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Unit Lessons Packet
Unit Lessons Packet
1. Action/Plot
The events of a play; the story as opposed to the theme; what happens rather than what it
means. The plot must have some sort of unity and clarity by setting up a pattern by which
each action initiating the next rather than standing alone without connection to what came
before it or what follows. In the plot of a play, characters are involved in conflict that has a
pattern of movement. The action and movement in the play begins from the initial
entanglement, through rising action, climax, and falling action to resolution.
2. Thought/Theme/Ideas
What the play means as opposed to what happens (the plot). Sometimes the theme is clearly
stated in the title. It may be stated through dialogue by a character acting as the playwright’s
voice. Or it may be the theme is less obvious and emerges only after some study or thought.
The abstract issues and feelings that grow out of the dramatic action.
3. Diction/Language
The word choices made by the playwright and the enunciation of the actors of the language.
Language and dialog delivered by the characters moves the plot and action along, provides
exposition, defines the distinct characters. Each playwright can create their own specific
style in relationship to language choices they use in establishing character and dialogue.
4. Characters
These are the people presented in the play that are involved in the pursuing plot. Each
character should have their own distinct personality, age, appearance, beliefs, socio economic
background, and language.
5. Music
Music can encompass the rhythm of dialogue and speeches in a play or can also mean the
aspects of the melody and music compositions as with musical theatre. Each theatrical
presentation delivers music, rhythm and melody in its own distinctive manner. Music is not
a part of every play. But, music can be included to mean all sounds in a production. Music
can expand to all sound effects, the actor’s voices, songs, and instrumental music played as
underscore in a play. Music creates patterns and establishes tempo in theatre. In the aspects
of the musical the songs are used to push the plot forward and move the story to a higher
level of intensity. Composers and lyricist work together with playwrights to strengthen the
themes and ideas of the play. Character’s wants and desires can be strengthened for the
audience through lyrics and music.
6. Spectacle
The spectacle in the theatre can involve all of the aspects of scenery, costumes, and special
effects in a production. The visual elements of the play created for theatrical event. The
qualities determined by the playwright that create the world and atmosphere of the play for
the audience’s eye.
(Definitions taken from: Adair-Lynch, Terrin. “Elements of Theatre and Drama.” Accessed 19 October
2006. <http://homepage.smc.edu/adair-lynch_terrin/TA%205/Elements.htm>)
LECTURE NOTES for LESSON PLAN: PLOT
Aristole and The Poetics
I. Aristotle lived 384 BC to March 7, 322 BC; Student of Plato; teacher of Alexander the Great
III. “In science, Aristotle studied anatomy, astronomy, economics, embryology, geography,
geology, meteorology, physics, and zoology. In philosophy, Aristotle wrote on aesthetics, ethics,
government, metaphysics, politics, psychology, rhetoric and theology. He also dealt with
education, foreign customs, literature and poetry.”( http://en.wikipedia.org/wiki/Aristotle)
IV. Aristotle’s was chiefly a scientist and most of his work consists of careful observations. The
Poetics (335 BC) is Aristotle’s observations of literature. His instructor Plato felt “drama,
especially tragedy, was dangerous for society because it encourages irrationality.”(p. 40)
Aristotle’s work is important because he defends drama. He also identifies six elements that are
all aspects of a production: Action/Plot, Thought/Theme/Ideas, Characters, Diction/Language,
Music, and Spectacle. (Goldfard, Alvin. Wilson, Edwin. Living Theater: A History ed. 4. USA:
MCGraw-Hill Companies, 2004. 37-40)
V. Action/Plot
The events of a play; the story as opposed to the theme; what happens rather than what it means.
The plot must have some sort of unity and clarity by setting up a pattern by which each action
initiating the next rather than standing alone without connection to what came before it or what
follows. In the plot of a play, characters are involved in conflict that has a pattern of movement.
The action and movement in the play begins from the initial entanglement, through rising action,
climax, and falling action to resolution. (Definitions taken from: Adair-Lynch, Terrin. “Elements
of Theatre and Drama.” Accessed 19 October 2006. <http://homepage.smc.edu/adair-
lynch_terrin/TA%205/Elements.htm>)
VI.
Climax
Falling Action
Resolution/Denouement
Rising Action
Inciting incident
Exposition
Katie McDermott and Valerie Wozniak
April 7, 2010
Required Materials:
30 minute television or film clip (ex. House, ER, The West Wing, etc.)
