1

SHAKESPEARE AND THE TYPES OF LOVE

Shakespeare and the Types of Love

Samantha Alvarado

Arizona State University

SHAKESPEARE AND THE TYPES OF LOVE 2

Shakespeare and the Types of Love

This signature assignment explores a project that expands on the literature of Shakespeare

and allows students to connect in the field of the English language arts. This gallery project

occurs in a span of 10 days, and everyone involved within the projects will be able to gain

knowledge and understanding out of it.

Applicant and School Narrative

The first experience I had was in my high school's Link Crew Club. I helped freshmen

navigate their first year through high school. Myself and my teammates taught lessons and

offered support for any students who were struggling with the transition into high school.

In my second experience, a classmate and I tutored elementary school students at

Salvation Army. We were able to help them academically and develop relationships with them.

We also stayed after to assist them with extracurricular activities.

My third experience, and most recent experience thus far, has been working as a part-

time cashier at a retail store called Burlington. I became the person managers trusted to train new

cashiers. I was given the opportunity to also mentor them while they figured out the cashier

system. I was there to help and teach them the procedures and rules.

The purpose of education is to show students different aspects of academics that they can

make a connection to when they learn the content. It’s also for the students to gain a general

knowledge of what they should know in terms of common sense.

The role of the student is to gain as much knowledge as they can of the content and to

make connections through the ideas/concepts that are being given to them. It’s important for

them to take away the information they learned and to apply it to another aspect of their life.
SHAKESPEARE AND THE TYPES OF LOVE 3

The role of the teacher in education is to instruct students through the curriculum through

experiences and lessons that will make an impact on the students. The role of the teacher in the

community is to be someone who can advocate for an education system where all students can

benefit from it in one way or another. It is also the role of the teacher to become a member in the

community that assists in different areas of needs that are not always academic.

As a secondary education teacher, my group that I will mainly be geared towards are

adolescents. This is a crucial time for them considering they are going through an immense

amount of developmental changes. It is our responsibility to be there for them and to let them

know that everything that they are experiencing, and feeling is normal. As someone who is

Mexican American and identifies as part of the LGBTQIA+ community, I also feel it is my duty

as a mentor/adult figure to be someone that my students can rely on for support.

I need to challenge students and provide them with other information that introduces new

concepts/ideas or different perspectives that will let them face the global awareness that needs to

be brought into the learning environment. Using their background knowledge, I will utilize

specific texts, discussions and more to give them lessons that they will make connections to.

I believe tests/exams do not determine a student’s knowledge of the material, and seeing

as I am going to being teaching the English subject, I need to use more creative strategies to

assess my students and understand how they are gathering information in class. That is also how

I will determine whether they are achieving the goals and objectives that I have in mind for them.

There are very effective ways to expand the adolescents’ thoughts and determine whether they

are really understanding the material. I want to assign essays/discussions to allow my students to

express their thoughts on what they are being taught, whether they think it will be wrong or not.
SHAKESPEARE AND THE TYPES OF LOVE 4

I want to be able to engage the students in the classroom through multiple activities. Even

if some are shy, and I know some will be, I want to give them that opportunity to step out of their

comfort zone and participate in new ways that will challenge them as individuals.

In my classroom environment, I want my students to treat each other with respect and be

open-minded to other views/opinions. I want my classroom to be a “safe space” and a

community of its own. I will not allow my students to interact negatively or cause each other to

feel uncomfortable. I will make that very clear by providing rules and consequences to when the

rules are broken. These are part of the expectations that I will have for them, and I will expect

some sort of support from outside the classroom. I want my students to have this class to look

forward to and to always be willing to participate whenever possible.

My goal for my students is to provide for them a new method to express themselves,

whether it be through reading, writing, discussing concepts, and more. Other goals of mine for

them are to provide a community for them to be a part of, be someone for them to talk to when

they are experiencing anything, and to provide an overall positive experience for them in class.

