English Grade Level 11 Time Required: 43 Unit: Shakespeare Monologues January 9, 2015 Standards to be addressed: English Grade Level 11 Time Required: 43 Unit: Shakespeare Monologues January 9, 2015 Standards to be addressed: CCSS.ELA-LITERACY.L Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades reading and content, choosing flexibly from a range of strategies. CCSS.ELA-LITERACY.L A Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word's position or function in a sentence) as a clue to the meaning of a word or phrase. CCSS.ELA-LITERACY.L B Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive, conception, conceivable). CCSS.ELA-LITERACY.L D Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary). CCSS.ELA-LITERACY.L Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. CCSS.ELA-LITERACY.L A Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text. CCSS.ELA-LITERACY.L B Analyze nuances in the meaning of words with similar denotations. CCSS.ELA-LITERACY.L CCSS.ELA-LITERACY.L A CCSS.ELA-LITERACY.L B CCSS.ELA-LITERACY.L D CCSS.ELA-LITERACY.L CCSS.ELA-LITERACY.L A CCSS.ELA-LITERACY.L B Ms. Livingston

Learning Objective: SWBAT identify their character’s motivation and apply that motivation to their developing their monologue performance. Do Now : Quick-write- Identify one of your favorite characters from a movie. What made them memorable? What made you feel sympathy or empathy for them? Homework : In a strongly worded paragraph, typed or handwritten, identify your character’s motivation and explain why they are motivated by this drive. Learning Objective: SWBAT identify their character’s motivation and apply that motivation to their developing their monologue performance. Do Now : Quick-write- Identify one of your favorite characters from a movie. What made them memorable? What made you feel sympathy or empathy for them? Homework : In a strongly worded paragraph, typed or handwritten, identify your character’s motivation and explain why they are motivated by this drive. Ms. Livingston January 9, 2015 Ms. Livingston January 9, 2015 Ms. Livingston January 12, 2015 Ms. Livingston January 12, 2015

Share out Do Now Identify one of your favorite characters from a movie. What made them memorable? What made you feel sympathy or empathy for them? SWBAT critically read excerpts of Shakespeare’s text to select a monologue for our competition

Direct Instruction: Vocabulary Sympathy – To have a sentimental reaction to someone’s situation. Empathy – The ability to put yourself in someone else’s situation and feel the sentiments that go along with that situation. Characterization –The way an author portrays a character. It includes appearance, speech, actions, and what others say about them. Sympathy – To have a sentimental reaction to someone’s situation. Empathy – The ability to put yourself in someone else’s situation and feel the sentiments that go along with that situation. Characterization –The way an author portrays a character. It includes appearance, speech, actions, and what others say about them. SWBAT critically read excerpts of Shakespeare’s text to select a monologue for our competition

Direct Instruction Motivation – a set of feelings that drives someone’s actions. Every character in literature and movies wants something. This is what drives their actions. What might be the motivation for… A Knight? An Evil Queen? A Damsel? Batman? Motivation – a set of feelings that drives someone’s actions. Every character in literature and movies wants something. This is what drives their actions. What might be the motivation for… A Knight? An Evil Queen? A Damsel? Batman? SWBAT critically read excerpts of Shakespeare’s text to select a monologue for our competition

General Motivators Power Money Love Justice Vengeance Happiness Glory or Fame God What might be the motivation for… A Knight? An Evil Queen? A Damsel? Batman? What might be the motivation for… A Knight? An Evil Queen? A Damsel? Batman?

Group Work – Get into groups according to your character! Highlight all the punctuation except commas! For each section of monologue, translate it (or paraphrase) into modern English

Connecting… How are archetypes related to characterization? SWBAT critically read excerpts of Shakespeare’s text to select a monologue for our competition

Activity: Group Poster With your group, read the information given to you and create a poster about your assigned archetype. Include… the definition of Archetype, the description of your assigned archetype, examples of the archetype o Any book you’ve read, Disney movies, Harry Potter, Star Wars, Any comic (X- men, The Avengers), Shakespeare, The Bible, The Wizard of Oz. a picture that represents the archetype With your group, read the information given to you and create a poster about your assigned archetype. Include… the definition of Archetype, the description of your assigned archetype, examples of the archetype o Any book you’ve read, Disney movies, Harry Potter, Star Wars, Any comic (X- men, The Avengers), Shakespeare, The Bible, The Wizard of Oz. a picture that represents the archetype SWBAT critically read excerpts of Shakespeare’s text to select a monologue for our competition

Discussion Questions Directions: 1.In your groups, do a choral reading of your monologue. 2.Highlight any periods (.) or semi-colons (;) and number each chunk. 3.Translate each chunk (section between highlighted punctuation) into modern English. 4.At the bottom of the page, come up with a ONE SENTENCE synthesis of your translation. Directions: 1.In your groups, do a choral reading of your monologue. 2.Highlight any periods (.) or semi-colons (;) and number each chunk. 3.Translate each chunk (section between highlighted punctuation) into modern English. 4.At the bottom of the page, come up with a ONE SENTENCE synthesis of your translation. SWBAT critically read excerpts of Shakespeare’s text to select a monologue for our competition

Closing Share out your 1-sentence synthesis. What is motivation? What is your character’s motivation? Did this activity help your understanding of the monologue and how to perform it? Share out your 1-sentence synthesis. What is motivation? What is your character’s motivation? Did this activity help your understanding of the monologue and how to perform it? SWBAT critically read excerpts of Shakespeare’s text to select a monologue for our competition

Instructional Objective: SWBAT identify, analyze, and apply knowledge of motivation to their monologues to support their understanding and performance; understand the relationship between motivation, empathy, characterization, and performance. Essential Questions: What is motivation? How can you connect motivation to your prior knowledge? How are motivation and empathy connected in this project? What is the translation of your monologue and how does this help your understanding of the character’s motivation? Materials: Monologues, packets. Adaptations: Students grouping according to interest; student can use teacher-highlighted scripts to help them. Extensions: Students can begin working on memorizing and performance additions.