Taming of the Shrew Unit UbD

Designer Name: Amanda Bevers

Subject Area: English 2 College Prep
Unit Title/Focus: Taming of the Shrew
Estimated Amount of Instructional Time: 6 weeks.
Date: 4/14/14
Grade Level(s): 10th

Stage 1-Desired Results
State Content and Skill Standards:
CC.RL10.2. Determine a theme or central idea of a text and analyze in detail its
development over the course of the text, including how it emerges and is
shaped and refined by specific details; provide an objective summary of
the text.

CC.RL.3. Analyze how complex characters (e.g., those with multiple or conflicting
motivations) develop over the course of a text, interact with other characters,
and advance the plot or develop the theme.

CC.RL.9. Analyze how an author draws on and transforms source material in a specific
work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible
or how a later author draws on a play by Shakespeare).

CC.10.10. By the end of grade 9, read and comprehend literature, including stories,
dramas, and poems, in the grades 910 text complexity band proficiently,
with scaffolding as needed at the high end of the range.

CC.SL.10.1.Initiate and participate effectively in a range of collaborative discussions
(one-on-one, in groups, and teacher-led) with diverse partners on grades
910 topics, texts, and issues, building on others ideas and expressing
their own clearly and persuasively.



Enduring Understandings:
Students will understand that there are different interpretations of the play.
Students will understand that people hide their true selves for many reasons.
Students will understand that gender stereotypes and stereotypes in general limit us and
can create a false reality.

Essential Questions:
What effect do stereotypes have on our society?
Is this play sexist? A product of its time? Or subvertly feminist?
Why do we mask our true selves?
How does social position define a person and is this still relevant today?

Big Ideas:
Look Deeper
-People are not always what they appear to be.
-Sometimes you have to look deeper to understand what someone is truly saying or doing and
why.

What students will know:
Students will know common devices of Shakespearean work.
Students will know Ethos, Pathos, and Logos and their use in persuasive speaking and
writing.
Students will know the important moments of the play and why they are significant.
Students will know that they need to look deeper into the text and look past what is
directly said to understand the play and its characters.
Students will know about stereotypes and biases.
What students will be able to do:
Students will be able to work effectively and collaboratively in pairs and small groups.
Students will be able to understand and use new vocabulary related to the unit.
Students will be able to respond to engaging and critical thinking questions by writing
short answers in their writing journals.
Students will be able to write a persuasive essay addressing one of the units essential
questions.
Students will be able to understand and discuss the major topics and themes of the play in
both written and verbal forms.


Stage 2-Assessment Evidence
Performance Tasks:
One page in class response paper on their understanding of stereotypes and personal
biases and their experiences with them (DIAGNOSTIC).
Comprehensive reading quizzes (PROGRESS MONITORING).
Topics Project (Choice of Topic and assessment (Poster, Prezi, Video, Comic, Model,
Performance) (SUMMATIVE).
Persuasive Essay (SUMMATIVE).

Other Evidence:
-Vocabulary worksheets
-Graphic Organizers

Stage 3- Learning Plan
Learning activities:
Fish Bowl Activities for Act I
Read-Alouds
Character outlines
Vocabulary Study
Independent and collaborative work
TED ED interactive lesson on Shakespearean Insults
Shakespearean Insult Game and Competition

Sample Rubrics of what I have so far.

https://drive.google.com/file/d/0B9dRl2daT4wHZHZrbFFQT2Y3bGc/edit?usp=sharing
Rubric for Performance option

https://drive.google.com/file/d/0B9dRl2daT4wHRndyMjB2TUVmblU/edit?usp=sharing
General Essay Rubric. Will be adapting this a bit more for a persuasive focus.