Objective:
Students will be able to demonstrate a basic understanding of who William Shakespeare was, the language he used, and recall a handful of the plays he wrote. Do Now: Students will work independently to answer a prompt projected on the board (minimum of 4 complete sentences). Whole Class: I'll take a few moments to inform/remind students of the following:
Independent: Students will continue through various handouts of Shakespearean language and they will finish with Cornell notes on the Renaissance in England. I will also show them 2 short videos specifically focused on Shakespeare's use of language. Lastly, students will read and annotate a handout about understanding Shakespeare's language. Collaborative: Students will work collaboratively to figure out modern day equivalents to certain middle English phrases and learn about the other languages that influenced English. They will also read several excerpts of Shakespeare's plays and have to write a summary for the scene. Students will do several "pair and share"s throughout the period to summarize what they've learned and ask clarifying questions of their partner. Exit Tickets: Fill out and submit the Google Form (<- click there). Objective:
Students will be able to demonstrate a basic understanding of who William Shakespeare was, the language he used, and recall a handful of the plays he wrote. Do Now: Students will work independently to answer a prompt projected on the board (minimum of 4 complete sentences). Whole Class: I'll take a few moments to inform/remind students of the following:
Independent: Students will continue through various handouts of Shakespearean language and they will continue with Cornell notes on the Renaissance in England. Collaborative: Students will work collaboratively to figure out modern day equivalents to certain middle English phrases and learn about the other languages that influenced English. They will also read and discuss a handout on how to best understand Shakespearean language. Students will do several "pair and share"s throughout the period to summarize what they've learned and ask clarifying questions of their partner. Exit Tickets: Fill out and submit the Google Form (<- click there). Objective:
Students will be able to demonstrate a basic understanding of who William Shakespeare was, the language he used, and recall a handful of the plays he wrote. Do Now: Students will work independently to answer a prompt projected on the board (minimum of 4 complete sentences). Whole Class: I'll take a few moments to inform/remind students of the following:
Independent: Students will continue through various handouts of Shakespearean language, an analysis of Sonnet 18, and Cornell notes. Collaborative: Students will work collaboratively to figure out modern day equivalents to certain middle English words and phrases and learn about the other languages that influenced English. Students will do several "pair and share"s throughout the period to summarize what they've learned and ask clarifying questions of their partner. Exit Tickets: Fill out and submit the Google Form (<- click there). Objective:
Students will be able to demonstrate a basic understanding of who William Shakespeare was, the language he used, and recall a handful of the plays he wrote. Do Now: Students will work independently to answer a prompt projected on the board (minimum of 4 complete sentences). Whole Class: I'll take a few moments to inform/remind students of the following:
Independent: Students will continue through various handouts of Shakespearean language, an analysis of Sonnet 18, and Cornell notes. Collaborative: Students will work collaboratively to figure out modern day equivalents to certain middle English words and phrases and learn about the other languages that influenced English. Students will do several "pair and share"s throughout the period to summarize what they've learned and ask clarifying questions of their partner. Exit Tickets: Fill out and submit the Google Form (<- click there). Objective:
Students will be able to demonstrate a basic understanding of who William Shakespeare was and recall a handful of the plays he wrote. Do Now: Students will work independently to answer a prompt projected on the board (minimum of 4 complete sentences). Whole Class: I'll take a few moments to inform/remind students of the following:
Independent: Students will be taking notes on a William Shakespeare biography video. They will also be reading and answering questions on the Elizabethan Age and The Globe in Google Classroom. Collaborative: Students will work collaboratively to figure out modern day equivalents to certain middle English words and phrases, as well as, phrases that Shakespeare coined himself. Students will do several "pair and share"s throughout the period to summarize what they've learned and ask clarifying questions of their partner. Exit Tickets: Fill out and submit the Google Form (<- click there). Objective:
Students will be able to demonstrate a basic understanding of how sound is produced to create the voice and how to define what pitch, volume, rate, and quality are (as it relates to the voice). Do Now: Students will work independently to answer a prompt projected on the board (minimum of 4 complete sentences). Whole Class: I'll take a few moments to inform/remind students of the following:
Independent: Students will be taking the Voice and Diction Test today. Collaborative: Students will continue to work on the "How Persuasive Can You Be" packet. Students will do several "pair and share"s throughout the period to summarize what they've learned and ask clarifying questions of their partner. Exit Tickets: Fill out and submit the Google Form (<- click there). Objective:
Students will be able to demonstrate a basic understanding of how sound is produced to create the voice and how to define what pitch, volume, rate, and quality are (as it relates to the voice). Do Now: Students will work independently to answer a prompt projected on the board (minimum of 4 complete sentences). Whole Class: I'll take a few moments to inform/remind students of the following:
Independent: -Assignment 1: Study for the upcoming Voice & Diction Unit Test by viewing the study guide and resources posted in Google Classroom. Collaborative: Students will do several "pair and share"s throughout the period to summarize what they've learned and ask clarifying questions of their partner. Exit Tickets: Fill out and submit the Google Form (<- click there). Objective:
Students will be able to demonstrate a basic understanding of how to present an extemporaneous, persuasive speech and an impromptu speech. Do Now: Students will work independently to answer a prompt projected on the board (minimum of 4 complete sentences). Whole Class: I'll take a few moments to remind students of the following:
Independent: Students will present their 3 minute persuasive speech in front of the class. After everyone finishes presenting: -Assignment 2: Study for the upcoming Voice & Diction Unit Test by viewing the study guide and resources posted in Google Classroom. Collaborative: I'll allow students to vote on a topic that quickly divides the class. I'm aiming for about 50/50. Then, I'll go over the rules and classroom expectations and students will start to research their side of the argument. After about 20 minutes, I'll facilitate a debate. Students will do several "pair and share"s throughout the period to summarize what they've learned and ask clarifying questions of their partner. Exit Tickets: Fill out and submit the Google Form (<- click there). |