriers that most students feel exist in connection to formal poetry. If they are going to appreciate Shakespeare at all, they have to understand that his language and method were just the lingua franca of his day, and another form of popular entertainment. Music and poetry make this connection possible. Tying in gendered interpretations of Sam Gwynn’s poetry reinforces the material from the previous two days and connects us to the coming discussions.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> ** Day Four ** <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">: Making connections between music and poetry- establishing relevance to Shakespeare’s work through the lens of popular media (see lesson plan).

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> ** Day Five ** <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">: Making Connections between Music and Poetry Part II- establishing relevance to Shakespeare’s work through the lens of popular media (see lesson plan).

<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">Rationale/Connections: After a few days of poetry, music, and history, the students should have a basic understanding of late 16th and early 17th century England, and be able to connect it to the present. Next is a work day, so that they can begin thinking in terms of the final project. This also gives me a chance to do remediation if needed with struggling students and to clarify for anyone in need of clarification.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> ** Day Six ** <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">: Work day- introduce parameters of summative assessment project, give students time to research and brainstorm project topics and clear them with instructor before continuing project.

<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">Rationale/Connections: Now that they are grounded in the world of the Bard, it is time to step outside of that world, and look at the same themes and ideas, indeed the same works, in different times and settings. This allows the students to understand more about the importance of artistic decisions regarding setting and characters, and the how and why of it. This will help them in their final project as well. By combining modern and historic settings, the students can see and analyze the what-if aspects of the art, as well as the parallels between contemporary and early modern society.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> ** Day Seven ** <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">: Character and Setting Part I- Analyze various film clips from adaptations of Shakespearean plays and how character and setting alteration can drastically alter the play or film.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> ** Examples ** <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">: //10 Things I Hate About You/ Taming of the Shrew//, Baz Lurhmann’s retelling of //Romeo and Juliet//

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> []

<span style="color: #000000; font-family: 'Arial','sans-serif'; font-size: 15.3333px;">Baz Lurhmann’s film adaptation of //Romeo and Julie//

<span style="color: #000000; font-family: 'Arial','sans-serif'; font-size: 15.3333px;">movie trailer- <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"><span style="color: #000099; font-family: 'Arial','sans-serif'; font-size: 15.3333px;">[]

//<span style="color: #000000; font-family: 'Arial','sans-serif'; font-size: 15.3333px;">Taming of the Shrew //<span style="color: #000000; font-family: 'Arial','sans-serif'; font-size: 15.3333px;">: Act 1, Scene 1

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> <span style="color: #000099; font-family: 'Arial','sans-serif'; font-size: 15.3333px;">[]

<span style="color: #000000; font-family: 'Arial','sans-serif'; font-size: 15.3333px;">10 Things I Hate About You:

<span style="color: #000000; font-family: 'Arial','sans-serif'; font-size: 15.3333px;">movie trailer- <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"><span style="color: #000099; font-family: 'Arial','sans-serif'; font-size: 15.3333px;">[]

<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">Hamlet:

<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">Bill Murray version: <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> []

<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">Modern Hamlet: <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> []

<span style="color: #000000; font-family: 'Arial','sans-serif'; font-size: 15.3333px;">Mel Gibson version: <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"><span style="color: #000099; font-family: 'Arial','sans-serif'; font-size: 15.3333px;">[]


 * <span style="color: #000000; font-family: 'Arial','sans-serif'; font-size: 15.3333px;">Day Eight **<span style="color: #000000; font-family: 'Arial','sans-serif'; font-size: 15.3333px;">: <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">Character and Setting Part II- Analyze various film clips from adaptations of Shakespearean plays and how character and setting alteration can drastically alter the play or film.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> ** Day Nine: ** <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">Work day- allow students in class time to work on their summative assessment projects, answer any questions they have about the plays they are studying independently.

<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">Rationale/Connections: Another work day for the students is followed by the students’ entry into the murky waters of critical theory. This will be tough, but is important; few high school students walk into college actually prepared and equipped to deal with the abstractions that philosophically-based thinking requires. I think that the most important ideas to expose them to are: Marxist critiques, feminist critiques, structuralist/modernist critiques, and postmodern/poststructuralist critiques. By starting with a representative thinker, an overarching metanarrative for the theory (ironic when approaching postmodernism), and a specific example taken from a work of art (primarily film), the students will not be overwhelmed with the intricacies of the often-obtuse world of lit. crit., while getting enough of a taste to realize that it exists, is useful, and generally explains why people read things in the way that they read them.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> ** Day Ten: ** <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;"> Critical Theory Part I- lecture on critical history, methods, ideas, and schools of thought and show examples of literary criticism through works of literature.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> ** Day Eleven: ** <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;"> Critical Theory Part II- review and have students practice critical methods in small groups

<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">Rationale/Connections: Final work days and presentation days. The students should be equipped to deal with their task now, and should be wrapping up and then preparing their presentation. Presenting is important; students need to learn to speak publically for many of the opportunities that wait for them after high school. Especially important is learning not to use Powerpoint as a crutch, and since this is not a PPT based project, they will not have that on which to lean.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> ** Day Twelve: ** <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;"> Work Day- finish working on summative assessment projects and help students post them to the classroom forum.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> ** Day Thirteen ** <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">: Presentation Day- students will present their summative assessment projects to their classmates.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> ** Day Fourteen: ** <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">Presentation Day- students will present their summative assessment projects to their classmates.


