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Title - Integrating Shakespeare & the Internet
By - Michelle Webster
Subject - Art, Language Arts, Other
Grade Level - ninth (9)
"Integrating Shakespearian Tragedy with the Internet" is best viewed using Microsoft Office Word 2000. It is a ninth grade interdisciplinary unit on Elizabethan England and Shakespeare's Romeo and Juliet for English, art, and computer classes.
Michelle Webster -- June, 2000
Table of Contents:
I. Skills Summary
II. Overview
III. Lesson Plans
IV. Assessment / Evaluation (rubrics)
V. Resources
A. Text
B. Software
C. Internet Resources
VI. Internet Postings - URL's
Summary of Skills Implemented throughout the Unit
Integrating Shakespearean Tragedy with the Internet is an interdisciplinary unit that challenges students to use William Shakespeare's Romeo and Juliet as a springboard to implement the following skills: basic skills, communication, inquiry, problem solving, synthesis, and critical thinking.
Basic skills and communication are addressed through reading, writing, and history. Math skills are addressed at a very minimal level in the unit as students comprehend the historical timeline. Initially, students read and make notes on Internet information as they perform research on the Greek-Roman archetype found in the myth of Pyramus and Thisbe, Elizabethan England, William Shakespeare, the Globe Theater, and the Hatfield-McCoy story. Students write summaries of these topics. Later, they read the full text version of Romeo & Juliet and compose five paragraph, expository essays in Microsoft Word about the use of literary devices in the play. Students also act out a scene from the play for videotaping. Finally, they convert their essays into Hyperstudio presentations and post the presentations along with selected video clips on a class designed web site. Basic skills and communication are foundation skills for this unit.
Inquiry is applied when students conduct research on the historical aspects relating to the play: Pyramus and Thisbe, the Elizabethan Period, William Shakespeare, the Globe Theater, and the Hatfield-McCoy parallel. Inquiry is also utilized during the segment of the unit in which students are required to read the text, complete quizzes at Funbrain.com, and find examples of various themes and other literary devices utilized by Shakespeare throughout the play. The pieces of information extracted during the inquiry segment become building blocks for students to later write their essays and compose their Hyperstudio presentations.
Problem Solving presents itself in a variety of tasks. During the first week students solve the problem of using various search engines to find web sites about their historical topics. Later, they delve into the issue of reading comprehension and how to best prepare themselves for their reading quizzes at Funbrain.com. Time management is a problem for students to solve as they struggle to fit their readings and other assignments around various aspects of their busy lives. As students read and discuss the conflicts in Romeo and Juliet, they vicariously struggle to theoretically solve the problems of the "star crossed lovers," as well as Friar Lawrence, the Nurse, Lord Montague, Lord Capulet, Tybalt, and Prince Escalus. Students solve social issues and tactical problems as they delve to perform a scene from the play. Finally, as they embark on their final projects - the essay and the multimedia project - students perform problem solving as they determine which examples from the text best illustrate their points, the best vocabulary and diction with which to express these thoughts, and how to creatively and aesthetically present their essays in Hyperstudio. Lastly, some students will undoubtedly encounter problems as they attempt to post their projects on the class web page, so they must solve these pesky details as well. Overall, problem solving is one of the most underestimated and overlooked skills encountered daily by students and people in general.
Synthesis is a higher level thinking skill that is employed as students compose their summaries of the historical research related to the play. Copying and plagiarism are strictly forbidden, and students will explain the main ideas as well as capture important details and express them in a fresh manner. Elevated forms of synthesis are necessary in the composition of the final projects -- the essay typed in Word and the Hyperstudio multimedia project. Students will also employ synthesis in the art segment of the unit when they create artistic expressions inspired by the Internet research segment of the unit. These projects are then digitally photographed or scanned and uploaded to the class web site. Synthesis, the creative process, is the skill most capable of giving people a sense of ownership and involvement in their studies and their work, therefore it is among the most valuable skills to address in education.
