Hurt,+Pamela-Final+Project

Pamela Hurt, Final Project English Teacher Fairview High School Fairview, PA phurt@fairview.iu5.org Unit Plan, Grade 10: Introduction to Shakespeare

__Introduction__: In English courses during their sophomore year, students in our district are first introduced to Shakespeare and his works. Challenging by its very nature, the unit is further complicated since students’ preliminary association with this writer and his works can range from inviting tidbits in contemporary film to horror stories about the grueling and extensive workload relayed by some older siblings and peers. Because of these diverse responses and expectations, the unit must integrate diverse methods and techniques to engage the students’ background and interests; infusing technology into this unit will help to accomplish this all-encompassing objective and will enable students to meet the specific objectives of the lessons.

__Objectives of the Unit__:
 * 1) Students will gain understanding of Shakespeare, his times, and his writings.
 * 2) Students will use analytical, research, and creative writing to advance and demonstrate their understanding of Shakespeare’s poetry.
 * 3) Students will use (or create) a variety of media to augment and display their understanding of Shakespeare’s sonnets and __Romeo and Juliet__ including Internet (Google maps, online searches, wikispaces, blogs, Photostory 3, podcasts, videos); dvd’s and vhs tapes; visual, oral, and written presentations.
 * 4) Students will extend their understanding of literary terms, skills, and application.
 * 5) Students will develop their ability to work in small and large groups, as well as individually.

NCTE /IRA Standards for the English Language Arts (http://www.ncte.org)

texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works. 2. Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human experience. 3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics. 4. Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes. process elements appropriately to communicate with different audiences for a variety of purposes. 6. Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and non-print texts. 7. Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and non-print texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience. 8. Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge. 9. Students develop an understanding of and respect for diversity in language use, patterns, and dialects across cultures, ethnic groups, geographic regions, and social roles. 11. Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities. 12. Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).
 * 1. ** Students read a wide range of print and non-print texts to build an understanding of
 * 5. ** Students employ a wide range of strategies as they write and use different writing

__Pennsylvania__ __Standards__: 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 to:

1.4.11.1, Write short stories, poems and plays. 1.4.11.2, Write complex informational pieces (e.g., research paper, analyses, evaluations, essays). 1.5.11.2, Write with a sharp distinct focus. 1.5.11.3, Write using well-developed content appropriate for the topic. 1.5.11.4, Write with a command of the stylist aspects of composition. 1.5.11.5, 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. 1.5.11.6, Edit writing using the conventions of language. 1.6.11.1, Listen to others. 1.6.11.2, Listen to selections of literature(fiction and / or non-fiction). 1.6.11.3, Speak using skills appropriate to formal speech situations. 1.6.11.4, Contribute to discussions. 1.6.11.5, Participate in small and large group discussions and presentations. 1.6.11.6, Use media for learning purposes. 1.8.11.1, Select and refine a topic for research. 1.8.11.2, Locate information using appropriate sources and strategies. 1.8.11.3, Organize, summarize and present the main ideas from research.

__Information Literacy Standards__ (http://www.ala.org): 1.The student who is information literate accesses information efficiently and effectively. 2.The student who is information literate evaluates information critically and competently. 3.The student who is information literate uses information accurately and creatively. 4.The student who is information literate is an independent learner; information literate and pursues information related to personal interests. 5. The student who is an independent learner is information literate and pursues information related to personal interests. 6. The student who is an independent learner is information literate and strives for excellence in information seeking and knowledge generation. 7. The student who contributes positively to the learning community and to society is information literate and recognizes the importance of information to a democratic society. 8. The student who contributes positively to the learning community and to society is information literate and practices ethical behavior in regard to information and information technology. 9. The student who contributes positively to the learning community and to society is information literate and participates effectively in groups to pursue and generate information.


