Language and literature

Style Character
Setting
Factual Shakespeare intended that his works would be
performed for live audiences, rather than to be studied
or read. .
How can writers create works which are entertaining for audiences?
Factual Writers employ diverse strategies to create
elements of drama.
What strategies do writers employ to create drama?
Conceptual Scenes from Shakespeare can be adapted
to contemporary contexts.
How can writers adapt scenes from Shakespeare into contemporary or futuristic contexts?
Conceptual Audiences critically evaluate performance
texts.
How do audiences critically evaluate performance texts?
Debatable Contexts may change but people will
always fall in and out of love.
Do people fall in and out of love, regardless of the time and place?
Debatable The ideas of Shakespeare are timeless,
maintaining and continuing their relevance for the
human condition.
Why do the ideas of Shakespeare still maintain relevance and appeal for audiences?
Teacher(s| Julie Clarke, David Marrinson Subject group and d|sc|p||ne Language A: English
Un|t t|t|e The ldeas of Shakespeare Timeless MYP Year Grade 8 Un|t durat|on 8 Weeks
Inqu|ry: Estab||sh|ng the purpose of the un|t
Key concept Re|ated concept(s| G|oba| context
Creativity Culture
Persona| and cu|tura|
express|on
The ideas of Shakespeare
remain relevant to the human
condition.
Statement of |nqu|ry
The ideas of Shakespeare are timeless, maintaining relevance today and will continue to be so because the human condition does not change.
Inqu|ry quest|ons
Middle Years Programme Unit planner Page 1 of 5
Object|ves Summat|ve assessment
C: Produc|ng text
produce texts that demonstrate thought,
imagination and sensitivity while exploring and
considering new perspectives and ideas arising
from personal engagement with the creative
process
make stylistic choices in terms of linguistic,
literary and visual devices, demonstrating
awareness of impact on an audience
select relevant details and examples to develop
ideas.
D: Us|ng |anguage
use appropriate and varied vocabulary, sentence
structures and forms of expression
write and speak in an appropriate register and
style
use correct grammar, syntax and punctuation
spell (alphabetic languagesj, write (character
languagesj and pronounce with accuracy
use appropriate non-verbal communication
techniques.
The students will demonstrate understanding of
Shakespeare's original text. They will be given a
selection of text or choice of text to transcribe into a
contemporary context. Students will then be required to
perform for the entire class group.
Students will be able to make connections between the
interactions and relationships between characters in
Shakespeare's text to parallel situations in people's
lives today. ln other words, the human condition doesn't
change. People are still motivated by the same forces
and respond predictably.
Approaches to |earn|ng (ATL|
IB ATL CATEGORY MYP ATL CLUSTER SPECIFIC ATL SKILL LEARNING EXPERIENCES
Commun|cat|on
I. Commun|cat|on sk|||s
Read|ng, wr|t|ng and us|ng |anguage to
gather and commun|cate |nformat|on
Read critically and for comprehension
Make inferences and draw conclusions
Write for different purposes
Exchang|ng thoughts, messages and
|nformat|on effect|ve|y through |nteract|on
Use a variety of speaking techniques to
communicate with a variety of audiences
Use appropriate forms of writing for different
purposes and audiences
lnterpret and use effectively modes of non-
verbal communication
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Discussions -
Why are the ideas of Shakespeare's still relevant today?
Why do audiences fnd romance intriguing?

Transcribing text - decoding the words of Shakespeare

Th|nk|ng
IX. Creat|ve th|nk|ng sk|||s
Generat|ng nove| |deas and cons|der|ng
new perspect|ves
Create original works and ideas; use existing
works and ideas in new ways
Generate metaphors and analogies
1. Discuss, tanscribe a sonnet into
contemporary verse
2. Perform a contemporary sonnet
3. lnsult classmates using Shakespeare's
insults
4. Research the use of Shakespeare's
language today
5. Discuss love contemporary love stories
from literarture and life.
6. Read aloud from the text
7. . view' A Midsummer Night's Dream' in a
different context
8. Create a visual representation of how an
aspect of the play should appear according to
students' own ideas.
9. Create a storyboard.
10. Perform a conversation between 2
characters from the play.
11. Create 6 concise pieces from a character's
perspective.
Act|on: Teach|ng and |earn|ng through |nqu|ry
Content Learn|ng process
Know|edge & Sk|||s: Learn|ng Exper|ences
How will students know what is expected of them? Will they see examples, rubrics, templates, etc.?
How will students aquire the knowledge and practice the skills required? How will they practice applying these?
Do the students have enough prior knowledge?
Students will see:
* Stories
*Shakespeare's original text (various selectionsj
*Rubrics
*Examples of models
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Making connections - relating the ideas, events and
character interactions of 'A Midsummer Night's Dream'
to contemporary contexts and characters.
Performing for an audience.

Creating a new text, adapated from an existing text

(scene from A Midsummer Night's Dream.j
Students will participate in various writing and performance tasks which support students in acquiring the skills
for the summative.
During the introductory phase of the unit, students' previous knowledge will be assessed through discussion
and mini-performances.
Teach|ng strateg|es
How will we use formative assessments to give students feedback during the unit?
What different teaching methodologies will be employed?
How are we differentiating teaching and learning for all? Have we considered those learning in the language other
than their mother tongue? Have we considered those with special educational needs?
Formative assessments are designed to develop necessary skills. Feedback will come in the form of
discussions, verbal feedback, and sometimes rubrics.
We will make sure to model how to adapt text to modern, everyday language. We also model performance
reading, discussion, brainstorming, presenting professional productions of visual text (of Shakespeare's playj
and their adaptations.
We will cater for various learning styles which are inclusive of preferences for creative writing, artistic
presentations, and verbal performances. Grouping of students will be adopted according to academic strengths,
performance confdence, and personality.
Describe how you will differentiate teaching & learning for this unit?
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Learner Pro|e
Th|nkers: Students will be asked to transcribe and create text based upon Shakespeare's original, source material.
R|sk takers: Students will be asked to verbally perform at several intervals throughout the unit.
Internat|ona| M|ndedness
Students will be able to realize how human behavior transcends cultural distinctions.
Students will make connections to other stories that deal with romance and how other people in love act. Fiction, non-fction, and real-life events will be used as examples.
We all have stories to tell and common connections to share, regardless of our geographic location or ancestry.
Resources
F||e: Midsummer_unit_-_MYP_Unit_Planner.docx
Reect|on: Cons|der|ng the p|ann|ng, process and |mpact of the |nqu|ry
Pr|or to teach|ng the un|t Dur|ng teach|ng After teach|ng the un|t
Selecting an appropriate flm version of the text
enhanced student understanding of the play.
Student performance sof selected scemnes of choice
was very compelling.
Refecting on the interations and development of
relationships between characters was highly
benefcial in deconstructing the story.
Making connections to our own behaviors and those
of characters in the cast provided great insight.
Connections to drama were obvious and clear.
Students demonstrated their understanding through
adaptations of teh original text to modern language.
Journal entries, love poems and song lyrics
demonstrated understanding of character
interactions.
Observance of student performances and their
confdence and comfort was indicative of their
acceptanc eof teh relevance of Shakespeare's work.
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