You are hereHenry IV, Part 1
Henry IV, Part 1
Lessons and projects by students and teachers on the works of Ernest Hemingway, especially his first collection of short stories, In Our Time.
Honor is a mere scutcheon: An Illuminated Text of "honor" as seen in Shakespeare's Henry IV Part 1
This Illuminated Text by Debra Chin, is a close study of "honor" as it appears in William Shakespeare's Henry IV, Part 1. Specifically, it focuses on Falstaff's view of that word -- and as such, she does an incredible job of conveying the words and ideas of the play. I have said before that writing a good Illuminated Text shares many of the same qualities as writing a good essay -- and this presentation bears that idea out. First, the student had to find all of the appropriate lines and then she had to find a way of putting them together in a way that shows a "bigger truth." And that is exactly what she does - the background images of ancient battles and death play behind Falstaff's timeless words on the meaning of honor and death.
Henry IV - Part 1 - An Acting Circle with Jennifer Higgs
LISTEN TO AUDIO. The Actiing Circle, invented by The Folger Teaching Shakespeare Institute and specifically Michael Tolaydo, can be one of the most important components of the text-centered classroom. In the acting circle (see Shakespeare Set Free - volume 1) the students go around in a huge circle reading one line at a time. The first time they circle words or ideas that are unfamiliar, the next time they do the same with ideas that are unclear. Above all, the students are allowed to see that they can figure out what is taking place in the scene (or story) without any advance reading or information. Jennifer Higgs, my incredible student teacher in 2008, directs the Acting Circle in this recording from that same year.
You Are Here: Watching two film versions of Shakespeare's Henry V
Even as recently as four years ago - there was more time that we had in the classroom to devote to teaching, and I was able to show not only the complete Kenneth Branagh version of Henry V, but I was able to show 45 minutes of the Lawrence Olivier version as well. There are a number of reasons for showing the Olivier version: it gives the students a great perspective on how different productions of the same materical can be, the opening of his film and its transition from drama to film are not only classic - they echo the prologue, and they echo so much of what I try to show my students as a teacher.
If a man should speak truly: Henry IV Part 1 Student Seminars
In my British Literature classroom we read three plays - these are generally (though not always): Macbeth, The Tempest, and Henry IV Part 1, part of the reasoning is to read a tragedy, a comedy, and a history. Perhaps a bigger goal, though, is to approach the texts from three different points of view. With Macbeth we do a lot of active, up on our feet, Folger Library type activities -- andt the students end up producing and putting on a scene from the play. With The Tempest, we spend more time looking at literary approaches to the play -- built around an 8 day unit on Literary Criticism.
Shakespeare's Warrior kings
This Stage 5 unit is designed as an introductory unit to Shakespeare focusing on his representation of the warrior kings. Students begin by exploring Shakespeare’s context through a web quest, a CD-ROM and the documentary In Search of Shakespeare. The students will closely examine some of the key extracts from the plays to appreciate the textual details and features, rhythm and the perspective. The students will explore others’ perspectives of the kings and how ideas and information can be constructed.
Henry IV, Part 1 - Seminars: Instructions for Day 1 Leader
How the first days of the seminars go (see the earlier handout on this assignment) sets the pace for the rest of this unit. Though I am usually lothe to spot pick assignments for students, I do choose my A+ students for the first day. There is a couple of reasons for this: 1) As I said it will set the pace 2) The first day requires more work - seminar leaders have to work ahead so there will be other things going on at this time and I know these students can handle it.
Henry IV, Part 1 - Seminars: Instructions for Day 6 Leader
As the seminars draw to a close, these are the instructions for the Day 6 leader and they are a bit larger than the previous (except for Day 1). By Day 4 you will need to be thinking of who will be the leader for any extra slots that you have. The amount of extra slots will depend on the numbers in your class and how you divided them up. To give you an idea of how I do this -- there is an Excel spreadsheet on this page where you will find the breakdown for each day. By Day 6, though, in most classes at least one or two groups will be lead by someone who has already lead a group.
Fathers and Sons:Henry IV Part 1 Seminars - Days 4 & 5
As the seminars continue the students will become more and more sure of themselves (and have a lot more fun). You always need to make sure that they are prepared the day before -- giving the next group their focus not only accomplishes that -- but gets the seminar leader focused as well. These seminars, among other things, cover Hals relationship with his father, with Hotspur, and the honor or lack thereof with Falstaff. As always the teacher supplies half of the class period's focus -- the seminar leader the rest.
Beauty Won
She's beautiful, and therefore to be woo'd.
She is a woman, therefore to be won.
1 Henry IV
Hotspur & Hal: Henry IV Seminars Days 2 & 3 Student Instructions
This handout has instructions for days 2 & 3 of the student-led seminars for Henry IV, part 1. When creating these instructions it was paramount to give the students enough information so that they didn't feel overwhelmed by the amount of teaching that they would have to do. I hope that they are well enough constructed that they actually lead the seminar leader into a round of inquiry for herself. The first day is the toughest, as we go along in the seminars students can see what works and what doesn't.
Shall You Imitate the Sun: Advice & Tips for Seminar Leaders of Henry IV Part 1 - a handout
After having supervised the Henry IV Part 1 seminars for a number of years, I've been able to put together a handout that I give the students for when they serve as seminar leader. This is separate and different (much more applied advice) from the first handout that they receive that gives them the general guidelines. Some of the advice found here I also reiterate on the first day during brief interupptions in their seminars -- to show them what is going right and what is going wrong. One of the most difficult things that they will find as seminar leaders is to "not give away the store."
Henry IV, Part 1 - Seminars: Wrapping it All Up: Instructions for Day 7 Leader
These are the instructions for the final day of the Henry IV Seminars. By the 7th day, I usually find that students are surprised: 1) They can understand this "stuff" without much help from me 2) They enjoy teaching. In fact, it is often difficult (for logistical reasons and for abundance of riches reasons) to choose who will be the seminar leaders on this last day. It is important that the first chance be given to those students who really shone during their required leadership slot. It's important for a couple of reasons.
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