When it comes to problem-based learning, it is easy to decide which learning styles to

address in class. Although this has been a controversial method, VARK styles has become one

popular way to determine how students learn as well as how they express their understanding of

the content being taught to them. I have been taught for several years about the VARK learning

styles, but I have recently learned that sticking to those methods doesn’t always work. I need to

not rely on those methods of learning and use different types of lessons to show students how to

learn different things in all types of ways. I am hoping to provide the balance between the

student’s individual needs and the needs of the classroom as a whole.

SHAKESPEARE AND THE TYPES OF LOVE 5

As far as student engagement goes, it is extremely important that there is as much

engagement as possible in both students and in teachers. Active listening is one thing to practice

by encouraging discussion amongst students and providing lessons that I can explain my

personal experience and that students can personally relate to.

Another important aspect to providing a positive atmosphere in the classroom for

students is cultural inclusion, which can occur by including literature and such that provide

different perspectives on contrasting issues. It’ll allow students to consider other points of view

as well as respecting other cultures, even if they may not identify with those at all. It is vital to

the students that they know how to live in an environment where people are different and still

accept those differences as well as pursue relationships where they can explore personalities.

School Narrative

The school I chose to do research on was my own high school, Westwood High School,

which is between Downtown Mesa and Arizona State University. Westwood High School spans

across 60 acres and was founded in 1962, being the second high school in Mesa Public Schools. I

wanted to have a better perspective on their approach to how they educate students. I will also be

providing my ideal information on classroom and overall school environment.

Westwood High School’s mission statement is “Westwood High School will educate and

empower our community through collaboration, celebrating diversity, global awareness in a safe

and supportive environment,” and their vision is “Move up” (Westwood High School).

The student population within the classroom will be approximately 25-30 students per

class. Since there will only be 5 periods for the educator to teach throughout the day, the overall

number of students per educator should amount to approximately 125-150 students.

SHAKESPEARE AND THE TYPES OF LOVE 6

Summary of Project and Impact

This project will address Shakespeare and his explanation of the different types of love

expressed within his texts. While Shakespeare is a popular author to explore within the English

language arts, it should be required for students to learn and possibly make a connection with so

that they can explain why he was so relevant, even during the present. It can also help students

learn from others about the different types of love, considering that students around this time are

experiencing new kinds of relationships and exploring their own connections.

Students will be reading different passages and such from Shakespeare that help explain

the different types of love identified within the literature. They will do research on the ones they

want to learn more about, and they will create gallery projects that show their understanding of

the learned content. Not only will they create it, but they will also present it in front of others as

well as examine other people’s work to compare their reflection on the content with others.

Student Impact

With the structure of this project, students will be able to work individually and in

groups. Individually, they will be conducting their own research, which will provide them with

the opportunity to enhance their research skills. They will also advance their learning on how to

research credible resources and how to utilize other people’s work without plagiarizing.

While working in groups, students will benefit in providing each other with feedback.

Practicing this skill will allow the students to learn how to have constructive feedback while also

being able to make improvements on their own assignments. They will also learn how to take

other’s perspectives into mind and apply them to their work and for future references.

When students get to see the final products from other students in their gallery projects,

they can connect with students by finding similarities and differences in their work. They can
SHAKESPEARE AND THE TYPES OF LOVE 7

also begin discussions on each other’s work and show each other how to expand their learning on

projects for the future. Overall, the project provides great communication opportunities.

Teacher Impact

Myself as an educator, and other educators, can learn more about students by their

perception that is expressed through these projects. There is always going to be a new point of

view that we have never heard of, and because of that, it can help us fuel our creativity to how

we can approach these projects in terms of structuring it and teaching it to our students.

We can learn from our students whether this project is helpful to them or not. We can

also learn what they like about it and/or how we can improve it to make it informative and fun at

the same time. It can also help educators practice their roles as a facilitator for students while still

allowing students to be creative and take their projects in their own directions.

