Lesson 1: Introduction to Shakespeare
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1. 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.
-Show Brief Biography 2. Mr.Fitton’s Top Ten Reasons to Study Shakespeare. Please check out the link below for a small Top Ten List Video that Mr. Fitton has made for why it is important for us to study Shakespeare. |
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top_ten_reasons_to_study_shakespeare_msnd_copy.doc | |
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top_ten_reasons_to_study_shakespeare_msnd_2023.doc | |
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Explain how Shakespeare invented words – ask students about words that have been invented lately (foshizzle, dude, LOL Swag, etc) For the section on 29,066 words…
3. 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.
3. 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.
familiar_phrases_shakespeare.doc | |
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4. Now, to find out more we are going to go on a Shakespeare People Search.
Hand out the Shakespeare people search. Tell them to use the books at the front of the room. First pair done will receive a prize. Most should be able to get this info from friends. They can ask you if they are stumped. Mark together and expand on each answer. Give candy then mark as a class.
Hand out the Shakespeare people search. Tell them to use the books at the front of the room. First pair done will receive a prize. Most should be able to get this info from friends. They can ask you if they are stumped. Mark together and expand on each answer. Give candy then mark as a class.
shakespeare_people_search_grade_9.doc | |
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5. 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.
Animaniacs Clip: http://www.youtube.com/watch?v=hbqq77AEN_8
Animaniacs Clip: http://www.youtube.com/watch?v=hbqq77AEN_8
6 Reading in the Round: One way to start is just to have fun with the lines and learn to read them: “Loud and Proud”
Rules for Reading Round: (How I like to play)
A. 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)
B. Students stand in a circle (move desks to sides of room)
C. Draw 2 numbers out of the container. Those two students come into centre of circle and read line with expression to each other
D. After everyone has gone, get students to vote on most expressive reader.
E. ALTERNATE: Randomly select names off of attendance list and have students square off.
Rules for Reading Round: (How I like to play)
A. 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)
B. Students stand in a circle (move desks to sides of room)
C. Draw 2 numbers out of the container. Those two students come into centre of circle and read line with expression to each other
D. After everyone has gone, get students to vote on most expressive reader.
E. ALTERNATE: Randomly select names off of attendance list and have students square off.
reading_in_the_round.doc | |
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7. If time, review the unit overview. Overhead. What we will do throughout the course of the play.
a_midsummer_night_outline.doc | |
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Lesson 2: Some Shakespeare History and Background
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1. Punch Shakespeare Video: Clip from Blackadder about how all highschool students want to punch Shakespeare:
https://www.youtube.com/watch?v=NM-Y1ch4b5c Introduction. Explain that sometimes classes have a negative view of Shakespeare, but based on their laughter and the other experiences they’ve had in this class, explain that they will have fun with everything from videos, to sword fights, to insult wars. |
2. Shakespeare Brief and Naughty – youtube video: - Goes over life and times of Shakespeare. Funny. Explain that we will be looking at Shakespeare’s life and times in more detail, but here is a quick overview:
http://www.youtube.com/watch?v=vQGATTeg1Os&feature=related (8:20)
3. Shakespeare Jigsaw
-Divide the class into 5 groups (of 6 or so). Give them 10 minutes to read through their information sheets and answer the questions on the main sheet. They will have quiz on this information.
Please let the first groups done pick their topic first. At this point, everyone in the group gets the same topic (choices are: Shakespeare’s life, Elizabethan England, Shakespearean Theatre, comedy, Shakespeare’s audience, fairies)
-Number the kids in the groups that they are working on 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.
4. Free-write – Most complicated love triangle you know of (can be from a movie, from a tv show, or some friends OR write about a time you had a fight with your parents –or someone you know). 5 minutes. Share out with class a few examples. Pick 5 students at random if no one will share.
5. Midsummer Night’s Dream plot diagram, what happens in this play? What are the plots (this is on the back of the Unit Overview Sheet). Please go over how there are about three plots (the lovers, the court, the forest – and how they all intertwine.) It is most important to simply read the little summary on the pink sheet.
