Integrating Shakespearian Tragedy
with the Internet
A ninth grade interdisciplinary
unit on Elizabethan England and Shakespeare’s Romeo and Juliet for English, art, and computer classes.
Michelle Webster -- June, 2000
ETE 566-250, Dr. Wang
Table of Contents
I. Skills
Summary 3
-7
II. Overview 8 - 10
III. Lesson
Plans 11
- 13
IV. Assessment
/ Evaluation 14 -
16
V. Resources 17
- 18
A. Text 17
B. Software 17
C. Internet Resources 17 - 18
VI. Internet
Postings – URL’s 19
I. Summary of Skills Implemented throughout the Unit
Integrating Shakespearean Tragedy with the Internet is an interdisciplinary unit that challenges students to use
William Shakespeare's Romeo and Juliet as a
springboard to implement the following skills: basic skills, communication,
inquiry, problem solving, synthesis, and critical thinking.
Basic skills and communication are addressed through reading, writing, and history. Math skills are addressed at a very minimal
level in the unit as students comprehend the historical timeline. Initially, students read and make notes on
Internet information as they perform research on the Greek-Roman archetype
found in the myth of Pyramus and Thisbe, Elizabethan England, William
Shakespeare, the Globe Theater, and the Hatfield-McCoy story. Students write summaries of these topics. Later, they read the full text version of Romeo
& Juliet and compose five paragraph, expository
essays in Microsoft Word about the use of literary devices in the play. Students also act out a scene from the play
for video taping. Finally, they convert
their essays into Hyperstudio presentations and post the presentations along
with selected video clips on a class designed web site. Basic skills and communication are
foundation skills for this unit.
Inquiry
is applied when students conduct research on the historical aspects relating to
the play: Pyramus and Thisbe, the Elizabethan Period, William Shakespeare, the
Globe Theater, and the Hatfield-McCoy parallel. Inquiry is also utilized during
the segment of the unit in which students are required to read the text,
complete quizzes at Funbrain.com, and find examples of various themes and other
literary devices utilized by Shakespeare throughout the play. The pieces of information extracted during
the inquiry segment become building blocks for students to later write their
essays and compose their Hyperstudio presentations.
Problem Solving presents itself in a variety of tasks. During the first week students solve the
problem of using various search engines to find web sites about their
historical topics. Later, they delve
into the issue of reading comprehension and how to best prepare themselves for
their reading quizzes at Funbrain.com.
Time management is a problem for students to solve as they struggle to
fit their readings and other assignments around various aspects of their busy
lives. As students read and discuss the
conflicts in Romeo and Juliet, they
vicariously struggle to theoretically solve the problems of the “star crossed
lovers,” as well as Friar Lawrence, the Nurse, Lord Montague, Lord Capulet,
Tybalt, and Prince Escalus. Students
solve social issues and tactical problems as they delve to perform a scene from
the play. Finally, as they embark on
their final projects – the essay and the multimedia project – students perform
problem solving as they determine which examples from the text best illustrate
their points, the best vocabulary and diction with which to express these
thoughts, and how to creatively and aesthetically present their essays in
Hyperstudio. Lastly, some students will
undoubtedly encounter problems as they attempt to post their projects on the
class web page, so they must solve these pesky details as well. Overall, problem solving is one of the most
underestimated and overlooked skills encountered daily by students and people
in general.
Synthesis
is a higher level thinking skill that is employed as students compose their
summaries of the historical research related to the play. Copying and plagarism are strictly
forbidden, and students will explain the main ideas as well as capture
important details and express them in a fresh manner. Elevated forms of synthesis are necessary in the composition of
the final projects -- the essay typed in Word and the Hyperstudio multimedia
project. Students will also employ
synthesis in the art segment of the unit when they create artistic expressions
inspired by the Internet research segment of the unit. These projects are then digitally
photographed or scanned and uploaded to the class web site. Synthesis, the creative process, is the
skill most capable of giving people a sense of ownership and involvement in
their studies and their work, therefore it is among the most valuable skills to
address in education.