Community Impact

By connecting with other Shakespeare companies and allowing them to act out scenes for

students, they can provide students with one of many perspectives of Shakespeare’s different

types of love. Shakespeare companies also network their own businesses by working with other

schools and teaching lessons to students. Students can also have opportunities to see what it is

like to pursue the works of Shakespeare through these kinds of companies and determine

whether they can have a passion or even a liking for Shakespeare’s work or not.

In the community, schools can get together where different students who worked on the

same gallery projects can present their own perspectives with each other. Schools can get

together, including the staff, and they can learn more about how to make the projects more

efficient and how they can have the students connect more on the learning through the projects.
SHAKESPEARE AND THE TYPES OF LOVE 8

Project Narrative

The project narrative shows the chart in which a lesson based on Shakespeare will take

place and how exactly it will occur. This will be used as a strategy for connecting students to old

literature a well as providing a way for them to become more creative in their projects when it

comes to expressing their understanding of the content.

Please refer to table 2 below to access the project narrative chart. For the inquiry-based

lesson, please refer to the Appendix for access to it.

Sustaining the Project and Innovation

Technology

Students will use technology when accessing resources to find ideas on how they can

understand what is being taught to them and how they can create their gallery piece as well as

add and complete their portfolio for the project. If the school is limited on technological

resources, I will use specific kinds of activities such as acting out scenes, Socratic seminars,

discussions/debates, and journal entries to help them still pursue their learning. The school and

district may support the technology we need by providing computers for students to use. If they

cannot provide that many computers, I would suggest adding computers to the library where

students can go to research sites for their projects.

After Proposal Period

I would like to expand this project by providing this project narrative calendar to

colleagues at other schools who are teaching the relevance behind Shakespeare. I would like the

instructors to give recommendations and/or advice to how changes can be made to make the

project more fun for students and for them to enhance their learning. I think it would also be an

interesting connection for students to have if other students from different schools came together
SHAKESPEARE AND THE TYPES OF LOVE 9

to present their gallery pieces and projects altogether to see how different students, especially

from different schools, contrast on their perspectives of Shakespeare and the types of love.

Innovation

This project addresses student choice and personal relevance. Through this, they have the

freedom to present how they have learned about Shakespeare in the theme of love. They relate to

love so much since emotions are intensified in middle school and high school. For to relate to the

material, they must have the opportunity to show how they can learn the material as well as teach

it in many diverse methods. It will, essentially, challenge them, but will also make the project fun

for them as they continue to complete the project altogether.

Budget Narrative

One of the main components of the budget provided above is the laptops that are needed

for students. While it is mainly up to the schools to have a budget for that, I felt I should include

it in the budget to have an idea of the prices that laptops may come to. It is also a vital

component to the students’ methods of research. With their laptops, they’ll be able to conduct

research on multiple projects for their Shakespeare projects.

Another extremely important object needed for each student during this project is a book

with assorted plays from Shakespeare. I would very much prefer for my students to have the text

right in front of them when they’re referencing passages in their projects.

The construction paper, markers, sticky notes, and many other objects listed that are used

in projects would be important for students to use so that they can have a lot of options in terms

of expressing their learning and information in a creative way. I want them to know they have a

multitude of ways to create their gallery pieces for others to see.

SHAKESPEARE AND THE TYPES OF LOVE 10

With the white boards and white board markers, I would like for my students to have

those for activities that may occur during the construction of their projects. It would also help

them come up with ideas during class that they can use while doing the projects.

As for the notebooks and folders, I would want the students to have those so they can

track their progress on their projects as well as keep everything they need together in a portfolio

to use at whatever point in the project they’re working on if needed. It would also teach them

how to create and use portfolios for future references, especially if the students are going to take

on projects in the future, whether they be big or small.

Please refer to Table 1 below to access the Budget Chart. If you would like to show

support, please refer to the websites below to show how you can help teachers and other

educational staff with supplies and funding.