6. Scavenger Hunt: Give students the scavenger hunt sheet + the textbook and get them to search for answers. Can win a prize if they are the first one done. Most importantly, discuss HOW the students got the answers – this will help them learn which pages to look on, etc while reading. Candy to first group done.
-Divide the class into 5 groups (of 6 or so). Give them 10 minutes to read through their information sheets and answer the questions on the main sheet. They will have quiz on this information.
Please let the first groups done pick their topic first. At this point, everyone in the group gets the same topic (choices are: Shakespeare’s life, Elizabethan England, Shakespearean Theatre, comedy, Shakespeare’s audience, fairies)
-Number the kids in the groups that they are working on 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.
4. Free-write – Most complicated love triangle you know of (can be from a movie, from a tv show, or some friends OR write about a time you had a fight with your parents –or someone you know). 5 minutes. Share out with class a few examples. Pick 5 students at random if no one will share.
5. Midsummer Night’s Dream plot diagram, what happens in this play? What are the plots (this is on the back of the Unit Overview Sheet). Please go over how there are about three plots (the lovers, the court, the forest – and how they all intertwine.) It is most important to simply read the little summary on the pink sheet.
6. Scavenger Hunt: Give students the scavenger hunt sheet + the textbook and get them to search for answers. Can win a prize if they are the first one done. Most importantly, discuss HOW the students got the answers – this will help them learn which pages to look on, etc while reading. Candy to first group done.
textbook_scavenger_hunt.docx | |
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shakespeare_jigsaw.doc | |
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shakespeare_key.pdf | |
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Lesson 3: Start Reading "Midsummer Night's Dream
1. Read Scene 1 – Put the names of the people we need on the board.
Parts: Scene 1: Theseus, Hippolyta, Egeus, Hermia, Lysander, Demetrius, Helena
Scene 2 parts: Quince, Snug, Bottom, Flute, Snout and Starveling
-Read over scene 1 as a class; give some background on the characters. Tell students that if they are having trouble, then they can read the right side (modern English)
Parts: Scene 1: Theseus, Hippolyta, Egeus, Hermia, Lysander, Demetrius, Helena
Scene 2 parts: Quince, Snug, Bottom, Flute, Snout and Starveling
-Read over scene 1 as a class; give some background on the characters. Tell students that if they are having trouble, then they can read the right side (modern English)
2. Power of Tone Assignment: 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.) Show the importance of reading with expression. Show them using an example with the word “Hello” – can sound scared, creepy, welcoming, angry…
3. Watch Cousin Sal Shouts compliments - power of tone! -Pick one or two examples from students and we’ll read it how it was meant to be read in the context. |
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3. Review Act 1: Assign students (in groups of 3) 2 pages each to decide on the most important event on each page, a quote that captures the action and a stick figure sketch or tableau (a re-enactment of the scene in freeze frame) to help remember the actions that occurred. Will have to put on the board around the room in order and present.
4. Notes on 1.1 notes; distribute handout and go over notes with the class.
4. Notes on 1.1 notes; distribute handout and go over notes with the class.
msnd_scene_summaries_and_notes_2023.doc | |
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cast_and_love_triangle.pdf | |
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5. Read Scene 2 if time.
Scene 2 parts: Quince, Snug, Bottom, Flute, Snout and Starveling
6. Watch the film version of 1.1 and 1.2.
Scene 2 parts: Quince, Snug, Bottom, Flute, Snout and Starveling
6. Watch the film version of 1.1 and 1.2.
Act 2 - Getting into the Play!
Parts: Titania, Oberon, Puck, fairy, Helena, Demetrius, Narrator
1. 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 - we will use the list we generate in order to assist us in determining the vocabulary on an upcoming assignment. These are also great skills to use in reading and while watching tv or when you are using your verbal detective skills.
-Context: look at the rest of the sentence, what does it probably mean.
-Look at the word itself, prefixes, suffixes, roots
-Guess
-Look it up
-Ignore it if it doesn’t get in the way of understanding the passage
-Ask a friend or a teacher
SLANG GAME: Mr. Fitton will provide some slang. You need to see if you can come up with what it means. Mr. Fitton will provide you with the definition afterwards. Students get whiteboards - have to use Slang word in a sentence and guess the definition. Will present. Can use old slang or choose Shakespearean.
