Lenape Regional High School District
Course of Study
Revised October 2011
Table of Contents
Statement of Purpose
Program of Studies Description
Course Objectives/Activities/Assessments (Level Two)
Resources and Materials
Statement of Purpose
The purpose of all curriculum guides is to provide direction for instruction. It identifies the written outcomes in a subject and/or grade as the basis for classroom activities and student assessment. In order to achieve maximum understanding, the objectives identified as learning outcomes must be written clearly and reflect the specific learning and behavior which are expected.
Objectives are written as major outcomes. Teachers should understand that they must make careful decisions on the specific sub skills and prior learning needed to reach these objectives. These professionals are encouraged to reflect with others teaching the same curriculum for this purpose and also to identify the most appropriate resources and methods of assessment. Therefore, the objectives in this guide are designed to provide direction to the teacher in order to facilitate instructional planning.
All teachers, parents, and students should be informed of the expected outcomes (i.e., objectives) for the subject and/or grade level.
Why is Shakespeare the world's most popular playwright? This course attempts to answer that question by reading, discussing, and writing about his plays: their themes, conflicts, and characters. Much background reading and written critical analyses are required. Research and films are used to get the “feel” of Shakespeare.
1. SL.11-12.1 All students will initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners regarding Shakespeare and his work. All students will listen actively in a variety of situations in order to receive, interpret, evaluate, and respond to information obtained from a variety of sources.
2. RL.11-12.7 All students will analyze multiple interpretations or a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text.
3. W.11-12.4 All students will produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
4. SL.11-12.2 All students will integrate multiple sources of information presented in diverse formats and media in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.
5. RL.11-12.3 All students will analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama.
6. W.11-12.9 All students will draw evidence from literary or informational texts to support analysis, reflection, and research.
7. SL.11-12.6 All students will adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate.
8. L.11-12.3 All students will apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
The student learner will evaluate themes and motifs in various Shakespeare plays.
· Identify common aspects of the human condition through class discussion.
· Understand concepts of figurative language: symbolism, allusion, foreshadowing, and various figurative devices.
· Support opinions through essay format.
· Apply events from plays to their own lives through discussion, essays, and creative projects.
· Compare/contrast themes in various projects by evaluating video and live productions of various Shakespeare plays.
The student learner will interpret and assess themes in an original essay (objective tests and class).
The student learner will interpret the historical framework of England during Shakespeare's life and times through comprehensive study of political, social, economic, philosophical, and creative forces which helped shape Shakespeare's works.
· Listen to and take notes on lectures about historical setting.
· Research the time period using standard and electronic media.
· Generate a political cartoon for the Elizabethan time period.
· Listen to and view related audio-visual materials from the Media Center.
· Dissect important political issues of the time period in a brief essay.
· Create a collage or other visual interpretation of life in Elizabethan times.
· Develop a time line depicting major historical and literary events.
· Assess the validity of research materials by defending students' findings/positions in an oral or written form.
The student learner will integrate the elements listed above through original essays or written form (oral presentations, objective tests, cooperative learning, and creative presentation).
The student learner will examine characterization and motivation in various Shakespeare plays.
· Create a modern version of a scene focusing on one character and motivation.
· Write a creative response to some aspect/segment or character in the play.
· Compose a letter from one character to another.
· Develop a diary for a character.
The student learner will compare and/or contrast recurrent character types and motivations through a creative project.
The student learner will examine the prejudices of the Elizabethan era and compare them with prejudices of today.
· Participate in class and small group discussions where the student will listen to, respond to, and draw conclusions about prejudice.
· Review newspaper and magazine articles dealing with prejudice and relate them to Shakespeare times.
· Formulate and support an opinion in an informal debate.
· Analyze visual representations of prejudice by viewing and discussing videos and/or live performances and oral and written comparisons.
The student learner will analyze both Elizabethan and modern prejudices through class discussion or live performances.
The student learner will construct and present a formal speech based on an historical, thematic, or interpretive aspect of the day.
· Oral presentation.
· Research a particular historical element, theme, or character.
· Utilize the Media Center and various media.
· Participate in small group and class discussions to develop rubrics for an effective speech.
· Assess as a group or individual effective styles for oral communication.
· Listen to and rate classmates' speeches.
· Through class discussion, assess the impact of various speech elements and styles on audiences.
The student learner will generate and produce a speech reflecting class designed rubrics.
The student learner will develop an appropriate listener response to and evaluative comprehension of an oral report and/or discussion.
· Critically respond to films, videos, and student presentations.
· Develop questions based on oral presentations given by teacher and/or other students.
· Read and analyze text in small groups.
· Respond to teacher and student explanations focused on selected texts, visual interpretations, and related material.
· Attend professional performances.
· Examine diction and intonation and then aid interpretation of an oral presentation.
The student learner will dissect material and formulate verbal responses using creative reasoning and demonstrating an understanding of course content.
Resources and Materials
An Essential Shakespeare
Shakespeare at the Globe
A Visual Guide to Shakespeare's London
Shakespeare of London
Rosencrantz and Guidenstern are Dead
Assorted Media Center materials
Sources that contain the following plays:
· A Midsummer Night's Dream
· King Lear
· Twelfth Night
· Merry Wives of Windsor
· Taming of the Shrew
· The Merchant of Venice
· Much Ado About Nothing
· As You Like It
· Henry V
· Richard III
· Julius Caesar