SHAKESPEARE AND THE TYPES OF LOVE 11

References

Westwood High School Home of the Warriors. (n.d.). Retrieved December 04, 2020, from

http://www.mpsaz.org/westwood/information/mission/

Table 1

Supplies # and Cost Where to Possible Funding Source

Purchase
Shakespeare 175@$8.00 each Barnes and Noble https://www.donorschoose.org/
Books with https://www.adoptaclassroom.org/
Assorted https://www.gofundme.com/
Plays https://fundly.com/
http://www.fundforteachers.org/
Laptops 175@$399.99 Dell Teach.com Grants for Teachers
(New each http://www.fundforteachers.org/
Inspiron) https://www.gofundme.com/
https://fundly.com/
Pencils (in 8@$1.88 each Walmart https://www.donorschoose.org/
packs of 48) https://www.adoptaclassroom.org/
https://www.gofundme.com/
https://fundly.com/
Pencil 2@$25.97 each Walmart https://www.donorschoose.org/
Sharpener https://www.adoptaclassroom.org/
https://www.gofundme.com/
https://fundly.com/
Paper (in 10@$3.99 each Target https://www.donorschoose.org/
packs of https://www.adoptaclassroom.org/
500) https://www.gofundme.com/
https://fundly.com/
White 175@$3.99 each Staples https://www.donorschoose.org/
Boards https://www.adoptaclassroom.org/
https://www.gofundme.com/
https://fundly.com/
White Board 30@$3.46 each Walmart https://www.donorschoose.org/
Markers (in https://www.adoptaclassroom.org/
packs of 6) https://www.gofundme.com/
https://fundly.com/
Notebooks 175@$0.99 each Staples https://www.donorschoose.org/
https://www.gofundme.com/
https://www.adoptaclassroom.org/
https://fundly.com/
Folders 175@$0.30 each Staples https://www.donorschoose.org/
https://www.gofundme.com/
https://www.adoptaclassroom.org/
SHAKESPEARE AND THE TYPES OF LOVE 12

https://fundly.com/
Black Pens 3@$5.99 each OfficeSupply.com https://www.donorschoose.org/
(in packs of https://www.gofundme.com/
60) https://www.adoptaclassroom.org/
https://fundly.com/
Red Pens (in 18@$0.67 each Frys https://www.donorschoose.org/
packs of 10) https://www.gofundme.com/
https://www.adoptaclassroom.org/
https://fundly.com/
Blue Pens 3@$4.98 each OfficeSupply.com https://www.donorschoose.org/
(in packs of https://www.gofundme.com/
60) https://www.adoptaclassroom.org/
https://fundly.com/
Yellow 15@$6.54 each OfficeSupply.com https://www.donorschoose.org/
Highlighters https://www.gofundme.com/
(in packs of https://www.adoptaclassroom.org/
12) https://fundly.com/
Sticky Notes 35@$2.59 each Target https://www.donorschoose.org/
(in packs of https://www.gofundme.com/
5) https://www.adoptaclassroom.org/
https://fundly.com/
Erasers (in @$0.99 each Staples https://www.donorschoose.org/
packs of 3) https://www.gofundme.com/
https://www.adoptaclassroom.org/
https://fundly.com/
Constructio 8@$1.18 each Discount School https://www.donorschoose.org/
n Paper (in Supply https://www.gofundme.com/
packs of 50) https://www.adoptaclassroom.org/
https://fundly.com/
Markers (in 18@$2.99 each Walmart https://www.donorschoose.org/
packs of 10) https://www.gofundme.com/
https://www.adoptaclassroom.org/
https://fundly.com/
Crayons (in 10@$1.37 each Walmart https://www.donorschoose.org/
packs of 24) https://www.gofundme.com/
https://www.adoptaclassroom.org/
https://fundly.com/
Scissors 4@$2.28 each OfficeSupply.com https://www.donorschoose.org/
https://www.gofundme.com/
https://www.adoptaclassroom.org/
https://fundly.com/
Glue Sticks 2@$4.99 each Michaels https://www.donorschoose.org/
(in packs of https://www.gofundme.com/
24) https://www.adoptaclassroom.org/
https://fundly.com/
Tape (in 5@$3.48 each Walmart https://www.donorschoose.org/
SHAKESPEARE AND THE TYPES OF LOVE 13