1960s:
Bogart: To "hog" something.
Church Key: before poptops, a soda/beer can was opened with one of these.
Dig: do you understand?
Gutt Waddin': any type of cheap fast food, to fill you up and take the hunger
Sosh: meaning a person who is stuck-up, snooty, and thinks they are better than everyone else.
1920s:
Bee's Knees - An extraordinary person, thing, idea; the ultimate
Drugstore Cowboy - a guy that hangs around on a street corner trying to pick up girls
Giggle Water - An intoxicating beverage; alcohol.
Horsefeathers - an explative; same usage as applesauce.
2. Give Students the "vocabulary in context sheet". Ask them to complete it. We will do the odd numbers only and mark it together.
1. 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 - we will use the list we generate in order to assist us in determining the vocabulary on an upcoming assignment. These are also great skills to use in reading and while watching tv or when you are using your verbal detective skills.
-Context: look at the rest of the sentence, what does it probably mean.
-Look at the word itself, prefixes, suffixes, roots
-Guess
-Look it up
-Ignore it if it doesn’t get in the way of understanding the passage
-Ask a friend or a teacher
SLANG GAME: Mr. Fitton will provide some slang. You need to see if you can come up with what it means. Mr. Fitton will provide you with the definition afterwards. Students get whiteboards - have to use Slang word in a sentence and guess the definition. Will present. Can use old slang or choose Shakespearean.
1960s:
Bogart: To "hog" something.
Church Key: before poptops, a soda/beer can was opened with one of these.
Dig: do you understand?
Gutt Waddin': any type of cheap fast food, to fill you up and take the hunger
Sosh: meaning a person who is stuck-up, snooty, and thinks they are better than everyone else.
1920s:
Bee's Knees - An extraordinary person, thing, idea; the ultimate
Drugstore Cowboy - a guy that hangs around on a street corner trying to pick up girls
Giggle Water - An intoxicating beverage; alcohol.
Horsefeathers - an explative; same usage as applesauce.
2. Give Students the "vocabulary in context sheet". Ask them to complete it. We will do the odd numbers only and mark it together.
vocab_context.pdf | |
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3. 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
4. Have them come up with a news headline that capture the essence of the scene. Must report it to class. Can film it if we want and make a quick youtube clip.
5. Fill in notes on fairies. Provided on a handout.
4. Have them come up with a news headline that capture the essence of the scene. Must report it to class. Can film it if we want and make a quick youtube clip.
5. Fill in notes on fairies. Provided on a handout.
Continuing Act 2, Scene 2 - Let's get the characters straight!
1. Read 2.2 Complete the act.
2. Character sort: Give the students a piece of paper with a Forest, a Stage, and an Acropolis drawn upon it. Give them the names of every character in the play on one sheet and every a description of each character on the other, must cut and glue each in the appropriate. OR instruct students to go to the dramatic personae and find the characters and write them on the paper.
2. Character sort: Give the students a piece of paper with a Forest, a Stage, and an Acropolis drawn upon it. Give them the names of every character in the play on one sheet and every a description of each character on the other, must cut and glue each in the appropriate. OR instruct students to go to the dramatic personae and find the characters and write them on the paper.
drawing_of_main_characters.pdf | |
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character_sort.doc | |
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3. Watch Film Act 2
Act 3 - Your Chance to Shine!
1. Mini Character Sort Quiz. (To take place during the week with advanced notice)
2.Give them the script for Act 3 Scene 1, (can change genre and/or do puppet show) give them 20 minutes to rehearse. Mr. Fitton and his Wife have re-written Act 3 in a short comedic manner. The class will be divided into two and will have to re-enact the scene with 20-30 minutes of practice. We will also look at varieties of genre and try to pick one and re-enact it that way. Genre is a type of literature/expression (can choose gangsta, western, old english, etc).
Below is a clip from "Blazing Saddles" which shows two genres - Western and Musical theatre as examples.
