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Students will be able to write a research paper and an oral report on the life of William Shakespeare and creatively present their work. The teacher will come into class dressed in Elizabethan pantaloons reciting the famous balcony scene from Romeo and Juliet. Students will be divided into four groups based on interests.
Students will be able to write a research paper and an oral report on the life of William Shakespeare and creatively present their work. The teacher will come into class dressed in Elizabethan pantaloons reciting the famous balcony scene from Romeo and Juliet. Students will be divided into four groups based on interests.
Students will be able to write a research paper and an oral report on the life of William Shakespeare and creatively present their work. The teacher will come into class dressed in Elizabethan pantaloons reciting the famous balcony scene from Romeo and Juliet. Students will be divided into four groups based on interests.
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