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Lesson 1

We will learn about this unit’s topic and Central Question by reviewing the Unit Overview. To determine what we need to do to succeed, we will discuss the Culminating Task. We will watch a short introductory video on Shakespeare and read the article “Why Do We Still Care About Shakespeare?” by Cindy Tumiel and will begin unpacking the claims the article makes about Shakespeare’s work.

Lesson Goals

  • Can I explain what I need to do to be successful on the Culminating Task?

  • Can I determine a text’s claims about the value of Shakespeare?

Texts

Core

  • Digital Access
    • “Why Do We Still Care About Shakespeare?,” Cindy Tumiel, University of Texas at San Antonio, 2013
    • “William Shakespeare: Legendary Wordsmith,” History Channel, 2016

Optional

  • Unit Reader
    • Excerpts from “Preface to Shakespeare,” Samuel Johnson, Jacob Tonson; Project Gutenberg, 1765

Materials

Tools

Reference Guides

Editable Google Docs

Activity 1: Discuss

We will work in a small group to set norms for small-group work.

Read the following goal statement:

I will set norms and rules to govern my behavior in small-group activities in order to ensure a respectful and productive learning environment.

Then, get into your turn-and-talk group and complete the following tasks:

  1. Work with a partner to identify two problems you have encountered when working in small groups. Write the problems on two separate sticky notes.

  2. On a third sticky note, write down one rule that solves each problem. For example, if the problem is that students talk over each other, the solution could be to wait until a person finishes before talking.

  3. Once you finish, place your sticky notes on the whiteboard.

  4. As a class, determine which rules will become class norms.

Activity 2: Discuss – Write

We will discuss the unit’s Central Question and reflect on its significance by completing a quick-write in our Learning Logs.

Step 1

Review the Central Question of the unit:

Why do we still read Shakespeare?

Use the following questions to guide a discussion with a partner or small group:

  1. What is the Central Question asking?

  2. What might you already know in relation to the Central Question?

  3. What about the question piques your curiosity?

  4. How do you think this question relates to the texts or topic of the unit?

  5. If you were to provide an answer to the Central Question today, what would it be?

Step 2

In your Learning Log, write a response to Question 5. You will return to this initial response in later lessons to examine how your understanding of the Central Question has evolved.

Activity 3: Read – Discuss – Write

We will read and analyze the Culminating Task. We will identify specific knowledge we are expected to gain throughout the unit and specific skills we will need to succeed on the Culminating Task.

Read and annotate the Unit Overview, Culminating Task, and Culminating Task Progress Tracker. Determine what skills and knowledge you need to succeed on the Culminating Task. In a small group, discuss and respond to the questions on Part 1 of your Culminating Task Progress Tracker:

  1. What is the focus of the Culminating Task?

  2. What does the task ask you to do?

  3. What questions do you have about the Culminating Task?

  4. What do you need to understand to succeed on the Culminating Task?

  5. What skills do you need to build in the unit to succeed on the Culminating Task?

  6. What habits do you need to practice in the unit to succeed on the Culminating Task?

As a group, create a checklist in your Learning Log or use the Culminating Task Progress Tracker to determine what you need to do to succeed on the Culminating Task. For each skill identified, assess how prepared you are.

Activity 4: Read

We will review the Unit Text List to familiarize ourselves with the texts we will analyze and discuss throughout the unit.

Step 1

Access and review the Unit Text List. Note the information that is included about each text. These texts are also listed in the activities in which they appear, under the Materials tab. You will notice that each text has an icon by it. These indicate where the text is located, which corresponds to the Location column in the Unit Text List.

Text locations:

  • Tradebook: These texts are full-length novels or nonfiction books you will most likely have copies of.

  • Digital Access: You can find these texts online. Use the information provided in the Unit Text List or on the Texts tab for the activity to conduct a web search for the resource. Digital Access resources include online articles, videos, podcasts, and other web sources.

  • PDF Texts: These are formatted PDFs of texts that are available for download on the Materials tab.

  • CD/DVD: These materials are available on CD or DVD and might also be available through online content providers.

Step 2

Review the Independent Reading Text Options. Here, you will find suggested options for independent reading related to the unit.

Activity 5: View

We will begin the unit by watching an introductory video on William Shakespeare. When we are done watching the video, we will discuss the video in groups.

As you watch the video, “William Shakespeare: Legendary Wordsmith,” use the following questions to guide your viewing:

  1. What are some details about Shakespeare and his life that you already knew?

  2. What are some details about his life that you did not know?

  3. What claim is made in the video about Shakespeare and his work?

  4. What evidence is provided to support that claim? Is it sufficient?

Activity 6: Discuss

We will discuss the video to establish our initial understanding of Shakespeare and his work.

After watching the video, develop and share your responses to the following questions in a group discussion:

  1. What are some details about Shakespeare and his life that you already knew?

  2. What are some details about his life that you did not know?

  3. What claim is made in the video about Shakespeare and his work?

  4. What evidence is provided to support that claim? Is it sufficient?

Activity 7: Read

We will read the article “Why Do We Still Care About Shakespeare?” by Cindy Tumiel and delineate the claims it makes about Shakespeare’s legacy.

Read the article “Why Do We Still Care About Shakespeare?”by Cindy Tumiel.

During the reading, annotate the text for unknown words and for the claims it makes about Shakespeare’s work and the supporting evidence it presents.

Consult the Annotating and Note-Taking Reference Guide for information on annotating texts.

Activity 8: Read

We will read and annotate excerpts from Samuel Johnson’s “Preface To Shakespeare.”

Read and annotate Samuel Johnson’s “Preface to Shakespeare.” Use the following guiding questions to guide your reading and annotating:

  1. Why might the author have written this text?

  2. How do the author’s language choices indicate his or her perspective?

  3. What stands out as important in the ideas of the text?

During the reading, annotate the text for unknown words and for the claims it makes about Shakespeare’s work and the supporting evidence it presents.

Consult the Annotating and Note-Taking Reference Guide for information on annotating texts.