The highest level thinking skill, evaluation or critical thinking, is employed first throughout class discussions of the play. When students informally debate which character is most at fault for the tragedy of the suicidal couple, they are evaluating the actions and consequences of an entire community. Midway through the unit, students judge one another's scene performances using a class-designed rubric. They are evaluating the best and worst elements of line interpretation and acting. As the unit draws to a conclusion, students perform peer editing and revising of their essays and again for the multimedia presentations. Peer editing and revising is performed using the same rubric with which the teacher grades the projects. In the culminating activity, students vote for the best three multimedia presentations, and these presentations then receive special recognition in the awards section of the class web site. Critical thinking is a survival skill which people cannot afford to ignore in this swiftly changing, extremely complex society.
The variety of activities, the implementation of technology, and the use of cooperative learning in this unit promote the multiple levels of skills employed here. Although it is time consuming, this comprehensive unit is one with the potential to create a memorable experience, one of those magical moments in education in which students forget they are learning and teachers remember why they entered the profession.
II. Overview
Physical setting:
A public alternative school who uses academic teaming for the purpose of interdisciplinary planning. This is an interdisciplinary unit between English, Art, and Computers. Class periods last for fifty (50) minutes.
Grade level: Ninth grade (9)
Number of students: 15 per class
Facility:
Public alternative school who encourages academic teaming with use of the following:
-- Pentium computer lab with Windows 98;
-- Microsoft Office 2000;
-- Internet access via LAN connection, networked, Netscape;
-- Hyperstudio software;
-- Use of a digital video camera, a scanner, and a CD burner.
-- Traditional English classroom with ninth grade literature books;
-- Art class with a variety of available activities: charcoal drawing, painting, paper mache, sculpture, etc.
Connection to the Internet: LAN, networked
What is the nature of the class?
-- Subject(s): Interdisciplinary Unit involving English, computers, and art.
-- Time frame - Eight weeks
-- Related material covered before this lesson: reading ability on the ninth grade level, Internet research; word processing in Word; practice with Hyperstudio; multi-tasking.
Content of the unit:
-- Conduct Internet research on background of the author,
Elizabethan England, mythological archetypes, and a modern
parallel;
-- Create artistic illustrations of Internet research;
-- Read William Shakespeare's Romeo & Juliet;
-- Discuss plot, characterization, literary devices, and themes;
-- Act out the play and be videotaped;
-- Compose a five paragraph piece of expository writing
-- Competent use of Microsoft Word;
-- Cooperative learning via peer editing & revising;
-- Competent use of multimedia software, Hyperstudio;
-- Peer evaluations of Hyperstudio projects (awards);
-- Post multimedia presentations on class web page.
Goals:
-- Conduct Internet research;
-- Create artistic illustrations of historical research;
-- Comprehend reading material;
-- Understand & appreciate Shakespearean drama;
-- Perform Shakespearean drama;
-- Comprehend, analyze, and explain literary devices;
-- Compose an expository essay and develop three subtopics;
-- Cooperative learning and peer evaluation;
-- Compose a multimedia project;
-- Post efforts on a class designed web page.
-- Give students global recognition and build self esteem.
Objectives:
-- Students will research the Internet and write summaries of: Shakespeare, Elizabethan England, the Globe Theater, the Greek-Roman myth of Pyramus and Thisbe, and the Hatfield-McCoy parallel.
-- Students will express their Internet findings in various art forms.
-- Students will read and comprehend William Shakespeare's tragedy Romeo and Juliet.
-- Students will visit FunBrain.com and complete quizzes on assigned readings from the play.
-- Students will act out selected scenes and videotape their best efforts.
-- Students will comprehend, discuss, and analyze plot, characterization, literary devices, and themes in the play.
-- Students will compose expository essays to analyze Shakespeare's use of literary devices or to expound upon a theme developed in the play.
-- Students will type their essays in Microsoft Word 2000.
-- Students will perform peer editing and revising of their rough drafts.
-- Students will compose multimedia presentations in Hyperstudio to illustrate their essays in a creative fashion.
-- Students will evaluate each other's work and vote on the best presentations for special recognition.
-- Students will post their multimedia projects on a class web site for the benefit of others and for their own recognition.
Materials:
Print media: Riverside Shakespeare
Software: Windows 98
Microsoft Office 2000
Netscape
Hyperstudio
Great Literature Plus CD ROM
Art supplies: charcoal, paper, paint, canvases, paper mache, sculpting clay.
