Handouts:
Mitch Lopate
EDU 557.31
Lesson Plan 6 - Grade 8
Topic: Shakespeare goes to the Show
Subjects: English, Drama/Theater, Language Arts,
Music, Social Studies
Type of Lesson: Introductory, Reinforcement, and Evaluation
Purpose:
1.
To
read and discuss the theme of "Romantic Love" in literary form by
William Shakespeare.
2.
To
read, discuss and retell the plot of "Romeo & Juliet."
3.
To
compare, contrast and critique a Shakespearean play with modern stage (film)
adaptations through an oral presentation.
4.
To
read and discuss the concept of repeating themes in literature and theater.
5.
To
read, view and discuss settings and social conditions of 16th
century Italy.
6.
To
read, discuss and identify examples of irony.
7.
To
promote cooperative learning between students.
Lesson Objectives:
1.
After
viewing the film "Romeo & Juliet" and reading the play as
arranged for modern reading, students will analyze and retell the story in
short answers on a test and evaluated with a rubric. (Cognitive:
Comprehension/Application/Analysis)
2.
After
viewing the films "Romeo & Juliet" and "West Side
Story," students will compare and contrast both films through a
"Siskel & Ebert/Lyons & Medved" review of no more than five
minutes, evaluated with a rubric.
(Cognitive-Application/Analysis/Synthesis/Evaluation;
Affective-Valuing/Organizing; Psychomotor-Communicating)
3.
After
class discussion and comparison outline, students will work in cooperative
pairs and be evaluated with a peer critique rubric, to research, design,
display and describe a poster featuring two corresponding themes between a
modern theater and/or film production, a book and/or story, or a book/story and
movie/theater production.
(Cognitive-application/Analysis/synthesis; Affective-Responding; Psychomotor-Communicating)
Introduction:
The
class will view and take notes on the A&E Biography series video on the
life and works of William Shakespeare, and discuss his plays and works with the
focus on romantic themes. Afterward,
the class will review the topic of chivalry and romantic love from previous
discussions and notes. The class will
discuss and offer comparisons to similar stories and concepts that precede
Shakespeare or are contemporaries, and review and compare plots to find
parallels. This will serve as
background for the movie critique and poster presentation.
The
teacher will introduce the story of "Romeo & Juliet" as one of
Shakespeare's most enduring pieces on the topic of romantic love and
tragedy. Notes will be taken during
class reading and discussion for test on the plot. The class will view MGM's Romeo & Juliet and West
Side Story, and identify in writing the similarities and contrasts in story
line and themes that were used in Shakespeare's original play as the basis for
a theater critic's review to be presented before the class.
Materials:
Pen
Paper
Student's
notes on the Renaissance
William
Shakespeare - Life of Drama. A&E Biography series
"Romeo
& Juliet" - MGM Films
"West
Side Story"- MGM Films
Video
and sound bites: "Siskel &
Ebert"; "Lyons & Medved"
Handouts
on Hamilton's Mythology
VCR
& TV monitor
Lesson Development:
1.
The
class will view the Shakespeare biography over a two-day period and discuss
specific individuals or events in Shakespeare's life and Renaissance history
which may have influenced his views on romance and courtship.
2.
The
concepts of chivalry, romantic love and adoration as a medieval source of
gallantry and inspiration for courageous acts, crimes of passion, sacrifice and
renunciation will be discussed:
- It described a code of
civil conduct and customs of behavior toward women as an object of
dedicated worship by men.
- It existed during a
time when women were granted few or no privileges and rights regarding
their property by marriage or inheritance, and were generally considered
by religious heretics to be potential allies of Satan.
3. The class will read "Romeo &
Juliet," take notes and discuss Shakespeare's portrayal of the social
differences and irony that existed in the name of chivalry and romantic love.
Key points will be:
- Why are the citizens of
Verona angry at the two families over their fighting?
- What is Romeo's problem
when he is first introduced to the reader? Why?
- Considering the risks
he takes, why does Friar Lawrence agree to help Romeo?
- Why does Paris try to compete
with Romeo in matters of courtship?
Who is more effective, and why?
- Why does Capulet agree
to his daughter's wedding to Paris?
