This document provides an overview of a WebQuest lesson plan designed to teach high school students about William Shakespeare and themes in his plays that are still relevant today. Students will be organized into groups to choose a scene from one of Shakespeare's plays, translate the language into modern English, and perform a creative rendition of the scene. They will also give a brief presentation on a topic related to Elizabethan England or the theatre. The goal is for students to understand Shakespeare's work in a more accessible way and recognize themes like love, jealousy, and revenge that were important in his time and remain so today.

1. Modern Shakespeare Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] A WebQuest for 12th Grade English Designed by Troy Standard [email_address] Based on a template from The WebQuest Page www.flickr.com ; ClatieK

2. Introduction Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] It is no surprise that reading Shakespeare may seem distant and confusing to modern readers. The language is archaic (old-fashioned), the actors dressed in extravagant clothes, and kings and queens are a far cry from our modern government. However, there were many themes present in Shakespeare’s plays 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 your friends might face: jealousy, revenge, honor, and love. www.flickr.com ; thomas.merton 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? www.flickr.com ; One Lucky Guy

3. The Task Student Page Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] In this Webquest, you will learn about the popular culture of Elizabethan England. You will be researching this time period, the stage itself, and what issues people were discussing. Then, you will 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 play into a modern rendition of the scene. 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! Title

4. The Process Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] First, your teacher will organize you into groups of four (or he / she might let you pick your own). 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 scenes that might work well for this project. 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 into modern language. You will write your own version of the scene. After a brief group 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) SparkNotes’ No-Fear Shakespeare 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 Middle English (Shakespeare) vs. Modern English www.flickr.com ; wallyg The Globe Theatre

5. Evaluation Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] CATEGORY 4 3 2 1 Historical Accuracy All historical information appeared to be accurate and in chronological order. Almost all historical information appeared to be accurate and in chronological order. Most of the historical information was accurate and in chronological order. Very little of the historical information was accurate and/or in chronological order. Role Point-of-view, arguments, and solutions proposed were consistently in character. Point-of-view, arguments, and solutions proposed were often in character. Point-of-view, arguments, and solutions proposed were sometimes in character. Point-of-view, arguments, and solutions proposed were rarely in character. Presence of modern theme Group demonstrates very well a theme common in modern life. Group somehwat demonstrates a theme common in modern life. The theme is kind of hard to find from the play. There are no themes common to modern life in the play. Knowledge Gained Can clearly explain several ways in which his character "saw" things differently than other characters and can clearly explain why. Can clearly explain several ways in which his character "saw" things differently than other characters. Can clearly explain one way in which his character "saw" things differently than other characters. Cannot explain one way in which his character "saw" things differently than other characters. Props/Costume Group uses several props (could include costume), show considerable work/creativity and make the presentation better. Group uses 1-2 props which make the presentation better. Group uses props they found in their lockers five minutes before class. The group uses no props OR the props chosen detract from the presentation.

6. Conclusion Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] What did you learn about the time period in which Shakespeare lived? Were you surprised that many of the issues dealt with in the plays are still relevant today? Discuss with your teacher and classmates the importance of studying this literature. www.flickr.com ; Krypto

7. Credits & References Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Thanks to the users of Flickr who listed their pictures with a “Creative Commons” license so that I could use them in this project. www.flickr.com Shakespeare Statue - Clatie K http://www.flickr.com/photos/clatiek/462222145/ Rose – Thomas Merton http://www.flickr.com/photos/thomas-merton/2123365735/ Swords – One Lucky Guy http://www.flickr.com/photos/8765199@N07/2636798565/ The Globe Theatre – Wally G http://www.flickr.com/photos/wallyg/303883503/ Shakespeare Royal Theatres – Krypto http://www.flickr.com/photos/krypto/133571578/ 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.

8. Modern Shakespeare Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] A WebQuest for 12th Grade English Designed by Troy Standard [email_address] Based on a template from The WebQuest Page www.flickr.com ; ClatieK Title Introduction Learners Standards Process Resources Evaluation Teacher Script Conclusion Teacher Pages ( Student pages )

9. Introduction (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This lesson was developed for a project in an Education and Technology course at Colorado State University. It was designed to familiarize students to inquiry-based learning and also to using PowerPoint. This webquest will be used during a unit on Shakespeare, in which students will be 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 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 English. They will then perform a creative rendition of the scene using contemporary language. Students will answer the following questions in this project: 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? Evaluation Teacher Script Conclusion

10. Learners (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This project is designed for an 11 th or 12 th grade English class, as the subject matter is complex and students need to be mature enough to critically think about Shakespeare’s themes and their modern equivalent. It could be extended to a 9 th or 10 th grade class, with more help from the teacher, as far as guiding the students to scenes that would work. Evaluation Teacher Script Conclusion

