1

Big Question: How is Shakespeare still relevant today?

Objectives:
1) Students will be able to complete a Venn diagram for attending a Shakespeare play vs.
attending a theatre performance or movie today in order to understand the similarities and
differences of the two time periods.
2) Students will be able to list the four parts of the Globe Theatre and how they were used in
order to visualize the Globe Theatre when reading King of Shadows.
Standards:
E07.A-C.3.1.1: Compare and contrast a fictional portrayal of a time, place, or character and a
historical account of the same period as a means of understanding how authors of fiction use or
alter history.
CC.1.4.7.V: Conduct short research projects to answer a question, drawing on several sources
and generating additional related, focused questions for further research and investigation.
Materials: Worksheets, laptops, whiteboard, post-it notes

Lesson 1 Outline:
Introduction (2-5 minutes)
A. Bellringer: What do you know about Shakespeare? What do you know about the
1600s?
B. Allow students to share their responses
Discussion (10-15 minutes)
A. Move the desks into a circle for discussion
B. Ask the students a series of questions. Write their answers on the board.
a. When is the last time you went to a movie?
b. What did you see?
c. How much did it cost?
d. Where did you sit?
e. Have you ever been to a live theatre performance?
f. What did you see?
g. How much did it cost?
h. How did the audience react?
i. Was it a good experience or not?
C. Draw comparisons between these performances to attending a live play in
Shakespeares time.

Commented [BaLM1]: NCATE/NCTE 2.1: Create Inclusive

Environment
One of the ways that I like to have an inclusive environment
is by having students move their desks into a circle for
discussion. This allows the students to feel like they are a
part of the lesson and they are also able to look at their
classmates while they are talking and responding. I also
think that by asking them questions like those that are in
this lesson, students are able to answer without feeling like
there is a right or wrong answer. They can speak freely and
feel comfortable right from the beginning of the lesson.

a. Difference in price and where they are shown

b. How the audience reacts
c. The types of performances
Activity (25-30 minutes)
A. Give students Venn diagram and website worksheets to complete during the activities.
B. Show virtual tour of the Globe Theatre.
(www.shakespearesglobe.com/about-us/virtual-tour)
a. Describe the stage, yard, middle gallery, and upper gallery.
b. Have students write these in their notebooks
c. Allow the students to verbalize similarities and differences between seeing a
performance here or at their local theatre.
C. Using the worksheet given, have students visit the websites listed.
a. Split students into groups of 2 or 3; give each group a laptop
b. Students will use the websites to fill out a Venn diagram
i. Important aspects of Elizabethan theatre on Left
ii. Important aspects of Modern theatre/Broadway on right
iii. Center section for similarities between the two
D. Summary and Closure (5-10 min.)
a. Have the class return to their original seating and put laptops away
b. Collect Venn diagrams
c. Give each student a post-it note as a TOD slip
i. TOD: Choosing one of your senses (sight, smell, touch, taste, or hearing)
describe in a sentence or two what it would have been like to be at one
of Shakespeares plays.
ii. Stick post-it notes on the door on the way out.
Assessment:
1) Assessment of the first object when students turn in their Venn diagrams at the end of class
for a class activity grade.
2) Assessment of the second objective when students are writing down the parts of the globe
theatre in their notebooks.

Commented [BaLM2]: NCATE/NCTE 2.2: Foster

familiarity with students own/others cultures
In this portion of the lesson, students will be comparing the
current culture of theatre and Broadway with Shakespeares
during Elizabethan time. This will help to show the students
similarities and differences between now and then and the
two different cultures.

Big Question: How is Shakespeare still relevant today?

Objectives:
1) Students will be able to determine the modern equivalent of Shakespearean words through
instruction and collaboration in order to read King of Shadows more easily.
2) Students will be able to use Shakespearean language in their own poem/comic
strip/song/etc., in order to demonstrate their understanding of how the words function in
sentences.
Standards:
E07.C.1.3.4: Use precise words and phrases, relevant descriptive details, and sensory language
to capture the action and convey experiences and events.
E07.E.1.1.4: Use precise language and domain-specific vocabulary to inform about or explain
the topic and/or convey the experience and events.
CC.1.2.7.J: Acquire and use accurately grade-appropriate general academic and domain-specific
words and phrases; gather vocabulary knowledge when considering a word or phrase
important to comprehension or expression.
Materials: Computer, worksheets, post-it notes