packs of 3) https://www.gofundme.com/
https://www.adoptaclassroom.org/
https://fundly.com/
Staples (in 5@$1.43 each OfficeSupply.com https://www.donorschoose.org/
packs of https://www.gofundme.com/
5,000) https://www.adoptaclassroom.org/
https://fundly.com/
Stapler 2@$4.99 each Target https://www.donorschoose.org/
https://www.gofundme.com/
https://www.adoptaclassroom.org/
https://fundly.com/

Table 2

Daily Calendar for Shakespeare’s Types of Love

Day 1 Day 2 Day 3 Day 4 Day 5

Standards & Standards Standards & Standards & Standards &
Learning & Learning Learning Learning Learning
Objective(s) Objective(s) Objective(s) Objective(s) Objective(s)

9-10.RL.2 9-10.RL.2 9-10.SL.5 9-10.SL.5 Make 9-10.SL.5

Determine a Determine a Make strategic strategic use of Make
theme or theme or use of digital digital media in strategic use
central idea of central idea media in presentations to of digital
a text and of a text and presentations enhance media in
analyze in analyze in to enhance understanding presentations
detail its detail its understanding of findings, to enhance
development development of findings, reasoning, and understanding
over the over the reasoning, and evidence and to of findings,
course of the course of the evidence and add interest. reasoning,
text, text, to add interest. and evidence
including how including Learning and to add
it emerges how it Learning Objective(s): interest.
and is shaped emerges and Objective(s): Create your
and refined is shaped Analyze the own lyrics to a Learning
by specific and refined types of love song based on Objective(s):
details; by specific identified on Shakespeare's Modernize
provide an details; the gallery. texts. your own
objective provide an version of
summary of objective Essential Essential Shakespeare’s
the text. summary of Question: Question: How different
the text. How can we can we show types of love.
Learning show different different types
Objective(s): Learning types of love? of love? Essential
Identify the Objective(s): Question:
different Identify the How can we
types of love different show
SHAKESPEARE AND THE TYPES OF LOVE 14

in types of love different

Shakespeare's in types of love?
literature. Shakespeare'
s literature. Modernizing the
Essential text on Flipgrid
Question: Essential (TikTok,
What are the Question: YouTube, song)
different What are the
types of love? different
types of
love?
Learning Learning Learning Learning Activities Learning
Activities Activities Activities Activities
Students will
Students will Students will Students will look demonstrate their Students will
examine excerpts examine at an example of a understanding of demonstrate their
from Shakespeare excerpts from gallery piece that Shakespeare by understanding of
that describe the Shakespeare that they will recreate taking one of the Shakespeare by
different types of describe the when they present excerpts presented taking one of the
love. different types of about the different to them and turning excerpts
love. types of love that it into lyrics to presented to them
Cooperative they learned record and post on and modernizing
learning is used Cooperative about. Flipgrid. it into song lyrics,
on day 1 and day learning is used a TikTok video, a
2 of the lesson on day 1 and day Cooperative Differentiation is YouTube video,
because of the 2 of the lesson learning is used in the instructional and/or other
feedback they because of the this part of the strategy emphasized expressions of
will provide on feedback they lesson because of because of the learning.
the Google form will provide on how the students diverse methods that
assessment and the Google form will account for students will use to Differentiation is
the discussions assessment and their learning and record the lyrics to the instructional
that they will the discussions the feedback they their own strategy
engage in during that they will will provide for understanding. emphasized
class. engage in during the example that is because of the
class. shown to them. diverse methods
that students will
use to modernize
Shakespeare’s
“love” language.
Assessment Assessment Assessment Assessment Assessment

