San Diego High Arts 9th grade English 08-09
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Summary
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Project Title: Shakespeare: A Pretty Punny Guy! Teacher(s): Colette Thomas School / Academy: San Diego High ARTS Grade Level(s): 10th grade Core Subject(s): English Career Technical Education (CTE) Class(es): |
Contents |
Theme
San Diego High Arts English students will write modern-day versions of selected texts/scenes from several Shakespeare plays; Romeo and Juliet, Othello, Twelfth Night, As You Like It, Hamlet, Julius Ceasar, The Taming of the Shrew and A Mid-Summer Night's Dream.
9th and 10th grade English students will present a final performance on a prominent stage; The Old Globe, Lyceum or The Balboa Theatre.
The student playwriting will connect with San Diego High's small-school mission of student's engaging in critical thinking skills through the use of PBL's and the Arts integrated into our curriculum.
Content Standards
Identify the content standards that students will learn in this project (two to three per subject).
| Subject | Content Standard | Assessment
{{ContentStandardsRow .0 Word Analysis, Fluency, and Systematic Vocabulary Development Students apply their knowledge of word origins to determine the meaning of new words encountered in reading materials and use those words accurately. Vocabulary and Concept Development 1.1 Identify and use the literal and figurative meanings of words and understand word derivations. 1.2. Distinguish between the denotative and connotative meanings of words and interpret the connotative power of words. 2.0 Reading Comprehension 2.3 Generate relevant questions about readings on issues that can be researched. 2.4 Synthesize the content from several sources or works by a single author dealing with a single issue; paraphrase the ideas and connect them to other sources and related topics to demonstrate comprehension. 2.5 Extend ideas presented in primary or secondary sources through original analysis, evaluation, and elaboration. 3.0 Literary Response and Analysis 3.1 Articulate the relationship between the expressed purposes and the characteristics of different forms of dramatic literature (e.g., comedy, tragedy, drama, dramatic monologue). 3.2 Compare and contrast the presentation of a similar theme or topic across genres to explain how the selection of genre shapes the theme or topic. 3.3 Analyze interactions between main and subordinate characters in a literary text (e.g., internal and external conflicts, motivations, relationships, influences) and explain the way those interactions affect the plot. 3.4 Determine characters' traits by what the characters say about themselves in narration, dialogue, dramatic monologue, and soliloquy. 3.5 Compare works that express a universal theme and provide evidence to support the ideas expressed in each work. 3.6 Analyze and trace an author's development of time and sequence, including the use of complex literary devices (e.g., foreshadowing, flashbacks). 3.7 Recognize and understand the significance of various literary devices, including figurative language, imagery, allegory, and symbolism, and explain their appeal. 3.8 Interpret and evaluate the impact of ambiguities, subtleties, contradictions, ironies, and incongruities in a text. 3.9 Explain how voice, persona, and the choice of a narrator affect characterization and the tone, plot, and credibility of a text. 3.10 Identify and describe the function of dialogue, scene designs, soliloquies, asides, and character foils in dramatic literature. Literary Criticism 3.11 Evaluate the aesthetic qualities of style, including the impact of diction and figurative language on tone, mood, and theme, using the terminology of literary criticism. (Aesthetic approach) 3.12 Analyze the way in which a work of literature is related to the themes and issues of its historical period. (Historical approach) 1.0 Writing Strategies 1.1 Establish a controlling impression or coherent thesis that conveys a clear and distinctive perspective on the subject and maintain a consistent tone and focus throughout the piece of writing. 1.2 Use precise language, action verbs, sensory details, appropriate modifiers, and the active rather than the passive voice. .3 Use clear research questions and suitable research methods (e.g., library, electronic media, personal interview) to elicit and present evidence from primary and secondary sources. 1.4 Develop the main ideas within the body of the composition through supporting evidence (e.g., scenarios, commonly held beliefs, hypotheses, definitions). 1.5 Synthesize information from multiple sources and identify complexities and discrepancies in the information and the different perspectives found in each medium (e.g., almanacs, microfiche, news sources, in-depth field studies, speeches, journals, technical documents). 1.6 Integrate quotations and citations into a written text while maintaining the flow of ideas. 1.7 Use appropriate conventions for documentation in the text, notes, and bibliographies by adhering to those in style manuals (e.g., Modern Language Association Handbook, The Chicago Manual of Style). 1.8 Design and publish documents by using advanced publishing software and graphic programs. Evaluation and Revision 1.9 Revise writing to improve the logic and coherence of the organization and controlling perspective, the precision of word choice, and the tone by taking into consideration the audience, purpose, and formality of the context. 2.2 Write responses to literature: a. Demonstrate a comprehensive grasp of the significant ideas of literary works. b. Support important ideas and viewpoints through accurate and detailed references to the text or to other works. c. Demonstrate awareness of the author's use of stylistic devices and an appreciation of the effects created. d. Identify and assess the impact of perceived ambiguities, nuances, and complexities within the text. 2.3 Write expository compositions, including analytical essays and research reports: a. Marshal evidence in support of a thesis and related claims, including information on all relevant perspectives 2.4 Write persuasive compositions: a. Structure ideas and arguments in a sustained and logical fashion. b. Use specific rhetorical devices to support assertions (e.g., appeal to logic through reasoning; appeal to emotion or ethical belief; relate a personal anecdote, case study, or analogy). c. Clarify and defend positions with precise and relevant evidence, including facts, expert opinions, quotations, and expressions of commonly accepted beliefs and logical reasoning. d. Address readers' concerns, counterclaims, biases, and expectations. }} |
Begin with the End in Mind
- A. What is being produced?
