jabellpepper's shakespeare method
The typical way that classes go through Shakespeare is to read as a class, pause for comprehension, go on, watch movie version, and then maybe act it out. The problem is akin to first graders struggling with reading: the students spend so much effort on a word level that they frequently miss the meaning. The idea here is to focus on the meaning first so that the words do not become a road block.
Step 1: Intro
Use insult as a way to introduce students to language. The insult sheet here is one that I heavily modified since the original only had columns that people combined without any real comprehension; it just sounded cool. I made it into a dirty dozen's insult game along with meanings. The second file is a novel concept I found online about transforming pop songs into Shakespearean sonnets.
Step 1: Intro
Use insult as a way to introduce students to language. The insult sheet here is one that I heavily modified since the original only had columns that people combined without any real comprehension; it just sounded cool. I made it into a dirty dozen's insult game along with meanings. The second file is a novel concept I found online about transforming pop songs into Shakespearean sonnets.
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Step 2: Overview
Use Shakespeare in Bits for students to watch animation and text to get the overview of what is going on. Focus on two acts. Then go to next step.
Use Shakespeare in Bits for students to watch animation and text to get the overview of what is going on. Focus on two acts. Then go to next step.
Step 3: Fine tuning
Students annotate key lines and speeches from the plays. Now that they have the big picture they can look through the play for the words that connect to the plot and character motivation.
Students annotate key lines and speeches from the plays. Now that they have the big picture they can look through the play for the words that connect to the plot and character motivation.
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Step 4: Acting
This helps students who are kinesthetic learners. It also helps students further process the events. They put the skits into their own words.
This helps students who are kinesthetic learners. It also helps students further process the events. They put the skits into their own words.