Shakespeare+unit+planner

 MYP unit planner
Teacher(s) || Rachel Heller || Subject and grade level || English TTO4 || Time frame and duration || Approximately 9 weeks (3 lessons per week) ||
 * ===== Unit title ===== || ===== Shakespeare  ===== ||

** Stage 1: Integrate significant concept, area of interaction and unit question **
 Which area of interaction will be our focus? Why have we chosen this? || ===== ===== || =====Significant concept(s) ===== What are the big ideas? What do we want our students to retain for years into the future? || Human Ingenuity ||^  ||  Shakespeare as modern entertainment   ||  Why does Shakespeare remain popular? || What task(s) will allow students the opportunity to respond to the unit question? What will constitute acceptable evidence of understanding? How will students show what they have understood? || <span style="font-family: Symbol; font-size: 10pt; mso-ansi-language: EN-US; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msoansilanguage: EN-US; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Preparing and performing scenes: C <span style="font-family: Symbol; font-size: 10pt; mso-ansi-language: EN-US; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msoansilanguage: EN-US; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">·  Essay about why Shakespeare remains popular: ABC <span style="font-family: Symbol; font-size: 10pt; mso-ansi-language: EN-US; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msoansilanguage: EN-US; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· <span style="font-size: 10pt; mso-ansi-language: EN-US; mso-bidi-font-family: Arial; mso-bidi-font-size: 11.0pt;">Participation in a Shakespeare workshop and performance of a Shakespeare play: C  || Which specific MYP objectives will be addressed during this unit? || <span style="font-family: Symbol; font-size: 10pt; mso-ansi-language: EN-US; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msoansilanguage: EN-US; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Understand and comment on the language, content, structure, meaning and significance of both familiar and previously unseen pieces of writing (in-class discussions and essay). <span style="font-family: Symbol; font-size: 10pt; mso-ansi-language: EN-US; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msoansilanguage: EN-US; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Use language to narrate, describe, analyze, explain, argue, persuade, inform … (in-class discussions and essay). <span style="font-family: Symbol; font-size: 10pt; mso-ansi-language: EN-US; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msoansilanguage: EN-US; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Express an informed personal response to literary … texts and demonstrate the ability to approach works independently (essay). <span style="font-family: Symbol; font-size: 10pt; mso-ansi-language: EN-US; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msoansilanguage: EN-US; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Understand connotations within a language in order to interpret the author’s … intentions (in-class discussion, essay, prepared readings in class and Shakespeare workshop) <span style="font-family: Symbol; font-size: 10pt; mso-ansi-language: EN-US; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msoansilanguage: EN-US; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Express ideas with clarity and coherence in both oral (in-class discussion) and written (essay) communication. <span style="font-family: Symbol; font-size: 10pt; mso-ansi-language: EN-US; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msoansilanguage: EN-US; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Structure ideas and arguments … in writing, in a sustained and logical way, and support them with relevant examples (essay). <span style="font-family: Symbol; font-size: 10pt; mso-ansi-language: EN-US; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msoansilanguage: EN-US; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Use and understand an appropriate and varied range of vocabulary and idiom (in-class discussion, essay, prepared readings in class). <span style="font-family: Symbol; font-size: 10pt; mso-ansi-language: EN-US; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msoansilanguage: EN-US; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Use correct grammar with appropriate and varied sentence structure (essay). <span style="font-family: 'Calibri','sans-serif'; font-size: 10pt; mso-ansi-language: EN-US; mso-bidi-font-family: Arial;">Show awareness of the need for an effective choice of register suited to the audience in both oral (prepared readings in class, Shakespeare workshop) and written communication (essay). || Which MYP assessment criteria will be used? || <span style="font-family: 'Calibri','sans-serif'; font-size: 10pt; mso-bidi-font-family: Arial;">A, B and C ||
 * =====<span style="font-family: 'Arial','sans-serif';"> Area of interaction focus =====
 * =====<span style="font-family: 'Arial','sans-serif';">MYP unit question ===== ||
 * =====<span style="font-family: 'Arial','sans-serif';">Assessment =====