Lesson 2 Outline:
A. Bellringer (2-5 minutes)
a. Have these sentences written on the board:
Oft pupils, thou hast ask'd: "Why dost thou writeth so? Thou hast said: "Thy
words maketh me mad!" - Shakespeare
b. Ask the students to translate the sentences into the English we speak today.
c. Collect their answers
d. Explain that today, students will learn how to read this language with ease.
B. Introduction (10-15 minutes)
a. Give brief background on Shakespearean language
i. Why it is different
ii. How many words he created
iii. Why he created them
b. Show Shakespearean Insult video

Commented [BaLM3]: NCATE/NCTE 2.6: Demonstrate

role of arts/humanities in learning
I think that through this lesson, students are going to gain a
better understanding of why English is important today. Not
only the language, but, English language arts as a whole.
They will have a better understanding of why they read
Shakespeare and why it is still important today.

https://www.youtube.com/watch?v=sfdJ4vkmwX0
C. Activity (20-25 minutes)
a. Give students print-out copy of the first page of a Midsummer Nights Dream and
translation worksheet
i. Shakespearean words will be highlighted for the students
b. Going one word at a time, have the students fill out the translation worksheet as
a class
i. Allow them to use context clues from the text to help figure out the
modern day word
ii. The students will also be in pairs to allow for discussion
c. Give students The Bards Dictionary worksheet
i. Have students read some of the words and meanings
D. Summary and Closure (10-15 minutes)
a. Handout and explain homework assignment/project
i. Students have to use Shakespearean language to create something of
their own (sonnet or poem, comic strip, song, etc.)
b. Give students a post-it note as their TOD slip
i. Have the students translate the bell-ringer again and stick it on the door
on their way out
ii. Compare their answers from the beginning of the class to the end of the
class
Assessment:
1) Assessment of the first objective by comparing their Bell Ringer to their TOD slip to see if
they understood the language better after instruction.
2) Assessment of the second objective by creating a homework assignment/project that will
assess their understanding of the use of Shakespearean language.

Commented [BaLM4]: NCATE/NCTE 2.4: Foster Critical

Thinking
At this point in the lesson, the students are translating
Shakespeares language into a more modern English. For
this, they have to use context clues and their demonstration
of the English language. They also have to be able to decide
which part of speech the word is. For many students, this
will be a daunting task because it will look and sound like a
different language. However, it is important for students to
practice thinking critically about words and how they are
used.
NCATE/NCTE 2.2: Foster familiarity with students
own/others cultures
Students will be learning the language from another
culture/time period. Since they will be learning the modern
form of the word, they will be learning about how the two
time periods connect and how the language has evolved
over the years.
Commented [BaLM5]: NCATE/NCTE 4.10: Integrate
formal/informal assessment into instruction and
interpret/communicate results
This assessment is informal. I will compare the students
answers from the beginning of the class to the end of the
class to determine if they understood the information that
was presented to them during the lesson.
Commented [BaLM6]: NCATE/NCTE 4.10: Integrate
formal/informal assessment into instruction and
interpret/communicate results
This assessment is more formal. Their assignment will be
graded on more than understanding, but also their ability to
use Shakespeares language effectively. It is an alternative
to test taking. Since these lessons are designed for the
beginning of a unit, the student wont have to take a test
until the end of the unit on King of Shadows.

Big Question: How is Shakespeare still relevant today?

Objectives:
1) Students will be able to complete the probable passage worksheet on King of Shadows in
order to get the students thinking about what the story will be about.
2) Students will be able to use a guided reading worksheet while reading the first chapter of
King of Shadows in order to ensure that they are understanding the reading.
Standards:
E07.A-K.1.1.3: Analyze how particular elements of a story, drama, or poem interact (e.g., how
the setting shapes the characters or plot).
E07.A-V.4.1.1: Determine or clarify the meaning of unknown and multiple-meaning words and
phrases based on grade 7 reading and content, choosing flexibly from a range of strategies. a.
Use context (e.g., the overall meaning of a sentence or paragraph; a words position or function
in a sentence) as a clue to the meaning of a word or phrase. b. Use common, grade-appropriate
Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose,
rebel).
Materials: Worksheets, whiteboard, markers