11. Curriculum Standards (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page The following standards apply to this lesson: STANDARD 2: Students write and speak for a variety of purposes and audiences. • write and speak for a variety of purposes such as telling stories, presenting analytical responses to literature, conveying technical information, explaining concepts and procedures, and persuading; • write and speak for audiences such as peers, teachers, and the community; STANDARD 6: Students read and recognize literature as a record of human experience. • 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. Evaluation Teacher Script Conclusion

12. The Process (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page First, your teacher will organize you into groups of four (or he / she might let you pick your own). 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 scenes that might work well for this project. 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 into modern language. You will write your own version of the scene. After a brief group 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. This lesson is organized for one class of around twenty or thirty students. It should be taught over a minimum of three days, probably a maximum of five. I would introduce the 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 continue to process page 2 Evaluation Teacher Script Conclusion

13. [ Student Page ] Title Introduction Learners Standards Process Process 2 Resources Teacher Page Evaluation Teacher Script Conclusion The Process 2 (Teacher) (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 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, they may be given more liberties. No special experience or abilities are required from the teacher, except basic knowledge of Shakespeare that any and every English teacher should have by now. *** 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 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, 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 again, it’s up to you how much freedom you allow for your students.*** 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.

14. Resources (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page 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. 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, though these may be optional. 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 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; 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 and interesting to the audience, a high school class. One teacher should be sufficient, but an aide may be helpful to ensure that students are staying on task. Evaluation Teacher Script Conclusion

15. Evaluation (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Evaluation Teacher Script Conclusion 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, if they had fun, etc. CATEGORY 4 3 2 1 Historical Accuracy All historical information appeared to be accurate and in chronological order. Almost all historical information appeared to be accurate and in chronological order. Most of the historical information was accurate and in chronological order. Very little of the historical information was accurate and/or in chronological order. Role Point-of-view, arguments, and solutions proposed were consistently in character. Point-of-view, arguments, and solutions proposed were often in character. Point-of-view, arguments, and solutions proposed were sometimes in character. Point-of-view, arguments, and solutions proposed were rarely in character. Presence of modern theme Group demonstrates very well a theme common in modern life. Group somehwat demonstrates a theme common in modern life. The theme is kind of hard to find from the play. There are no themes common to modern life in the play. Knowledge Gained Can clearly explain several ways in which his character "saw" things differently than other characters and can clearly explain why. Can clearly explain several ways in which his character "saw" things differently than other characters. Can clearly explain one way in which his character "saw" things differently than other characters. Cannot explain one way in which his character "saw" things differently than other characters. Props/Costume Group uses several props (could include costume), show considerable work/creativity and make the presentation better. Group uses 1-2 props which make the presentation better. Group uses props they found in their lockers five minutes before class. The group uses no props OR the props chosen detract from the presentation.

16. Teacher Script (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page For a teacher script that would be used in a younger class or class of English as a Second Language learners, the facilitator (teacher) will do most of the guidance, and have a loose discussion about Shakespeare. The focus of this discussion will be on themes relevant to both Shakespeare’s world and our world. The teacher might ask students to list some of the things they know about 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 language has been translated into modern English. The teacher might provide the scripts to students so that they can just perform the play. This webquest can be used by the teacher to get ideas and find links to helpful 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 they can think of any themes that we still struggle with today, such as jealousy and revenge. This page is linked to the Process segment off of the Teacher Page Evaluation Teacher Script Conclusion

17. Conclusion (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This lesson would be very helpful to show that Shakespeare’s plays were actually vibrant and extremely important to society, even though the language is archaic and difficult to read. After learning to translate this language, students will be better prepared for future Shakespeare classes and/or lectures. Translation is crucial because it teaches students to put a piece into their own words, thus making it accessible to everyone. Furthermore, this lesson encourages research strategies and group work. Creativity is tapped when the students must adapt the play to include something that they deal with in their social settings. Evaluation Teacher Script Conclusion

18. Credits & References (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Thanks to the users of Flickr who listed their pictures with a “Creative Commons” license so that I could use them in this project. www.flickr.com Shakespeare Statue - Clatie K http://www.flickr.com/photos/clatiek/462222145/ Rose – Thomas Merton http://www.flickr.com/photos/thomas-merton/2123365735/ Swords – One Lucky Guy http://www.flickr.com/photos/8765199@N07/2636798565/ The Globe Theatre – Wally G http://www.flickr.com/photos/wallyg/303883503/ Shakespeare Royal Theatres – Krypto http://www.flickr.com/photos/krypto/133571578/ 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. Evaluation Teacher Script Conclusion