After each commercial discuss the message or “point” of the commercial. What
ideas are expressed by the commercial? Watch four or five commercials and
begin introducing the concept of theme.
1. Define and discuss Theme using attached lecture notes. (Possible Questions:
What were the themes of the commercials we watched? What are common
themes found in literature? Discuss themes of possible movies? What theme
does this course focus on?
2. Given tools to identify theme. Questions such as: What is the moral concept
to the piece? Consider the action of the characters or main plot points, what
happened and what were the consequences? How do these pieces relate to
society at large (both now, and then)
GOAL: Provide Students with a general Idea of what theme is. Through
discussion gauge how much they comprehend.
DAY 2
4. Small group discussion with guiding questions (What was the episode saying
about whatever the theme happens to be? How can you state the theme? What
other themes can you find?
5. After the group discussions, students will write a theme that they, or their
group, have discussed. Each student will be required to turn in his or her own
statement of theme.
Provide Copies of Lecture Notes (below) and make sure students are paired to
understanding and varied groups.
Be prepared to define:
THEME—LECTURE NOTES:
I. Thought/Theme/Ideas
“What the play means as opposed to what happens (the plot). Sometimes the theme is
clearly stated in the title. It may be stated through dialogue by a character acting as the
playwright’s voice. Or it may be the theme is less obvious and emerges only after some
study or thought. The abstract issues and feelings that grow out of the dramatic action.”
(from 6 Elements Handout)
II. “What exactly is this elusive thing called theme? The theme of a fable is its moral. The
theme of a parable is its teaching. The theme of a piece of fiction is its view about life
and how people behave. In fiction, the theme is not intended to teach or preach. In fact, it
is not presented directly at all. You extract it from the characters, action, and setting that
make up the story. In other words, you must figure out the theme yourself.The writer's
task is to communicate on a common ground with the reader. Although the particulars of
your experience may be different from the details of the story, the general underlying
truths behind the story may be just the connection that both you and the writer are
seeking.” (“Analyzing Theme.” Literature. What Makes a Story Good. Accessed 23 Oct.
2006. <http://www.learner.org/exhibits/literature/read/theme1.html>)
III. “Finding the Theme: Here are some ways to uncover the theme in a story: Check out
the title. Sometimes it tells you a lot about the theme. Notice repeating patterns and
symbols. Sometimes these lead you to the theme. What allusions are made throughout the
story? What are the details and particulars in the story? What greater meaning may they
have? Remember that theme, plot, and structure are inseparable, all helping to inform and
reflect back on each other. Also, be aware that a theme we determine from a story never
completely explains the story. It is simply one of the elements that make up the whole.”
(“Analyzing Theme.” Literature. What Makes a Story Good. Accessed 23 Oct. 2006.
<http://www.learner.org/exhibits/literature/read/theme2.html>)
Katie McDermott and Valerie Wozniak
April 7, 2010
Required Materials:
Aristotle notes.
6 Elements Handout
“Welcome to Your Life: A Play in Three Acts. The person who has been cast as
you wants to come interview you before he or she goes on stage. Write a half
page journal entry about what you would want to tell the person playing you”
1. Consult the Aristotle notes. What does Aristotle say about characters in play?
Have a volunteer read the definition from the “6 elements” handout. (class
discussion)
2. Connect the definition with the list compiled from group discussion.
Read the short comedic play. Search for clues to the characters of the
story.
Pick a character and fill out a mock “Myspace” page worksheet.
Continue through the script and analysis of character
Activity is due first thing next period.
Closure (Reflect Anticipatory Set): Five minutes before the end of class, bring
the class back together and discuss any major insights found on character.
(Class discussion)
Provide Copies of Lecture Notes (below) and make sure students are paired to
understanding and varied groups.
Be prepared to define:
Character: the aggregate of features and traits that form the individual
nature of some person or thing.
NAME:
Favorite quote:
Profile Song:
Music:
Movie/TV:
Books:
My Stats:
Marital status:
Children:
Friends:
Hometown:
Religion:
Income:
Education:
Occupation:
Company:
Katie McDermott and Valerie Wozniak
April 7, 2010
Commentary: The Spectacle of a play, often reflects upon the characters and
actions specifically in the play. Ophelia’s “mad” scene and Desmonda making
spectacle out of being a strong woman, who marries a “moor” (very dangerous
and forthcoming for that time period), are spectacles that make the students
better able to understand the strength and weakness of the characters.