Students will fill Students will fill Students will Students will Students will
out a Google form out a Google begin writing provide a Flipgrid demonstrate their
created by the form created by journal entries on video that learning by
instructor to the instructor to what they have demonstrates their modernizing a
assess their assess their learned about understanding of passage from
knowledge on knowledge on Shakespeare’s Shakespeare’s text. Shakespeare and
Shakespeare’s Shakespeare’s types of love and posting it as a
types of love. types of love. the questions they technological
may have about resources for
the subject. others to see.
SHAKESPEARE AND THE TYPES OF LOVE 15

Technology Technology Technology Technology Technology

Student=Knowled Student= Student=Empower Student=Knowledge Student=Knowled

ge Constructor- Knowledge ed Learner-1a: constructor-3c: ge constructor-3c:
3a: Students plan Constructor-3a: Students articulate Students curate Students curate
and employ Students plan and set personal information from information from
effective research and employ learning goals, digital resources digital resources
strategies to effective develop strategies using a variety of using a variety of
locate information research leveraging tools and methods tools and methods
and other strategies to technology to to create collections to create
resources for their locate achieve them and of artifacts that collections of
intellectual or information and reflect on the demonstrate artifacts that
creative pursuits other resources learning process meaningful demonstrate
& for their itself to improve connections or meaningful
Knowledge intellectual or learning conclusions. connections or
Constructor-3c: creative pursuits outcomes. conclusions.
Students curate & Teacher=Designer-
information from Knowledge Teacher= Analyst- 5c: Explore and Teacher=Designer
digital resources Constructor-3c: 7a: Provide apply instructional -5c: Explore and
using a variety of Students curate alternative ways design principles to apply
tools and methods information from for students to create innovative instructional
to create digital resources demonstrate digital learning design principles
collections of using a variety competency and environments that to create
artifacts that of tools and reflect on their engage and support innovative digital
demonstrate methods to learning using learning. learning
meaningful create technology. environments that
connections or collections of & engage and
conclusions. artifacts that Designer- support learning.
demonstrate 5b:Design
Teacher=Analyst- meaningful authentic learning
7a: Provide connections or activities that
alternative ways conclusions. align with content
for students to area standards and
demonstrate Teacher= use digital tools
competency and Analyst-7a: and resources to
reflect on their Provide maximize active,
learning using alternative ways deep learning.
technology. for students to
& demonstrate
Designer- competency and
5b:Design reflect on their
authentic learning learning using
activities that technology.
align with content &
area standards Designer-
and use digital 5b:Design
tools and authentic
resources to learning
maximize active, activities that
deep learning. align with
content area
SHAKESPEARE AND THE TYPES OF LOVE 16

standards and
use digital tools
and resources to
maximize active,
deep learning.
Day 6 Day 7 Day 8 Day 9 Day 10
Standards & Standards Standards & Standards & Standards &
Learning & Learning Learning Learning Learning
Objective(s) Objective(s) Objective(s) Objective(s) Objective(s)

9-10.SL.5 9-10.SL.5 9-10.SL.5 9-10.SL.5 Make 9-10.SL.4

Make Make Make strategic strategic use of Present
strategic use strategic use use of digital digital media in information,
of digital of digital media in presentations to findings, and
media in media in presentations enhance supporting
presentations presentations to enhance understanding evidence
to enhance to enhance understanding of findings, clearly,
understanding understandin of findings, reasoning, and concisely, and
of findings, g of reasoning, and evidence and to logically such
reasoning, findings, evidence and add interest. that listeners
and evidence reasoning, to add interest. can follow the
and to add and evidence Learning line of
interest. and to add Learning Objective(s): reasoning and
interest. Objective(s): Assess your the
Learning Modernize classmates' organization,
Objective(s): Learning your own modernizations development,
Modernize Objective(s): version of of substance,
your own Modernize Shakespeare’s Shakespeare's and style are
version of your own different types types of love. appropriate to
Shakespeare’s version of of love. purpose,
different Shakespeare Essential audience, and
types of love. ’s different Essential Question: How task; use
types of Question: can we show appropriate
Essential love. How can we different types eye contact,
Question: show different of love? adequate
How can we Essential types of love? volume, and
show Question: clear
different How can we pronunciation
types of love? show .
different
types of Learning
love? Objective(s):
Produce a
presentation
explaining the
types of love.

