Meagan Peters
Differentiated Instruction Three-Part Lesson Plan TemplateSUBJECT/Grade: Drama/Shakespeare Unit Grade 10 Suggested Time: 75min
COURSE/Type/Code: ENG2P
LESSON TITLE: Where is Shakespeare’s “place” in the social context of 2011?
Connection to CULMINATING ACTIVITY: This lesson will introduce students to the concepts of characterization/character development, mood, setting etc. and the importance of using media appropriately. This will directly inform their culminating activity and scaffold the skills needed to complete the culminating task: a social media, creative writing, online dating profile based on two characters from Romeo and Juliet. This unit will also lay the groundwork for a lesson on healthy relationships that will be examined throughout the course in an effort to better incorporate the report: “Shaping a Culture of Respect in our School: Promoting Safe and Healthy Relationships” (2008)
Planning Information:Curriculum Connections
Overall Expectation(s):
· Listen to Understand
· Developing and Organizing Content
Specific Expectation(s):
· 1.3 Oral: Using Listening Comprehension Strategies
· 1.3 Reading: Demonstrating Understanding of Content
· 1.1 Writing: Identifying Topic, Purpose and Audience
Learning Goal(s):
· Understand who Shakespeare was
· Understand key aspects of his life and the historical period in which the play was written and received
· Connect Shakespeare with their current lives to see the relevance the play continues to have in modern society
· Understand the difference between “old English,” “Middle English,” and “Modern English”
· Identify key elements in the Prologue and understand the dramatic elements they are being introduced to
Essential Questions:
· What are the role(s) of Shakespeare’s plays in 2011 society?
· Where is Shakespeare’s “place” in the social context of 2011?
· How do roles, language, characters etc change over different time periods (this is more of a unit/course essential question aimed at having students see how language and people change over time – everything is fluid and a reflection of the time period in which it was created-it will be touched on in every lesson and then addressed more formally at the conclusion of the unit and course)
Assessment and Evaluation
Assessment/Success Criteria
Knowledge of Content: literary terminology, concepts and theories; language conventions
§ Students can verbalize who Shakespeare was and some of the key points as to why they think his works are still studied in 2011 when asked
Understanding Content: concepts, relationships among facts/ideas/concept/themes
§ Students can make the connection between characterization and character complexity with real life examples in themselves as prompted by questions
Thinking: The Use of Processing Skills – drawing inferences, interpreting, analyzing, evaluating
§ Students are able to fill in information to their graphic organizers and draw some inferences from the photos from the minds on activity – evident when walking around – if students have fairly blank sheets they may need more explanation or prompting
Communication: expression, organization, purpose, conventions
§ Students can verbalize who Shakespeare was and some of the key points as to why they think his works are still studied in 2011
§ Students can fill in their T charts and graphic organizers with effectiveness with modeling and guided support
· Modeling
· Students are able to write down the points from the Intro based on my example
· Students listen intently while their peers answer questions and engage with the content as I listen and engage with the content
· Guided Practice
· Students are participating (answering questions, asking questions)
· They are listening as I/peers read and filling in their handouts when necessary and when prompted to do so
· Check for Understanding
· At the end of the lesson they are able to celebrate understanding the Prologue
· They indicate a possible appreciation for the story by the end of the unit
· They ask questions to clarify areas that are unclear as the lesson continues
· They can answer my questions whether based on 2011 or when making connections between 2011 and Shakespeare’s play / Bloom’s:
· Knowledge
· Understanding
Differentiated Instruction Details
In this lesson there is oral and written instruction for students throughout. Pictures are used for students that have difficulties with memory recall or who are visual learners. The play is read aloud so that students that have a lot of great energy can take turns reading so they are focused on the task at hand and are also using their energy in a productive manner. Students are encouraged to leave their seats while they read their lines and also while they look at the photos during the minds on activity. His will help the kinaesthetic and spatial learners who like to be “in” the learning process. The handouts are designed as graphic organizers, which many students with IEP considerations (as well as all students) benefit from so they know where to put information and how to summarize it when studying.