The highest level thinking skill, evaluation or critical thinking, is employed first throughout class discussions of the
play. When students informally debate
which character is most at fault for the tragedy of the suicidal couple, they
are evaluating the actions and consequences of an entire community. Midway through the unit, students judge one
another’s scene performances using a class-designed rubric. They are evaluating
the best and worst elements of line interpretation and acting. As the unit draws to a conclusion, students
perform peer editing and revising of their essays and again for the multimedia
presentations. Peer editing and
revising is performed using the same rubric with which the teacher grades the
projects. In the culminating activity,
students vote for the best three multimedia presentations, and these
presentations then receive special recognition in the awards section of the
class web site. Critical thinking is a
survival skill which people cannot afford to ignore in this swiftly changing,
extremely complex society.
Conclusion
The variety of
activities, the implementation of technology, and the use of cooperative
learning in this unit promote the multiple levels of skills employed here. Although it is time consuming, this
comprehensive unit is one with the potential to create a memorable experience,
one of those magical moments in education in which students forget they are
learning and teachers remember why they entered the profession.
II. Overview
Physical setting:
A
public alternative school who uses academic teaming for the purpose of
interdisciplinary planning. This is an
interdisciplinary unit between English, Art, and Computers. Class periods last for fifty (50) minutes.
Grade level: Ninth grade (9)
Number of
students:
15 per class
Facility:
Public
alternative school who encourages academic teaming with use of the
following:
ü
Pentium
computer lab with Windows 98;
ü
Microsoft
Office 2000;
ü
Internet
access via LAN connection, networked, Netscape;
ü
Hyperstudio
software;
ü
Use
of a digital video camera, a scanner, and a CD burner.
ü
Traditional
English classroom with ninth grade literature books;
ü
Art
class with a variety of available activities: charcoal drawing, painting, paper
mache, sculpture, etc.
Connection to the
Internet: LAN, networked
What is the
nature of the class?
v
Subject(s): Interdisciplinary Unit involving English,
computers, and art.
v
Time
frame - Eight weeks
v
Related
material covered before this lesson: reading
ability on the ninth grade level, Internet research; word processing in Word;
practice with Hyperstudio; multi-tasking.
Content of the
unit:
Ø
Conduct
Internet research on background of the author,
Elizabethan England, mythological archetypes, and a
modern
parallel;
Ø
Create
artistic illustrations of Internet research;
Ø
Read
William Shakespeare’s Romeo & Juliet;
Ø
Discuss
plot, characterization, literary devices, and themes;
Ø
Act
out the play and be videotaped;
Ø
Compose
a five paragraph piece of expository
writing
Ø
Competent
use of Microsoft Word;
Ø
Cooperative
learning via peer editing & revising;
Ø
Competent
use of multimedia software, Hyperstudio;
Ø
Peer
evaluations of Hyperstudio projects (awards);
Ø
Post
multimedia presentations on class web page.
Goals:
o
Conduct
Internet research;
o
Create artistic
illustrations of historical research;
o
Comprehend reading
material;
o
Understand
& appreciate Shakespearean drama;
o
Perform
Shakespearean drama;
o
Comprehend,
analyze, and explain literary devices;
o
Compose an
expository essay and develop three subtopics;
o
Cooperative
learning and peer evaluation;
o
Compose a multimedia
project;
o
Post efforts on
a class designed web page.
o
Give students
global recognition and build self esteem.
Objectives:
q
Students
will research the Internet and write summaries of: Shakespeare, Elizabethan England,
the Globe Theater, the Greek-Roman myth of Pyramus and Thisbe, and the
Hatfield-McCoy parallel.
q
Students
will express their Internet findings in various art forms.
q
Students
will read and comprehend William Shakespeare’s tragedy Romeo and Juliet.
q
Students
will visit FunBrain.com and complete
quizzes on assigned readings from the play.
q
Students
will act out selected scenes and videotape their best efforts.
q
Students
will comprehend, discuss, and analyze plot, characterization, literary devices,
and themes in the play.
q
Students
will compose expository essays to analyze Shakespeare’s use of literary devices
or to expound upon a theme developed in the play.
q
Students
will type their essays in Microsoft Word 2000.
q
Students
will perform peer editing and revising of their rough drafts.
q
Students
will compose multimedia presentations in Hyperstudio to illustrate their essays
in a creative fashion.
q
Students
will evaluate each other’s work and vote on the best presentations for special
recognition.
q
Students
will post their multimedia projects on a class web site for the benefit of
others and for their own recognition.