<span style="font-family: 'Arial','sans-serif';">
<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; mso-ansi-language: EN-GB; mso-bidi-language: AR-SA; mso-fareast-font-family: 'Times New Roman'; mso-fareast-language: EN-US;"> <span style="font-family: 'Arial','sans-serif'; font-size: 14pt;">** Stage 2: Backward planning: from the assessment to the learning activities through inquiry ** <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 8pt; line-height: 150%;">What knowledge and/or skills (from the course overview) are going to be used to enable the student to respond to the unit question? <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 8pt; line-height: 150%;">What (if any) state, provincial, district, or local standards/skills are to be addressed? How can they be unpacked to develop the significant concept(s) for stage 1? <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9.5pt; line-height: 150%;"> || <span style="color: black; font-family: Symbol; font-size: 10pt; font-weight: normal; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 10pt; font-weight: normal; mso-bidi-font-family: Arial;">Textbook example of //The Merchant of Venice// with discussion of how Shakespeare can be interpreted in multiple ways <span style="color: black; font-family: Symbol; font-size: 10pt; font-weight: normal; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 10pt; font-weight: normal; mso-bidi-font-family: Arial;">Lessons on Shakespeare’s grammar and iambic pentameter <span style="color: black; font-family: Symbol; font-size: 10pt; font-weight: normal; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 10pt; font-weight: normal; mso-bidi-font-family: Arial;">Lesson on Shakespeare’s Globe Theatre <span style="color: black; font-family: Symbol; font-size: 10pt; font-weight: normal; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 10pt; font-weight: normal; mso-bidi-font-family: Arial;">Reading //A Midsummer Night’s Dream// in class with discussion along the way <span style="color: black; font-family: Symbol; font-size: 10pt; font-weight: normal; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 10pt; font-weight: normal; mso-bidi-font-family: Arial;">Homework assignments of short sections to read and prepare to perform as a rehearsed reading <span style="color: black; font-family: Symbol; font-size: 10pt; font-weight: normal; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 10pt; font-weight: normal; mso-bidi-font-family: Arial;">Watching rehearsed readings <span style="color: black; font-family: Symbol; font-size: 10pt; font-weight: normal; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 10pt; font-weight: normal; mso-bidi-font-family: Arial;">Watching excerpts from one film and one entire film of //A Midsummer Night’s Dream// <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 10pt; mso-bidi-font-family: Arial;"> <span style="color: black; font-family: Symbol; font-size: 10pt; font-weight: normal; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 10pt; font-weight: normal; mso-bidi-font-family: Arial;">Shakespeare in Performance workshop and performance for parents <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 10pt; mso-bidi-font-family: Arial;"> <span style="color: black; font-family: Symbol; font-size: 10pt; font-weight: normal; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 10pt; font-weight: normal; mso-bidi-font-family: Arial;">Essay assignment about why Shakespeare is still popular today <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 10pt; mso-bidi-font-family: Arial;">  || How will this unit contribute to the overall development of subject-specific and general approaches to learning skills? || <span style="font-family: Symbol; font-size: 10pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· <span style="font-family: 'Calibri','sans-serif'; font-size: 10pt; mso-bidi-font-family: Arial;">Organization: essay assigned weeks ahead, students had to keep track of due date (with reminders) <span style="font-family: Symbol; font-size: 10pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· <span style="font-family: 'Calibri','sans-serif'; font-size: 10pt; mso-bidi-font-family: Arial;">Communication: literacy and Collaboration: accepting others: Much practice at discussion in a group, including improvement of skill of listening to others. <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· <span style="font-family: 'Calibri','sans-serif'; font-size: 10pt; mso-bidi-font-family: Arial;">Thinking: Inquiring and applying knowledge: exploring the unit question for the essay  || <span style="font-family: 'Arial','sans-serif'; font-size: 8pt;">How will students know what is expected of them? Will they see examples, rubrics, templates? <span style="font-family: 'Arial','sans-serif'; font-size: 8pt;">How will students acquire the knowledge and practise the skills required? How will they practise applying these? <span style="font-family: 'Arial','sans-serif'; font-size: 8pt;">Do the students have enough prior knowledge? How will we know? <span style="font-family: 'Arial','sans-serif'; font-size: 11pt;"> || ======**<span style="font-family: 'Arial','sans-serif'; font-size: 11pt; line-height: 150%;">Teaching strategies **<span style="font-family: 'Arial','sans-serif'; font-size: 11pt; line-height: 150%;"> ====== How will we use formative assessment to give students feedback during the unit? What different teaching methodologies will we employ? How are we differentiating teaching and learning for all? How have we made provision for those learning in a language other than their mother tongue? How have we considered those with special educational needs? ||
 * ======**<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 11pt; line-height: 150%;">Content **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 11pt; line-height: 150%;"> ======
 * =====<span style="font-family: 'Arial','sans-serif';">Approaches to learning =====
 * ======**<span style="font-family: 'Arial','sans-serif'; font-size: 11pt; line-height: 150%;">Learning experiences **======
 * ======**<span style="font-family: 'Calibri','sans-serif'; font-size: 10pt; font-weight: normal; mso-bidi-font-family: Arial; mso-bidi-font-weight: bold;">The biggest challenge here is that students often don’t understand why Shakespeare wrote the way he did, and why we’d ever want to use that sort of language. By reading it aloud in class, I hope the students will get over that initial response and start to see the fun in the language and plot. **======

