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Power Point (Final Pdf Version)
 

Power Point (Final Pdf Version)

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    Power Point (Final Pdf Version) Power Point (Final Pdf Version) Presentation Transcript

    • Student Page [Teacher Page] Modern Shakespeare A WebQuest for 12th Grade English Title Introduction Designed by Troy Standard Task troytns@simla.colostate.edu Process Evaluation Conclusion www.flickr.com ; ClatieK Credits Based on a template from The WebQuest Page
    • Student Page Introduction [Teacher Page] It is no surprise that reading Shakespeare may seem distant and confusing to Title modern readers. The language is archaic (old-fashioned), the actors dressed in Introduction extravagant clothes, and kings and queens are a far cry from our modern government. However, there were many themes present in Shakespeare’s plays Task that are still relevant today. While regicide (assassinating the king) may not be a problem in America, there is a wealth of issues and problems that even you and Process your friends might face: jealousy, revenge, honor, and love. Evaluation Conclusion www.flickr.com; thomas.merton www.flickr.com; One Lucky Guy What are some ways that our society can better understand the important issues that William Shakespeare wrote about? Are these themes still present in modern times, with a different context? Credits
    • Student Page [Teacher Page] The Task Title In this Webquest, you will learn about the popular culture of Elizabethan England. You will be researching this time period, the Introduction stage itself, and what issues people were discussing. Then, you will Task find a scene from one of Shakespeare’s plays that reflects a theme common in life today. Your group will ‘translate’ the language of the Process play into a modern rendition of the scene. Evaluation Conclusion And now, for the fun part… After a short presentation on a historical topic relevant to the theatre or Elizabethan England, you get to put on your own play! Be creative. You may use slang, conversational language, and props. Have fun! Credits
    • Student Page [Teacher Page] The Process 1. First, your teacher will organize you into groups of four (or he / she might Title let you pick your own). Introduction 2. Once you have your groups established, you will decide on a scene from one of Shakespeare’s plays. Your teacher will provide examples of some Task scenes that might work well for this project. Process 3. Next, you will use the following websites to research both William Shakespeare and the time period in which he was writing. Some of the websites provide tips or examples of translations for Shakespeare’s plays Evaluation into modern language. 4. You will write your own version of the scene. After a brief group Conclusion presentation discussing the Elizabethan stage, actors, or other relevant topic, you will perform your scene in front of the class. The rest of the class will follow along with the original play. The following websites will be very helpful: (Simply click the link to go to the website) The Globe SparkNotes’ No-Fear Shakespeare Theatre Shakespeare Online Shakespeare’s Grammar The Globe Theatre High School Guide to Reading Shakespeare Shakespeare’s Life and Times Shakespeare in Performance Peasant Life in Elizabethan England Shakespeare Dictionary Credits Middle English (Shakespeare) vs. Modern English www.flickr.com; wallyg
    • Student Page [Teacher Page] Evaluation CATEGORY 4 3 2 1 Title Historical Accuracy All historical information Almost all historical Most of the historical Very little of the historical appeared to be accurate information appeared to be information was accurate information was accurate Introduction and in chronological order. accurate and in and in chronological order. and/or in chronological chronological order. order. Task Point-of-view, arguments, Point-of-view, arguments, Point-of-view, arguments, Point-of-view, arguments, Role Process and solutions proposed and solutions proposed and solutions proposed and solutions proposed were consistently in were often in character. were sometimes in were rarely in character. character. character. Evaluation Conclusion Presence of modern Group demonstrates very Group somehwat The theme is kind of hard There are no themes well a theme common in demonstrates a theme to find from the play. common to modern life in theme modern life. common in modern life. the play. Knowledge Gained Can clearly explain several Can clearly explain several Can clearly explain one Cannot explain one way in ways in which his character ways in which his character way in which his character which his character quot;sawquot; quot;sawquot; things differently than quot;sawquot; things differently than quot;sawquot; things differently than things differently than other other characters and can other characters. other characters. characters. clearly explain why. Props/Costume Group uses several props Group uses 1-2 props Group uses props they The group uses no props (could include costume), which make the found in their lockers five OR the props chosen show considerable presentation better. minutes before class. detract from the work/creativity and make presentation. the presentation better. Credits