Katie McDermott and Valerie Wozniak
LA.1112.1.6.1 The student will use new vocabulary that is introduced and
taught directly;
LA.1112.2.1.8: The student will explain how ideas, values, and themes of a literary work
often reflect the historical period in which it was written;
Required Materials:
“Hello Class! Today I want you to write about something you feel represents you!
It can be anything: A Song, object, symbolic image, animal, etc. Once you have
talked about what your something is and why you feel it represents you, I want
you to write a few paragraphs and how that object is a reflection of present day
society, as opposed to any other time period. Think carefully! Ten minutes!”
10 minutes to do this exercise. This exercise is meant to get them into the mind
set of how historical and cultural time periods effect representations within
themselves as well as literature. It will be read later as part of their guided
journal assessment.
DAY 1:
DAY 2
2. Brief activity:
Imagine you are a woman in the time period described in Othello. Take a
few minutes to discuss within your group what your life would be like day to day
as Desmonda or Emilie.
Closure (Reflect Anticipatory Set): Discuss with all students what they feel
Desmonda (a woman of the Elizabethan Era) would experience and how that
would be reflected with Shakespeare’s writing.
Assessment: Assessment in Journal Entry day one and Class participation Day
2
Provide Copies of Lecture Notes (below) and make sure students are paired to
understanding and varied groups.
Be prepared to define:
Elizabethan Era- Era ruled by Elizabeth and the Tudor cultural society ideologies
from 1533-1603.
Commentary:
"Othello." Free Study Guides for Shakespeare and Other Authors. Web. 04 May
2010. <http://www.cummingsstudyguides.net/xOthello.html>.
The sites will help make a lesson and power point for my students that are
informative and useful to the representations and information on Elizabethan
times and women. Desmonda would be a part of the Elizabethan regime and
therefore the information is relevant to the lesson.
Katie McDermott and Valerie Wozniak
LA.1112.1.6.1: The student will use new vocabulary that is introduced and taught
directly;
LA.1112.2.1.8: The student will explain how ideas, values, and themes of a literary work
often reflect the historical period in which it was written;
LA.1112.1.6.2: The student will listen to, read, and discuss familiar and conceptually
challenging text;
LA.1112.1.7.1: The student will use background knowledge of subject and related
content areas, prereading strategies (e.g., previewing, discussing, generating questions),
text features, and text structure to make and confirm complex predictions of content,
purpose, and organization of a reading selection;
Required Materials:
Discussion materials
Whole class copies of Othello for whole class reading
“Hello Class! Please take a moment to write about a time when you were
described as something you are not. How did that make you feel? Have you
ever told something untrue about someone else? How do you think it affected
them?”
2. “I hope you guys at least looked over the first couple of scenes as requested.
We are going to spend today’s class looking at what the other characters in the
play have to say about Desmonda, and how their understanding of her affects
our pre-judgment. “
3. Examine the scene where Iago and Roderigo call upon Brabantio.
“Look to your house, your daughter, and your bags! / Thieves, Thieves!”
“Thou hast enchanted her…If she in chains of magic were not bound,
whether a maid so tender, fair and happy”
4. “Reading this scene, let’s create a list on the board of personality traits that
Desmonda is imbued with. I will start with fair, which means beautiful. So she’s
pretty. What else is Desmonda made out to be?”
5. Compile list.
“Does she fit the description of what the patriarchal societies of the
Elizabethans depict?”
Provide Copies of Lecture Notes (below) and make sure students are paired to
understanding and varied groups.
Be prepared to define:
Elizabethan Era- Era ruled by Elizabeth and the Tudor cultural society ideologies
from 1533-1603.
Commentary:
Desmonda’s dialogue and actions contrast heavily with what she is said to be
early on in the play. Setting up the pre-conceived representation of a woman
makes the actuality of Desmonda more dramatic and noticeable.
Katie McDermott and Valerie Wozniak
11)Recognizes the contrast between a character’s pre image and post image.
LA.1112.1.6.1: The student will use new vocabulary that is introduced and taught
directly;
LA.1112.2.1.8: The student will explain how ideas, values, and themes of a literary work
often reflect the historical period in which it was written;
LA.1112.1.6.2: The student will listen to, read, and discuss familiar and conceptually
challenging text;
LA.1112.1.7.1: The student will use background knowledge of subject and related
content areas, prereading strategies (e.g., previewing, discussing, generating questions),
text features, and text structure to make and confirm complex predictions of content,
purpose, and organization of a reading selection;
Required Materials:
“Now please split into your groups and then sit down in circles. Once you are
finished look to me for instructions.