3. Present your play to the class.
2.Give them the script for Act 3 Scene 1, (can change genre and/or do puppet show) give them 20 minutes to rehearse. Mr. Fitton and his Wife have re-written Act 3 in a short comedic manner. The class will be divided into two and will have to re-enact the scene with 20-30 minutes of practice. We will also look at varieties of genre and try to pick one and re-enact it that way. Genre is a type of literature/expression (can choose gangsta, western, old english, etc).
Below is a clip from "Blazing Saddles" which shows two genres - Western and Musical theatre as examples.
3. Present your play to the class.
act_3_scene_1_rewrite.docx | |
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Act 3, Scene 2!
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1. Stage Fighting + Shakespeare’s insults. Have students use the sheet provided to select Shakespearean insults and hurl them at each other. While they are selecting their insults explain that they and a partner will have to come up with a simulated fight scene where they hurdle insults at each other. They have to have a minimum of two hits and two insults, total. Have 15 minutes to prepare and present something. Remember: reaction sells the move – should be convincing and need to make sounds with hands (ie: clap, slap etc.)
Stage Fighting. Get them to share their favorite insult. What makes a good insult? The scene we are about to read contains some great insults and a fight between Hermia and Helena! So today, we will learn some actual stage fighting techniques in a few videos and on a handout i've created. |
2. Teach some stage fighting moves using the handout created. Go over a couple of youtube videos and show some examples to the class.
A. 0:35-2:35 http://www.youtube.com/watch?v=d1AgNAPouK8
B. 0-0:29 http://www.youtube.com/watch?v=mIReL7aqSiY
C. 0:23-1:00 http://www.youtube.com/watch?v=PlkrdGWPLJM&feature=channel
D. http://www.youtube.com/watch?v=2aLq6tZIiq8 (two british girls)
3. Practice fight sequence with some partners.
7. Volunteers can present. We will take video clips of the sequence.
8. Watch Act 4. Fill out video viewing sheet while we do it.
- If students want, we can go back and read the insult scene.
A. 0:35-2:35 http://www.youtube.com/watch?v=d1AgNAPouK8
B. 0-0:29 http://www.youtube.com/watch?v=mIReL7aqSiY
C. 0:23-1:00 http://www.youtube.com/watch?v=PlkrdGWPLJM&feature=channel
D. http://www.youtube.com/watch?v=2aLq6tZIiq8 (two british girls)
3. Practice fight sequence with some partners.
7. Volunteers can present. We will take video clips of the sequence.
8. Watch Act 4. Fill out video viewing sheet while we do it.
- If students want, we can go back and read the insult scene.
stage_fighting.doc | |
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insult-sheet.doc | |
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Act 3 and Act 4 - Video Day
1. Finish Act 3 and Act 4 by watching the video and filling in the accompanying Video Sheet. See below.
act_4_veiwing_sheet.doc | |
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Act 5 - End of the Play Writing + Song
1. Watch the rest of the movie (Act 5)
2. Brainstorm Characters in the play who experienced the theme “The Course of True love never did run smooth,”
3. Groups must come up with 3 problems characters in the play faced (with a quote to support) and how their problems were resolved.
4. When done, need to brainstorm other stories where “the course of true love never did run smooth. This will help with the upcoming writing assignment.
CAN ALSO REVIEW WITH:
Very Good Resource for the essay: http://www.cambio.com/2011/10/03/a-midsummer-nights-dream/
1. Disney MSND: http://www.youtube.com/watch?v=JMFFpRJWCBQ
-Unfortunately, the second half has been blocked from youtube and is no longer available.
2. Brainstorm Characters in the play who experienced the theme “The Course of True love never did run smooth,”
3. Groups must come up with 3 problems characters in the play faced (with a quote to support) and how their problems were resolved.
4. When done, need to brainstorm other stories where “the course of true love never did run smooth. This will help with the upcoming writing assignment.
CAN ALSO REVIEW WITH:
Very Good Resource for the essay: http://www.cambio.com/2011/10/03/a-midsummer-nights-dream/
1. Disney MSND: http://www.youtube.com/watch?v=JMFFpRJWCBQ
-Unfortunately, the second half has been blocked from youtube and is no longer available.