    • Student Page [Teacher Page] Conclusion Title What did you learn about the time period in which Shakespeare lived? Introduction Were you surprised that many of the issues dealt with in the plays are still relevant today? Task Process Discuss with your teacher and classmates the importance of studying this literature. Evaluation Conclusion www.flickr.com; Krypto Credits
    • Student Page [Teacher Page] Credits & References Thanks to the users of Flickr who listed their pictures with a “Creative Commons” license so Title that I could use them in this project. Introduction www.flickr.com Task Shakespeare Statue - Clatie K http://www.flickr.com/photos/clatiek/462222145/ Process Rose – Thomas Merton http://www.flickr.com/photos/thomas-merton/2123365735/ Swords – One Lucky Guy http://www.flickr.com/photos/8765199@N07/2636798565/ Evaluation The Globe Theatre – Wally G http://www.flickr.com/photos/wallyg/303883503/ Shakespeare Royal Theatres – Krypto http://www.flickr.com/photos/krypto/133571578/ Conclusion Here’s some links back to The WebQuest Page and The WebQuest Slideshare Group so that others can acquire the latest version of this template and training materials. Credits
    • Student Page Teacher Pages [Teacher Page] (Student pages) Modern Shakespeare A WebQuest for 12th Grade English Title Title Introduction Introduction Designed by Troy Standard Task Learners troytns@simla.colostate.edu Process Standards Evaluation Process Conclusion Resources Evaluation Teacher Script Conclusion www.flickr.com ; ClatieK Credits Based on a template from The WebQuest Page
    • [Student Page] Teacher Page Introduction (Teacher) This lesson was developed for a project in an Education and Technology course at Title Colorado State University. It was designed to familiarize students to inquiry-based Introduction learning and also to using PowerPoint. Learners This webquest will be used during a unit on Shakespeare, in which students will be Standards reading two of his plays, one each of a comedy and a tragedy. This webquest assignment will be between the readings of the two plays, as a way to ‘break up’ an Process otherwise basic topic. Students (in groups of four) will research Shakespeare, his culture and England at the time, and then translate one of his scenes into modern Resources English. They will then perform a creative rendition of the scene using contemporary language. Students will answer the following questions in this project: Evaluation What are some ways that our society Teacher Script can better understand the important issues that William Shakespeare wrote about? Conclusion Are these themes still present in modern times, with a different context? Credits
    • [Student Page] Teacher Page Learners (Teacher) This project is designed for an 11th or 12th grade English class, as the subject matter Title is complex and students need to be mature enough to critically think about Introduction Shakespeare’s themes and their modern equivalent. Learners It could be extended to a 9th or 10th grade class, with more help from the teacher, as far as guiding the students to scenes that would work. Standards Process Resources Evaluation Teacher Script Conclusion Credits
    • [Student Page] Teacher Page Curriculum Standards (Teacher) Title Introduction The following standards apply to this lesson: Learners STANDARD 2: Students write and speak for a variety of purposes and Standards audiences. • write and speak for a variety of purposes such as telling stories, presenting Process analytical responses to literature, conveying technical information, explaining concepts and procedures, and persuading; Resources • write and speak for audiences such as peers, teachers, and the community; Evaluation STANDARD 6: Students read and recognize literature as a record of Teacher Script human experience. Conclusion • read literature to investigate common issues and interests Furthermore, students will be engaged in other learning strategies as well. For example, they will be gathering and filtering research. They will also be thinking creatively, by constructing a play that mirrors the themes in Shakespeare but that is also accessible to a modern audience. Credits
