Shakespeare Unit day by day:

1. I can identify support in an article.

a. Shakespeare dumbed down in comic strips for bored pupils (SB pg
241)
2. I can summarize a brief overview of Shakespeare and his work
a. Shakespeares Life Informational Text (SB pg 245)
3. I can locate key pieces of information in Shakespeare video clips.
i. https://www.youtube.com/watch?v=geev441vbMI
ii. https://www.brainpop.com/english/freemovies/williamshakespear
e/
iii. Fill out Intro to Shakespeare worksheet based off the
informational text (SB pg 245) and video clips
iv. NUMERACY: calculate how long ago events happened to put
Shakespeare nto perspective
4. I can use BINGO to practice background knowledge on Shakespeare. I can
decode Shakespeares language.
a. BINGO worksheet
i. Students must find other students to help them fill out their
BINGO worksheet
ii. Play BINGO
b. Figurative language term review (SB p255)
c. Reading Shakespeares Language The Taming of the Shrew (SB p252)
i. What is unique and challenging about Shakespeares language?
ii. Go over the main points
d. Understanding Shakespeares language (SB p256)
i. Model Analysis
1. Think of the tips in Reading Shakespeares Language
5. I can decode Shakespeares language
a. Understanding Shakespeares language (SB p256)
b. Exit ticket: 3 by 5 card respond to one of Shakespeares quotes on the
board; type of fig lang and what the quote means
6. I can explain a sonnet and describe Shakespeares theater with Mrs. Marsh
a. Sonnet form
b. NUMERACY: counting syllables and lines
c. Globe theater overview
d. Tell about Actors/performance in Shakespeares time
7. I can understand the plot of Shakespeares play, The Taming of the Shrew
a. TECHNOLOGY: Quiz: a quote from Shakespeare tell the type of fig lang
and what the quote means (take quiz on edcite)
b. Attention Getter: Dialogue between P and Kate
c. Intro to the plot worksheet
i. World Book online article (annotated according to the worksheet
used to answer questions)
ii. Students who finished early read the Sparknotes summary which
is more in depth
d. With a partner write an IVF on The Taming of the Shrew and the class
votes on some IVFs to see how accurate they are

8. I can plan and write and persuasive paragraph

a. Writing genres: Narrative, Expository, Argumentative
b. Argumentative Techniques: Pathos, Logos, Ethos review
c. Persuasive Paragraph: Teachers should NOT expect 6 th graders to read
Shakespeare in the original
i. TAPP
ii. Use Expository Pillar
iii. Write Persuasive Paragraph together
d. Tomorrow we will write a Argumentative paragraph on the other side of
the argument; what does an argumentative piece need?
i. COUNTER CLAIM!!
9. I can plan and write an argumentative paragraph
10.I can explain how the play begins
a. Only students who read the longer summary will know how it begins
b. Watch film The Taming of the Shrew Animated Tales up to about 10:47
(the following days reading will stop at that point of the play)
11.I can articulately read Shakespeare
a. Articulation activity: say peter piper picked. In different ways fast,
slow, disappointed, excited
b. Read Act 2, Scene 1 (SB p302)
c. Group 1 and 2
i. Translate 10 lines into modern English with partner
ii. Whole class goes over what exactly is happening in this section
12.I can prepare to argue my opinion in a paragraph. (note taking)
I can evaluate The Taming of the Shrew.
a. Briefly explain the worksheetconceptual question, paragraph
question, sexism
i. Brief discussion: what is sexism and gender roles?
1. The next day we will go more in depth
b. Watch the whole film
i. While watching stop film and ask questions about what had just
happened is what P just said sexist? is how P treats Kate
sexist here?
ii. Students take notes
c. What is your opinion: is the play sexist? Share with your partner and an
example of one scene
13.I can argue my opinion in a paragraph
I can discuss masculinity and femininity.
a. Recap of what is expected in the paragraph
b. Write paragraph on own (pre-assessment)
c. Gender roles:
i. Masculinity and femininity
1. What do you think of, stereotypes, realities ect?
2. Personal experiences
3. ASK: how does this relate to Shakespeare and what we
have been talking about? conceptual question
a. Petruchio, Kate, Bianca, other characters
d. https://www.youtube.com/watch?v=XjJQBjWYDTs

#Like AGirl
14.I can practice my part in the play.
If time(I can interpret a text.)
a. Reminder of what will be looked at when graded
i. Show comment card
ii. Tell how the day will go
1. Readers theater: stepping forward, turning around if you
are off stage
2. Provide an example, teacher as director
3. NUMERACY: students count off lines in their parts
b. Practice time
c. 3 different interpretations
i. 3 different interpretations
15.I can interpret a text.
a. Notes on is The Taming of the Shrew Sexist
i. 3 different interpretations
a. Sexist
b. Comedy
c. About building relationships
2. This can be used for counter claim
b. Debate
i. Masculine and Feminine- stereotypes, and some questions
relating directly to the play
16.I can write a well-crafted argumentative paragraph. (post-assessment)
a. Two teams presenting to one another (1 and 2, 3 and 4, ect)
b. 4 Square sheet, passed around to four people: reflect on global scale
masculinity and femininity stereotypes, personal experience of those
stereotypes, in the play, and do you agree with the last response
c. TECHNOLOGY: Paragraph writing (30 mins)
d. Rehearsal of one group in front of the class
17.I can perform
a. Gather props and practice one more time
b. Audience member
c. The play groups 1-4
18.I can perform and reflect on the unit
a. Finish performances
b. Shakespeare Unit Reflection
i. Tally up best actor and actresses
c. Tony awards