Midsummer Night's Dream Song
As the unit nears its close, we will also compose our own rendition of a song about Midsummer Nights dream to the tune of "The Ants go Marching In"
-See Lyrics Attached below.
-We will start by singing the song as a class and practicing.
-We will then record our best version of the song.
-Students will be in groups of two and will select a line from the poem. They must create a tableaux for the line and take a photo.
-We will overlay the photo onto the section of the song.
-We will then place the video on youtube.
-Voila!
See below for an example from a few years ago!
-See Lyrics Attached below.
-We will start by singing the song as a class and practicing.
-We will then record our best version of the song.
-Students will be in groups of two and will select a line from the poem. They must create a tableaux for the line and take a photo.
-We will overlay the photo onto the section of the song.
-We will then place the video on youtube.
-Voila!
See below for an example from a few years ago!
misummer_song_-_one_to_use.docx | |
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Wednesday, May 7th - Writing the Essay
1. Complete attendance.
2. Have students take out their essay outline from last day. Separate the desks into rows.
3. Give them 25 minutes to write out their essay outline. Any students who were away, unit outlines are on my table.
4. Stop after 25 minutes and show them a copy of an essay submitted last year. (see two examples below if you were away and are accessing online.) Otherwise, there are hard copies on 11 1/2 X 17 paper in the class. Two student examples with comments.
5. Discuss how these essays are lacking in form or what they do well/poorly. Students should choose one to read to see errors etc. They may keep this for their reference. Point out clear topic sentences, etc.
6. Put up the overhead of the thesis/intro that they can steal if they want. (IN DOCUMENT BELOW - titled MND - ESSAY TOPIC OUTLINE, RUBRIC AND EXAMPLE THESIS) Get them to copy down on lined paper. Then they can take their outline and begin to turn it into an essay. Please remind them to submit their outline with their essay so I can look both over.
7. With 15 minutes left, please show them the list of lines from our song - assign each group - Posted on the board. Sign up for your lines. Orderly fashion. Quietest groups select first.
2. Have students take out their essay outline from last day. Separate the desks into rows.
3. Give them 25 minutes to write out their essay outline. Any students who were away, unit outlines are on my table.
4. Stop after 25 minutes and show them a copy of an essay submitted last year. (see two examples below if you were away and are accessing online.) Otherwise, there are hard copies on 11 1/2 X 17 paper in the class. Two student examples with comments.
5. Discuss how these essays are lacking in form or what they do well/poorly. Students should choose one to read to see errors etc. They may keep this for their reference. Point out clear topic sentences, etc.
6. Put up the overhead of the thesis/intro that they can steal if they want. (IN DOCUMENT BELOW - titled MND - ESSAY TOPIC OUTLINE, RUBRIC AND EXAMPLE THESIS) Get them to copy down on lined paper. Then they can take their outline and begin to turn it into an essay. Please remind them to submit their outline with their essay so I can look both over.
7. With 15 minutes left, please show them the list of lines from our song - assign each group - Posted on the board. Sign up for your lines. Orderly fashion. Quietest groups select first.
lw_msnd_essay_sample_2023.pdf | |
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tu_-_msnd_essay_sample.pdf | |
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mnd_essay_topic_outline_rubric_and_example_thesis.doc | |
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msnd_essay_example.pdf | |
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msnd_essay_example_2.pdf | |
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Thursday, May 8th - Write the Essay
1. Do attendance
2. Show a small review video clip:
Disney MSND: http://www.youtube.com/watch?v=JMFFpRJWCBQ
-Unfortunately, the second half has been blocked from youtube and is no longer available.
2. Show a small review video clip:
Disney MSND: http://www.youtube.com/watch?v=JMFFpRJWCBQ
-Unfortunately, the second half has been blocked from youtube and is no longer available.
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3. Students need to work on their essays. Should be half done by end of today.
4. BLOCK 3-3 NEEDS TO GET A COPY OF STUDENT ESSAYS FROM THE PAST OR SEE SOME COPIES, SINCE THEY HAVE NOT DONE SO YET DUE TO SHORTENED MD WALK BLOCK.