DAY 1:
1. Situated in groups.
3. Guided Practice:
6. “Please read over your section and begin discussion today, and we will
reconvene tomorrow to finish the activity and talk about it as a class tomorrow.
DAY 2
1. “Hello class! Get into your groups and continue with yesterdays activities. In
about 30 minutes we are going to discuss your findings as a class!”
3. Have each group present what they found while writing the results on the
board from each scene with white board markers.
4. “This activity was meant to really get your guys thinking about how much
stronger Desdemona is than a typical Elizabethan woman.”
Closure (Reflect Anticipatory Set): “Next week we will all look into each ACT
individually. During this time, make sure to listen and take notes on what we
discuss. After we have covered all the ACTs, we will be forming a list of what we
know Desdemona to be for herself like we did for the preconceived notions!
Have a fantastic weekend!
Provide Copies of Lecture Notes (below) and make sure students are paired to
understanding and varied groups.
Be prepared to define:
Elizabethan Era- Era ruled by Elizabeth and the Tudor cultural society ideologies
from 1533-1603.
Commentary:
15)Recognizes the contrast between a character’s pre image and post image.
LA.1112.1.6.1: The student will use new vocabulary that is introduced and taught
directly;
LA.1112.2.1.8: The student will explain how ideas, values, and themes of a literary work
often reflect the historical period in which it was written;
LA.1112.1.6.2: The student will listen to, read, and discuss familiar and conceptually
challenging text;
LA.1112.1.7.1: The student will use background knowledge of subject and related
content areas, prereading strategies (e.g., previewing, discussing, generating questions),
text features, and text structure to make and confirm complex predictions of content,
purpose, and organization of a reading selection;
Required Materials:
“Hello Class! I would like you to write about what you thought about the activity
last week. Did it help you better understand what we would be looking at? Did it
make it less stressful in a group? What did you learn? How did you come to
your conclusions? Do you think you will better contribute to the discussions in
this class because of this activity?”
2. “Hello everybody! I hope your weekend was great! Did anyone finish reading
Othello after our Jigsaw on Friday? (Waits to gauge response) Well today we
are going to look into each section you guys studied last week individually.
Today we are going to look specifically at Act 1 Scene 3.”
3. Have student from Group 1 read their designated section (lines 230-301).
4. Have Group 1 review their findings from Friday (to remind and start the
discussion). “Does anyone have anything else they personally feel about this
scene?”
6. “It seems like you guys have thought about some of Desdemona’s
representations as a strong woman. I would like to point out to you some specific
moments that tell us more about Desdemona as a person.”
Lines 243-247.
Desdemona does not want to stay with her father. Why? (It will
make him anxious and unhappy to have her there as he believes
her to have betrayed him.
She appeals to the Duke to let her Live with Othello. Was is
common for women to appeal in court? (no. Another
Shakespearean play Merchant of Venice, Portia dresses as a male
to be able to represent Antonio. Also, women were restricted from
plenty of professions) Was it common while men were at war for
the woman to reside with her husband? (no…Women were
expected to stay with their father’s while the husband is away)
Would you say this makes Desdemona brave?
Lines 249-260.
Desdemona speaks of her love for Othello, and her duty to him as
his wife. Do you think she says this because of the conventions of
the time or because she honestly means it?
“if I be left behind/ A moth of peace, and he go to war,/ The rites for
which I love him are bereft me,/ And I a heavy interim shall support/
By his dear absence”
What is she saying here? (She would be very upset if Othello had
to leave her there-speaks for her true and developed emotions for
Othello which she speaks of in public…NOT courtly love).
7) “This scene really shows us a different side of Desmonda, she was described
as property and weak minded before, now Othello is asking her to speak on her
own behalf!”
Assessment: The journal entry and class participation are the assessments
today.
Provide Copies of Lecture Notes (below) and make sure students are paired to
understanding and varied groups.
Be prepared to define:
Elizabethan Era- Era ruled by Elizabeth and the Tudor cultural society ideologies
from 1533-1603.
Commentary:
20)Recognizes the contrast between a character’s pre image and post image.
