Reading Shakespeare
Mr. J. Miller G.W.H.S. jmiller5@schools.nyc.gov
Introduction
You have all been in a situation where you dread having to deal with reading the text of one more piece of Shakespeare. You have trouble understanding what he is talking about, his use of language is not understandable and a constant question keeps coming up in class, “Why does it matter what this guy went through? What does it have to do with me?” Hopefully, after realizing the reasons why this author is loved by so many for so long you will become one more student that also appreciates the way these pieces are written.
The Task
You will become a student that fully understands the way the average student is resistant to reading a Shakespeare text. You will research the ways that Shakespeare has become taught over the years. You will also become familiar with the techniques that different teachers have used over the years to teach such a daunting piece of literature.
· You will write a paper that discusses the way this literature can be taught that will foster an easier accessibility to this work.
· You will also do a group presentation that outlines the ways that this literature can be taught.
The Process
You will work in a group of 5 students
After doing a full definition of the problem, make sure that the worksheet that is at the bottom of this link is fully done.
Use the evidence that the following links do show as ones that are helpful to this situation:
Characteristics of struggling readers
Why shouldn't Shakespeare be taught in schools?
After reading the information that is in each website, fill out the worksheet that is at the bottom of the “Gather the Evidence” link.
Examine the following websites to decide how to work through the complex vocabulary that Shakespeare uses as he writes.
Overcoming Vocabulary Barriers to Shakespeare
Reading Shakespeare’s Language
Understanding Shakespear's language
Shakespeare is not "Old English"
After reading the information that is in each website, fill out the worksheet that is at the bottom of the “Identify the Causes” link.
4. Evaluate an Existing Policy
Examine the following websites to decide why the study of Shakespeare is done in our classroom.
Why should Shakespeare be taught in class?
Why is there a focus on the words of Shakespeare?
Why should we learn Shakespeare in high school?
Why is it important to learn this in high school?
After reading the information that is in each website, fill out the worksheet that is at the bottom of the “Evaluate an Existing Policy” link.
Listed below are the possible solutions that have worked well with students in the past. After reading the ways that have been used in the past, decide which of the methods, you believe, are the best ones that can be used to teach this the best. Then, as a group, come up with a possible way to also teach this difficult world to other students.
· The students need to realize that the issues that Shakespeare writes about are timeless that are relevant to all ages.
· Have the students trust the teacher so that the methods used are ones which are appropriate for the class.
· All students will have confidence that they can handle the material.
After deciding which methods are the best, fill out the worksheet that is at the bottom of the “Develop Solutions” link.
After going through the possible solutions for the best way to learn the complex texts of Shakespeare, pick the one that you think is the best one to use. Use the worksheet that is on the bottom of the “Select the Best Solution” link.
EVALUATION RUBRICS
Oral Presentation Rubric
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Name: _______________________________ |
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Superior |
Adequate |
Minimal |
Inadequate |
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Content |
The speaker provides a variety of types of content appropriate for the task, such as generalizations, details, examples and various forms of evidence. The speaker adapts the content in a specific way to the listener and situation. |
The speaker focuses primarily on relevant content. The speaker sticks to the topic. The speaker adapts the content in a general way to the listener and the situation. |
The speaker includes some irrelevant content. The speaker wanders off the topic. The speaker uses words and concepts which are inappropriate for the knowledge and experiences of the listener (e.g., slang, jargon, technical language). |
The speaker says practically nothing. The speaker focuses primarily on irrelevant content. The speaker appears to ignore the listener and the situation. |
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Delivery |
The speaker delivers the message in a confident, poised, enthusiastic fashion. The volume and rate varies to add emphasis and interest. Pronunciation and enunciation are very clear. The speaker exhibits very few disfluencies, such as "ahs," "uhms," or "you knows." |
The volume is not too low or too loud and the rate is not too fast or too slow. The pronunciation and enunciation are clear. The speaker exhibits few disfluencies, such as "ahs," "uhms," or "you knows. |
The volume is too low or too loud and the rate is too fast or too slow. The pronunciation and enunciation are unclear. The speaker exhibits many disfluencies, such as "ahs," "uhms," or "you knows." The listener is distracted by problems in the delivery of the message and has difficulty understanding the words in the message. |
The volume is so low and the rate is so fast that you cannot understand most of the message. The pronunciation and enunciation are very unclear. The speaker appears uninterested. |
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Organization |
The message is overtly organized. The speaker helps the listener understand the sequence and relationships of ideas by using organizational aids such as announcing the topic, previewing the organization, using transitions, and summarizing. |
The message is organized. The listener has no difficulty understanding the sequence and relationships among the ideas in the message. The ideas in the message can outlined easily. |
The organization of the message is mixed up and random. The listener must make some assumptions about the sequence and relationship of ideas. |
The message is so disorganized you cannot understand most of the message. |
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Creativity |
Very original presentation of material; captures the audience’s attention. |
Some originality apparent; good variety and blending of materials / media. |
Little or no variation; material presented with little originality or interpretation. |
Repetitive with little or no variety; insufficient use of materials / media. |
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Length of Presentation |
Within two minutes of allotted time . |
Within four minutes of allotted time. |
Within six minutes of allotted time . |
Too long or too short; ten or more minutes above or below the allotted time. |
ESSAY RUBRIC
http://www.phschool.com/atschool/writing_grammar_08/pdfs_6_7_8/r_pers.pdf
Conclusion
Hopefully, through this WebQuest you have now realized why the teaching of Shakespeare is a valid reality that you are now immersed in. This class will prepare you for the teaching of this literature at the next level of education.
STANDARDS
Range of Reading and Level of Text Complexity:
By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11-CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.
By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 11-CCR text complexity band independently and proficiently.
Technology
http://www.p12.nysed.gov/cte/technology/documents/techsta1_2.pdf