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 * <span style="font-family: 'Calibri','sans-serif'; font-size: 10pt; font-weight: normal; mso-bidi-font-family: Arial; mso-bidi-font-weight: bold;">For all assignments, I will give a rubric ahead of time, so they will know what I am looking for and how they will be assessed. **======

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<span style="font-family: 'Calibri','sans-serif'; font-size: 10pt; mso-bidi-font-family: Arial;"> <span style="font-family: 'Calibri','sans-serif'; font-size: 10pt; mso-bidi-font-family: Arial;">They have written essays before, so this essay will be further work on a skill they’ve practiced before. || <span style="font-family: 'Calibri','sans-serif'; font-size: 10pt; mso-bidi-font-family: Arial;">Feedback on the first few rehearsed readings should help as formative assessment for the rest. Otherwise, there won’t be much formative assessment. Listening to students read Shakespeare aloud can often give me an idea of how much they are understanding of the play. || What resources are available to us? How will our classroom environment, local environment and/or the community be used to facilitate students’ experiences during the unit? || <span style="font-family: 'Calibri','sans-serif'; font-size: 10pt; mso-bidi-font-family: Arial;">Textbook, handouts, films on DVD, copies of //A Midsummer Night’s Dream//, Shakespeare in Performance Project workshop (hired in) ||
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 10pt; font-weight: normal; mso-bidi-font-family: Arial; mso-bidi-font-weight: bold;">They have not done rehearsed readings before, so the first few students who do it are likely to do a poor job. I will give feedback while the whole class is there, so that they can all learn from the feedback. Then those first few students will have the opportunity to try again on a different day. The rehearsed readings in class will serve as preparation for the Shakespeare in Performance workshop as well. **======
 * =====<span style="font-family: 'Arial','sans-serif';">Resources =====

<span style="font-family: 'Arial','sans-serif';">
<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; mso-ansi-language: EN-GB; mso-bidi-language: AR-SA; mso-fareast-font-family: 'Times New Roman'; mso-fareast-language: EN-US;"> <span style="font-family: 'Arial','sans-serif'; font-size: 14pt;">** Stage 3: Ongoing reflections and evaluation **
 * =====<span style="font-family: 'Arial','sans-serif';"> In keeping an ongoing record, consider the following questions. There are further stimulus questions at the end of the “Planning for teaching and learning” section of //MYP: From principles into practice//. =====