    • [Student Page] Teacher Page The Process (Teacher) Title 1. First, your teacher will organize you into groups of four (or he / she might let you pick Introduction your own). 2. Once you have your groups established, you will decide on a scene from one of Learners Shakespeare’s plays. Your teacher will provide examples of some scenes that might work well for this project. Standards 3. Next, you will use the following websites to research both William Shakespeare and the time period in which he was writing. Some of the websites provide tips or examples of Process translations for Shakespeare’s plays into modern language. 4. You will write your own version of the scene. After a brief group presentation discussing Resources the Elizabethan stage, actors, or other relevant topic, you will perform your scene in front of the class. The rest of the class will follow along with the original play. Evaluation This lesson is organized for one class of around twenty or thirty students. It should be Teacher Script taught over a minimum of three days, probably a maximum of five. I would introduce the Conclusion project in the first ten minutes of the first class (most of the instructions are on the WebQuest itself) and then let the students conduct research and begin planning on the first day. Maybe let them get some props from home, continue working on the second day, and then do presentations on the third (and maybe fourth) day. Again, this timeframe will be determined by class size, the length of the class period, and resources for research. This lesson is mostly single-disciplinary, focusing primarily on English (literature) but it loosely includes theatre and drama because students will be performing a play; however, students will be graded more on analyzing the themes from the scene than by their acting. Students are divided into groups of four (or five, if necessary). Depending on the work ethic of your class, you may allow them to choose their own groups; honestly, they might be more creative and work better together if they are with friends, but they may also be distracted. There does not need to be roles for each group, such as a researcher, actors, historical speaker, etc. but rather, they may all be researchers and actors. Groups should be given fifteen minutes for their entire presentation; five to seven minutes on the historical presentation … (cont’d) click here to Credits continue to process page 2
    • [Student Page] The Process 2 (Teacher) Teacher Page (i.e., the Globe Theatre, Renaissance popular culture, Shakespeare biography). You may assign a topic to each group, or you may decide to let each group create their own presentation. Much of the planning for this project will depend on how Title well your class operates in group settings; if they tend to be distracted easily, you might want to provide more rigid instruction. If they are productive and stay on task, Introduction they may be given more liberties. Learners No special experience or abilities are required from the teacher, except basic Standards knowledge of Shakespeare that any and every English teacher should have by now. Process Process 2 ***Note: When I get some more free time, I will add some scenes from some of his plays that I think would work well for this project. For example, there’s a scene Resources where Hamlet discovers his King has killed Hamlet’s father and he tries to trap him and prove he’s guilty; I don’t know exactly what act and scene this is. Like I said, Evaluation when I get more time I’ll put six or seven scenes as examples. For now, find some famous and basic scenes, or you can always let the students find their own; but Teacher Script again, it’s up to you how much freedom you allow for your students.*** Conclusion You don’t necessarily need book copies of Shakespeare’s plays; Sparksnotes contains full text versions of the plays, and many other websites contain the plays in their entirety. I suppose a library or media center would be helpful for this project, as internet access is absolutely necessary. This project could be homework, if students have access to the internet at home. However, three to four days in class should be sufficient to complete the project. Variations: You could use a different playwright, but beware of limited information on writers like Ben Johnson. Shakespeare is safe because there’s so much research out there.
