This document outlines a 10-lesson unit plan for a high school English class to study William Shakespeare. The unit will have students research and present on Shakespeare plays. It involves brainstorming plays, independent research on plot, characters and background of assigned plays, and presenting findings to the class. Students will take notes on classmates' presentations and complete worksheets. There will be an evaluation of presentations and a concluding activity where students provide feedback on the learning strategy. The goal is to promote independent research, public speaking skills, and develop a genuine interest in Shakespeare outside the classroom.

1. TEAL UNIT ON SHAKESPEARE
TITLE: SHAKESPEARE….Yesterday,TodayandTomorrow……….
Class: 4th year highschool (liceolinguistico)
School Subject:EnglishandEnglishConversation
Duration: 10 (ten) one hourlessons
Topic: UnderstandingandAppreciatingShakespeare andhisworks
Prerequisites:NotionsandConceptsonShakespeare’sBackgroundandWritingStyle ;
ViewingandCommentingof the followingvideos:
 https://www.youtube.com/watch?v=YYfM0RFZ5cs Elizabethan Theatreand theGlobe;
 https://www.youtube.com/watch?v=P0SBg-KG4C4TheElizabethan Theatre Explained by Willy;
 https://www.youtube.com/watch?v=alInQ7nzKrI –the influence of ShakespeareonEveryday
English.
Objectives:
 Promote IndependentResearchandStudyPractices;
 Encourage studentstospeakand presentinfrontof theirclassmates;
 Enrich note-takingandlisteningskills;
 Encourage studentstocontinue readingShakespeare “outside”the classroomsetting
I. BRAINSTORMING PHASE
 Elicitfrom students the titlesof variousShakespeare Plays;
 Assignone playtoeach student/pair
II. INDEPENDENT RESEARCH AND STUDY PHASE
 Studentsare askedto researchthe playassignedkeepinginmind
fourspecificareas:
 Backgroundinformationonthe play(answeringthe 5Whquestions)
 The main characters
 A brief synopsisof the plot
 Convince yourclassmatestoreadyourplay…..
(usingtheirdevices andpersonal computers studentsprepare theirpresentations respectingthe
aforementionedpoints)
III. PRESENTATION
 Presenting playrespectingatime limitof three tofive minutes;
 PreparingandOrganizing postersand/or powerpointpresentationsusing their
devices (athome andat school)
 ListeningandTakingnoteswhile aclassmate presentshis/herplay( the other
membersof the classtake notesinorder to complete aworksheetregarding:
background information on theplay, thecharacters,theplot and “promote”yourplay);

2.  Settingupa Shakespeare Cornerwhere the variouspostercanbe placed and viewed.
IV. EVALUATIONAND ASSESSMENT
 Studentsare assessedontheirpreparationandexecutionof theirpresentation;
 Studentswill alsobe assessed ontheirlanguage competencesandskills to“promote”theirplay.
V. ConcludingActivityand Remarks
By usingtechnologyinside andoutsidethe classroom, studentsare able totake commandof
theirlearning. In givingspecifictasks,studentsare able tofocuson whatis requiredof them.
In givingpresentations(peertopeer),studentsacquirenotionsandknowledge notonlyfrom
theirteachers,butabove all fromtheirclassmates.Learningtospeakinfrontof a group of
people andtakingnotesprepare studentsforreal life academicandemploymentsettings.The
quieter/more timid studentsstandtobenefitfromthistype of activityastheyare encouraged
by classmatesto“share”notionsandinformation.
Thistype of learningactivityalsoencouragesstudentstodevelopa genuine interestin
literature. Studentsdonotstudypassively (simplyforamark and/orgrade),butare motivated
and interestedin learning more abouta specificShakespearianplay, because theywantto
findoutwhat happensinthe end.Learningandreadingtakesplace “outside”the classroom
setting.
As a final follow-upactivity,studentsare askedtowrite aparagraph (100 words) describing
theirreactionsandcommentstosuch a learning/teachingstrategy. Inthisway, the classroom
teachersare able to analyse andunderstandthe strengthsandweaknessesof sucha
learning/teachingstrategy.
RequiredTechnological Devices:personal computers,LIMboard; ComputerRoomfor
independentresearchandstudy.
Classroom logistics: a “u-shaped”layoutwiththe “presenter”standingorsittinginthe front.
End notes:
The teachers’role inthistype of activityisto guide studentsin theirresearchandencourage
studentsintheirpresentations. Inthisactivity,the teachersbecome facilitatorsassisting
studentsin acquiringknowledgeandnotions, insteadof asole source of knowledge provider.
However,the teachersare responsibleforcheckingunderstanding throughfollow-upor
comprehensionquestionsatthe endof eachpresentation.
The studentswhoare listeningtothe presentationare responsibleforcompletingaworksheet
relatedtothe activity. Athome, as a follow up writingtask, the studentsare todevelopashort
summaryof the playpresentedbyreferringtohis/hernotes.