Teacher lessons and student work related to the plays and sonnets of William Shakespeare.
Submitted by scotese on Tue, 2012-05-29 06:56
When students miss a class discuss in my class, they are required to listen to that lesson - or the equivalent of that lesson from any year. This listening log has a place for the student to record the name of the lesson, the specific audio recording that they listened to, and the notes that they took at they listened (within a set time frame). There is also a place to check off that the students passed a short oral test about the lesson.
Submitted by jmartin on Fri, 2013-03-29 12:15
Poor Ophelia! The often overlooked character in Hamlet has the honor of being the most famous and popular Shakespearean character for classical and modern artists. I show/go through this PowerPoint with the students after Ophelia's death. With each slide there are questions to go with it. Most of the questions center around how she is portrayed in the painting, often debating about the circumstances surrounding her death (suicide? accidental?
Submitted by CSakakibara on Wed, 2013-03-20 16:49
I've found that students benefit from some prior knowledge on Shakespearean tragedy, witchcraft and familiarity with the characters and setting before diving into Macbeth. As an introduction to the study of Macbeth, groups of students will research one of three topics: Witches in Shakespeare's Time, Shakespearean Tragedy and Tragic Heroes, Characters and Settings of Macbeth.
Submitted by angelsoju8 on Tue, 2013-01-15 01:22
Our main goal in making this illuminated text was to be able to bring Shakespeare's words to life in the dagger scene from Act 2 Scene 1. Terry and I both agreed to do this soliloquy because we felt that this scene was a great representation of the beginning of Macbeth's downfall, as well as his upcoming mental instability. We decided to use a dull color scheme in our presentation because this scene took place at night, and also to portray the dark and twisted thoughts of Macbeth and Lady Macbeth.
Public Domain Extra Credit Music:
http://musopen.org/music/piece/839
partner2:
Terry Lam - period 4
Submitted by Chris Paolini on Tue, 2013-01-08 23:34
This is definitely one of the most moving soliloquies in the entire play. We see something marvelous in Macbeth's words. We see sympathy within the beast. We see Macbeth and Shakespeare make us feel sorry for the death of Lady Macbeth. One could relate Macbeth to Grendel, when Grendel loves Queen. A beast who tries to show no attention to what he claims to be meaningless, ends up loving her and showing affection.
Submitted by jensmyth on Tue, 2013-01-01 15:58
We do a lot of work with pairings and parallels in Romeo and Juliet - this is especially fun when we get to the end and try to figure out why, exactly, Lady Montague has to die, but we do a lot of other little things before then so students can start noticing parallels. This short assignment is one of them - students look at how Romeo and Juliet are introduced to the audience (first mentioned), notice parallels, and draw conclusions about significance.
Submitted by savinadav on Tue, 2013-01-01 14:56
This illuminated text is of the soliloquy from Macbeth Act I, Scene 5. This soliloquy is the first glimpse we have of Lady Macbeth’s thirst for power. We not only see this desire, but we see the beginning of her role as the driving force behind Macbeth’s actions in asserting power. She doubts her husband’s ruthlessness and foresees her role in fulfilling the witches‘ prophecies as a dominant one. Her words illustrate this and evoke a sense of malevolence, which is why certain words, such as “spirits,” have been shown in red (to represent evil and bloodthirstiness) .
Respond to this forum to reserve your scene for Macbeth Day 2012 - Only Postings after 5:29 am Chicago Time on Wednesday (12/20/12) will be considered - those early posting will be deleted (even by a minute).
Respond in the EXACTLY the following format - if you deviate from this format - your posting will also be deleted. For the Subject - write the Act and Scene as they appear on your handout (separated with commas) with all of the scenes - for example: Act IV, Scene 1, C.
Submitted by AnnieD on Fri, 2012-09-21 21:46
This two-part assignment asks students to track one character through the entire text of The Merchant of Venice. (This makes each student a specialist in one area and opens up opportunities for students to use each other as expert consultants in discussion.) First, as the class reads through the play (or at least selected scenes) aloud, students write journal entries from the perspective of their characters. They must consider their characters' relationships to other characters, opinions of events, and connections to key themes.
Submitted by scotese on Tue, 2012-05-29 09:17
This three page handout is designed to accompany the film Shakespeare in Love. In my class's case - they have just finished workshopping Stoppard's Arcadia - he also cowrote the screenplay for Shakespeare in Love - and the film serves as a wonderful follow-up to that play, and indeed for the entire year. There are six potential topics that the students are given in the handout and told to take notes on while they watch the movie. There is only one real Movie Question - in the traditional sense of what you may find on this site.
Submitted by Dubbs on Thu, 2012-04-19 23:12
1.) Whitney Young Volleyball Games
2.) Blue House in the Morning
3.) Opening my Locker
4.) Clapping after a Presentation
5.) Taking Notes During Class
6.) Mr. Scotese Making a Joke
7.) Outside the Gym Building
4:09 minutes (2.92 MB)
Submitted by charline on Sun, 2012-04-15 12:50
Students will work collaboratively to create a Hamlet Playbill. Students must follow specific requirements to make sure the Playbill's components are specific to the Elizabethan Era.
Students work in groups of 4. Each group should equally distribute tasks so that no member is responsible for the majority of the playbill.
Time is given in class to distribute tasks and decide on actors who will be best suited for the roles of the characters, as well as time given to organize the playbill.
Submitted by Larken McCord on Fri, 2012-03-09 14:04
This lesson supports the study of the 1998 film Shakespear in Love, written by Tom Stoppard and directed by John Madden. The viewing guides divide the film into three viewing segments and offer a space for note-taking while viewing as well as comprehension and interpretation post-viewing. Many of the questions relate the film to the study of Romeo and Juliet. This is an R-rated film because of its sexual themes. Please consider the specific guidelines of your school community.
Submitted by scotese on Sat, 2012-02-04 17:29
If you have ideas, lessons, or questions about teaching A Midsummer Night's Dream - post them here.
Submitted by scotese on Thu, 2011-12-22 06:41
This worksheet is designed to be given after students have chosen the scene that they will be performing. Though it is designed for Macbeth it can just as easily be used with any other play. It goes through some basics of exchanging phone numbers, setting a meeting date, choosing a theme, etc. It is important that the students become engaged from the very start so they can, among other things, begin memorizing their lines.
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