In this lesson, students will see the Prompt Books as finished performances and reflect on what they’ve learned from Shakespeare during this unit.
- Read the lesson and student content.
- Anticipate student difficulties and identify the differentiation options you will choose for working with your students.
- Choose a method of timekeeping for the performances that will work for your class. You could use a timer with an alarm, a visual cue, or any other signal that is appropriate.
Section 1: Final Performance Preparation
- Have all the groups get together briefly to prepare to perform and give themselves a pep talk.
- SWD: Be sure to give those students for whom this assignment was challenging lots of praise for their work so far, and remind them that by taking on new challenges, they are growing and learning and building new skills.
Get together with your group and make sure you are ready to go. If you have any last-minute questions or concerns, this is your chance to address them.
Section 2: Prompt Book Performances
- Let students know what method you will use for signaling time at the end of each performance.
- Go over the expectations for transitioning from one performance to another, and remind them that they will need to be focused and efficient in order to make sure each group has adequate time to perform.
- Review the order in which groups will perform, mirroring how their scenes appear in the play.
- Remind students that they need to be an appreciative audience for all other groups. Everyone has worked very hard to make this a successful performance.
- ELL: This is a good opportunity to review the language that you'd like the class to use to provide feedback and display it on the board for reference later.
- Be appreciative and helpful to all the other groups.
- Enjoy your performance!
Section 3: Performance Debrief
- When all the groups have finished, facilitate a conversation about how this assignment has helped them understand the humor and beauty in Shakespeare’s plays, and remind them how their Character Charts helped in their performances.
- Depending on time limitations, decide whether to debrief during the next class session or to have students respond to these questions in their Notebook as homework.
With your class, discuss the performances that happened today.
- What did you learn from performing and watching these scenes?
- What was easy for you, and what was more difficult?
- Were there any surprises along the way?
- Did this performing and watching give you further appreciation for Shakespeare and his work?
Section 4: Unit Reflection
- Encourage students to look back over their materials from this unit. They may want to consider their essay, their scene memorization, their Character Chart, their Dialectical Journal, or their Prompt Book project.
- Remind them to consider what they knew about Shakespeare at the start of the unit in comparison with what they know now.
- Depending on time limitations, you may choose to have students complete this reflection as homework.
Write a reflection on this unit. This should take a narrative form and address the following points.
- What can you do independently now that you couldn’t do before?
- What new areas of knowledge have you acquired?
- Has this unit made you think differently from the way you did at the beginning with regard to the Guiding Questions on humor, gender roles, reputation, leadership, and how we judge people?
Finally, answer the Guiding Questions using what you've learned during the unit to inform your answers.
- What are society's expectations with regard to gender roles?
- Does humor transcend time? Do we share the same sense of humor as our ancestors?
- What makes a good leader? A good father? A good friend?
- How important is reputation?
When you finish responding to these questions, submit your writing to your teacher.