Lesson 3 Outline:
Introduction
A. Bellringer (2-5 minutes)
a. If you could time travel, what time period would you go back to and why?
B. Individual Work (15-20 minutes)
a. Answer any questions about their homework assignment/project
b. Allow the students time to work on their project
C. Group Activity (20-30 minutes)
a. Probable Passage Pre-Reading strategy
b. Give students worksheet and put them into groups of 3-4
c. Explain the assignment
d. After 10-15 minutes, record the groups answers on the board in different
colors, to show which answers were the most popular
e. Allow the groups to read their gist statements to the class
D. Summary and Closure (2-5 minutes)

Commented [BaLM7]: NCATE/NCTE 4.5: Engage students

in meaningful discussions of oral, written, or visual forms
During this part of the lesson, students will be sharing their
responses for the probable passage assignment. While they
were working in their groups, the students were discussing
the meaning of written words and how they could be a part
of setting, characters, and conflict. While presenting their
ideas, the students will be orally discussing why they agree
or disagree with another groups ideas. The students will
also get to see, visually, on the board, how their answers
compare to the rest of the class.

a. Assign the first chapter for homework, give students a guided reading
worksheet to fill out while reading
b. TOD: What is one question you want to get an answer to when reading King
of Shadows?
c. Post your question on the door on the way out

Assessment:
1) Objective one will be assessed through formative assessment when the students are
completing the probable passage assignment and then when they turn it in.
2) Formative assessment when the students are working on their projects using Shakespearean
language.
3) Objective two will be assessed by collecting the guided reading worksheets the next day and
grading as complete or incomplete.

Venn diagram Instructions:

For both types of theatre, keep these things in mind:

Issues Affecting the People Who Attended

o Health Issues: Medical and dental issues, outbreaks of illnesses, sanitation, etc.
o Audience: Who typically attends, what are they like socially and financially; how
are they expected to behave?
o Theater Design: How is the theater built, and how does this affect who attends
and what they experience?
o Cost: Include ticket and extras, such as refreshments
o Other Issues: When, where, and why would the audience go to an event at this
venue?

Use the following websites to fill the left, right, and middle of your Venn diagram:
Elizabethan England London

http://www.folger.edu/imgcolldtl.cfm?imageid=121
http://elizabethan.org/compendium/27.html

Shakespearean Theater

http://www.folger.edu/template.cfm?cid=2156
http://www.shakespeare-online.com/theatre/
http://internetshakespeare.uvic.ca/Library/SLT/stage/audience.html

Elizabethan England Health

http://www.elizabethanenglandlife.com/elizabethan-england-medicine.html
http://internetshakespeare.uvic.ca/Library/SLT/society/plague.html

Elizabethan England Money

http://elizabethan.org/compendium/6.html
http://internetshakespeare.uvic.ca/Library/SLT/society/cost.html

Modern Professional Theater/Broadway

http://www.broadway.com
http://en.wikipedia.org/wiki/Broadway_theatre

Movie Theaters

http://www.fandango.com/

Commented [BaLM8]: NCATE/NCTE 4.3: Integrate

interdisciplinary teaching
This lesson about theatre could also be used in a history
classroom, especially with the aspects of the economy,
health issues (like the plague), and historical events of that
time period. Aspects of the lesson could also be used in a
math classroom to figure out the difference between money
in pounds and dollars or how much the different social
classes made at their jobs a day or year versus how much
that would translate to now.
Commented [BaLM9]: NCATE/NCTE 3.6: Know print/nonprint media and technology
Students are using different websites to collect information
about theatre in two different time periods. They have to
demonstrate their knowledge and understanding of how to
collect information from each of the websites and create
meaning for the information that they collect.
NCATE/NCTE 4.6: Foster critical analysis of media and
technology
While using these websites, students will have to decide
which information they want to use and which they do not. I
did not specify if the websites had reliable information or
not, so the students must decide for themselves.

A Midsummer Nights Dream

1) This man hath bewitched the bosom of my child.
Thou, thou, Lysander, thou hast given her rhymes
And interchanged love tokens with my child.
Thou hast by moonlight at her window sung
With feigning voice verses of feigning love
And stoln the impression of her fantasy
With bracelets of thy hair, rings, gauds, conceits,
Knacks, trifles, nosegays, sweetmeatsmessengers
Of strong prevailment in unhardened youth.
With cunning hast thou filched my daughters heart,
1) Bless thee, Bottom! bless thee! thou art translated.
2) Thou shalt remain here, whether thou wilt or no.
3) Where dost thou hide thy head?
4) Weaving spiders, come not here;
Hence, you long-legg'd spinners, hence!
5) How now, spirit! whither wander you?

