Wednesday May 15
a_midsummer_nights_dream_ib_unit.docx | |
File Size: | 20 kb |
File Type: | docx |
|
|
1. Sharing Circle
2. Watch the “Top 10 Reasons to Study Shakespeare
3. Ask them what they already know about Shakespeare? Ask them to record quotes, facts, references, stuff they have heard from friends, things that they assumes, what do they fear and anything else they know about Shakespeare as fast as they can. Share with a partner. Record on the board.
4. Hand out familiar phrases and give them a few minutes to look at it and check what phrases they have heard of and then how many they understand. Ask them to put up their hand if they have heard 30 of them, 20? 15? 10? Then ask the same for how many they understand. Define for them any ones they want to know what they mean. Explain that they already know many of Shakespeare’s most famous phrases, so there is nothing to be afraid of, we will build on that foundation.
5. Now, to find out more we are going to go on a Shakespeare People Search.
6. Explain that over the next few days we will be learning more about Shakespeare to make him less scary and foreign. Show the Animaniacs clip and explain that I will be their interpreters, but that they will also learn how to decode Shakespeare’s language and become interpreters themselves. (put later in unit). Explain that we will be studying a Midsummer Night Dream. If time, review the unit overview. Get them to write down 2 things they learned today and 1 thing that they are excited to learn about, or want to know more about.
7. Explain Reading in the Round.
8. One way to start is just to have fun with the lines and learn to read them: “Loud and Proud”
Rules for Reading Round:
1. Give students a card, get them to write the number of the card on a piece of paper and fold and put in a yogurt container (on shelf behind my desk)
2. Students stand in a circle (move desks to sides of room)
3. Draw 2 numbers out of the container. Those two students come into centre of circle and read line with expression to each other
4. After everyone has gone, get students to vote on most expressive reader.
2. Watch the “Top 10 Reasons to Study Shakespeare
3. Ask them what they already know about Shakespeare? Ask them to record quotes, facts, references, stuff they have heard from friends, things that they assumes, what do they fear and anything else they know about Shakespeare as fast as they can. Share with a partner. Record on the board.
4. Hand out familiar phrases and give them a few minutes to look at it and check what phrases they have heard of and then how many they understand. Ask them to put up their hand if they have heard 30 of them, 20? 15? 10? Then ask the same for how many they understand. Define for them any ones they want to know what they mean. Explain that they already know many of Shakespeare’s most famous phrases, so there is nothing to be afraid of, we will build on that foundation.
5. Now, to find out more we are going to go on a Shakespeare People Search.
6. Explain that over the next few days we will be learning more about Shakespeare to make him less scary and foreign. Show the Animaniacs clip and explain that I will be their interpreters, but that they will also learn how to decode Shakespeare’s language and become interpreters themselves. (put later in unit). Explain that we will be studying a Midsummer Night Dream. If time, review the unit overview. Get them to write down 2 things they learned today and 1 thing that they are excited to learn about, or want to know more about.
7. Explain Reading in the Round.
8. One way to start is just to have fun with the lines and learn to read them: “Loud and Proud”
Rules for Reading Round:
1. Give students a card, get them to write the number of the card on a piece of paper and fold and put in a yogurt container (on shelf behind my desk)
2. Students stand in a circle (move desks to sides of room)
3. Draw 2 numbers out of the container. Those two students come into centre of circle and read line with expression to each other
4. After everyone has gone, get students to vote on most expressive reader.
Thursday May 16
1. Today we are going to continue our exploration of Shakespeare by learning a little bit about his life and time. Divide the class into 5 groups. Give them 10 minutes to read through their sheets and answer the questions on the sheet
2. Number the students in the groups into 1, 2, 3, 4, and 5 get them to get into their new groups and “teach” the information to their new group. May not copy, must give them the answers orally.
3. Review the answers
4. Free write: What is the most complicated love triangle (or square or pentagon etc.) that you have heard of? Describe it. Include personal experiences (yourself or someone you know), soap operas or movies. OR Describe the biggest fight that you have ever had with a parent(s). Discuss responses
5. Hand out the A Midsummer Night’s Dream plot diagram, what happens in this play? What are the plots?
6. Hand out scavenger hunt sheet and give each student a book. First one that has it done with correct answers wins a prize. Discuss answers.
2. Number the students in the groups into 1, 2, 3, 4, and 5 get them to get into their new groups and “teach” the information to their new group. May not copy, must give them the answers orally.
3. Review the answers
4. Free write: What is the most complicated love triangle (or square or pentagon etc.) that you have heard of? Describe it. Include personal experiences (yourself or someone you know), soap operas or movies. OR Describe the biggest fight that you have ever had with a parent(s). Discuss responses
5. Hand out the A Midsummer Night’s Dream plot diagram, what happens in this play? What are the plots?
6. Hand out scavenger hunt sheet and give each student a book. First one that has it done with correct answers wins a prize. Discuss answers.
Friday May 17
1. Read Scene 1
2. Find a random line in the scene (could have been said already, or coming up). With a partner (someone in a different section of the room) read your line angrily, sadly, in a whisper, happily, passionately, psychotically, mischievously etc.)
3. Finish reading the Act
4. Begin summary Activity
-Cast characters for scene 1 and 2. Have to introduce themselves and explain a bit about themselves. Rest of the class (in pairs) gets a page. Must record the most important event on the page, a quote to support and a tableaux. Students needs to go up to the front, position characters in their tableaux and then read their summary/quote.
-Alternatively, write summary/quote/stick figure sketch on board or the windows.