Essential
Question:
How can we
show
SHAKESPEARE AND THE TYPES OF LOVE 17

different
types of love?
Learning Learning Learning Learning Activities Learning
Activities Activities Activities Activities
Once their gallery
Students will start Students will Students will start piece is put Students will
gathering start gathering gathering together, students present their final
information and information and information and will come together product of their
such to create a such to create a such to create a to examine each gallery pieces and
portfolio and use portfolio and use portfolio and use it other’s pieces and complete their
it to create a it to create a to create a gallery give advice for portfolio with all
gallery piece. gallery piece. piece. changes/improveme the materials they
nts for the final used in their
Differentiation is Differentiation is Differentiation is product. project.
used in this part used in this part used in this part of
of the lesson of the lesson the lesson because Collaboration plays Collaboration
because of how because of how of how students a huge part in this plays a huge part
students will students will will choose to part of the lesson in this part of the
choose to present choose to present and teach because of the lesson because of
and teach their present and their information students grouping the students
information as teach their as they create their together to give giving each other
they create their information as gallery piece. each other feedback, feedback while
gallery piece. they create their which essentially looking at other
gallery piece. leads to cooperative gallery pieces and
learning. learning what the
other student has
gather from their
resources, which
essentially leads
to cooperative
learning.
Assessment Assessment Assessment Assessment Assessment

Students will Students will Students will write Students will write a Students will turn
write journal write journal journal entries on journal entry on in their gallery
entries on what entries on what what they have what they can piece as well as
they have learned they have learned about improve on or their portfolio.
about learned about Shakespeare’s change on their They will also
Shakespeare’s Shakespeare’s types of love and gallery piece for the complete a
types of love and types of love and the questions they final version of their Google form to
the questions they the questions may have about project. assess their
may have about they may have the subject. They understanding at
the subject. They about the will also gather the end of the
will also gather subject. They materials for their project compared
materials for their will also gather gallery piece and to the beginning
gallery piece and materials for add it to their of the unit.
add it to their their gallery portfolio.
portfolio. piece and add it
to their portfolio.
Technology Technology Technology Technology Technology
SHAKESPEARE AND THE TYPES OF LOVE 18

Student=Creative Student=Creativ Student=Creative Student=Empowere Student=Creative

Communicator- e Communicator-6c: d Learner-1c: Communicator-
6c: Students Communicator- Students Students use 6d: Students
communicate 6c: Students communicate technology to seek publish or present
complex ideas communicate complex ideas feedback that content that
clearly and complex ideas clearly and informs and customizes the
effectively by clearly and effectively by improves their message and
creating or using effectively by creating or using a practice and to medium for their
a variety of digital creating or using variety of digital demonstrate their intended
objects such as a variety of objects such as learning in a variety audiences.
visualizations, digital objects visualizations, of ways.
models or such as models or Teacher=Analyst-
simulations. visualizations, simulations. Teacher=Facilitator- 7b: Use
models or 6a: Foster a culture technology to
Teacher=Designe simulations. Teacher=Designer where students take design and
r-5c: Explore and -5c: Explore and ownership of their implement a
apply Teacher=Design apply instructional learning goals and variety of
instructional er-5c: Explore design principles outcomes in both formative and
design principles and apply to create independent and summative
to create instructional innovative digital group settings. assessments that
innovative digital design principles learning accommodate
learning to create environments that learner needs,
environments that innovative engage and provide timely
engage and digital learning support learning. feedback to
support learning. environments students and
that engage and inform
support learning. instruction.