 * <span style="color: #000000; font-family: 'Arial','sans-serif'; font-size: 15.3333px;">Day Fifteen: **<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">Presentation Day- students will present their summative assessment projects to their classmates.

<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">The forum I have created for this unit is <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> [|http://misalenglishclass] <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 15.3333px;">.proboards.com

<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">the login is mufaculty and the password is marauder **<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">W.H.E.R.E Model **
 * <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">W- **<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;"> We are going to take a quick glance at what it looked like to live during Shakespeare’s time. We will research the culture through religion, politics, marriage and home life, economics, and social structures. Once we have a firm understanding of what it looked like to be a late 16th to early 17th Century Englishman, we will begin to peel away the layers of Shakespeare’s literature.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> ** H- ** <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;"> The hook is a film clip from The Reduced Shakespeare Company, presenting “The Complete Works Of Shakespeare Abridged." This is a quick tour de force of Shakespeare and his work, with a little bit of text and a whole lot of comedy. It is a good way to build prior knowledge for the students to refer back to when they start researching the plays they will look at for their final project.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> ** E- ** <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;"> Through research of the time period they will explore the idea of what it means to live in the Early Modern Period. They will peel away the layers of what it means to understand different literary genres, from drama to plays, and how to critique them through critical theory.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> ** R- ** <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;"> They will reflect upon their findings through frequent journal entries, classroom and small group discussion, and final project. Reflection of their understanding of the work will show through in their final projects due to the nature of the projects themselves. They will need to be somewhat fluent with Shakespeare and his time to wrap themselves in their character development and re-enactment or presentation of themes found throughout Shakespeare.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> ** E ** <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">- The classroom forum that I have created will serve to equip the student’s with all the necessary tools to reach their goals for this unit. They are able to access plays, poetry, dictionaries to popular Shakespeare terms, rubrics, requirements and student hand-outs for projects, a place for them to blog, share their own work, ask and answer questions, or just rant.

<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">T- They will transfer their understanding of the literature and the time period through their final project. This is their opportunity to shine, to show off their knowledge and hard work.

<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">O- The outcome the will achieve is the ability to read and comprehend Shakespeare without hesitation of comprehension. They will understand that the material covered throughout hundreds of centuries is the same material, the same issues that they are facing today, and that many lessons can be learned from our literary predecessors.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> ** Section VI. ** <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;"> Resources

<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">"10 Things I Hate About You Trailer - YouTube." //YouTube - Broadcast Yourself.// Web. 08 Dec. 2011. <http://www.youtube.com/watch?v=AWmjzCZr0Jw>.

<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">"Common Archaic Words in Shakespeare." //Free Study Guides for Shakespeare and Other Authors//. Web. 10 Dec. 2011. <http://www.cummingsstudyguides.net/xArchaisms.html>.

<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">Dymock, Susan, and Tom Nicholson. ""High 5" Strategies to Enhance Comprehension of Expository

<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">Text." //The Reading Teacher// (2010): 166-78. Print.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> // English Companion Ning - Where English Teachers Go to Help Each Other // <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">. Web. 08 Dec. 2011. <http://englishcompanion.ning.com>.

<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">"Gibson Hamlet Soliloquy Act1 Scene2 Line 129- - YouTube." //YouTube - Broadcast Yourself.// Web. 08 Dec. 2011. <http://www.youtube.com/watch?v=sbPbEBcMamg>.

<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">"Google Images." //Google//. Web. 10 Dec. 2011. <http://www.google.com/search?tbm=isch>.

<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">"HAMLET (2000) BILL MURRAY AS POLONIUS - YouTube." //YouTube - Broadcast Yourself.// Web. 08 Dec. 2011. <http://www.youtube.com/watch?v=sXS2esgBvxQ>.

<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">King-Shaver, Barbara, and Alyce Hunter. //Differentiated Instruction in the English Classroom: Content, Process, Product, and Assessment//. Portsmouth, NH: Heinemann, 2003. Print.

<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">"Mel Gibson: "Hath Not a Jew Eyes?" - YouTube." //YouTube - Broadcast Yourself.// Web. 10 Dec. 2011. <http://www.youtube.com/watch?v=HWfsnxQHI34>.

<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">Misal, Misty D. //Misalenglishclass.proboards.com//. 24 Oct. 2011. Web. 8 Dec. 2011. <http://misalenglishclass.proboards.com>.