2. Find a random line in the scene (could have been said already, or coming up). With a partner (someone in a different section of the room) read your line angrily, sadly, in a whisper, happily, passionately, psychotically, mischievously etc.)
3. Finish reading the Act
4. Begin summary Activity
-Cast characters for scene 1 and 2. Have to introduce themselves and explain a bit about themselves. Rest of the class (in pairs) gets a page. Must record the most important event on the page, a quote to support and a tableaux. Students needs to go up to the front, position characters in their tableaux and then read their summary/quote.
-Alternatively, write summary/quote/stick figure sketch on board or the windows.
act_one_group_work.doc | |
File Size: | 163 kb |
File Type: | doc |
Friday May 24
1. Fill in Character notes and Go over review sketches from yesterday. Watch Act 1 on video.
2. Slang game (15 minutes) How do you find the language in the play so far? Is it hard? Remember this play was written in 1595, over four hundred years ago and language has changed A LOT since then. Think about the slang words your parents use? What are some examples? We are going to play a game to see how much language has changed over the last one hundred year. It will help show why the language in Shakespeare’s time seems so different from our own
How did you figure out what the word meant, write on board and get them to copy down
1) Context: look at the rest of the sentence, what does it probably mean.
2) Look at the word itself, prefixes, suffixes, roots
3) Guess
4) Look it up
5) Ignore it if it doesn’t get in the way of understanding the passage
6) Ask a friend or a teacher
3. Give them the vocabulary in context sheet. Ask them to complete it, odds only and mark it together
4. Read Act 2 Scene 1 (only read Puck’s speech, summarize Titania’s/Oberon’s argument, summarize Oberon’s plan and read Helena’s/Demetrius’s fight
5. Fill in notes on fairies if time.
2. Slang game (15 minutes) How do you find the language in the play so far? Is it hard? Remember this play was written in 1595, over four hundred years ago and language has changed A LOT since then. Think about the slang words your parents use? What are some examples? We are going to play a game to see how much language has changed over the last one hundred year. It will help show why the language in Shakespeare’s time seems so different from our own
How did you figure out what the word meant, write on board and get them to copy down
1) Context: look at the rest of the sentence, what does it probably mean.
2) Look at the word itself, prefixes, suffixes, roots
3) Guess
4) Look it up
5) Ignore it if it doesn’t get in the way of understanding the passage
6) Ask a friend or a teacher
3. Give them the vocabulary in context sheet. Ask them to complete it, odds only and mark it together
4. Read Act 2 Scene 1 (only read Puck’s speech, summarize Titania’s/Oberon’s argument, summarize Oberon’s plan and read Helena’s/Demetrius’s fight
5. Fill in notes on fairies if time.
character_notes.docx | |
File Size: | 92 kb |
File Type: | docx |
Thursday May 30
act_2_notes.doc | |
File Size: | 483 kb |
File Type: | doc |
1. Finish notes for the fairies
2. Sort characters onto sheet of where they belong (Athens, the forest, the stage). Match the description to each character
3. Read Act 2 Scene 2.
4. Have students come up with a newspaper headline that captures the essence of each of the scenes
5. Watch video for Act 2
2. Sort characters onto sheet of where they belong (Athens, the forest, the stage). Match the description to each character
3. Read Act 2 Scene 2.
4. Have students come up with a newspaper headline that captures the essence of each of the scenes
5. Watch video for Act 2
Friday May 31
act_3_scene_1_rewrite.docx | |
File Size: | 0 kb |
File Type: | docx |
1. Give students the script for Act 3 Scene 1 (can change genre and/or do puppet show) give them 20 minutes to rehearse
2. Perform script
2. Perform script
Wednesday June 5
1. Rehearse Script
2. Perform
2. Perform
Thursday June 6
act_4_veiwing_sheet.doc | |
File Size: | 422 kb |
File Type: | doc |
1. Watch Act 3 Scene 1 on video
2. Get them to share their favourite insult (must be appropriate for school). What makes a good insult?
3. Learn some stage fighting moves. Play video and stop after each move and practice in pairs.
4. Give out Shakespearean insults. Must come up with 2 insults each (don't define them like the sheet says, just write two insults in the spaces) and choreograph a 4 move fight scene. In pairs.
5. Practice
6. Volunteers can present
7. Handout video viewing sheet and read over with them so that they know what they are looking for.
8. Watch Act 3 Scene 2
9. Watch Act 4
10. Go over sheet together.
11. Vote on whether students would like to read Act 5 (and watch it afterwards) or just watch it. Will complete the play tomorrow.
2. Get them to share their favourite insult (must be appropriate for school). What makes a good insult?
3. Learn some stage fighting moves. Play video and stop after each move and practice in pairs.
4. Give out Shakespearean insults. Must come up with 2 insults each (don't define them like the sheet says, just write two insults in the spaces) and choreograph a 4 move fight scene. In pairs.
5. Practice
6. Volunteers can present
7. Handout video viewing sheet and read over with them so that they know what they are looking for.
8. Watch Act 3 Scene 2
9. Watch Act 4
10. Go over sheet together.
11. Vote on whether students would like to read Act 5 (and watch it afterwards) or just watch it. Will complete the play tomorrow.
Friday June 7
1. Watch Sparknotes video to recap the play
2. Read Act 5
3. Finish the Movie
2. Read Act 5
3. Finish the Movie
Monday June 10
|
|
1. Play Renaissance Fear Factor
2. Introduce passion projects
2. Introduce passion projects