Appendix
SHAKESPEARE AND THE TYPES OF LOVE 19

Inquiry-based Lesson Plan

A Midsummer Night’s Dream

Engage
To engage students at the beginning of a lesson, insert video, image,
quote, or another inspirational hook in this box.
The Goal: Reveal Pre-existing ideas, Beliefs, Preconceptions. Pose
questions that students will begin to answer in “Explore”

Quote: “The course of true love never did run smooth”

Quote: “Love looks not with the eyes”
Source: Thomas, Sophie. “A Midsummer Night's Dream: 9 Lines to
Listen out For.” EncoreTickets.co.uk, Encore Tickets, 4 July 2019,
www.encoretickets.co.uk/articles/a-midsummer-nights-dream-lines/.

Explore
Curate a collection of resources (articles, videos, infographics, text
excerpts, etc.) for students to explore the topic.
The Goal: Students may be gathering data, sharing ideas, looking for
patterns, making conjectures, and developing further questions and
problem solving considerations with the use of the information/activity
provided

Website: https://www.bl.uk/shakespeare/articles/dream-illusion-and-
doubling-in-a-midsummer-nights-dream
Source: Smith, Emma. “Dream, Illusion and Doubling in A
Midsummer Night's Dream.” The British Library, The British Library,
15 Mar. 2016, www.bl.uk/shakespeare/articles/dream-illusion-and-
doubling-in-a-midsummer-nights-dream.
Website: https://www.rsc.org.uk/shakespeare-learning-zone/a-
midsummer-nights-dream/language/analysis
Source: “Language Analysis in A Midsummer Night's Dream:
Shakespeare Learning Zone.” Royal Shakespeare Company,
www.rsc.org.uk/shakespeare-learning-zone/a-midsummer-nights-
dream/language/analysis.
Video:
https://www.youtube.com/watch?v=HQSr_SAF79A
Source: Brazell, Karen, et al. SHAKESPEARE UNCOVERED | The
Lovers Untangled in A Midsummer Night’s Dream. Performance by
Heila Nir, YouTube, PBS, 17 Feb. 2015, www.youtube.com/watch?
SHAKESPEARE AND THE TYPES OF LOVE 20

v=HQSr_SAF79A.

Explain
Use this section to allow students to explain their thinking and move
towards demonstrating mastery of the lesson’s objective.
The Goal: Provide opportunity for students to compare ideas,
construct explanations, justify in terms of observations and/or data
collected in a collaborative large group environment.

Students will form groups of approximately 3-4. They will get together
in their groups to do the research from the articles and video given.
They will answer questions such as:
1. What do the articles and video say about A Midsummer Night’s
Dream?
2. What observations can you make based on your research?

Apply/Elaborate
Use this section for students to apply information from the previous
sections to new circumstances or elaborate on a particular aspect at a
deeper level usually coming in the form of “What if” questions.
The Goal: Allowing students the opportunity to discuss how their
thinking has changed or been solidified.

Students will engage in a discussion during class and answer the

following questions:
1. Why is A Midsummer Night’s Dream significant?
2. What connections can you make to the text based on what
you’ve researched?
3. What makes A Midsummer Night’s Dream different from other
works from Shakespeare?

Reflect/Evaluate
Include an opportunity for face-to-face or digital reflection to guide
students along their learning progression, evaluating progress and
setting new goals for continued exploration.
The Goal: Refine initial answer to the “driving question” and reflect
on ideas, goals and beliefs concerning their progress.

After researching and reading A Midsummer Night’s Dream, students

will write a 2-3 page reflective essay answering the driving question
SHAKESPEARE AND THE TYPES OF LOVE 21

below.
Driving Question: How can you use A Midsummer Night’s Dream to
teach a modern lesson that can apply to today’s society?