San Diego High ARTS students will produce modern-day scenes from selected Shakespeare texts with a theatrical performance as the culminating project.
- B. How is that being assessed?
Playwright's Project Artistic Director and Old Globe Theatre Associates will be a resource to evaluate the student scenes. The scripts will be assessed for understanding of text, depth of interpretation, length of scenes, performance skills and defending choices with the text.
- C. What is the individual student producing?
Individual students will be contributing modern-day scripts, tabloids, responses to literature, and research.
- D. How is that being assessed?
Each student will be responsible, per rubric definitions, for a satisfactory project and assignment.
- E. What is the group producing?
A modern-Day stage presentation of selected Shakespeare scenes. Students are to create a 3-page/5-7 min. script based on a Shakespeare theme.
- F. How is that being assessed?
Each student will be accountable per performance and per a standards-driven rubric.
SCANS Skills
Identify key SCANS skills students will demonstrate in this project.
| SCANS Skill | Assessment |
| Resources and Planning Time | Students will select goals, time lines, and priorities allocating timely and adequate scheduling. |
| Interpersonal: Work With Others | Participates as member of a team. Contributes to group effort. |
| Information: Acquires and uses information | Acquires and evaluates information, organizes and maintains information, interprets and communicates information, uses computers to process information. |
| Basic Skills: | Writing: Communicates thoughts, ideas, information, and messages in writing. Listening: Receives, attends to, interprets, and responds to verbal messages and other cues. Speaking: Organizes ideas and communication orally. |
| Thinking Skills | Creative thinking: Generates new ideas, decision making. Specifies goals and constraints, generates alternatives, considers risks, and evaluates and chooses best alternative. Problem-solving. Recognizes problems and devices and implements plan of action.
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| Personal Qualities | Responsibility. Exerts a high level of effort and perserveres toward goal attainment. Self-esteem. Believes in own self-worth and maintains a positive view of self. Sociability. Demonstrates understanding, friendliness, adaptability, empathy, and politeness in group settings. Self management. Assesses self accurately, sets personal goals, monitors programs, and exhibits self-control. Integrity/Honesty. Chooses ethical courses of action. |
Driving Question
Why is Shakespeare so boring?
Significant Question
What themes and issues in Shakespeare's plays are present in our world today?
(How can I make the bard accessible and meaningful to my students?)
(How do I ensure that the plays are explored as performance texts, not just old dead words on a page?)
Plan the Assessment
Step 1
(Define the products and artifacts for the project)
Early in the Project: Day 1 Students list ideas why students believe Shakespeare is so boring. Students list any familiar Shakespeare plays. Through modern-film clips students are led to insightful conclusions as to how Shakespeare still speaks to a 21st century audience with common themes and issues today. With teacher guidance, (film clips and scene excerpts from plays) students identify themes in Shakespeare plays. Day 2 Warm-Up- Students play around with Shakpearean Insults in table groups and present favorites in front of the class. Review website on overhead and rubric before students go to library to do Elizabethan research. Review and hand students a list of questions to help them navigate the website. Day 3-8 TIME ALLOTTED: 1 week Give each student a list of different questions to research and present to the class. Students research Shakespeare and his plays and sonnets using the http://absoluteshakespeare.com website and share what they've learned with the class. (need guiding question for students to answer and a clear RUBRIC)
During the Project: TIME ALLOTTED: 2 DAYS Text Analysis/Vocabulary: Vocabulary: Iambic Pentameter, Rhythm, Meter, common words; thou, doth, etc... vocabulary in selected scenes below Students read, interpret, and perform selected Shakespeare scenes to introduce the students to the language.
TIME ALLOTTED: 5 weeks Literature Circles: Student groups of 5 or 6, are given a, teacher chosen, Shakespeare play. (Get 35 Anima Art Books) Reading and writing (Response to Lit) Review Lit. Circle Responsibilities and Expectations The Literature Circles read the Shakespeare play and identify the main themes and issues involved in the play. Response to Lit activities regarding the different plays. Students write an essay based on themes found in their group's Shakespeare play. Students explore Response to Lit activities regarding apprectiation for the stylistic devices used. Reading and Writing (Response to Lit)
TIME ALLOTTED: 2 weeks Character Analysis: Computer Lab Review samples first. Students explore newspapers and magazines for articles on famous Movie and Music artists (Teen People, People etc...) Students create an "Elizabethan Times" Newspaper. (Medieval newspaper examples from film, Shrek) Write Persuasive Articles in newspaper regarding characters, plot and themes of the Literature Circles selected Shakespeare play. Students must defend their choices with examples from the text of character.