4. Hand out the marking Rubric so kids have a copy in advance. Read over what is required for a "4" on each section. (SEE DOCUMENT ABOVE)
5. With 20 mins left, please get groups to create a "tableaux" for the line they want. They need to take a picture and email it to me. Or the teacher can use their iPhone to take all of the photos and then email them to me.
4. BLOCK 3-3 NEEDS TO GET A COPY OF STUDENT ESSAYS FROM THE PAST OR SEE SOME COPIES, SINCE THEY HAVE NOT DONE SO YET DUE TO SHORTENED MD WALK BLOCK.
4. Hand out the marking Rubric so kids have a copy in advance. Read over what is required for a "4" on each section. (SEE DOCUMENT ABOVE)
5. With 20 mins left, please get groups to create a "tableaux" for the line they want. They need to take a picture and email it to me. Or the teacher can use their iPhone to take all of the photos and then email them to me.
Friday, May 9th - Essay Write - Due at end of class. Students can take it home and finish on weekend.
1. Do attendance
2. Students work on essay. Due at end of class. Staple essay to the draft and to the marking rubric when Submitting it. (Teacher will gauge if students need more time and if they do, it may be considered.).
3. Finish any photos not taken for the MSND song from the last day.
4. Collect any finished essays.
5. Any students not finished will have to work on their essay; anyone done will get to watch a film on Monday/Tuesday
*If students have been working very hard and need lots more time, then the teacher has the discretion to give another 1/2 day to students on Monday to work on their essays, in which case the final draft would be due on Tuesday.
2. Students work on essay. Due at end of class. Staple essay to the draft and to the marking rubric when Submitting it. (Teacher will gauge if students need more time and if they do, it may be considered.).
3. Finish any photos not taken for the MSND song from the last day.
4. Collect any finished essays.
5. Any students not finished will have to work on their essay; anyone done will get to watch a film on Monday/Tuesday
*If students have been working very hard and need lots more time, then the teacher has the discretion to give another 1/2 day to students on Monday to work on their essays, in which case the final draft would be due on Tuesday.
Monday/Tuesday May 12th - "Get Over it"
1. Do attendance
2. See who has/has not submitted their essays. Teacher will mark off who has submitted via an attendance checklist. Collect Essays.
3. Those who have not submitted will depart with the EA to LAC and complete the essay. Can return to class to watch the film when done.
4. Students may eat popcorn/bring popcorn with them if they would like.
5. If movie is done with time to spare, please hand back student essays and give them to the student. They are to exchange their essay with a partner. They will have to "peer mark" using the rubric. They must underline sections, not just circle a big section. Then take the essays back in and teacher will mark them.
6. If completed the movie and the peer marking, prior to the end of classes, start the lit circle Unit. Teacher will read the rear of the five books on the chalkboard. Students must select which one they think they would like. Will go up to the library to get a copy from Mrs. Searcy. Ms. Prost will need to contact the library in advance to let them know that classes will be coming soon.
Here is a Preview of "Get Over It"
2. See who has/has not submitted their essays. Teacher will mark off who has submitted via an attendance checklist. Collect Essays.
3. Those who have not submitted will depart with the EA to LAC and complete the essay. Can return to class to watch the film when done.
4. Students may eat popcorn/bring popcorn with them if they would like.
5. If movie is done with time to spare, please hand back student essays and give them to the student. They are to exchange their essay with a partner. They will have to "peer mark" using the rubric. They must underline sections, not just circle a big section. Then take the essays back in and teacher will mark them.
6. If completed the movie and the peer marking, prior to the end of classes, start the lit circle Unit. Teacher will read the rear of the five books on the chalkboard. Students must select which one they think they would like. Will go up to the library to get a copy from Mrs. Searcy. Ms. Prost will need to contact the library in advance to let them know that classes will be coming soon.
Here is a Preview of "Get Over It"
End of Unit Activity: Fear Factor!
As a conclusion to the unit, students engaged in a "Fear Factor" activity to learn about the food, drink and culture of the Elizabethan Age.
renaissance_food_and_drink.ppt | |
File Size: | 9658 kb |
File Type: | ppt |