King Lear Collaborative Essays

December 14, 2009 by Brad W · Leave a Comment 

Lear_200x140The Grade 12 students have been busily working on their King Lear collaborative essays and I’m anticipating some good holiday reading once they’re all handed in by Friday.

Throughout the unit, students were asked to publish two blog posts per week on the class blog portal. Students came up with questions that they had about the play, attempted to answer their own questions, and commented on their classmates’ blog posts. These blog posts, comments, and replies, are now the starting point for their collaborative essays.

For the King Lear collaborative essay, I asked the students to first think of the topic that they were most interested in writing about, and to think about their own opinion and ideas regarding that topic. Then, students went to the class blog portal and noted all of the relevant comments from their peers.

Once the students have stated their topic and their own opinion, and they’ve listed their peers’ key ideas and their own key ideas, then students are ready to arrange their essay around their reasons, their defence of those reasons, and rebuttals to their critics.

Some of the topics they’ve come up with include:

  • Who is the hero of “King Lear”?
  • Why did Cordelia refuse to give her father the answer he was looking for?
  • After being banished by Lear, why does Kent return?
  • When does Lear lose his sanity?
  • Did Lear give up his kingdom too early?

I’m excited to read these collaborative essays; they’ve really originated with the students and spring from the dialogue that they’ve been having on the class blog portal. The collaborative essay assignment requires the students to think for themselves and to be themselves; it requires students to put their oar in the water and join the 400-year old conversation that has revolved around the Bard.

I like Mr. B-G’s recent comments on teaching students to write:

How do we teach students to write? We teach them to think. We teach them to develop content. We help them understand ideas like elaboration and explication. We provide them with opportunities to stretch their minds and flex their intellectual muscles. We give them opportunities to pump out words and ideas without fear of judgement. We teach them how to think critically and make sense of their musings and meanderings. We show them how to tailor and edit and rethink and resee and rearrange. We empower them to be creators.

This King Lear collaborative essay assignment is so much more interesting for the class than the 5-paragraph essay format; it is free of the shackles of the 5-paragraph essay format that has been suffocating any potential talent. A collaborative essay assignment is… real.

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Image by longhorndave

A Midsummer Night’s Dream – Unit Plan (Grade 9)

November 12, 2009 by Brad W · Leave a Comment 

With the Stratford Festival’s production of A Midsummer Night’s Dream, it was a great year to teach this unit. Interweaving the text of Shakespeare’s A Midsummer Night’s Dream with the graphic novel Bone and the fantasty novel Ysabel, the lessons reinforce previously learned reading strategies. The main text, A Midsummer Night’s Dream, is approached primarily as an oral and dramatic text, and students are regularly enacting parts of the script.

  • Level: ENG1D (Grade 9 Academic)
  • Timeframe: 21 classes, including a test period

Unit Outline

  • Lesson 1: Introduction to Fantasy (3 periods)
  • Lesson 2: Introduction to Shakespeare & A Midsummer Night’s Dream (2 periods)
  • Lesson 3: Acts 1-3 (6 periods)
  • Lesson 4: Memorization, Vocabulary, and Recital (3 periods)
  • Lesson 5: Acts 4-5 (1 period)
  • Lesson 6: Theatre Education Project (5 periods)
  • Lesson 7: Written Review (1 period)

The unit outline [PDF] includes a summary of curriculum expectations plus a sample calendar.

Lesson Plans

Unit lesson plans [PDF] provide detailed steps to covering each of the unit topics, relating them to the corresponding expectations and teaching strategies.

Assignments

Multi-Media Presentation (40 marks)
Students develop and deliver a presentation to educate younger students about A Midsummer Night’s Dream, including a visual aid, a brief discussion, and a dramatic scene using the original text OR an audio recording of a scene scripted into a different genre. Students are evaluated using the theatre education activity rubric.

ThinkBook Written Review (15 marks)
Students answer one of three options, commenting on their reading experience of Ysabel.

Bone Dialogue and Dramatic Script (10 marks)
Given images from Jeff Smith’s Bone, students imagine possible dialogue for the characters, then transform the dialogue into a proper dramatic script.

Passage Memorization (10 marks)
After repeated practice together as a class, students memorize and recite a passage from 2.1 (Fairy’s lines 30-40; or Puck’s lines 42-58; or Oberon’s lines 253-263).

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Image by Niffty..

King Lear – Unit Plan (Grade 12)

November 10, 2009 by Brad W · Leave a Comment 

The Fall Break has ended and I’ve begun my Shakespeare unit. In this unit, students will learn the story and structure of William Shakespeare’s King Lear. Throughout the unit, students will work with a partner to raise questions about the play and post their questions on the class blog portal. This electronic discussion will then be transformed into a collaborative essay. Finally, students will do an in-depth analysis of an assigned scene and will share the scene in an audio-visual format.

  • Level: ENG4C/4U (Grade 12 College / University)
  • Timeframe: 18 classes, including a test period

Unit Outline

  • Lesson 1: Introduction to Shakespeare and King Lear (3 periods)
  • Lesson 2: Acts 1-5 (9 periods)
  • Lesson 3: Multi-media scene presentations (4 periods)
  • Lesson 4: Review and Collaborative Essay (3 periods)
  • Unit Test

The unit outline [PDF] includes a summary of curriculum expectations plus a sample calendar.

Lesson Plans

Unit lesson plans [PDF] provide detailed steps to covering each of the unit topics, relating them to the corresponding expectations and teaching strategies.