- What is Juliet's main
concern when she speaks to Romeo from the balcony? Is she reasonable?
- How do the motives of
Friar Lawrence and the Nurse compare?
Can they be blamed for the outcome of the story?
- Who dies first, and
what does this create as a major issue?
What would happen if his death was not avenged?
- At the end of the play,
the Prince says that there shall be pardoning and punishment. Who should
receive this? Why or why
not.?
- Based on your previous
reading on ancient Greece and Homer, what is ironic about the name
"Paris" in a romantic story?
4. The class will discuss and compare stories
and plots that precede Shakespeare that may be in written or oral tradition, or
are contemporaries, and review and compare them to find parallels. The following may be used, and the class
will be encouraged to think of others (keeping them in appropriate
Shakespearean timeframe):
a.
The
Legends of King Arthur
b.
Odysseus
& Penelope; Paris & Helen
c.
Dante
& Beatrice
d.
Chaucer's
Troilus & Criseyde
e.
Aeneas
& Dido of Carthage
f.
Aphrodite
& Adonis, Pyramus & Thisbe, Orpheus & Eurydice, Pygmalion &
Galatea
g.
Other
myths, fairy tales, legends or other oral and written legacies
5. The class will view "West Side
Story" over a two-day period, take notes and discuss Bernstein's portrayal
of the cultural and social differences and irony that existed in the New York City
Puerto Rican community of the 1950's, and how the story compared to the themes
of chivalry, romantic love and adoration.
The class will also take notes on the similarities and differences in
story line to "Romeo & Juliet."
6.
Students
will be matched in pairs to prepare a critical analyses to be presented to the
class for critique.
7. Students will work on a poster that portrays
a parallel or contrasting theme between two stories, movies, or a movie and
story.
8. Projected time for movie viewing, research
and wrap-up will be 30 days.
Closure:
1.
What
role do stories of human behavior play in our lives? What kinds of vehicles do we use to narrate or portray these
stories?
2.
Name
five (5) types of stories and their genres.
3.
What
was Shakespeare trying to say about the customs and social habits of his
time? Was there anything about his own
life that made him write much of his work in an ironic form, pointing out the
follies of humanity?
Lesson Follow-up:
1.
The
A&E video biography of Lucrezia Borgia will be viewed and discussed. Has she been treated fairly by history? In what ways was her life similar to
Juliet's? (Possible answer: one allegedly administered poison to others,
one allegedly took it herself.)
2.
The
A&E video biography Elizabeth I:
The Virgin Queen will be viewed and discussed. Were there any career or life development
options available for women in the Renaissance and during Shakespeare's
time? There were monarchs who were
women--why didn't they change things, according to their privilege as ruler?
3.
Introduce
the class to the story of Hamlet as the next Shakespearean work to be read and
discussed. What Disney cartoon movie
portrays themes from the story of Hamlet?
(The Lion King.)
4.
What
kind of behavioral science today is very much involved in the study of human
thinking and personality? Would you say
that Shakespeare very much understood the nature of mankind?
5.
Have
things changed very much or stayed the same regarding relationships and social
views toward women since his time in the Renaissance? If he were to travel forward in time to our era and view the 20th
century, what might he say? For
example: what might his comments be
about President Clinton?
6.
Write
a brief letter, poem, or sonnet to an anonymous person of your choice in the
dialect of Shakespearean England.
Creativity, good taste and humor are to be modeled. For example:
"Forsooth, 'tho I must carry
upon my shoulders the pressing matters of estate, shire and dedication to my
king (or queen), there is nothing better that binds my wounds, soothes my weary
body or brings the warmth of sun than the sweet gaze you direct toward
me."
Adaptations for Special
Purposes:
If the student is emotionally disturbed or
neurologically impaired, they will have a chance to work with an in-class
support teacher or have the help of the classroom teacher. They will be given extra time for the
assignment and have the teacher work on the writing process and research with
them. If the student has trouble
comprehending the assignment, a high level learner or older peer tutor may
assist them or be assigned. If the
student is deaf, or interpreter work with them, or close-captioned video will
be ordered. In addition, they will have
the directions written on ditto sheets.
Assessment:
1.