LA.1112.1.6.1: The student will use new vocabulary that is introduced and taught
directly;
LA.1112.2.1.8: The student will explain how ideas, values, and themes of a literary work
often reflect the historical period in which it was written;
LA.1112.1.6.2: The student will listen to, read, and discuss familiar and conceptually
challenging text;
LA.1112.1.7.1: The student will use background knowledge of subject and related
content areas, prereading strategies (e.g., previewing, discussing, generating questions),
text features, and text structure to make and confirm complex predictions of content,
purpose, and organization of a reading selection;
Required Materials:
“Hello everybody! I hope everybody is well! We are going to jump right into ACT
2 Scene one today. So let’s open the floor for discussion- Group 2!”
1. Beginning statement.
2. Have student from Group 2 read their designated section (lines 114-165).
4. Have Group 2 review their findings from Friday (to remind and start the
discussion). “Does anyone have anything else they personally feel about this
scene?”
Line 114, Desdemona calls Iago a “Slanderer”. What does that mean? Is
Iago a slanderer? Does she know how much of a slanderer Iago actually
is?
Lines 118-163
Desdemona is the wife of a General. She has rank. She asks Iago
for advice to “bestow on a deserving woman indeed, one that, in the
authority of her merit, did justly put on the vouch of very malice itself” (She
is basically asking what about women like me, in position of rank, that
have been witness to crudeness and disgusting behavior *ahem Iago*).
Desdemona is warning Iago playfully not to cross her.
“Do not learn of him, Emilia, though her be thy husband…is he not a most
profane and liberal counselor?”
She insults Iago for being so common and debase. Is this something a
conventional Elizabethan woman would do? (Many women chided men,
but were often beaten for chiding too much)
7) “This excerpt opens up a lot of questions about how much Desdemona really
knows about Iago. It’s almost as though her intuition tells her something is
amiss, but she ignores it for the sake of Iago helping out her Husband. We have
really seen her shine in the strength of her position here, and we are about to
plunge into Act 3 where she really pulls weight.”
Provide Copies of Lecture Notes (below) and make sure students are paired to
understanding and varied groups.
Be prepared to define:
Elizabethan Era- Era ruled by Elizabeth and the Tudor cultural society ideologies
from 1533-1603.
Othello Text and Translation - Act II, Scene I - Page 2." ENotes - Literature Study Guides, Lesson Plans,
This website made translation nearly painless! Will give it to students if they need more help with
comprehension!
This scene really notes how Desdemona starts asserting herself in groups of men. Iago and Cassio are
witness to her wit when listening to Iago’s gross and rude behavior. She chastizes him for it, and notes that
25)Recognizes the contrast between a character’s pre image and post image.
LA.1112.1.6.1: The student will use new vocabulary that is introduced and taught
directly;
LA.1112.2.1.8: The student will explain how ideas, values, and themes of a literary work
often reflect the historical period in which it was written;
LA.1112.1.6.2: The student will listen to, read, and discuss familiar and conceptually
challenging text;
LA.1112.1.7.1: The student will use background knowledge of subject and related
content areas, prereading strategies (e.g., previewing, discussing, generating questions),
text features, and text structure to make and confirm complex predictions of content,
purpose, and organization of a reading selection;
Required Materials:
“Hello Class! Please write about a time where you have been placed in a
position that gave you power. Did you actually feel empowered or did you feel
like too much was expected of you? Do you think your relation to that power
would have been different if you were a different sex? Why or why not? What if
you were back in Elizabethan times? Why or why not? Think critically about how
things have changed both historically and role relatedly”
1. Journal exercise
2. “Today we are going to look into Act 3, where Desdemona really starts to
assert her power as a female to those around her. Act 3 is a very complex set of
circumstances for Desdemona, but we will start with lines 1- 28, a shorter section
filled with some complex gestures on her part”
3. Have student from Group 3 read their designated section (lines 1-28).
4. Have Group 3 review their findings from last Friday (to remind and start the
discussion). “Does anyone have anything else they personally feel about this
scene?”
Lines 1 and 2
- “Be thou assured, good Cassio, I will do all my abilities in thy
behalf” - What is the extent of Desdemona’s behalf? Does she
have a lot of control over the situation? What control does she
have? Conventionally, did women in the Elizabethan Era have
much control at all?
Lines 19-28
8. Lines 55-74
Lines 76-83
Closure (Reflect Anticipatory Set): Tomorrow we will finish with ACT 4. Make
sure to keep up with your notes for the final activity afterward!