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Translation Chart
Shakespeare says

We say

Example from text

Thee

You (Object)

Bless thee! Bottom Bless

thee!

Thy

Forth

Hath

Thou

Hast

Art

Wilt

Dost

Hence

Whither
Stoln

Stolen

And stoln the impression

of her fancy.

Leggd

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The Bards Dictionary

Shakespeares Vocabulary

Modern Translation

Afeard

Afraid

Alas

An exclamation of sadness

Aloof

A short distance away

Anon

Soon, shortly

Beguile

Cheat, deceive, trick

Bid

Pray

By and by

Immediately

Fain

Gladly, willingly

Forbear

Stop, cease

Livy-livered

Weak

Mammering

Hesitating

Morrow

Morning

Oft

Often

Pantaloon

A foolish man

Peevish

Easily irritated

Quoth

Said

Rank

Outrageously bad

Saucy

Disrespectful

Shrift

Confession

Waggish

Witty or joking

Yesternight

Last night

Younker

A young fellow

12

Shaking Up Shakespeare Assignment

Instructions:
You will be creating a written assignment using Shakespeares language. You can
use the following items:
1) Chart of words worksheet from class
2) Bards dictionary
3) Insults from youtube video
Your job is to create a poem, sonnet, comic strip, or song that uses words from any
of the above options. The assignment can be on a topic of your choice, as long as

Commented [BaLM10]: NCATE/NCTE 3.4: Know different

composing processes

you are using Shakespearean words in a way that makes sense.

After creating your project, you must also provide a modern translation of the
words/dialogue used on a separate sheet of paper.
Grading:
Your project will be graded on the following:
Use of Shakespearean words
Length of project
o Poems, sonnets, and songs must have 10 lines or more
o Comic strips must have 7 scenes or more
Modern translation
Display
o Poster board, coloring, design, etc.

** Dont forget, you can write about anything that interests you! Also, Shakespeare often
made up his own words, feel free to make up a few words of your own! Just be sure to
provide us with the meaning of them when you write your modern translation.

For this project, students are able to fulfill the assignment

by using different composing processes like a song, comic
strip, or poem. By doing this, they are demonstrating how
these written discourses are influencing their thoughts and
messages.

13

Name: ____________________
Probable Passage Worksheet

Characters

Setting

Problem

Gist Statement

Commented [BaLM11]: NCATE/NCTE 4.8: Help students

make meaning through personal responses

________________________________________________________________________

Students will be making meaning of a variety of words by

trying to think of how they all connect together. In the gist
statement, they are able to put how they, personally, think
the given words connect to form a summary or hypothesis
about King of Shadows.

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

Outcomes

Unknown Words

To Discover
1)

`````

2)
3)

14

Name: ______________________
Guided Reading: King of Shadows Chapter 1
Directions: Answer the following questions based on the reading.
1) Why did the kids play the fall-catch game?

2) Why was Arby angry when pudding-face pretended to let Nat fall?

Commented [BaLM12]: NCATE/NCTE 4.9: Demonstrate

that students reading strategies permit access to range of
print/non-print texts
I believe that this worksheet will give students the
necessary tools that they will need to effectively read novels
in the future. Using a guided reading strategy will allow
them to have training wheels in the beginning, but then
take them off when they feel comfortable without them.
They will begin to question why characters to things, which
will lead to a deeper understand and analysis. Also having
them respond to the reading is a great way to facilitate
independent thinking during or after a student reads a new
book.

3) What play is Nat going to perform with the group?

4) What does Nat like most about theater?

5) What question was Nat trying to escape from by joining the acting
company?

6) Do you have any specific questions about the story so far?

*Write a brief, one or two paragraphs, in response to the novel so far. For example:
what do you think will happen? Why is Nat hiding from certain questions? Talk
about any aspect that has interested you so far.

Commented [BaLM13]: NCATE/NCTE 4.8: Help students

make meaning through personal responses
This quick journaling will help students make meaning of the
first chapter of King of Shadows. They are able to respond
to whatever they want from the book and can include
inferences and personal thoughts about what they have
read so far. For some, this could be a way to express their
ideas and help making meaning to what they have read.