<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">"Misty's Really Cool Glog: Text, Images, Music, Video | Glogster EDU - 21st Century Multimedia Tool for Educators, Teachers and Students." //MDMisal's Profile | Glogster EDU - 21st Century Multimedia Tool for Educators, Teachers and Students//. Web. 10 Dec. 2011. <http://mdmisal.edu.glogster.com/mistys-really-cool-glogster/>.

<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">"Modern Film Adaptations of Shakespeare." //Fathom :: The Source for Online Learning//. Web. 08 Dec. 2011. <http://www.fathom.com/course/28701907/session3.html>.

<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">"Modern Hamlet Trailer - YouTube." //YouTube - Broadcast Yourself.// Web. 08 Dec. 2011. <http://www.youtube.com/watch?v=T0Kax56AdRY>.

<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">O'Beirne Milner, Joseph, and Lucy Floyd Morcock Milner. //Bridging English//. Upper Saddle River, NJ: Pearson/Merrill/Prentice Hall, 2008. Print.

<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">"Romeo Juliet (1996) Trailer - YouTube." //YouTube - Broadcast Yourself.// Web. 08 Dec. 2011. <http://www.youtube.com/watch?v=gjxHdNxvySU>.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> // Shakespeare Set Free Teaching A Midsummer Night's Dream, Romeo and Juliet, and Macbeth // <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">. New York: Washington Square, 2009. Print.

<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">"The Merchant of Venice (2004) - Official Trailer - YouTube." //YouTube - Broadcast Yourself.// Web. 08 Dec. 2011. <http://www.youtube.com/watch?v=mdbzRtxVtns>.

<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">"The Merchant Of Venice Shylock's Monologue - YouTube." //YouTube - Broadcast Yourself.// Web. 08 Dec. 2011. <http://www.youtube.com/watch?v=T_5adzpdkdw>.

<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">"The Reduced Shakespeare Company Presents The Complete Works Of Shakespeare Abridged." //Google Videos//. Web. 08 Dec. 2011. <http://video.google.com/videoplay?docid=170335550077595599>.

<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">VanDeWeghe, Richard. //Engaged Learning//. Thousand Oaks, CA: Corwin, 2009. Print.

<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">Wiggins, Grant P., and Jay McTighe. //Understanding by Design//. Upper Saddle River, NJ: Pearson/Merrill/Prentice Hall, 2005. Print.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> ** Section VII. ** <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">Reflection

<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">When I began creating this unit, I was very overwhelmed. The pieces to creating a unit didn’t seem to fit and that was a major struggle. I felt like I was following directions but lacked my own understanding of why we were doing things in the order, and in the way we were doing them. My biggest struggle in creating this unit has been confidence. I have been mortified at the idea of unit creation and set myself up, in a way, to fail. I let my doubts get the best of me. It was only when I set those doubts aside that I felt like I had created a unit I would be proud to share with my professor and fellow classmates. There have been moments, even at the end, that I don’t completely understand why we have done things the way we have, but, I have come to realize that those things will make more sense as I have more experience in unit creation. For the time, I have had several “aha” moments throughout this unit and have learned a tremendous amount about being flexible with my lessons, making connections between lessons, and engaging students.

<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">The biggest strength to this unit is the establishment of background knowledge of the time period. I begin the unit with two days of historical relevance because if the students cannot picture what the world looks like during Shakespeare’s time, it is impossible to ask them to connect to the writing itself. The biggest strength may also be the biggest weakness to this unit. It is essential to captivate the students early on and keep them engaged in the material. If they take a “who cares” mentality during the historical relevance section of the unit, the rest of the unit will be much more difficult to get them to connect with. Another strength this unit has is the summative assessments. Technology can be detected throughout the unit, but is not technology heavy until the summative assessments. The summative assessments give them an opportunity to be creative, display their knowledge and understanding, and use tools that they can relate to. The infusion of pop culture into the unit, both in lessons and in the assessments will also prove to be a strength because, no matter if the student is native to the United States, or elsewhere, they can relate to pop culture as that is so ingrained into their world.

<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">I believe that this unit is that it is completely feasible, even for an ESL student who does not have prior knowledge of the English language to scaffold from, to successfully read and understand Shakespearean literature. I predict that the material will be difficult to engage the students with at the beginning. I see them drudging through the first or second lesson and then picking up momentum as we work with other text, media, and music to help them draw connections. I see the ESL students (Meredith and Maria) struggling with the content primarily because of their lack of prior knowledge into the English language. Meredith, in particular, is just figuring out the language and introducing Elizabethan English may be an obstacle. I have strategically placed formative assessments throughout the unit to check all the students regularly for comprehension. I see the students, as a whole, struggling with the level of work that I am requiring as Shakespeare seems unreachable to many students. I think as their confidence grows, so will their level of work. Once they see that there are tools they can use to help them decode Elizabethan English, the task will not look so daunting. The key in this unit is to keep them engaged and moving through the material at a solid pace so as not to let them get bored and give up. This will be a challenge because of the diversity of the classroom, but is entirely feasible.