Provide Copies of Lecture Notes (below) and make sure students are paired to
understanding and varied groups.
Be prepared to define:
Elizabethan Era- Era ruled by Elizabeth and the Tudor cultural society ideologies
from 1533-1603.
Commentary: After this things get harder. So far we have intelligent, respected,
eloquent, confident, powerful. Desdemona so far is a very strong representation
of a woman.
Katie McDermott and Valerie Wozniak
30)Recognizes the contrast between a character’s pre image and post image.
LA.1112.1.6.1: The student will use new vocabulary that is introduced and taught
directly;
LA.1112.2.1.8: The student will explain how ideas, values, and themes of a literary work
often reflect the historical period in which it was written;
LA.1112.1.6.2: The student will listen to, read, and discuss familiar and conceptually
challenging text;
LA.1112.1.7.1: The student will use background knowledge of subject and related
content areas, prereading strategies (e.g., previewing, discussing, generating questions),
text features, and text structure to make and confirm complex predictions of content,
purpose, and organization of a reading selection;
Required Materials:
“Hello Class! Please write about a time you were accused of something you did
not do. Why were you accused? How did it turn out? Was the relationship you
had with the accuser different afterward? Were you ever acquitted of the
accusation? How do you feel about the situation now?”
1. Journal exercise
2. “We are now going to look at Desdemona under duress. Othello has deemed
her as unfaithful and decides to confront her about the “crime””
3. Have student from Group 4 read their designated section (lines 31-92).
4. Have Group 4 review their findings from last Friday (to remind and start the
discussion). “Does anyone have anything else they personally feel about this
scene?”
6. As a class we can see that this scene is very emotionally charged as Othello
and Desdemona argue over her false accusation
Lines 42-46
Desdemona pleads with Othello to tell her what she has done
wrong. She also lets him know that if he is upset with someone
else- do not take it out on her. How would you say this show’s
Desdemona’s confidence in her answer? Confidence in herself?
Does she show contempt for her position under her father and her
husband? How does this move against the conventional female
role?
Lines 84-87
Lines 31-92
Closure (Reflect Anticipatory Set): Tomorrow we will do the review session for
all we have seen about Desdemona. Do not forget your notes from the pre-
concieved notion lesson, and any notes you’ve taken about Desdemona’s
strength thus far.
Provide Copies of Lecture Notes (below) and make sure students are paired to
understanding and varied groups.
Be prepared to define:
Elizabethan Era- Era ruled by Elizabeth and the Tudor cultural society ideologies
from 1533-1603.
STUDENT OBJECTIVES
Students will:
List and discuss the ways they think women and men are portrayed in the
mass media, based on their own experiences and observations.
Discuss gender differences and representations of those differences
Listen to the opinions of classmates and voice opinions of their own
ASSESSMENT/REFLECTIONS
Students will be assessed on participation in discussions and relevance of
comments, questions, and answers.
ESE/ESOL MMODIFICATIONS:
ESE students will be given extra time to answer, technology modifications as
necessary, and extra assistance with the technology in use.
ESOL students will receive word banks, extra time to answer, and extra
assistance with the technology in use.
ESOL students will be given primary language-to-English dictionaries for
reference.
The teacher will use physical examples, realia, and gestures, where
appropriate and necessary, to aid in understanding.
Ophelia: Interpretation is the Thing
Adapted from: http://www.readwritethink.org/classroom-resources/lesson-
plans/literature-interpretation-thing-818.html
Grade: 12
Estimated Time: Four 50-minute class sessions
STUDENT OBJECTIVES
Students will:
Practice working cooperatively by dividing into groups to analyze
information, form a consensus, and present this information to the class
Analyze texts by reading and reacting to passages from a work of
literature and critical interpretations of that same work
Listen to and critique opposing interpretations of the same reading and
consider how these opinions were formed through classroom dialogue and
independent writing
Practice critical thinking by defending the validity of an assigned point of
view even if it opposes their personal interpretation of the reading
Synthesize diverse interpretations by listening to student presentations
and writing an essay that compares and contrasts them
MATERIALS AND TECHNOLOGY:
Chart paper
Computers with Internet access
Websites
o Hamlet: List of Scenes
(http://shakespeare.mit.edu/hamlet/index.html)
o Elizabethan England and the World of Shakespeare
(http://www.kn.pacbell.com/wired/fil/pages/listelizabetma1.html)
o The Ophelia Page
(http://faculty.pittstate.edu/~knichols/ophelia.html)
o Shakespeare and His Critics (http://shakespearean.org.uk)
ESE/ESOL MMODIFICATIONS:
ASSESSMENT/REFLECTIONS
Observe and take anecdotal notes during group discussions to see how
well students are able to analyze and interpret texts. Give students a
participation grade based on whole-class and small-group discussions in
each session.