The
following rubric will be used on the test:
·
Students
answered all questions in a clear, concise manner and showed significant
detail: (A)
·
Students
answered eight of the questions in a clear, concise manner and showed
significant detail: (B)
·
Students
answered five of the questions in a clear, concise manner and showed either
significant or reasonable detail: (C)
·
Students answered approximately three of the
questions in a clear, concise or general manner and showed either significant
or reasonable detail: (D)
2.
The
following rubric will apply to the film critique presentation:
·
Both
students spoke in specific detail about the movies and offered at least five
clear, concise examples for their reasoning:
(A)
·
Both
students spoke with moderate detail about the movies and offered five clear,
concise examples for their reasoning:
(B)
·
Both
students spoke in general terms about the movies and offered no more than three
clear, concise examples for their reasoning:
(C)
·
Both
students were unable to speak about any parts of the movie in general terms and
could not offer more than two clear, concise examples for their reasoning: (D)
·
Both
students or one did not participate to any degree: (F)
3.
The
following rubric will apply to the poster:
·
Both
students spoke in specific detail about their choices, style of books, stories
or movies and offered at least five clear, concise examples for their
reasoning: (A)
·
Both
students spoke with moderate detail about their choices, style of books,
stories or movies and offered five clear, concise examples for their
reasoning: (B)
·
Both
students spoke in general terms about the their choices, style of books,
stories or movies and offered no more than three clear, concise examples for
their reasoning: (C)
·
Both
students were unable to speak about any parts of their choices, style of books,
stories or movies in general terms and could not offer more than two clear,
concise examples for their reasoning:
(D)
·
Both
students or one did not participate to any degree: (F)
NJ Core
Curriculum Standards:
1.4-All students will demonstrate knowledge of the
process of critique.
1.4.2- All students will offer constructive critique in the
evaluation of their own and others' work in dance, music, theater, or visual
arts.
1.5-All students will identify the various
historical, social, and cultural influences and traditions which have generated
artistic accomplishments throughout the ages and which continue to shape
contemporary arts.
3.1-All students will speak for a variety of real
purposes and audiences.
3.2-All
students will listen actively in a variety of situations to information from a
variety
of
sources.
3.3-All
students will write in a clear, concise organized language that varies in
content and form for different audiences and purposes.
3.4-All
students will read various materials and texts with comprehension and critical
analysis.
3.5-All
students will view, understand, and use nontextual visual information.
6.4-All
students will acquire historical understanding of societal ideas and forces
throughout the history of New Jersey, the United States, and the world.
6.5-All
students will acquire historical understanding of varying cultures throughout
the history of New Jersey, the United States, and the world.
Bibliography:
Browning, D.C. (1993). The Complete Dictionary of Shakespeare
Quotations. New York: Barnes & Noble Books.
Boorstin, Daniel J. (1983). The Discoverers: A History of Man's Search to Know His World and Himself. New York: Random House.
Downs, Robert B. (1961). Famous Books Since 1492. New York: Barnes & Noble
Cady, Frank W. & Cartmell, Van H. (1946).
Shakespeare Arranged for Modern
Reading. New York: Doubleday and Company.
Emerson, Kathy Lynn. (1996).
The Writer's Guide to Everyday
Life in Renaissance England. New
York: Writer's Digest Books.
Fonte, Moderata & Cox, Virginia
(Editor). (1997). The
Worth of Women : Wherein Is Clearly Revealed Their Nobility and Their
Superiority to Men (Other Voice in Early Modern Europe). Chicago, IL: University of Chicago Press.
Hamilton, Edith. (1942). Mythology - Timeless Tales of Gods and
Heroes. New York: The New American Library.
http://www.ulens.com/shakespeare/
http://www.twingroves.district96.k12.il.us/Renaissance/VirtualRen.html
http://www.yahoo.com/Arts/Performing_Arts/Dance/Renaissance/
Elizabeth I: The Virgin Queen. A&E Biography series
Lucrezia Borgia - Pretty
Poison. A&E Biography series.
Romeo & Juliet. MGM, 1968.
William Shakespeare - Life of
Drama. A&E Biography series.
West
Side Story. MGM, 1961.
Math
Language Arts
Science
Social Studies
Art
Computers & Internet
Music
P.E. & Health
Other
Multi-Disciplinary
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