SHAKESPEARE AND ONLINE TECHNOLOGY IN 11 T H CENTURY SCOTLAND

Macbeth

Students will be able to:

• Analyze the relationships between the main and supporting characters of Macbeth and how their interactions affect the plot.

• Analyze the actions, themes, and social issues of the play in order to identify issues that are still relevant today.

• Conduct research on assigned topics and gather, evaluate, and synthesize data from a variety of sources to communicate their discoveries in ways that suit their purpose and audience.

• Use a variety of electronic resources to gather and synthesize information and to create and communicate knowledge to a

specific audience using interactive blogs.

The Three Witches – toiling and boiling and flashing their gang signs.

These witches are Bloods.

More Specific Skills Addressed

• Analyze the relationships between the main and supporting characters of Macbeth and how their interactions affect the plot.

• Analyze the actions, themes and social issues of the play in order to identify issues that are still relevant today.

• Conduct research on assigned topics and gather, evaluate, and synthesize data from a variety of sources to communicate their discoveries in ways that suit their purpose and audience.

• Use a variety of electronic resources to gather and synthesize information and to create and communicate knowledge to a specific audience using interactive blogs.

More Specific Skills Addressed

Identify imagery and explain its function.

Write from another point of view.

Identify some of Shakespeare’s motifs.

Utilize foreshadowing to make predictions.

Use new vocabulary words correctly.

Complete a literary analysis focusing on tone.

Act creatively to personalize their understanding of a scene.

Demonstrate their understanding of plot sequence.

William (Billy to friends) Shakespeare -

Life in England end of the 1500’s beginning of the 1600’s.

Click icon to add pictureStudents will be given a brief introduction to Shakespeare: his body of work, style of writing and times he lived in. Students will then work with a partner(s) and do more research to present to the class on a related topic. For example:

•Elizabethan England

•Globe Theatre

•Life of the commoner

•Music

•Dress

•The Aristocracy

Scotland and the Thane system … roughly 1000 A.D.

Click icon to add pictureTo further their understanding of the socio-political nature of the play, students will conduct some general research on Scotland and the existing Thane system during the time period of Macbeth. They will also find out some of the factual information about some of the characters from Macbeth, including Macbeth, Malcolm, Duncan, and Macduff.

Did Macbeth Wear a kilt?

No, he lived roughly around the year 1000 A.D., the kilt didn’t appear in Scotland until the 16th century.

True, no boxers or briefs . . .

STANDARD 1 -  STUDENTS WILL READ, WRITE , L ISTEN, AND SPEAK FOR I NFORMATI ON AND UNDERSTANDING.

STANDARD 2 - STUDENTS WILL READ, WRI TE , L ISTEN, AND SPEAK FOR L ITERARY RESPONSE AND EXPRESSION.

STANDARD 3 -   STUDENTS WI LL READ, WRITE , L ISTEN, AND SPEAK FOR CRI T I CAL ANALYSIS AND EVALUATI ON.

STANDARD 4 -  STUDENTS WILL READ, WRITE , L ISTEN, AND SPEAK FOR SOCIAL INTERACTION.

General Standards Addressed

What projects and technology will be incorporated into this unit of study?

Through the FCSD Website there is a Wiki set up for myself that links to the blog site. There are two separate pages related to online assignments.

One blog has the students responding to questions posed by the teacher as well as by those of peers. Students will be required to log in and respond, based on a specific rubric to both teacher questions an peer responses.

The second blog will serve as an online character diary. Students will choose from a list of characters and write diary entries as that character responding to events happening in the story.

I ntel® Teach Program Essentials Online Course

Discussion Board Rubric 4 3 2 1 Content Understanding

My postings reflect a deep understanding of the content through the use of detailed examples and comparisons. I use relevant terms appropriately.

My postings reflect an understanding of the content. I use relevant terms appropriately.

My postings reflect a developing understanding of the content.

My postings reflect some fundamental misunderstanding of the content.

Connections I make meaningful connections between the course content and classroom practice. I also connect the topics I am learning about to broader issues and ideas.

I make insightful and reasonable connections between the course content and teaching practice.

I attempt to make connections between the course content and teaching practice, but some connections reflect a superficial understanding of the content.

I rarely connect the course content to teaching practice

Collaboration I post often with thought-provoking insights and questions. I take risks by sharing areas of confusion and concern. I respond frequently and seriously to colleagues’ comments by asking questions, elaborating, paraphrasing, and extending their ideas.

I post meaningful insights and questions that invite comments. I respond to colleagues’ comments by pointing out areas of agreement and asking questions.

I sometimes post questions and respond with areas of agreement and disagreement with my colleagues. Some of my comments, however, may be superficial or obvious.

I rarely post questions or responses, and most of the comments I post are superficial or obvious.

This is the blog rubric the students will use to evaluate their responses to the posted questions.

Again with the gang signs …

  4 3 2 1

Description: Thoroughness

I accurately portray the important relationships and events in both abstract and concrete systems in appropriate detail, adding supporting information when necessary.

My interpretation accurately portrays important relationships in abstract and concrete systems.

I include some inaccurate information.My interpretation does not include all of the important information and much of my information is inaccurate.

Description: Character Complexity

I show the character’s complexity by portraying the variety of relationships among ideas and features.

My interpretation reflects some complexity.

My interpretation simplifies most complex concepts and relationships.

My interpretation simplifies concepts and relationships.

Showing Meaning

My interpretation of the character reflects the background and perspective while combining my experiences and beliefs with the information.

My interpretation includes some background or perspective, using little of my own individuality.

My interpretation is generic. My interpretation fails to communicate meaning.

Creativity

I surprise the audience with unusual features that enhance the meaning.

I include some unusual elements that add interest.

I include unusual elements in my interpretation but they detract from the meaning.

My interpretation is predictable and lifeless.

Title : Character Interpretation Rubric—High School Instructions : Use this rubric to assess your ability to interpret characters and events. Grade Level :  10Subject :  ELAType of Assessment :  Character Diary Blog

You will need to complete a total of five blog diary entries as the character you have chosen. Comment on the events as they are unfolding during the play, from your character's perspective. Try to write in the voice of the character ... as if you really were that person. Use at least five of your vocabulary words (please make them bold so that I can see them clearly). The character you have chosen doesn't necessarily have to be in a particular scene or even act. Think of creative ways (remember it's the eleventh century) - letters, gossip, mutual acquaintances, that can be used to get you characters input in the diary. Use the rubric to check the quality of your work.

This is the assignment for the diary blog. It also incorporates active use of the vocabulary we will be learning. It would be interesting to see if students react to other diary entries, especially if they are directly involved with that character .

The blog questions will be based on the readings as we progress. Most (if not all) the reading will be completed in class with the students reading different roles. There are a number of overarching questions that the blog will allow for students to go more in depth and respond/comment on peers comments as well.

Final ProjectSTUDENTS WILL BE COMPLETING A WRITTEN

TEST, A REGENTS BASED ESSAY AND A PROJECT BASED ON THE MUSEUM BOXES

WEBSITE.

I ’M STILL IN THE PROCESS OF FIGURING THIS OUT. MY TECHNOLOGY SKILLS ARE

BEING HONED, BUT I HOPE TO HAVE THIS COMPLETED AND READY AS A SAMPLE TO INCORPORATE INTO THE CONCLUSION OF

THIS UNIT.

http://gosejonathan.wordpress.com/

This is the web address for the blog site.