 * Lesson 1: Review of Poetry Terms and Introduction to Shakespeare’s Sonnets**

In this lesson, students will review poetry terms (rhythm, meter, scansion, etc.) to begin their introductory study of Shakespeare. This lesson will conclude in a small group activity with students’ writing and sharing a parody of one of Shakespeare’s sonnets.


 * Preview Activities (2-3 block periods plus homework)**

1. As an introduction to the unit, pairs or trios of students will review, explore, analyze, and reinforce previous studies of poetry through demonstration: a) correctly beating out and identifying the scansion of their names and b) scanning nursery rhymes. Also, we will use handouts, and cds to listen to brief musical recordings in preparation for our study of Shakespeare’s __Romeo and Juliet.__ Promethean Board, cd’s, http://www.teachersandfamilies.com/nursery/index.html http://www.learnnc.org/lp/pages/3484 [|http://server.riverdale.k12.or.us/~bblack/meter.html] Holman, C. Hugh and William Harmon. //A Handbook to Literature//. Macmillan Publishing Company, 1986. Kennedy, X.J. //Literature//. Scott, Foresman, and Company, 1987 http://www.learnnc.org/lp/pages/3484. http://www.vaniercollege.qc.ca/tlc/tipsheets/reading-and-analyzing/analyze-poem (31).pdf [|amlit/quiz/prosquiz.htm">Try the Test-Yourself Quiz on Prosody]  Glencoe Literature, __The Reader’s Choice__  Holt, __Elements of Literature__  2. Read, review and discuss text information on Shakespeare, background, and sonnets. Use text questions as guide for reviewing additional terminology beyond concerns discussed in previous preliminary lesson.  1. Student pairs / trios will select (through random drawing) a sonnet they’ll be responsible for  reading, interpreting, and sharing with peers. To meet this objective, these small groups will work both in class and at home. During class time, they will converse with me; they must also use text and 2 (minimum) online sources for preparing and organizing interpretations. Upon completion, students will share this paper with peers. Resources: http://www.shakespeareglobeusa.org/Shakespeare-Sonnets.htm Teacher-prepared handouts including directions and modeling,: examples, due dates and rubric. 2. Once I’ve approved all groups’ preparation, I’ll introduce the concept of parodies by leading students to consider examples from advertising, entertainment, sports, etc. Then, more directly, I’ll distribute copies (and display on Promethean Board) Marlowe’s “To His Coy Mistress,” and Raleigh ’s “The Passionate Shepherd to His Maid.” Through discussion (and visual representation on the Promethean Board), we’ll respond to content, form (rhythm, meter, scansion, language, and purpose)…all relevant to an introductory unit in Shakespeare. 3. Students’ assignment: Using the Promethean Board, prepare and share a parody of the poem they selected. Student presenters are, additionally, responsible for oral response to questions posed by peers. From discussion and presentations in class, students must post a paragraph length informative comment about __R& J__, complete with supporting details on the class blog. Upon full evaluation of characters, etc., note any apparent similarities in format, style, organization, and content in peers’ sonnet presentations; follow up with class discussion.
 * Review terminology (Promethean Board flipchart, teacher handouts and online references) to determine scansion of each others’ names and familiar nursery rhymes.
 * Consider impact of rhythm and rhyme on meaning and content.
 * Resources:
 * Activity and Writing Assignments 3-4 days’ portions of block class periods plus in-class (or after school teacher-student conferencing; ongoing responsibility as all will be continuing reading of __R&J__. **
 * Post Writing Activity: Respond on Blog **


 * Lesson 2: Shakespeare’s //Romeo and Juliet, Act I//**

Using the class sets of paperback editions of //Romeo and Juliet//, students will turn to the table of contents to help them distinguish / recognize the characters from each family by noting differences in dominant opening letters as well as similarities in end rhyme forms. We’ll also heed text descriptions of characters’ relationships, both as individuals and as family members (volunteer to prepare simple visual family trees to post for early identification of relationships).
 * Preview Activity:**