**<span style="font-family: 'Arial','sans-serif'; line-height: 150%; mso-bidi-font-size: 9.5pt;"> Students and teachers **
<span style="font-family: 'Arial','sans-serif'; font-size: 8pt; line-height: 150%;">What did we find compelling? Were our disciplinary knowledge/skills challenged in any way? <span style="font-family: 'Arial','sans-serif'; font-size: 8pt; line-height: 150%;">What inquiries arose during the learning? What, if any, extension activities arose? <span style="font-family: 'Arial','sans-serif'; font-size: 8pt; line-height: 150%;">How did we reflect—both on the unit and on our own learning? <span style="font-family: 'Arial','sans-serif'; font-size: 8pt; line-height: 150%;">Which attributes of the learner profile were encouraged through this unit? What opportunities were there for student-initiated action?

**<span style="font-family: 'Arial','sans-serif'; line-height: 150%; mso-bidi-font-size: 9.5pt;">Possible connections **
<span style="font-family: 'Arial','sans-serif'; font-size: 8pt; line-height: 150%;">How successful was the collaboration with other teachers within my subject group and from other subject groups? <span style="font-family: 'Arial','sans-serif'; font-size: 8pt; line-height: 150%;">What interdisciplinary understandings were or could be forged through collaboration with other subjects? Were students able to demonstrate their learning? How did the assessment tasks allow students to demonstrate the learning objectives identified for this unit? How did I make sure students were invited to achieve at all levels of the criteria descriptors? Are we prepared for the next stage? How did we decide on the data to collect? Was it useful? || <span style="font-family: 'Calibri','sans-serif'; font-size: 10pt; mso-bidi-font-family: Arial;">Initial resistance from students – quickly overcome for some, for others: not until Shakespeare workshop. <span style="font-family: 'Calibri','sans-serif'; font-size: 10pt; mso-bidi-font-family: Arial;">Students often brought up the guiding question themselves, but seemed to find answers as they went along. <span style="font-family: 'Calibri','sans-serif'; font-size: 10pt; mso-bidi-font-family: Arial;">Rehearsed readings in class didn’t work out very well, especially for 4K that only met on Mondays and Tuesdays. Monday to Tuesday was too little time; Tuesday to following Monday was too much. It took several tries before the students understood what I expected, and they there wasn’t enough time to let all students try again who wanted to improve their marks. <span style="font-family: 'Calibri','sans-serif'; font-size: 10pt; mso-bidi-font-family: Arial;">School’s copy of commercial film of AMND went missing, so showed the modernized BBC version, which students all enjoyed. Led to much discussion of why that would be more popular, why people still like the original Shakespearean language, etc. <span style="font-family: 'Calibri','sans-serif'; font-size: 10pt; mso-bidi-font-family: Arial;">Didn’t plan in any formal reflection – must think about that next time. Interesting to see how many students “converted” to actually quite liking Shakespeare. When it turned out I could get tickets to King Lear on their class trip to Dublin, they were quite enthusiastic. <span style="font-family: 'Calibri','sans-serif'; font-size: 10pt; mso-bidi-font-family: Arial;">I’m pleased with the final essays, about why Shakespeare remains popular. Even the ones who still don’t like it (mostly boys) seemed to be able to understand why others might like it. <span style="font-family: 'Calibri','sans-serif'; font-size: 10pt; mso-bidi-font-family: Arial;">LP: definitely risk-taking: especially a couple of shyer students who did great work in the workshop performance <span style="font-family: 'Calibri','sans-serif'; font-size: 10pt; mso-bidi-font-family: Arial;">Thinkers and enquirers: this was the first time I’d taught the unit and handed out the whole unit plan ahead of time. The kids clearly kept the unit question in mind the whole time. <span style="font-family: 'Calibri','sans-serif'; font-size: 10pt; mso-bidi-font-family: Arial;">May use this as a moderation task next year: for the response to literature. A couple of kids did reach the highest levels on the descriptors, especially for A and B on the essay. ||
 * Assessment **
 * Data collection **