TEAL UNIT ON SHAKESPEARETITLE: SHAKESPEARE….Yesterday, Today and Tomorrow……….

Class: 4th year high school (liceo linguistico)

School Subject: English and English Conversation

Duration: 10 (ten) one hour lessons

Topic: Understanding and Appreciating Shakespeare and his works

Prerequisites: Notions and Concepts on Shakespeare’s Background and Writing Style ;Viewing and Commenting of the following videos:

https://www.youtube.com/watch?v=YYfM0RFZ5cs Elizabethan Theatre and the Globe; https://www.youtube.com/watch?v=P0SBg-KG4C4 The Elizabethan Theatre Explained by Willy; https://www.youtube.com/watch?v=alInQ7nzKrI – the influence of Shakespeare on Everyday

English.

Objectives: Promote Independent Research and Study Practices; Encourage students to speak and present in front of their classmates; Enrich note-taking and listening skills; Encourage students to continue reading Shakespeare “outside” the classroom setting

I. BRAINSTORMING PHASE Elicit from students the titles of various Shakespeare Plays; Assign one play to each student/pair

II. INDEPENDENT RESEARCH AND STUDY PHASE Students are asked to research the play assigned keeping in mind

four specific areas: Background information on the play (answering the 5Wh questions) The main characters A brief synopsis of the plot Convince your classmates to read your play…..

(using their devices and personal computers students prepare their presentations respecting the aforementioned points)

III. PRESENTATION

Presenting play respecting a time limit of three to five minutes; Preparing and Organizing posters and/or power point presentations using their

devices (at home and at school) Listening and Taking notes while a classmate presents his/her play ( the other

members of the class take notes in order to complete a worksheet regarding: background information on the play, the characters, the plot and “promote” your play);

Setting up a Shakespeare Corner where the various poster can be placed and viewed.

IV. EVALUATION AND ASSESSMENT

Students are assessed on their preparation and execution of their presentation; Students will also be assessed on their language competences and skills to “promote” their play.

V. Concluding Activity and Remarks By using technology inside and outside the classroom, students are able to take command of their learning. In giving specific tasks, students are able to focus on what is required of them. In giving presentations (peer to peer), students acquire notions and knowledge not only from their teachers, but above all from their classmates. Learning to speak in front of a group of people and taking notes prepare students for real life academic and employment settings. The quieter/ more timid students stand to benefit from this type of activity as they are encouraged by classmates to “share” notions and information.

This type of learning activity also encourages students to develop a genuine interest in literature. Students do not study passively (simply for a mark and/or grade), but are motivated and interested in learning more about a specific Shakespearian play, because they want to find out what happens in the end. Learning and reading takes place “outside” the classroom setting.

As a final follow-up activity, students are asked to write a paragraph (100 words) describing their reactions and comments to such a learning/teaching strategy. In this way, the classroom teachers are able to analyse and understand the strengths and weaknesses of such a learning/teaching strategy.

Required Technological Devices: personal computers, LIM board; Computer Room for independent research and study. Classroom logistics: a “u-shaped” layout with the “presenter” standing or sitting in the front.

End notes:

The teachers’ role in this type of activity is to guide students in their research and encourage students in their presentations. In this activity, the teachers become facilitators assisting students in acquiring knowledge and notions, instead of a sole source of knowledge provider. However, the teachers are responsible for checking understanding through follow-up or comprehension questions at the end of each presentation.

The students who are listening to the presentation are responsible for completing a worksheet related to the activity. At home, as a follow up writing task, the students are to develop a short summary of the play presented by referring to his/her notes.