In class, begin Act 1: oral reading by teacher. Stop frequently to address concerns regarding language, meaning, identifying characters, etc.; each activity must further students’ understanding of events, relationships, language, etc.
 * Reading Focus Activity:**

HW: __limited__ individual reading (no more than a scene). Continue most of the scenes in Act I and II in this manner; throughout play, increase oral reading by students as they become more fluent in expression and demonstrate more facility in understanding and responding to the work; lengthen reading performance as students demonstrate understanding and skilled reading. Teacher should ask for volunteers, but also strive to give everyone some practice in fulfilling roles from the play. Demonstrate actions whenever possible (Balcony Scene!) Provide ample time for response as well as to address concerns.

As towns are addressed in Romeo and Juliet, use technology to acquaint students with the tragedy’s background. Throughout unit, use laptops and Google Maps to research places and even people. For instance, at http://maps.google.com/golocal students can see the terrain of the tragedy’s setting (Verona and Mantua and even discover the distance between these two places). Further, typing in “Juliet Capulet” in the search bar enables the reader to visualize residences of Verona, Juliet’s balcony and other sites made famous by the play. NOTE: At the listed site, a VIDEO TUTORIAL explains this search process.


 * Post Activites: **
 * 1) Quiz on sonnets and Act I
 * 2) Show Franco Zeffirelli's __Romeo and Juliet__: Act I. Discuss and blog response.

Adhere to plans and formatting suggested for Act I, intensifying student responsibilities
 * Lesson 3**: **Shakespeare’s //Romeo and Juliet//, Act II**

Focus, especially, on identifying and responding to literary terms exemplified in this act (Reference students to terms handouts as needed).
 * Post Activites: **
 * 1) Quiz on Act II
 * 2) Show Franco Zeffirelli's //Romeo and Juliet:// Act II. Discuss and continue blog response.


 * Lesson 4: Shakespeare’s //Romeo and Juliet//, Act III**


 * Preview Activity and Writing Directives:** Now that students have more understanding of Shakespeare’s composition, as well as the relationships and problems in __Romeo and Juliet__, they are ready to begin focusing on a central issue for which they’ll gather support from each act for the duration of the work. Students will be credited for taking notes to gather and organize information for a 3-5 page researched literary analysis of the play incorporating *1 online source, 1 database source, and 1 book source* (in addition to multiple linked references to Shakespeare’s play itself). Each student will be given credit for preparing ongoing notes which will be used as a basis for the essay. Students must justify their views by including text and reference support (due and shared upon completing the play and other specified culminating activities.