III. Lesson Plans
What specific learning activities will take place, and what is the estimated time frame for each?
Week 1:
In Computer class students research information on the Internet and compose summaries in Microsoft Word of the following topics:
-- Monday: Greek-Roman myth of Pyramus & Thisbe;
-- Tuesday: Elizabethan England
-- Wed.: The Globe Theater;
-- Thursday: William Shakespeare's biography;
-- Friday: Historical parallel of the Hatfield-McCoy feud.
Weeks 2-4:
In Art class students creatively illustrate one of the topics from the Internet inquiry research. Students may use charcoal drawing, painting, paper mache, sculpture, or other available modalities. Student artwork is photographed or scanned for display on the class web page.
Weeks 2 - 5:
In English class students read Shakespeare's Romeo and Juliet in its entirety. The play is sometimes read aloud in class and also assigned for homework as time permits. During discussion the English teacher clarifies the general action of the plot and Shakespeare's development of themes and literary devices. Students take class notes and complete study guide questions for homework grades.
In Computer class students take online quizzes at Funbrain.com to assess their basic comprehension of plot action and characterization.
Week 6:
English students participate in cooperative learning groups to act out selected scenes from the play for group grades and for digital videotaping. Outstanding segments are uploaded to the class website.
Week 6:
Computer students compose five paragraph expository essays on Shakespeare's development of themes or his use of literary devices in the play. Rough drafts are composed in Microsoft Word. Students then work in pairs to edit and revise their compositions. The teacher provides the rubric used for grading the essays as a guide for the peer editing and revising teams. Students correct final products based upon the feedback provided in peer editing and revising sessions.
Weeks 7-8:
Computer students creatively illustrate their essays in Hyperstudio. The best multimedia projects are determined by student vote and posted in a special award-winning section on the class web site.
As a culminating activity, students host an evening with their parents and community members who are invited to view the multimedia projects in the computer lab. A reception is then held for the viewing of video scenes and the premier of the class website.
Daily Lesson Plans
*Due to the length of this unit, only a two daily lesson plans are provided as samples.
Week 1, Day 1: Computer Class Internet Inquiry
Objectives & Activities:
-- Synthesis -- Students write in their journals about the dangers of jumping to conclusions or acting impulsively.
-- Analysis -- Students review their knowledge of ancient myths.
-- Application -- Students apply computer skills to do an inquiry on the Internet.
-- Comprehension -- Students read and comprehend the myth of Pyramus & Thisbe.
-- Synthesis -- Students compose a summary of the myth in Microsoft Word.
Evaluation / Assessment: Summaries are graded using the rubric for this activity. It is available for student use throughout the lesson(s). See Assessment section for rubric.
Week 2, Day 1: English Class Play Reading
Objectives & Activities:
-- Synthesis -- Students write in their journals on one of the following topics:
Why do people hold grudges, and how does it effect their lives?
Explain how forgiveness is important to relationships.
Has anyone ever held a grudge against you? How did it feel?
-- Cooperative Learning -- Students work in pairs to scan the cast of characters and make informal observations about Romeo and Juliet.
-- Cooperative Learning -- Students volunteer to read aloud the parts of various characters in Act I.
-- Comprehension -- Students read the play aloud while the teacher guides their comprehension of Elizabethan English with brief interjections.
-- Homework -- Students are assigned to finish reading Act I, Scene I for homework.
Evaluation / Assessment: Students demonstrate reading comprehension by performing reading quizzes at Funbrain.com.
