Shakespeare+Unit+Plan

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media type="youtube" key="xKUyq-uCZr0&hl=en&fs=1" height="344" width="425" =The Plan= For my unit plan I will have students explore William Shakespeare's works and how the environment he lived and worked in influenced his literature. I will incorporate inquiry into my unit by asking students to choose their own questions to explore. Students will have the opportunity to choose their own aspect of Shakespeare's work to explore. They will also choose their own method of sharing what they find with the class.

=SOLs= The activities in this unit will reinforce ninth grade English SOLs. Here are some examples.

Activity:
Students will read and discuss at least one play by William Shakespeare.

SOLs:
9.3 The student will read and analyze a variety of literature. 9.5 The student will read dramatic selections.
 * 1) Identify format, text structure, and main idea.
 * 2) Identify the characteristics that distinguish literary forms.
 * 3) Use literary terms in describing and analyzing selections.
 * 4) Explain the relationships between and among elements of literature: characters, plot, setting, tone, point of view, and theme.
 * 5) Explain the relationship between the author’s style and literary effect.
 * 6) Describe the use of images and sounds to elicit the reader’s emotions.
 * 7) Explain the influence of historical context on the form, style, and point of view of a written work.
 * 1) Identify the two basic parts of drama: staging and scripting.
 * 2) Compare and contrast the elements of character, setting, and plot in one-act plays and full-length plays.
 * 3) Describe how stage directions help the reader understand a play’s setting, mood, characters, plot, and theme.

Activity:
Create a film of a selection from one of Shakespeare's plays. Think about how you will stage the piece and how these choices effect what the audience sees and thinks about.

SOLs:
9.1 The student will plan, present, and critique dramatic readings of literary selections.
 * 1) Choose a literary form for presentation, such as a poem, monologue, scene from a play, or story.
 * 2) Adapt presentation techniques to fit literary form.
 * 3) Use verbal and nonverbal techniques for presentation.
 * 4) Evaluate impact of presentation.

Activity:
Students will choose a question they have about Shakespeare's life, times or works. They will conduct reasearch on this question and present what they find to their classmates. The presentation can take whatever form they feel is most appropriate.

SOLs:
9.4 The student will read and analyze a variety of informational materials (manuals, textbooks, business letters, newspapers, brochures, reports, catalogs) and nonfiction materials, including journals, essays, speeches, biographies, and autobiographies. 9.8 The student will credit the sources of both quoted and paraphrased ideas. 9.9 The student will use print, electronic databases, and online resources to access information.
 * 1) Identify a position/argument to be confirmed, disproved, or modified.
 * 2) Evaluate clarity and accuracy of information.
 * 3) Synthesize information from sources and apply it in written and oral presentations.
 * 4) Identify questions not answered by a selected text.
 * 5) Extend general and specialized vocabulary through speaking, reading, and writing.
 * 6) Read and follow instructions to complete an assigned project or task.
 * 1) Define the meaning and consequences of plagiarism.
 * 2) Distinguish one’s own ideas from information created or discovered by others.
 * 3) Use a style sheet, such as that of the Modern Language Association (MLA) or the American Psychological Association (APA), for citing sources.
 * 1) Identify key terms specific to research tools and processes.
 * 2) Narrow the focus of a search.
 * 3) Scan and select resources.
 * 4) Distinguish between reliable and questionable Internet sources and apply responsible use of technology.

SOLs that may be covered depending on how the students choose to share their information:
9.2 The student will make planned oral presentations.
 * 1) Include definitions to increase clarity.
 * 2) Use relevant details to support main ideas.
 * 3) Illustrate main ideas through anecdotes and examples.
 * 4) Cite information sources.
 * 5) Make impromptu responses to questions about presentation.
 * 6) Use grammatically correct language, including vocabulary appropriate to the topic, audience, and purpose.

9.6 The student will develop narrative, expository, and informational writings to inform, explain, analyze, or entertain.
 * 1) Generate, gather, and organize ideas for writing.
 * 2) Plan and organize writing to address a specific audience and purpose.
 * 3) Communicate clearly the purpose of the writing.
 * 4) Write clear, varied sentences.
 * 5) Use specific vocabulary and information.
 * 6) Arrange paragraphs into a logical progression.
 * 7) Revise writing for clarity.
 * 8) Proofread and prepare final product for intended audience and purpose.

9.7 The student will edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing.
 * 1) Use and apply rules for the parts of a sentence, including subject/verb, direct/indirect object, and predicate nominative/predicate adjective.
 * 2) Use parallel structures across sentences and paragraphs.
 * 3) Use appositives, main clauses, and subordinate clauses.
 * 4) Use commas and semicolons to distinguish and divide main and subordinate clauses.

=Assessment= Students will work with me to create a grade contract for their research project and work with me and thier group memebers to create a grade contract for their film.

=Supplemental Materials:=

=Levels of Inquiry=

Confirmation
During this level students will read and discuss the text of one of Shakespeare's plays. They will make sure they understand basics of plot and characterization as well as some of the basic history that effected how and what Shakespeare wrote.

Structured
At this level students will be asked to think about how they interpret some of Shakespeare's writing. They will be asked to respond to questions about theme and how the play could be, in their opinion effectively staged.

Guided
At this level students will be asked to stage a selection from a play by Shakespeare on their own. They will have the opportunity to choose thier own way of interpreting and performing the selection.

Open
Students will be able to choose their own question about Shakespeare and his times to explore and choose how they want to present the information they have found.

=My Inquiry Model= During the research project where students will choose their own topic to explore they will be able to use the my inquiry model--"The New Research Cycle." This project will allow them to identify a question, research the question. Compare and analyze sources, synthesize the information they find and present the information to other.

Resources: http://www.doe.virginia.gov/VDOE/Superintendent/Sols/home.shtml [|http://www.csulb.edu/%7Eacolburn/AETS.htm] http://socserv2.mcmaster.ca/~fss/inquiry/artofinq.htm

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