Assignments

Reflective Blogging (10 marks)
Students publish at least two reflective posts and two comments on classmates’ blogs, per week. Students evaluate their learning using the blogging self-evaluation rubric.

Multi-media Scene Presentation (50 marks)
In groups, students edit, characterize, rehearse, and record an assigned scene from King Lear.

Collaborative Essay (50 marks)
Students transform their blog posts, comments, and responses into collaborative essays. Submitted papers must attempt to answer questions raised throughout the unit’s study of the play. Learning is assessed using the collaborative essay rubric.

Unit Test (30 marks)

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Shakespeare Club… #37: The Complete Works

September 2, 2009 by Brad W · 4 Comments 

So, the plan to meet with colleagues once a month to discuss a Shakespeare play over an Americano or a London Fog disintegrated. Actually, it first became something of a free-for-all, then a foot-race to the finish. Nevertheless, as I turn the final page on the summer holiday, I have turned the final page on the Bard’s Complete Works.

Over the past year, my colleagues and I managed to meet infrequently — more often in a swimming pool than at the Cafe — and had a lot of fun debating the merits and meanings of Shakespeare’s words. I would happily repeat this exercise of a Shakespeare book club with my colleagues in the future, especially if we would agree to skip King Henry VIII which surely is not the work of William Shakespeare. (Forgetting that there was considerable debate over the authorship of that particular play, I kept pausing from the reading of it to complain to my wife, “This just doesn’t feel like a Shakespeare play.”)

Shakespeare taught me something about the way I learn: my understanding of the text increased ten-fold if I created and maintained a visual map of the play as I read. Based on characters’ relationships and settings, I would chart an outline of each play to keep everything straight. I’ve always done this on the chalkboard for students to assist them with characters’ names, but I think I should give them the opportunity to create their own ‘chart’; many visual and spatial learners would perhaps organize it much differently.

I saved Cymbeline for last, remembering that Tennyson had a copy open on his lap when he died. This bit of trivia really struck me when I approached Act V, Scene IV and read of Posthumus’ readiness for death, “I am merrier to die than thou art to live.”

Perhaps our English department will repeat this exercise soon? Another Bard Book Club on the horizon?

Shakespeare: April 23, 1564 – April 23,1616

April 23, 2009 by Brad W · Leave a Comment 

Good friend for Jesus’ sake forebear,

To dig the dust enclosed here,

Blessed be the man that spares these stones,

And curst be he that moves my bones.

Today, all of my students celebrate the life and work of William Shakespeare. With film clips, quotes, and Shakespeare trivia, it’s party day in Mr. W’s classroom.

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Image by cloudsoup

Hamlet's inertia mirrored in Fortinbras

October 19, 2008 by Brad W · 2 Comments 

Usually for the first Act of Hamlet, I dock my iPod at the front of the class and play an audio version while the students follow along in their texts. Hearing the actors speak the lines helps the students get accustomed to the poetry of Shakespeare’s language.

However, this past week, my misplaced iPod remained somewhere at home, and the first Act required a different approach.

I recalled my own English teacher, Mr. X. Lee, who, almost oblivious of the 30 students before him, held a shut copy of Hamlet and, eyes on the back wall, recited the play while we followed along in our texts.

I cannot recite the play. Not yet. But someday…

I chose instead to read Act 1 aloud with my students following along.

While I won’t burden my students with these thoughts, this latest re-reading has led me to ponder the character of Fortinbras for a change. I have been told, in the past, that Fortinbras is a character with whom the audience should contrast Hamlet (much like Laertes). But after reading Act I aloud to my Grade 12 class, Fortinbras and Hamlet seem almost identical. As shadows or reflections of each other.

Obviously there is the similarity in their circumstances: each the son of a dead king and still without any throne. In Act I Scene ii, lines 32,37, Claudius himself makes it clear that Fortinbras’ uncle, Old Norway, has slipped onto the throne ahead of his nephew. But I think too that there is a similarity in the nature of the Princes’ characters.

Rather than being the man of action that I had been previously led to believe of him, it is apparent that Fortinbras has been waiting 30 years to get the revenge he seeks (see the Grave-digger’s calculation in V,i,164). (Thirty years! Hamlet would actually appear positively speedy by comparison!) Of course, Claudius scoffs at the idea that Fortinbras has waited until Denmark is “disjoint and out of frame” (I,ii,20), but the king is wrong and both Hamlet and Fortinbras accurately recognize that there is “some strange eruption to the state” (I,i,80), that “something is rotten in the state of Denmark” (I,iv,99), and that “the time is out of joint” (I,v,206).

I believe the Prince of Norway is as wildly popular there as Hamlet is in Denmark. We are told of Hamlet about “the great love the general gender bear him” (IV,vii,20) and about Fortinbras that he is able to, in secret and illegally, raise an army of outlaws, “a list of lawless resolutes” (I,i,109). However, Fortinbras is easily distracted. When Claudius writes a letter to Old Norway, Fortinbras recycles his Danish scheme as a Polish expedition.

Ultimately, of course, it is Hamlet’s actions that litter the stage with corpses and allow Fortinbras to slide onto a vacant throne. Still, Hamlet has recognized in Fortinbras a kindred spirit, and ‘gives him his dying voice’ (V,ii,375), approving of Fortinbras ruling in Denmark. For his part, Fortinbras requites Hamlet’s praise and says of the dead Danish prince, “For he was likely, had he been put on, / To have proved most royally” (V,ii,421).

Indeed that should be Fortinbras’ hope: for he is incapable of governing in any manner different from Hamlet; they are simply too identical, and Fortinbras should hope that it is a royal disposition he himself possesses.