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Student: Alison McGarry

Professor: Dr. Esposito


Course: EDU Technology
April 5th, 2015
Grade: Seventh
Drama/Language Arts

Date
Area:

Objective: After having read and acted out portions of


several of Shakespeares plays, students will be exposed
to several texts and films about the bards life. Students
will be able to write a research paper and an oral report
on the life of William Shakespeare and creatively present
their work. Papers will be in correct A.P.A format and
students will strive for 100% accuracy.
Learning Standards: CCSS.ELA-Litearacy.W.7.2: Write
informative/explanatory texts to examine a topic and
convey ideas, concepts and information through the
selection, organization and analysis of relevant content.
Indicator: This will be evident when the student writes a
research paper and gives an oral report on the life of
William Shakespeare.
Motivation: The teacher will come into class dressed in
Elizabethan pantaloons reciting the famous balcony
scene from Romeo and Juliet.
Materials: Index cards, graphic organizers, reference
books, pen and paper.
Strategies: Direct instruction, indirect instruction,
partnerships (for note gathering phase only.)

Adaptations: For the student with a visual perception


learning disability/dyslexia, the teacher will provide a
modified graphic organizer, sentence starters for the
report section and direct assistance with extracting
information from informational texts and note taking
skills.
Differentiation of Instruction: Since all learners do not
have the same interests, students will be divided into four
groups based on interests.
Students interested in sculpture will sculpt a bust of
William Shakespeare.
Students interested in computers will create a
Powerpoint presentation about the life of William
Shakespeare.
Students interested in drama will create their own
skit or play, which will be based on one of the motifs
Shakespeare used in his works, and perform it for the
class.
Students interested in painting will design a mural,
featuring scenes from three of Shakespeares plays
Developmental Procedures: 1) This part of the lesson
will take place in the library. The teacher will go over a
sheet of must haves for the report such as birth place,
time of death, contributions to society, education,
influences and the dates of four major works the author is
known for. Using an overhead, the teacher will
demonstrate how to highlight text for important
information and how to extract details relevant to

building a strong report. Students will be required to


gather and notate 12 to 20 index cards, listing in
sentence or phrase format specific facts about the
playwrights life. (When was Shakespeare born? Where
was he born? What was his early childhood like? How and
where was he educated? What influence in his early life
drove him to start writing? Was Shakespeare ever
married? How did he die? What is considered to be his
most influential work?)
2) Students will be required to make an outline organizing
their notes in sequential order and giving thought to an
introduction and conclusion. They will be required to
complete a graphic organizer that will lend structure to
their paper. (How will you structure your paper? What
information will or should go in your introduction? What
will come next? Make a proposed order for the
presentation of your facts and decide why you chose to
outline your paper in this manner. Explain your thought
process. Was writing a research paper difficult? Why or
why not? What did you learn from this assignment?) A set
graphic organizer will be provided. Students who wish to
deviate from this structure may do so if they can justify
why and still present their facts in a manner which is
sequential and logical.
3) Students will write their papers. (What facts did you
include and why? What did you find most interesting
about the life and times of William Shakespeare? How do
Shakespeares works still impact life and literature today?
Do you think writing a research paper is a useful skill to

have; why or why not? When else might you need to do a


biography or formal research paper?)
4) From the information gathered in the note taking
phase and in the paper writing phase, students will take
what they learned and present it into an oral report.
Students will be instructed on rhetoric and overall speech
giving skills. Examples of requirements for a strong
speech would be: well organized content, good posture,
good eye contact, clear articulation, strong projection,
hand motions or emphasized words where appropriate,
interesting cadence, parallel structure and speech
appropriate jargon where it is fitting. Before writing their
speeches, students will watch examples of great
speeches like I Have a Dream by Martin Luther King or
John F. Kennedys state of the union addess, they may
even look to an example in the play, Julius Caesar , like
the speeches of both Brutus and Cassius. (What things
are required to make a good speech? Why is it important
to maintain good posture and eye contact while
speaking? What is an example of speech rhetoric or
jargon? Did you use any of these devices in your speech?
Which ones and how? If you were to roast William
Shakespeare today, whats one thing you might tease
him about? How do we speak differently than we write?
What phrases or claims can you add to your report to
give it pizzazz? What classic plots, conflicts and motifs
were featured in Shakespeares work? Examples:
jealousy, blind ambition. What are the qualities of a tragic

hero? How do either Othello or MacBeth exemplify the arc


and personality type of the traditional tragic hero?)
Assessment: The teacher will use a checklist and a
rubric to assess the research papers. Requirements will
include an introduction, conclusion, body, factual
evidence cited, three quotes and a personal opinion
section on at least one of Shakespeares works. An
additional rubric will be used to grade the oral report (see
web site.)
Independent Practice: The graphic organizer leading
up to the project to help organize notes will be the only
outside homework, in addition to the actual research
paper, required.
Academic Intervention: For students who have
difficulty meeting the objective, a modified project of
three required pages will be assigned as opposed to five.
The teacher will assist these students in organizing notes
and structuring their papers.
Academic Enrichment: Students who exceed the
objective will create a bulletin board about the life and
works of William Shakespeare with pictures and captions
including interesting facts about the bard.
References:
www.wikipedia.org/wiki/William_Shakespeare
www.shakespeare-online.com
www.biography.com

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