Knowledge of Students
Differentiation based on student:
r Readiness (little or no exposure to Shakespeare so emphasis on story rather than language presented during the introduction and then in the examples given in class)
r Learner Profile (look at the learning profiles of the students in the class and begin with what they are most comfortable with and then later in the unit bring in elements that are new or challenging)
r Styles (linguistic, interpersonal and intrapersonal – directions are given orally and also written on the board, students read the lines out loud but can also follow along on the screen/overhead if they learn better from visual rather than oral – during the Minds on Portion doing a think pair share so that students can interact and learn from one another in a small setting ideal for intrapersonal learners)
r Other (mostly boys so create emphasis on where they will find interest (male relationships, fighting scenes etc.), be sensitive to the fact that many will not have seen Shakespeare before) in later lessons encourage them to act out the scenes but for today focus on reading and following along with the scene and then making connections to arenas they are already familiar with
Need to Know
· No Fear Shakespeare will be introduced as well as some of the language issues around Shakespeare.
· Class time dedicated to reading and understanding to slowly scaffold reading and comprehension
· At home practice to encourage out of class learning slowly introduced and different each class
· Oral explanations
· Visual aids (photos but later on videos and role-playing, reenacting will be introduced to build excitement and create ease in stressed students)
Differentiated Instruction Response
r Learning materials (content) Multimodal Approach (oral and visual learners are targeted in this lesson)
r Ways of learning (process) Reading speed, pace of content exploration, content understanding checks – oral and visual throughout
r Learning environment Positive – We are all beginners to Shakespeare, but we all know his work in some way (give examples) make the connections between them and the content they are reading
Necessary Prior Knowledge & Skills
Students have had little or no exposure to Shakespeare in the past so this class will introduce them to his works, time period and relate the play “Romeo and Juliet” to their lives. They will be able to make the connections based on their knowledge of 2011 society and communities.
The lesson will form the foundation for the culminating activity (a media piece around characterization and social media awareness) and provide the handouts required for the formative assessments taking place throughout the unit. The handouts will be used during the reading of the Prologue as we begin to work our way through the play. Students will have an idea of how to work with graphic organizers and make some brief notes but will require guided practice throughout the lesson.
Students will have some exposure to Shakespeare in their lives that they are possibly unaware of and will likely bring the notion that Shakespeare is hard, confusing and too distanced from 2011 to really matter. By asking them questions such as “what tragic teen romances are you aware of in 2011” we can collectively begin to make the connections together. They will have some knowledge of tragic teen romances from movies, books and Hollywood media.
General reading and writing ability will also be brought – however those abilities will vary greatly across the class.
Materials & Resources
Materials:
· Overheads of handouts
· If no internet and LCD projector, Overheads of the Prologue and photos
Appendices:
· Handouts (for students print one per page) possibly change some so that they are mind maps rather than all charts – for instance the theme based handout may be better as a mind map so that they can shoot off different scenes where it appears rather than re-list it each time
· Photos of Shakespeare and Globe Theatre (if technology is available then have in a Power-point or Smart-board)
Internet Resources:
Mabillard, Amanda. Why Study Shakespeare? (2010).Shakespeare Online. http://www.shakespeare-online.com/biography/whystudyshakespeare.html
Wikipedia Contributor. Stratford-Upon-Avon (2011). Wikipedia. http://en.wikipedia.org/wiki/Stratford-upon-Avon
Wikipedia Contributor. Modern English (2011) Wikipedia. http://en.wikipedia.org/wiki/Modern_English
Wikipedia Contributor. Middle English (2011) Wikipedia. http://en.wikipedia.org/wiki/Middle_English
Wikipedia Contributor. Old English (2011) Wikipedia. http://en.wikipedia.org/wiki/Old_English
No Fear Shakespeare: Romeo and Juliet (2011) SparkNotes. http://nfs.sparknotes.com/romeojuliet/ / Agenda (to be listed on blackboard, in student language)
· Short Burst of Writing Exercise
· Who was William Shakespeare?