IV. Assessment
Grading Rubric for Internet Inquiry Summaries
Addresses the topic 20
Structured with TS, CS, and details 20
Correct grammar and language mechanics 20
Captures and expresses the main idea/theme 40
Total (100 possible):
--------------------------------------------------------------------
Proposed Rubric to Evaluate Student Scene Performances
(actual rubric to be collaborated on & composed by the class)
Voice volume level 20
Physical and facial expressions 20
Line Interpretation 20
Use of props / attention-getters 20
Faithful to text /accuracy 20
Total (one hundred possible):
Grading Rubric for Expository Essays
Structure:
Composed of five paragraphs 10
Begins with introductory paragraph 10
Thesis Statement at end of Intro. Paragraph 10
Contains three subtopic paragraphs 10
Topic Sentences open subtopic paragraphs 5
Conclusion Sentences end subtopic paragraphs 5
Ends with conclusion paragraph 10
Documentation used for examples & quotes 5
Subtotal:
Grammar and Language Mechanics (per error):
Sentences begin with capital letters 1
Proper nouns begin with capital letters 1
Sentences end with correct end marks 1
Appropriate use of commas & semi-colons 1
Appropriate use of quotation marks 1
Appropriate use of apostrophes 1
Correct use of grammar 1
Subtotal:
Content:
Accuracy of statements 6
Accuracy of examples & quotations 6
Expression & creativity 5
Lack of repetition / originality 6
General appeal 5
Subtotal:
Total:_____
Grading Rubric for Multimedia Presentations
Structure:
Shows evidence of organization 10
Demonstrates relationships between ideas 10
Begins with introduction slide 10
Ends with conclusion slide 10
Number of slides (16 minimum) 10
Applications:
Buttons 5
Sounds 5
Original artwork 5
Downloaded art 5
Animation 5
Hyperlinks 5
Communication and Creativity:
Correct grammar and punctuation 5
Accuracy of statements & quotes 5
Thesis statement 5
Lacks repetition 5
Total:
IV. Resources
Text Resources
Evans, G. Blakemore, editor. The Riverside Shakespeare. Houghton-Mifflin Co.: USA, copyright 1974.
Software Resources
-- Microsoft Internet Explorer
-- Netscape
-- Microsoft Office 2000 (Word)
-- Hyperstudio by Wagner
-- Great Literature Plus, Bureau of Electronic Publishing, Inc.
Internet Resources
Search Engines:
Dog Pile http://www.dogpile.com
Yahoo! http://www.yahoo.com
Go To http://www.goto.com
Pyramus & Thisbe:
Encarta Learning Zone http://encarta.msn.com/find/Concise.asp?ti=01F75000
Greek-Roman myth of Pyramus and Thisbe: Metamorphoses by Ovid http://classics.mit.edu//Ovid/metam.4.fourth.html#97
Pyramus & Thisbe Website
http://xroads.virginia.edu/g/PUBLIC/AHS/MYTH/thi1.html
Elizabethan Era:
Elizabethan Life in Britain http://www.britainexpress.com/History/Elizabethan_life.htm
Renaissance Faire Homepage http://www.renfaire.com/
William Shakespeare:
Chill with Will http://library.thinkquest.org/19539/front.htm
Shakespeare http://www.tesd.k12.pa.us/tems/shakespeare.htm
Shakespeare's Country http://www.stratford-upon-avon.co.uk/
Globe Theater:
Globe Quest http://www.macombisd.org/wq/keh2ucs.htm
Globe Research Database http://www.rdg.ac.uk/AcaDepts/ln/Globe/
Hatfield-McCoy Parallel:
Hillbilly Feuding and Loving http://www.nwrain.net/~monlux/hillbilly.html
Life Visits the Hatfields and McCoys
http://userwww.service.emory.edu/~dmcco01/McCoy/LIFE/
Building a Web Page:
Homestead http://www.homestead.com/
Juno's Home Page Builder http://www.juno.com/junoland/homestead/
Great Web Designs http://www.angelfire.com/pa/rocngtz/creative.html
SmartPlanet.com http://www.smplanet.com/webpage/.html
Yahoo Geocities
http://geocities.yahoo.com/join/cgibin/addrselection?.done=http://geocities.yahoo.com/home/
Other related web sites:
Romeo and Juliet, Hollywood http://www.geocities.com/Hollywood/Theater/8591/
Shakespeare Forum http://theglobeplay.virtualave.net/
Devil Anse and the Hatfield-McCoy Feud
http://www.wvculture.org/history/notewv/hatfield.html
VI. Internet Postings
The Lesson Plans Page
http://www.lessonplanspage.com/LAJH.htm
E-Mail Michelle Webster!
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