// 1. //// Does the following statement seem significant to this play? Develop & explain. // // The sins of the father shall be visited upon the children – // // The innocent children suffer for the wrongs of the parents. // // 2. //// As you consider the entire play, compare and contrast Romeo and Juliet to prove one character more mature than the other. // // 3. //// Scenes including Romeo and Paris interacting with Juliet are often presented in sequence. How do these men compare / contrast? As lovers? As potential husbands? As representatives of their communities? // // *4. The dominating images of __Romeo and Juliet__ include // // A) sun, moon, stars vs night or nature’s darkness // // B) the reflected light of beauty and love vs their reality, and // // C) the beauty & healing power of nature vs its inherent evil. // // Find examples in the text & explain why Shakespeare uses these images to show what // // these images convey about the characters and / or theme(s) of this play. // // *5. Consider the role of // // A) fate and fortune or // // B) the isolation of the tragic hero in __Romeo and Juliet__. // // How do these concepts impact this play? Consider to what extent characters are victims. // // *6. What is honor? What actions in the play happen because characters are defending // // someone’s honor? Are their actions in the best interests of the community? // // A) Romeo C) Tybalt E) Prince Escalus. // // B) Mercutio D) Lord Capulet // // *7. Explain the role of time in the play, noting the play’s duration and each day’s events. Explain the effect of the accelerated time scheme on the play’s development and theme. // // *8. What is the significance of Romeo’s counterparts, // // A) Mercutio and Tybalt // // B) Mercutio and Benvolio? // // Compare & contrast either pair of two characters. What roles do they each play in the // // tragedy? // // *9. What is revealed in the play concerning // // A) parent-child relationships B) society, and // // C) government / law? // // What expectations are placed on Romeo and Juliet? On their families? How could / should these conflicts have been resolved? Why weren’t they? // // *10. What does the play reveal about // // A) family hostility, especially its impact on the innocent // // B) the use of deception and its consequences, and // // C) the effects of faulty decision-making? // // 11. Relate the following claim to the play: “Love is always more beautiful in the // // presence of death.” // // 12. What events in the play are due to chaos rather than to an orderly operation of // // cause and effect? What do the contrasts in disorder and order reveal thematically? // // 13. Trace Benvolio’s role and its significance in the play, showing his initial responsibility // // and any changes that occur as the play progresses. // // * 14. What is the role of women in the play/ in this time? In your comparison and contrast, // // show relationships among // // A) royalty and servants, or // // B) mothers, mother figures, and daughters. // // *15. What do you learn about // // A) justice & government // // B) wisdom // // C) social classes // // D) religion // // in this play? When are such ideals or institutions effective? When do they fail? What is // // the basis for success or failure? // // 16. Trace Benvolio’s role and its significance in the play, showing his initial responsibility // // and any changes that occur as the play progresses. // // 17. Relate the following claim to the play: “Love is always more beautiful in the // // presence of death.” // // 18. What choices do Romeo and Juliet make that shape the events of the play? What// //choices could they have made differently to avoid the tragic outcome? How does// //each character contribute to the tragic conclusion?//
 * Handout: __Romeo and Juliet__, Considerations**


 * //offer opportunity for consideration by multiple students!//

Continue reading aloud; depend more heavily on students’ maturation in this area; as alternative (depending on class level and performance), may group students to rehearse and present, or may use tape. As usual, pause to discuss pertinent or difficult lines, scenes, etc.
 * Reading Focus Activity**:


 * Post Activities**:
 * 1) Quiz on Act III.
 * 2) Discuss and continue blog response.
 * 3) Show Franco Zeffirelli's //Romeo and Juliet:// Act III. Discuss and continue blog response.
 * 4) Submission of individual topic notes for Acts I, II, and III.

with guidance and practice, students will be prepared to take on characters’ roles and perform a rehearsed (not memorized) but competent performance of these acts including appropriate actions, representative costuming and props, and blocking,
 * Note Goal for Reading of Acts IV, and V:

Lesson 5: //Romeo and Juliet//, Act IV

Pre-Activities

2. Discuss Modeling Handout below (sample openings, expression of thesis, and documentation) 3. Library venture (With assistance from librarian, students will search out required source materials for individually chosen supported literary analysis (see Lesson 4). //LITERARY ANALYSIS: __ROMEO AND JULIET__// // (sample openings and expression of thesis) // //(I) Love in its many forms is central to Shakespeare’s tragedy of __Romeo and Juliet__. The Nurse and Mercutio speak in vulgar terms about love, referring to its physical side. Romeo's love for Rosaline, contrastingly, is simply superficial, childish infatuation.// //Paris// //represents another form of devotion: contractual love. While he does not actually know Juliet,// //Paris// //recognizes the status her family and she represent. Paris, thus, hopes to marry a name, not a person. Lord and Lady Capulet illustrate a loveless marriage. When Romeo and Juliet converse, Juliet questions Romeo as to his intentions and the form of love he offers (II, ii, 94-97). As the play develops, however, the love between Romeo and Juliet must be recognized as an ideal representation of spiritual, romantic love. While relationships in the play each help to define the nature of love, only Romeo and Juliet depict the truest form, as they live and readily die for their love.// //Thesis:// //(II) Fate plays a significant role in Shakespeare’s __Romeo and Juliet__. Romeo recognizes early in the play that he cannot control the course of his life (I, iv, 106-112). Does fate actually control the course of events, or does each character play a part? If Juliet had been more obedient, Capulet may have been more understanding. If there had been more time, Friar John may have delivered Romeo’s message. If Mercutio had reacted more thoughtfully, he would not have been killed in the sword fight with Tybalt. The fight between Tybalt and Romeo could then have been avoided; Tybalt would not have been killed, and Romeo would not have been banished. Several events could have ended differently if someone had acted in a slightly different manner or arrived a moment earlier or later. Fate, however, dominates the lives and determines even the survival of characters in __Romeo and Juliet.__// // Thesis: //
 * 1. Return and discuss student notes for individual topics, Acts I, II, and III.

