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Teacher Candidate: Ken Lewis Unit Title: Introduction to Shakespeare- A Midsummer Night’s Dream Essential Question(s): How can a person’s decisions and actions change his/her life and the lives of others? Lesson #2: Introduction to Shakespearean Language Lesson Title/Number Lesson Question (s) State Standards and Performance Indicators What are the differences between languages in the Elizabethan Era as compared to modern day English? What resources are available to enhance interpretations into modern English to understand the text? Standard 1: Students will read, write, listen and speak for information and understanding. Standard 4: Students will read, write, listen and speak for social interaction. Performance Indicators: -Draw conclusions and make inferences on the basis of explicit and implied information. Make, confirm, or revise predictions. -Identify missing, confliction, or unclear information. -Use knowledge of structure, content, and vocabulary to understand informational text. Lesson Objectives (Bloom’s Taxonomy) -Students will compare Shakespearean language to today’s language using “No Fear Shakespeare and A Midsummer Night’s Dream Parallel Text” as a guide to understand passages from different plays. -Students will compare Shakespearean language in conjunction with today’s language by cooperative learning in pairs. ---------------------Acceptable Evidence -Completion of language comparison worksheet. (Formative) -Class participation in cooperative learning group. (Comparing Shakespeare passages in Shakespearean language and modern English.) -Students will define the terms: Bell Ringer and Prior Knowledge Tap – this can be together or separate -Loathed -Oxlips -Scorn - Mewed -Sojourned - Parlous The teacher will give the students 2 minutes to find the words and ask students to share their answers. _________________ ___________________________________________________________ -Students will get into pre-assigned groups -Students will choose a passage out of a play of their choice. -Selection: a. Hamlet b. Romeo and Juliet c. King Lear -The teacher will issue each group a passage from the play of their choosing. -Students will be required to use their cooperative learning roles: Cooperative Learning Research Based Instructional Strategy - Group Manager (reporter)- Manages group performance - Administrative Assistant (reporter)- Maintains Materials - Checker (reporter)- Makes sure all group members are on task - Runner (reporter)- Gets supplies for group - Time Keeper (reporter)- Makes sure group is practicing good time Procedure – management. teacher input, -Students will have 15 minutes to read each passage as a group. modeling, guided -The administrative assistant will record what meanings the group practice, suggests about each passage written in Shakespearean language. independent -Students will attempt to translate each passage into modern English practice, and/or without any help from the parallel text. activities -The teacher will provide support by monitoring class discussions and *Accommodations issuing help to students who struggle to understand certain language. -Check for understanding ^ for learning -After 15 minutes, the teacher will hand the translated version of the modalities are passage each group chose to use. required. -Students will take 15 minutes to compare and contrast what they translated to the actual rendition of the document using The parallel text. -Students will present the result of their findings to the class by describing the outcome of how well their group translated the original passage. They will also describe the difficulties they had and ways to overcome misunderstood wording. -Students will hand in sheet with names and roles assigned to the teacher. -The teacher will monitor guided and independent practice by working with groups as a whole and individual members with their roles by Checks for having students describe their process and idea’s for the presentation. understanding – -Cooperation in group activity will count as participation. directions, procedures, routines, and content (formative) Assessment – type and purpose Closure Accommodations -As a whole group, students must hand in their translated scene in written format. (Formative) -Participation in group activity and oral presentation will count as participation grade. (Formative) -Students will complete presentations. -The teacher will talk to students about lesson for tomorrow which is discussion of Act I. -The students will be thanked for their participation. -Homework is to read summary of Act I -Students are able to use the parallel text as soon as they feel they need to. -Partners will be used to help each other and make sure everyone is on the same page. Materials -Computer -Overhead Projector -Smart Board -Worksheet Duration 1 class period 50 minutes Group members:________________________________________________________________ Date_________________________ Hamlet: Act 3 Scene 4 Original Text Enter GERTRUDE and POLONIUS POLONIUS He will come straight. Look you lay home to him. Tell him his pranks have been too broad to bear with, And that your grace hath screened and stood between Much heat and him. I’ll silence me even here. Pray you, be round with him. HAMLET (within) Mother, mother, mother! GERTRUDE I’ll warrant you. Fear me not. Withdraw, I hear him coming. HAMLET Mother, you have my father much offended. GERTRUDE Come, come, you answer with an idle tongue. HAMLET Go, go, you question with a wicked tongue. GERTRUDE Why, how now, Hamlet? HAMLET What’s the matter now? GERTRUDE Have you forgot me? POLONIUS hides behind the arras HAMLET No, by the rood, not so. You are the queen, your husband’s brother’s wife, And—would it were not so!