· Why do we continue to read Shakespeare?
· Romeo and Juliet: The Historical Context
· How are we going to read Romeo and Juliet
· Go Over Handouts
· Prologue
· Questions?
· Tomorrow in ENG2P
· Homework
Minds On (Hook) / Connections
Individually (10 minutes approx.)
Short Burst of Writing:
· Put 2 pictures on the board: one of Shakespeare, one of the Globe Theatre.
· In your notes I want you to make a T Chart. One the left I want you to write “Shakespeare” and on the right I want you to write “Globe Theatre”
· Under each heading I want you to write everything you know about Shakespeare and the Globe Theatre. If you think you know nothing you are wrong! You may come and look at the photos attached to the board. Then tell me what you see in those photos – what does he look like? What is he wearing? How is the theatre set up? Etc. etc.
· When you are finished and have written all you can write I want you to connect with an elbow partner and share what you each know and have inferred (decided) based on the pictures about Shakespeare and the Globe Theatre
(5 minutes approx) Who wants to share some of what they have written down? / AfL
· Look at their Burst of Writing by walking around to see who is writing and who needs more help with it
Action
Entire Class Collectively: (45-50 minutes)
Lesson:
When I saw something that fits into your T chart jot it down. Ask lots of questions throughout if you need clarification or are interested in something you hear!
Who was William Shakespeare?
- 1564-1616 – Stratford-upon-Avon, Warwickshire England (write on the board for students who need to see the wording (ELL students or students with slow verbal processing)
- Married Anne Hathaway in 1582 (insert joke about the 2011 Anne Hathaway and how they are not the same … at all) – had three children: Susana, Judith and Hamnet
- Wrote 38 plays and 154 Sonnets – the plays were performed in the Globe Theatre
- No copyright laws so many of the plays refined works of others – has multiple folios of his own works to keep improving based on audience feedback etc – what does this make you think of? What do you rewrite after you get feedback from others? How many drafts do you write of something before you hand it in?
Why do we continue to read Shakespeare?
- His plays illuminate the human experience – what does this mean? Give an example?
- His plays are great stories – entertaining enough to stand the test of time
- Who hear likes two things that are polar opposites? Lets have some examples! Me – I like to read but man do I ever love a good movie. Characters are compelling with many complexities people are complex just like his characters. Use a student as an example of complex based on their polar likes
- He is responsible for many of the clichés and phrases we use today: who has heard of these phrases? It is what it is, it’s all Greek to me etc. explain how these cliché’s are used for any ELL students or new Canadians that are still picking up our slang terminology
Romeo and Juliet: the Context.
- Tragic romance of teen love – which in here is a teenager? Who here knows what love is? Why do you think I am going to get you to read a play about teen love that is tragic? Do you know any other examples of tragic teen love stories (here I can get some ideas for other materials to incorporate as I go)
- Battles/family feuds/ obligations
- Murder/suicide
Introduction to “No Fear Shakespeare.” – How we are going to read the play
- Old English: written and spoken by the Anglo-Saxons
- Write on the board so they can see what it looks like but they don’t need to know this it is more because its interesting to see how language develops and changes because it is fluid both in meaning and form: Example: Ūrne ġedæġhwāmlīcan hlāf syle ūs tō dæġ, (Our daily loaf do sell (give) to us today,)
- Middle English:
- Write on board as well: Example: That hem hath holpen, whan that they were seeke. (To give his help to them when they were sick)
- Modern English: introduced around 1550 after the great vowel shift (major change in pronunciation)
So we are going to read Romeo and Juliet in two ways: firstly: we are going to use No Fear Shakespeare which is a modern translation; secondly, we are going to use the copies of the plan you have in your hands. Our goal is to have you reading sections of the play and understanding them without help from the modern language translation (some will be able to do this faster than others or with larger sections of the play so how much will not be specified)