by Susan Smetana
Unit Rationale: The works of William Shakespeare have endured through the centuries and continue to be read and taught at the high school and college levels. As part of the ninth grade curriculum, students will encounter what, for most, will be their first experience with a Shakespearean play. In order to understand the meaning of the language, to develop an appreciation for Shakespeare's humor and his deep insight into the human condition, students must first have some working knowledge of the author himself and the time in which he lived and worked. Additionally, students will be required to use Internet resources and other computer programs to research and present their findings to the class.
Time: 1 -1/2 weeks
Outcomes: Students working in groups of 4 will select one of the following as their final project for this unit.
Research and collect information on Shakespeare’s birthplace, his early life, and his career as an author. Then, create a travel brochure or guide of Shakespeare’s England. The final product should be at least three pages. (ELA Curriculum Standard 1, Technology Standards 1, 3, 4, & 5)
Compare and contrast Elizabethan Theater of Shakespeare’s time with modern theaters. Research information about the structure and size of Elizabethan theaters, the patrons, requirements for the actors, cost of performances, costuming, special effects and props, etc. Create a picture presentation using Powerpoint to display this information. The final presentation should be a minimum of 5 minutes. (ELA Curriculum Standard 1 & 3, Technology Standards 1, 3, 4, & 5)
Research information on Shakespeare’s life and work. Then, write a poem or sonnet that eulogizes him and his accomplishments. Display the poem while reciting it to the class. The final product should be a minimum of fourteen lines. (ELA Curriculum Standards 1 & 2, Technology Standards 1, 3, 4, & 5)
Visits One and Two: Questioning and Planning
Ask the class to think of questions that could be asked about William Shakespeare's life and work. Have students categorize their questions and delete those that may not be helpful. Ask them to identify which of their questions are the most important and which are the least important?
Sample Questions: What do you want to know about William Shakespeare?
What key words will give away the location of the answers ?
What is it like to attend a live theater performance today?
What might be different about our world today if Shakespeare had never existed?
Imagine that your group has been transformed to 16th Century Elizabethan England. How might your theater experience compare and contrast to attending a theater performance today?
How might Shakespeare react if he were to visit a contemporary performance of one of his plays?
Why might you recommend to a relative or friend that a visit to Shakespeare's home would be an ideal vacation destination?
What might it have been like to be married to William Shakespeare ?
What might William Shakespeare's children have said about their father?
What might it have been like to be an actor in the Globe Theater of Shakespeare's day?
Which elements of Shakespeare's own life might he have found important to include in some of his plays?
Visits Three and Four : Researching using the Internet
Locate and read information for your topic using the following websites and others you may find.
Select specific, accurate, and relevant information from the research to address your group's assignment
Project 1: Review sample travel brochures of famous person's birthplaces. Decide in your group, what information will be necessary for your brochure about Shakespeare's England. Refer to questions and answers from Visit One if necessary. Select appropriate photographs, drawings, quotations, etc.
Project 2: Collect and copy photographs of the rebuilt Globe Theater as it appeared in Shakespeare's time. On what areas should you focus? (i.e. stage, gallery, backstage areas, etc.) Describe the requirements for the actors, the costuming, the special effects and the props that were used. Copy photographs where appropriate.Identify the cost of attending a performance at that time. Consider how a theater production in Shakespeare's time would be similar to a modern performance of a play. How would the experience be different?
Project 3: Review samples of sonnets and other poems from previous classes. Identify the purpose of a eulogy. Select details about Shakepeare's life that would be appropriate to include in a eulogy about him.
Visit Five: Organize your information
Establish a clear and relevant focus for the project. Determine the most logical organizational pattern for the details in your project.
-spatial (left to right)
-chronological (in order of time)
-comparison/contrast (identifying similarities and differences)
-sequential (first, then, next , finally)
Include an introduction, conclusion, and transitions that will contribute to the cohesion of the whole.
Visit Six: Write /Compile the Final Project
1.Write the final presentation. Include a complete bibliography at the end of your project.
2. Establish how your group will use the technology to support the presentation of your project. (i.e. Powerpoint)
Visit Seven: Evaluate and Revise
Read and evaluate your final product using the scoring rubric as a guideline. Revise where necessary and write the final product.
Rehearse your group's formal presentation to the class. Consider who will present and whether handouts to the student audience will be necessary.
Visit Eight: Presentation of Projects
Give oral presentation of project with visual enhancement. (minimum 5 minutes)
Scoring Rubric for Written Portion of Project
Quality |
5 |
4 |
3 |
2 |
1 |
| Meaning: the extent to which the writing product exhibits a sound understanding and analysis of the task | Synthesizes complex, relevant information with
originality and depth Conveys a thorough understanding of the task |
Synthesizes relevant information clearly
displaying some originality and creativity Conveys a clear understanding of the task |
Summarizes basic information showing some
originality and creativity Conveys a basic understanding of the task |
Conveys a confused or inaccurate understanding
of the information found Makes few or superficial connections between the assigned task and the information found |
Copies information from sources used Makes no connection between the assigned task and the information found. |
| Development: the extent to which ideas are elaborated using specific details appropriate to the task | Develops ideas clearly and fully making effective use of a wide range of relevant and specific details from the texts cited | Develops ideas clearly and consistently using relevant details from the texts cited | Develops some ideas more fully than others, using specific and relevant details from the texts cited | Ideas are incomplete or largely undeveloped, hints at ideas but references to the text are vague, irrelevant, repetitive, or unjustified | Ideas are minimal with no evidence of
development
|
| Organization: the extent to which the response exhibits direction, shape, and coherence | Maintains a clear and appropriate focus Exhibits a logical and coherent structure through the skillful use of transitions |
Maintains a clear and appropriate focus Exhibits a logical sequence of ideas using some transitions |
Establishes, but does not maintain a clear and
appropriate focus Exhibits a basic structure but may include some internal inconsistencies |
Lacks an appropriate focus but suggests some organization, or suggests a focus but lacks organization | Shows no focus or organization |
| Language Use: the extent to which the response reveals an awareness of audience and purpose through the effective use of words, sentence structure, and sentence variety | Uses sophisticated language that is precise
and engaging Varies structure and length of sentences to enhance meaning |
Uses language that is fluent and original Sentences have some variation |
Uses appropriate language exhibiting some
originality Occasionally makes effective use of sentence structure |
Uses language that is imprecise or unsuitable
for the audience or purpose Reveals little awareness of how to use sentences to achieve an effect |
Uses language that is incoherent or
inappropriate Relies on simple sentences to convey ideas |
| Conventions: the extent to which the response exhibits correct spelling, punctuation, grammar, capitalization, paragraphing, and usage | Demonstrates control of the conventions with essentially no errors even when using sophisticated language | Demonstrates control of the conventions exhibiting occasional errors | Demonstrates partial control of the conventions exhibiting occasional errors that sometimes hinder comprehension | Demonstrates a lack of control exhibiting frequent errors that make comprehension difficult | May be illegible or unrecognizable as English |
Rubric for Oral Presentation:
The ideas and information were clear to the audience
5 4 3 2 1
The speaker's voice was clear and enthusiastic.
5 4 3 2 1
The speaker used technical support to effectively convey ideas.
5 4 3 2 1
The speaker maintained good eye contact with the audience.
5 4 3 2 1
The speaker paused in appropriate places.
5 4 3 2 1
The speaker emphasized words and phrases correctly.
5 4 3 2 1
The speaker used appropriate, effective, and relaxed gestures.
5 4 3 2 1