— Enter HAMLET you are my mother. HAMLET Now mother, what’s the matter? GERTRUDE Hamlet, thou hast thy father much offended. Modern Text GERTRUDE and POLONIUS enter. POLONIUS He’ll come right away. Make sure you lay into him. Tell him his pranks have caused too much trouble, and that Your Highness has taken a lot of heat for them. I’ll be right here, silent. Please be blunt with him. HAMLET (offstage) Mother, mother, mother! GERTRUDE Don’t worry, I’ll do what you say. Now hide, I hear him coming. POLONIUS hides behind the tapestry. HAMLET enters. HAMLET Now mother, what’s this all about? GERTRUDE Hamlet, you’ve insulted your father. HAMLET Mother, you’ve insulted my father. GERTRUDE Come on, you’re answering me foolishly. HAMLET Go on, you’re questioning me evilly. GERTRUDE Hamlet, what, why? HAMLET What’s the problem now? GERTRUDE Have you forgotten who I am? HAMLET For God’s sake no, I haven’t. You are the queen, your husband’s brother’s wife, and you are my mother, though I wish you weren’t. Group Members________________________________________________________________ Date:________________________________________________ Romeo and Juliet Original Text Enter ROMEO and JULIET aloft JULIET Wilt thou be gone? It is not yet near day. It was the nightingale, and not the lark, That pierced the fearful hollow of thine ear. Nightly she sings on yon pomegranate tree. Believe me, love, it was the nightingale. ROMEO It was the lark, the herald of the morn, No nightingale. Look, love, what envious streaks Do lace the severing clouds in yonder east. Night’s candles are burnt out, and jocund day Stands tiptoe on the misty mountain tops. I must be gone and live, or stay and die. JULIET Yon light is not daylight, I know it, I. It is some meteor that the sun exhales To be to thee this night a torchbearer, And light thee on thy way to Mantua. Therefore stay yet. Thou need’st not to be gone. ROMEO Let me be ta'en. Let me be put to death. I am content, so thou wilt have it so. I’ll say yon grey is not the morning’s eye. 'Tis but the pale reflex of Cynthia’s brow. Nor that is not the lark, whose notes do beat The vaulty heaven so high above our heads. I have more care to stay than will to go. Come, death, and welcome! Juliet wills it so.— How is ’t, my soul? Let’s talk. It is not day. Modern Text: ROMEO and JULIET enter above the stage. JULIET Are you going? It’s still a long time until daybreak. Don’t be afraid. That sound you heard was the nightingale, not the lark. Every night the nightingale chirps on that pomegranate-tree. Believe me, my love, it was the nightingale. ROMEO It was the lark, the bird that sings at dawn, not the nightingale. Look, my love, what are those streaks of light in the clouds parting in the east? Night is over, and day is coming. If I want to live, I must go. If I stay, I’ll die. JULIET That light is not daylight, I know it. It’s some meteor coming out of the sun to light your way to Mantua. So stay for a while. You don’t have to go yet. ROMEO Let me be captured. Let me be put to death. I am content, if that’s the way you want it. I’ll say the light over there isn’t morning. I’ll say it’s the reflection of the moon. I’ll say that sound isn’t the lark ringing in the sky. I want to stay more than I want to go. Come, death, and welcome! Juliet wants it this way. How are you, my love? Let’s talk. It’s not daylight. Group Members:_________________________________________________________________ Date:____________________________________________ King Lear Original Text Act 4 Scene 1 Enter EDGAR diguised . EDGAR Yet better thus, and known to be contemned, Than still contemned and flattered. To be worst, The lowest and most dejected thing of fortune Stands still in esperance, lives not in fear. The lamentable change is from OLD MAN (to GLOUCESTER) the best; The worst returns to laughter. Welcome, then, Thou unsubstantial air that I embrace! The wretch that thou hast blown unto the worst Owes nothing to thy blasts. good at all. Thee they may hurt. Enter GLOUCESTER led by GLOUCESTER I have no way, and therefore want no eyes. an OLD MAN But who comes here? My father, poorly led? World, world, O world! But that thy strange mutations make us hate thee, Life would not yield to age. O my good lord, I have been your tenant and your father’s tenant these fourscore years. GLOUCESTER Away, get thee away. Good friend, be gone. Thy comforts can do me no OLD MAN Alack, sir, you cannot see your way. Modern Text EDGAR enters in disguise EDGAR Still, I’m better off now, as a beggar who is openly hated, than when I was flattered to my face hated in secret. The lowliest and most dejected creatures live without fear and still harbor hope. The worst kind of change is when good fortune turns sour. At the bottom, any change is for the better. So I welcome this wind freely. I’ve sunk as far down as I can go, so I’ve got nothing more to fear from the weather. GLOUCESTER enters, led by an OLD MAN. But who is this? My father, led by a poor peasant? Oh, life is full of surprises! We age and die because they wear us out. OLD MAN (to GLOUCESTER) My good lord, I’ve rented land from you and your father for eighty years. GLOUCESTER Away, get out of here. Leave me, my friend. There’s nothing you can do to help me now, and being with me puts your life in danger. OLD MAN But you can’t see where you’re going, sir. GLOUCESTER I don’t have anywhere to go, so I don’t need to see. When I could see, I didn’t always see clearly.