Assess student presentations. Questions to consider include: How well
were students able to defend viewpoints with which they didn't necessarily
agree? Did they come up with supporting statements to defend those
opinions? Were background materials incorporated into their
presentations? How well did they answer questions from the class?
Evaluate the essays to see how well students were able to understand
and synthesize the different viewpoints presented in class. Use the essays
as a means of measuring group presentations as well. If a particular
group's presentation generated unclear or incomplete writing, have the
class discuss constructively what they felt was lacking in the presentation.
The group in question should then be allowed to use the feedback to
improve and redo their original presentation.
Introduction: Discussion of What Makes a Character
“Weak”
Author: Valerie Wozniak and Katie McDermott
Grade: 12
Estimated Time: One 50 minute class period
STUDENT OBJECTIVES
Students will:
List and discuss what they think makes a person “strong” versus what
makes a person “weak”
Discuss which category constitutes a majority of male characters and
which constitutes a majority of female characters.
Listen to the opinions of classmates and voice opinions of their own
ASSESSMENT/REFLECTIONS
Students will be assessed on participation in discussions and relevance of
comments, questions, and answers.
ESE/ESOL MMODIFICATIONS:
ESE students will be given extra time to answer, technology modifications as
necessary, and extra assistance with the technology in use.
ESOL students will receive word banks, extra time to answer, and extra
assistance with the technology in use.
ESOL students will be given primary language-to-English dictionaries for
reference.
The teacher will use physical examples, realia, and gestures, where
appropriate and necessary, to aid in understanding.
Ophelia: Author of Her Own Syndrome
Author: Valerie Wozniak and Katie McDermott
Grades: 12
Estimated Time: Three 50-minute class sessions
STUDENT OBJECTIVES
Students will:
Read and analyze the text
Develop a response that is personally relevant to the text
Share ideas and feelings about the text with the class
MATERIALS
Copies of Diagnosing and Treating the Ophelia Syndrome
(http://www.fpsct.org/file.cfm?resourceid=2712&filename=ophelia
%20%20syndrome.doc)
ESE/ESOL MMODIFICATIONS:
ESE students will be given extra time to finish, technology modifications as
necessary, and extra assistance with the technology in use.
ESOL students will receive word banks, extra time to finish, and extra
assistance with the technology in use.
ESOL students will be given primary language-to-English dictionaries for
reference.
The teacher will use physical examples, realia, and gestures, where
appropriate and necessary, to aid in understanding.
PROCEEDURE
1. Review of Ophelia in 1.3
1) Discuss Ophelia, Laertes, and Polonius
1) Laertes' advice to Ophelia
2) Polonius' advice to Laertes
3) Polonius' "assault" on Ophelia
2. Provide students with a copy of Diagnosing and Treating the Ophelia
Syndrome and have them read and respond in their journal on the following
topic: How did the article, Diagnosing and Treating the Ophelia Syndrome,
relate to your actual life? Consider experiences you’ve had at school, at
home, at work, and socially.
3. Discuss journal entries as a whole class
4. Discussion: Manifestations of Ophelia Syndrome in our lives – excerpts from
Thomas Plummer’s lecture at BYU.
1) Female and Male: I need to tell you that I see this constantly.
2) Why does this happen?
3) How do we address these problems?
4) Any other section students found interesting or noteworthy.
5. Students will write an informal personal plan of action to guard against
developing this condition.
6. Discuss why the behaviors exhibited by those persons manifesting the
Ophelia Syndrome would be considered “weak” and/or “dependent.
1) Split students into 4-5 groups for small group discussion
2) Give groups “seeds” for discussion
3) Reassemble class for whole-group sharing
7. Students will place marked handout, written response, and plan of action in
their portfolio.
STUDENT ASSESSMENT/REFLECTIONS
Assess for completeness of written response and plan of action
Evaluate responses given during whole-class and small-group
discussions.