Materials:
Print media: Riverside Shakespeare
Software: Windows 98
Microsoft Office 2000
Netscape
Hyperstudio
Great Literature Plus CD ROM
Art supplies: charcoal, paper, paint, canvases, paper mache, sculpting clay.
III. Lesson Plans
What specific
learning activities will take place,
and what is the
estimated time frame for each?
Week 1:
In Computer class
students research information on the Internet and compose summaries in
Microsoft Word of the following topics:
§
Monday:
Greek-Roman myth of Pyramus &
Thisbe;
§
Tuesday:
Elizabethan England
§
Wed.: The Globe Theater;
§
Thursday: William Shakespeare’s biography;
§
Friday: Historical parallel of the Hatfield-McCoy
feud.
Weeks 2-4:
In Art class
students creatively illustrate one of the topics from the Internet inquiry
research. Students may use charcoal
drawing, painting, paper mache, sculpture, or other available modalities. Student artwork is photographed or scanned
for display on the class web page.
Weeks 2 - 5:
In English
class students read Shakespeare’s Romeo
and Juliet in its entirety. The
play is sometimes read aloud in class and also assigned for homework as time
permits. During discussion the English
teacher clarifies the general action of the plot and Shakespeare’s development
of themes and literary devices. Students take class notes and complete study
guide questions for homework grades.
In
Computer class students take online
quizzes at Funbrain.com to assess their basic comprehension of plot action and
characterization.
Week 6:
English students participate in
cooperative learning groups to act out selected scenes from the play for group
grades and for digital videotaping.
Outstanding segments are uploaded to the class website.
Week 6:
Computer students compose five
paragraph expository essays on Shakespeare’s development of themes or his use
of literary devices in the play. Rough
drafts are composed in Microsoft Word. Students then work in pairs to edit and
revise their compositions. The teacher
provides the rubric used for grading the essays as a guide for the peer editing
and revising teams. Students correct
final products based upon the feedback provided in peer editing and revising
sessions.
Weeks 7-8:
Computer students creatively
illustrate their essays in Hyperstudio.
The best multimedia projects are determined by student vote and posted
in a special award-winning section on the class web site.
As a culminating activity, students host an evening
with their parents and community members who are invited to view the multimedia
projects in the computer lab. A
reception is then held for the viewing of video scenes and the premier of the
class website.
Daily Lesson
Plans
*Due to the length of this unit, only a two daily
lesson plans are provided as samples.
Week 1, Day 1: Computer Class Internet Inquiry
Objectives & Activities:
v
Synthesis -- Students
write in their journals about the dangers of jumping to conclusions or acting
impulsively.
v Analysis -- Students review their knowledge of ancient myths.
v Application -- Students apply computer skills to do an inquiry on the Internet.
v Comprehension -- Students read and comprehend the myth of Pyramus & Thisbe.
v Synthesis
-- Students compose a summary of the myth in Microsoft Word.
Evaluation / Assessment: Summaries are graded using the rubric for this activity. It is
available for student use throughout the lesson(s). See Assessment section for rubric.
Week 2, Day 1: English Class Play Reading
Objectives & Activities:
v
Synthesis -- Students
write in their journals on one of the following topics:
Why do people hold grudges, and how does it effect
their lives?
Explain how forgiveness is important to
relationships.
Has anyone ever held a grudge against you? How did it feel?
v Cooperative Learning -- Students work in pairs to scan the cast of characters and make informal observations about Romeo and Juliet.
v Cooperative Learning -- Students volunteer to read aloud the parts of various characters in Act I.
v Comprehension -- Students read the play aloud while the teacher guides their comprehension of Elizabethan English with brief interjections.
v Homework – Students are assigned to finish reading Act I, Scene I for homework.
Evaluation / Assessment: Students demonstrate reading comprehension by performing
reading quizzes at Funbrain.com.