TIME ALLOTTED: 3 weeks Read and Analyze: Students then choose two scenes and one monologue/soliloquy to rewrite into modern-day scenarios. Determine jobs and roles in the group. Discuss the important points of this scene and how you plan to modernize the setting.
TIME ALLOTTED: 1 week Students create costumes and setting collages, character blogs Reading and writing MAKE A CLEAR RUBRIC! Students must defend their choices with examples from the text of character.
TIME ALLOTTED: 2 WEEKS Students work in groups to write a modern-day version of two Shakespeare scenes and one monologue/soliloquy. The two scenes and one monologue/soliloquy have to be of differing themes. Two Scenes: 5-7 minutes in length, 3 full pages each. Monologues: 1-2 minutes in length. Students ust defend choices with examples from the text of theme.
TIME ALLOTTED: 1 WEEK Students peer-edit scenes. Students re-write scenes.
TIME ALLOTTED: 1 week Student groups will vote on the actors in class to act out their two scenes and one monologue/soliloquy. Actors from the Old Globe will give the students an acting workshop.
TIME ALLOTTED: 4 weeks Students are given group responsibilities when rehearsing the scenes. (Timekeeper, recorder etc...) Students work to memorize lines and blocking first, then start rehearsing scenes. Students choose one team member to direct. Preferably the student who does not want to act. (Give rewards for memorized lines!)
TIME ALLOTTED: 3 Days Students are videotaped acting out their scenes to watch back for improvement before the final performance.(Ask Sparks.)
TIME ALLOTTED: 3 Days Students decide on a title for the project and make flyers to market the performance on and off campus.
TIME ALLOTTED: 1 Week Students write their 20 second introductions. Students practice introducing themselves to their group. Practice vocal projection and interviews on the school stage
End of the Project:
Prominent Stage Evening Performance
Each student introduces themself, the Shakespeare play their scene was chosen from, a quick intro into the scene itself, and the relevant themes/issues in the scene (info can come from their theme essays) and the themes importance to the overall play. Students must share briefly (20 seconds) what their role was during the the project. Student groups of 5 or 6 perform the well-rehearsed scenes at the Old Globe Theatre, Lyceum or the Balboa Stage to the public, family and friends.
Spring Semester TIME ALLOTED FOR: 23 weeks (about 4 1/2 months) Feb, March, April, May, June
Step 2
State the criteria for exemplary performance for each product
Product:Academic, rigorous, thematic writing.
Criteria:Student essays are project driven, persuasive, and insightful regarding Shakespeare themes and characters.
Product:Students interpret Elizabethan Language.
Criteria:Students write a 1-page essay regarding a character analysis on a chosen Shakespeare character.
Product: Rewrite and perform two modern-day Shakespeare scenes and one monologue or soliloquy.
Criteria:Students must write 3-4 pages, following a given Rubric.
Product:Final Performance
Criteria: Student groups will introduce themselves and their scenes. Student groups will present 2 scenes and 1 monologue or soliloquy with lines and blocking memorized and strong characterization present, all per rubric.
Map the Project
| Look at one major product for the project and analyze the tasks necessary to produce a high-quality product. What do students need to know and be able to do to complete the tasks successfully? How and when will they learn the necessary knowledge and skills? | |||
| Product: <product> | |||
| Knowledge and skills needed | Already have learned | Taught before the project | Taught during the project |
|---|---|---|---|
| Interpret Elizabethan text into 2008 language | research methods | language research | Modern Interpretation of Elizabethian Language |
| How to revise written work | Writing conventions, rough draft and editing methods. | ||
| Teamwork | Students work productively and respectfully with each team member. | enhance the project through individual contributions. | |
| <knowledge and skills needed> | |||
| <knowledge and skills needed> |
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What project tools will you use?
Project Timeline
<Outline the project timeline with activities, resources, timelines, and milestones.>
- What challenges or problems might arise in the project?
Manage the Process
<List preparations necessary to address needs for differentiated instruction for EL students, special-needs students, or students with diverse learning styles.>
Scaffolding, rereading, SDAIE, one-on-one teacher and peer support.
How will you and your students reflect on and evaluate the project?
Teacher Rubrics
Group Rubric and Expectations
Audience Feedback
1st Quarter Update
1. What challenges did you encounter while trying to launch the project? If the project hasn’t begun: What challenges are you expecting to encounter as you prepare to launch the project?
2. How did you overcome the challenges? If the project hasn’t begun: How do you expect to overcome the challenges?
3. What revisions have you made to the project since the Summer Institute?
4. Summer Institute participants: What is it like working with your PBL team?
4. Solo participants: How have you made any of your campus colleagues aware of the project?
5. Has the plan for the Culminating Event/Public Exhibition changed? If, yes, please explain.
6. What has been the students’ response to the project?
Please upload four, recent project-related photos. Include captions. If the project has not launched, you may use photos taken during the Summer Institute.