// (III) Romeo and Juliet are both lovers and enemies in Shakespeare’s tragedy __Romeo and Juliet__. The Nurse and the Friar both try to help the lovers but ultimately, Romeo and Juliet suffer. The deaths of Romeo and Juliet themselves are a notable example of this duality. Their suffering and deaths are tragic however, without them, their families would not have stopped feuding. //// Verona //// was torn by the hatred between the two families. The sacrifice made by the lovers allows everyone to begin healing old wounds. // // Thesis: //

//Compare and contrast alternatives: Best? Explain.//

3. Library Venture (With assistance from librarian, students will search out required source materials for individually chosen supported literary analysis (See requirements: Lesson 4).**

Reading Focus Activity: **concentration on developing and extending understanding of individual topics and play as a whole).

Continue reading aloud; depend heavily on students’ maturation in this area; as alternative (depending on class level and performance), group students to rehearse and present, or use tape. As usual, pause to discuss significant or difficult lines, scenes, etc.**

Post Activities**:**
 * 1) Quiz on Act IV.
 * 2) Discuss, especially related to students’ individual topics..
 * 3) Show Franco Zeffirelli's //Romeo and Juliet:// Act IV. Discuss and continue blog response.
 * 4) Submission of individual topic notes for Act V.

Lesson 6: //Romeo and Juliet//, Act V

Pre-Activities 2. Expectations for play’s conclusion? Responses to characters?**
 * 1. Return and discuss student notes for individual topics, Act IV.

Reading Focus Activity: Concentration on developing and extending understanding of individual topics and play as a whole).

Continue reading aloud; depend heavily on students’ maturation in this area; as alternative (depending on class level and performance), group students to rehearse and present, or may use tape. As usual, pause to consider significant or difficult lines, scenes, etc.

__Romeo and Juliet__ concluding activities and responsibilities:


 * 1) Draft, peer and teacher edit, and submit individual critical analysis on chosen topic.
 * 2) Small group responsibility: Use technology to develop and prepare a project derived from individual topic concentrations:
 * 3) podcast
 * 4) vodcast
 * 5) wiki
 * 6) blog
 * 7) video
 * 8) musically supported reading
 * 9) a set of __TTYL__ responses to showcase characters, relationships, and concerns
 * 10) Respond: WIKIPEDIA NEEDS ANSWER...ASSIGNMENT TO POST? http://wiki.answers.com/Q/What_is_poetry_scanning
 * 11) student choice
 * 12) Prepare a creative project based on individual topic:
 * 13) Print media Sonnet: prepared from randomly clipped newspaper / magazine text
 * 14) Wanted Posters: focusing on characters most responsible for the tragedy of the play
 * 15) 2 __Post-Secret__ postcards revealing characterization in the play
 * 16) Visual representation of a character in the play by depicting him / her through colors in an Indian mandala design (Include guidelines).
 * 17) Diary Entries: select one character and record his / her views on succeeding days of the play. Include at least 3 entries; use blank verse.
 * 18) student choice
 * 19) Unit exam.
 * 20) Final activity: Class Film Response: View DeCaprio’s version of __Romeo and Juliet.__ As a group, we’ll compare and contrast Shakespeare’s text alongside the old and newer professional versions of this work to determine the successes and failures in each.