IV. Assessment
Grading Rubric for Internet Inquiry Summaries
Addresses the topic 20
Structured with TS, CS, and details 20
Correct grammar and language mechanics 20
Captures and expresses the main idea/theme 40
Total
(100 possible):
--------------------------------------------------------------------
Proposed Rubric to Evaluate Student Scene
Performances
(actual rubric to be
collaborated on & composed by the class)
Voice volume level 20
Physical and facial expressions 20
Line Interpretation 20
Use of props / attention-getters 20
Faithful to text /accuracy 20
Total
(100 possible):
Grading Rubric for Expository Essays
Structure:
Composed of five paragraphs 10
Begins with introductory paragraph 10
Thesis Statement at end of Intro. Paragraph 10
Contains three subtopic paragraphs 10
Topic Sentences open subtopic paragraphs 5
Conclusion Sentences end subtopic paragraphs 5
Ends with conclusion paragraph 10
Documentation used for examples & quotes 5
Subtotal:
Grammar and Language Mechanics (per error):
Sentences begin with capital letters 1
Proper nouns begin with capital letters 1
Sentences end with correct end marks 1
Appropriate use of commas & semi-colons 1
Appropriate use of quotation marks 1
Appropriate use of apostrophes 1
Correct use of grammar 1
Subtotal:
Content:
Accuracy of statements 6
Accuracy of examples & quotations 6
Expression & creativity 5
Lack of repetition / originality 6
General appeal 5
Subtotal:
Total:_____
Grading Rubric for Multimedia Presentations
Structure:
Shows evidence of organization 10
Demonstrates relationships between
ideas 10
Begins with introduction slide 10
Ends with conclusion slide 10
Number of slides (16 minimum) 10
Applications:
Buttons 5
Sounds 5
Original artwork 5
Downloaded art 5
Animation 5
Hyperlinks 5
Communication and Creativity:
Correct grammar and punctuation 5
Accuracy of statements & quotes 5
Thesis statement 5
Lacks repetition 5
Total:
IV.
Resources
Text Resources
Evans, G. Blakemore, editor. The Riverside Shakespeare. Houghton-Mifflin Co.: USA, copyright 1974.
Software Resources
v Microsoft Internet Explorer
v Netscape
v Microsoft Office 2000 (Word)
v Hyperstudio by Wagner
Internet Resources
Search Engines:
Dog Pile http://www.dogpile.com
Yahoo! http://www.yahoo.com
Go To http://www.goto.com
Pyramus & Thisbe:
Encarta Learning Zone http://encarta.msn.com/find/Concise.asp?ti=01F75000
Greek-Roman myth of Pyramus and Thisbe: Metamorphoses by Ovid http://classics.mit.edu//Ovid/metam.4.fourth.html#97
Elizabethan Era:
Elizabethan Life in Britain http://www.britainexpress.com/History/Elizabethan_life.htm
Renaissance Faire Homepage http://www.renfaire.com/
William Shakespeare:
Chill with Will http://library.thinkquest.org/19539/front.htm
Shakespeare http://www.tesd.k12.pa.us/tems/shakespeare.htm
Shakespeare’s Country http://www.stratford-upon-avon.co.uk/
The Complete Works of William Shakespeare
http://tech-two.mit.edu/Shakespeare/works.html
Globe Theater:
Globe Quest http://www.macombisd.org/wq/keh2ucs.htm
Globe Research Database http://www.rdg.ac.uk/AcaDepts/ln/Globe/
Hatfield-McCoy Parallel:
Hillbilly Feuding and Loving http://www.nwrain.net/~monlux/hillbilly.html
Life Visits the
Hatfields and McCoys
http://userwww.service.emory.edu/~dmcco01/McCoy/LIFE/
Building a Web Page:
Homestead http://www.homestead.com/
Juno’s Home Page Builder http://www.juno.com/junoland/homestead/
Great Web Designs http://www.angelfire.com/pa/rocngtz/creative.html
SmartPlanet.com http://www.smplanet.com/webpage/.html
Yahoo Geocities
http://geocities.yahoo.com/join/cgibin/addrselection?.done=http://geocities.yahoo.com/home/
Other related web sites:
Romeo and Juliet, Hollywood http://www.geocities.com/Hollywood/Theater/8591/
Shakespeare Forum http://theglobeplay.virtualave.net/
Devil Anse and the Hatfield-McCoy
Feud
http://www.wvculture.org/history/notewv/hatfield.html
The Lesson Plans Page
School Notes
http://schoolnotes.com/44102/michellewebster.html
Cleveland State University academic server
http://academic.csuohio.edu/ete566/Michelle_Webster/Shakespeare.htm