    • [Student Page] Teacher Page Resources (Teacher) You don’t necessarily need book copies of Shakespeare’s plays; Sparksnotes Title contains full text versions of the plays, and many other websites contain the plays in Introduction their entirety. Learners Really, all you need for this project is around twenty or thirty computers with internet access. The presentations will be basic, not requiring powerpoint or projectors, Standards though these may be optional. Process The most helpful website is going to be Sparknotes. Explain to students that this website is very helpful for summarizing plays, but (of course) nothing can replace Resources reading the original text. This website actually translates a handful of his plays into modern English, so these can serve as examples to students. Encourage creativity; Evaluation have students include slang and body language they use with their friends; the objective is to take Shakespeare, understand the play, and then make it available Teacher Script and interesting to the audience, a high school class. Conclusion One teacher should be sufficient, but an aide may be helpful to ensure that students are staying on task. Credits
    • [Student Page] Teacher Page Evaluation (Teacher) CATEGORY 4 3 2 1 Title Historical Accuracy All historical information appeared to be accurate Almost all historical Most of the historical information appeared to be information was accurate Very little of the historical information was accurate and in chronological order. accurate and in and in chronological order. and/or in chronological Introduction chronological order. order. Learners Role Point-of-view, arguments, Point-of-view, arguments, Point-of-view, arguments, Point-of-view, arguments, and solutions proposed and solutions proposed and solutions proposed and solutions proposed Standards were consistently in character. were often in character. were sometimes in character. were rarely in character. Process Resources Presence of modern theme Group demonstrates very well a theme common in Group somehwat demonstrates a theme The theme is kind of hard to find from the play. There are no themes common to modern life in modern life. common in modern life. the play. Evaluation Teacher Script Knowledge Gained Can clearly explain several Can clearly explain several Can clearly explain one Cannot explain one way in ways in which his character ways in which his character way in which his character which his character quot;sawquot; Conclusion quot;sawquot; things differently than other characters and can quot;sawquot; things differently than other characters. quot;sawquot; things differently than other characters. things differently than other characters. clearly explain why. Props/Costume Group uses several props Group uses 1-2 props Group uses props they The group uses no props (could include costume), which make the found in their lockers five OR the props chosen show considerable presentation better. minutes before class. detract from the work/creativity and make presentation. the presentation better. Evaluate students mostly on the brief history presentation. Also, emphasis should be placed on how well the students made the language accessible, not so much on their acting abilities. A class discussion would be helpful (after all the presentations are finished) to talk about what everyone learned, Credits if they had fun, etc.
    • [Student Page] Teacher Page Teacher Script (Teacher) For a teacher script that would be used in a younger class or class of English as a Title Second Language learners, the facilitator (teacher) will do most of the guidance, and Introduction have a loose discussion about Shakespeare. The focus of this discussion will be on themes relevant to both Shakespeare’s world and our world. Learners •The teacher might ask students to list some of the things they know about Standards Shakespeare’s plays; love in Romeo and Juliet, revenge in Hamlet, etc. •The teacher should provide a link to Sparknotes to show how Shakespeare’s Process language has been translated into modern English. •The teacher might provide the scripts to students so that they can just perform the Resources play. •This webquest can be used by the teacher to get ideas and find links to helpful Evaluation websites; however, much of an adapted lesson will be primarily on a class discussion. This entire lesson can take one day, with the teacher asking students if Teacher Script they can think of any themes that we still struggle with today, such as jealousy and Conclusion revenge. •This page is linked to the Process segment off of the Teacher Page Credits
    • [Student Page] Teacher Page Conclusion (Teacher) This lesson would be very helpful to show that Shakespeare’s plays were actually Title vibrant and extremely important to society, even though the language is archaic and Introduction difficult to read. After learning to translate this language, students will be better prepared for future Shakespeare classes and/or lectures. Translation is crucial Learners because it teaches students to put a piece into their own words, thus making it accessible to everyone. Furthermore, this lesson encourages research strategies Standards and group work. Creativity is tapped when the students must adapt the play to include something that they deal with in their social settings. Process Resources Evaluation Teacher Script Conclusion Credits
    • [Student Page] Teacher Page Credits & References (Teacher) Thanks to the users of Flickr who listed their pictures with a “Creative Commons” license so Title that I could use them in this project. Introduction www.flickr.com Learners Shakespeare Statue - Clatie K http://www.flickr.com/photos/clatiek/462222145/ Standards Rose – Thomas Merton http://www.flickr.com/photos/thomas-merton/2123365735/ Swords – One Lucky Guy http://www.flickr.com/photos/8765199@N07/2636798565/ Process The Globe Theatre – Wally G http://www.flickr.com/photos/wallyg/303883503/ Shakespeare Royal Theatres – Krypto http://www.flickr.com/photos/krypto/133571578/ Resources Evaluation Teacher Script Here’s some links back to The WebQuest Page and The WebQuest Slideshare Group so that Conclusion others can acquire the latest version of this template and training materials. Credits