S+Haskell,+Emily

**Office:** 311 **Office Phone:** **Office Hours:** Tue/Thur 1:30-4:00 ** E-mail: ** emily.haskell@maine.edu
 * Teacher:** Miss Haskell

=Summary of Unit= In this unit the students will learn and understand the importance of point of view, scene structure, and word meaning in any literary work. They will do this by reading // The Taming of the Shrew // and exploring such things as how vocabulary, point of view, and structure affect the meaning of a play. Students will closely analyze the play and should be able to make an argument regarding the importance of the previously stated facets of a literary work. They will also use their understanding of theme to create one of their own and subsequently adapt word meanings in order to support their themes.

=Establish Goals= Content Area: Reading, __ The Taming of the Shrew __ Grade Level: Grade 11-12 Domain: Literature Standard: Craft and Structure Cluster 4,5,6

=Students will understand that= •point of view is paramount in understanding plot and meaning in __ The Taming of the Shrew __. •structure of scenes an plot contribute to the over all meaning of The Taming of the Shrew. •word meaning (both connotative and figurative) impact all aspects of a literary work.

=Essential Questions= •How does a character's point of view affect such things as meaning and plot in __ The Taming of the Shrew? __ •Why does the plot and structure of scenes contribute to the meaning of __ The Taming of the Shrew? __ •How does word meaning impact all other aspects of __ The Taming of the Shrew? __

=Students will know= •Terminology-connotative meaning, point of view, plot, structure, meaning, character, analysis, interpretation, act, scene, theme, figurative meaning. •Sequence- climax, conflict, opening, resolution. •Critical Details- meaning, foot notes, sequence of events, terminology.

=Students will be able to= •prove that certain word meaning can alter all other aspects of a play. •evaluate how and why scenes and plot are organized in certain ways. •adapt word meaning to fit a specific theme or message. •analyze a character's point of view and subsequently derive meaning. •consider the meaning of certain plot and scene structure. •recognize the importance of perspective as it pertains to meaning.

**Performance Task Overview** Kenneth Branagh and his panel of appointed Hollywood critics are looking for the next great Shakespearian actor. Actors from across the country will submit videos of a scene from __ The Taming of the Shrew __, which they have converted to modern English, in order to show their understanding of the play. Here you will take on the role of an actor and create your own interpretation of a scene from the play. The winners will be flown to Hollywood and will have the opportunity to act alongside the great Kenneth Branagh in a re-imagining of __ The Taming of the Shrew __.

=Expectations=
 * Absences**- Attendance for this and every class is crucial to your success as a student. In order to learn what is necessary for this class you are expected to show up to nearly every class. If you do need to be absent for any reason it is your job as the student to contact me in order to get the work you have missed. You will be allotted a reasonable amount of time to complete the assignment(s) depending on what it is. Though it is not advised, if you happen to miss a quiz it is also your responsibility to schedule time after school (within a week of the test date) to take the test or quiz that you have missed. I also expect that if you are aware you will be absent in advance, you will come and get your work in advance so that it will be completed by the time you return to class.


 * Plagiarism**- Plagiarism is the practice of taking someone else's work or ideas and passing them off as your own and will not be tolerated in this classroom. In this class I will allow students one chance to revise any plagiarism or citation errors after the work has been submitted. After that one revision the student will be subject to any and all school rules that apply to cases where Plagiarism is an issue. Please note that I will frequently be using plagiarism checking sites similar to [|Turnitin.com] in order to check the originality of students' work.


 * Assignments**- Assignments are an important part of not only your assessment, but to your learning as a student as well. An appropriate amount of time will be given for the completion of every assignment. However, if you feel as though there has not been enough time given, the due date for most assignments will be open for discussion and alteration given that there is a realistic argument behind the change.


 * Classroom Expectations**- A classroom is meant to be a safe and comforting environment conducive to learning. In the classroom I fully expect each and every student to respect all of their classmates and the items in the room as well. Humor that could be considered hurtful to others will in no way be tolerated. Students are expected to come to class prepared, with all materials and a positive learning attitude! Another important part of your learning is discussion in class with your peers. I fully expect that every student share as often and as much as possible.

=Benchmarks=

•Comic Life(16)- Students will create a comic to learn the importance of sequence and scene structure. Here they will manipulate the sequence of events and plot to demonstrate how both sequence and scene structure can affect the meaning and importance of certain aspects of __The Taming of the Shrew__. Students will show the sequence of events and highlight the main points of the play by using as few words as possible.

•Garage Band (16)- In this assignment students will have the opportunity to show their understanding of the importance of point of view and perspective in __The Taming of the Shrew__. Here students will choose one character and interview them in a style similar to that of a radio show interview. They will explore the characters thoughts and feelings about other characters and events within the play while also commenting briefly on the plot of the play as well.

•Persuasion Map(6)- Using an online graphic organizing tool students will create and elaborate on central ideas about perception and point of view. Each student will choose a character from the story and argue as to why a character may feel or act a certain way. Here the students will use specific examples, quotes and dialogue to support their ideas and persuade an audience that a character is behaving the way they are for a certain reason.

•Story cube (6)- Using an online template students will make a cube on which they explore many of the commonly confused or misunderstood facets of plot sequence in __ The Taming of the Shrew __. Each side will describe a different scene in Shakespeare's play. They will provide a short synopsis of each scene and a list and description of each of the characters present in the scene.

•Profile Publisher(6)- Using an online tool students will analyze a character's point of view and create a simulation of a profile that might appear on a social networking site. Students will be asked to provide a photograph, as much information as they can get on the character (where they live, how old they are, who they're related to, etc.) and five or more statuses or posts that would show something about the character. Whether it be about the relationship one character may have with another or a belief that the character has, students will be asked to explore a character in depth and take on their identity.

iMovie (40)- In this final assessment and performance task students will work in small groups in order to showcase their understanding of meaning as it applies to plot sequence, word meaning, and perspective. The students will translate an assigned scene to modern English and then act the scene out. This film is expected to be well thought out and should incorporate all that the students have learned in this particular unit.

Homework (5)- (See Assignments Above)

Participation (5)- (See Classroom Expectations Above) =Grading Scale=
 * A ** (93 -100), ** A- ** (90 - 92), ** B+ ** (87 - 89), ** B ** (83 - 86), ** B- ** (80 - 82), ** C+ ** (77 - 79), ** C ** (73-76), ** C- ** (70 - 72), ** D+ ** (67 - 69), ** D ** (63 - 66), ** D- ** (60 - 62), ** F ** (0 - 59).