Running head: RECREATING SHAKESPEARE

Recreating Shakespeare
Brittney Bazuin
SED 464 Signature Assignment

RECREATING SHAKESPEARE

School Environment Narrative

The Metropolitan Arts Institute is a tuition free fine arts based charter school in Phoenix,
Arizona. The school has students from grades 7-12. The graduation rate is ninety percent. There
are currently 252 students enrolled and these students come from all walks of life.

The majority of students are Caucasian at 143 students (56.7%) and Hispanic (28.6%). The
gender distribution is mostly female with 68.7% of students. This can be compared to the city of
Phoenix, which the average school is 48% female.
Since the school is an old office building, there is no cafeteria. There is a food truck for
the students to buy lunch at, but most bring their lunch from home.

RECREATING SHAKESPEARE

In the city of Phoenix, about 46.5% of students are eligible for free lunch, with 14.1% of students
eligible for reduced lunch. This is compared to the state of Arizona with 36.4% of students
eligible for free lunch and 11.1% of students eligible for reduced lunch.
The Metropolitan Arts Institute, like its name suggests, is a fine arts based school. It has
classes specializing in theatre, music, and many types of art, including poetry and photography.
But this emphasis in the arts does not stray from the excellence in student performance in math
and reading.

The Metropolitan Arts Institute is in the top 10% of Arizona high schools based on reading and
math scores. It is ranked 24th out of 414 high schools in the state.
I am a freshman English teacher. I am the only English teacher these students see
throughout the year, as the only other English teacher teaches sophomores and juniors. My

RECREATING SHAKESPEARE

average class size is 25 students. The Metropolitan Arts Institute has block scheduling so I see
my freshman English students on Mondays, Tuesdays and Thursdays for 70 minutes each day.
My students have a wide range in ability when it comes to reading and writing, so I believe in
giving my students some freedom and choice in the work they do that will adhere to their own
ability. When it comes to independent reading books, the students choose their own, based on the
guideline I provide for them. The Metropolitan Arts Institute sent their English and humanities
teachers to a Kagan Cooperative Learning workshop. As the name would suggest, this workshop
highly emphasized group and collaborative learning. This is why my students are arranged in
table groups of no more than four students per group.
The Metropolitan Arts Institute has the following technology available:
Each teacher has an all-in-one Mac desktop to use for lessons, grading, record-keeping, etc. This
desktop is hooked up to the projector that is used to display Jumpstarts, student instructions,
student lessons and student lectures.
Each core class teacher (English, math, etc.) has a projector that is used.
Each classroom has 10 iPads for teacher and student use. If a class set is needed, the teacher can
check out more from the front office. Each iPad has Microsoft Word and Excel but can only be
used for that and internet research. These iPads take the place of computers that would be in a
computer lab since there is not one in the school. Each iPad is connected to the central printer in
each hallway so that they students have a resource to print projects and papers.
Each main hallway has a printer that can be used by both teacher and students.
The school has wireless internet that can only be used by the teachers computers and iPads.
I am constantly using technology in my classroom. I am making fun and interactive
PowerPoints for my lectures that keep the students involved. My students are consistently
doing group work, whether I specifically instruct them to or not and there is a great sense of
friendship and family in this cooperative learning environment. But I would like my students

RECREATING SHAKESPEARE

to be able to do more with technology, than just watching my lectures and videos. I would
like these tools to be there for them whether for a specific project or if they want to expand
and go above and beyond on a project. With more technology I would easily be able to
integrate the students fine arts courses, specifically theatre, for interdisciplinary studies to
help the students better learn and remember in both areas of learning.

Introduction
Like previously stated, The Metropolitan Arts Institute is a fine arts based school. There
is a strong need to integrate these fine arts courses into the students core classes. This integration
will help the students learn in their core class, classes that are not necessarily their interest.
In this project, the students will be learning about the language of William Shakespeare
and closely examining one of his plays. To make this meaningful for the students there will be an
integrations of their creative writing, theatre, film and art classes. The students will be translating
a portion of one of Shakespeares play into modern language and create a movie representation
of this translation. The movies will be viewed in a showcase where all classes and the
community will be invited. When the students come back to class they will reflect on their work,
as well as that of their peers.
This project will impact my current 61 freshman students and possibly the other 200
students attending the school. It will impact other teachers in the school and local community
members. In the next 2-3 years the videos will impact my future 200 students, as well as the
other 600 students attending the school and faculty and community members.
The students will be engaged through their passion with their fine arts interests. The
groups will be created based on these interests so that in order to create a complete product, the

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students must continually work on the project together, and teach each other about their fine arts
interest.

Applicant Biography
I have been teaching for four years at the Metropolitan Arts Institute. I was an intern at
the school and got hired on when I graduated. I graduated from Arizona State University with a
Bachelors Degree in Secondary Education with my content area in English. My teaching
philosophy includes creating a safe learning environment for students that is open to the
individuals thoughts, where all learning styles are addressed and where there is a creation or
restoration in motivation and desire for English. With the Metropolitan Arts Institute putting such
an emphasis on Kagan Cooperative Learning and sending us teachers to workshop, I have really
taken advantage of the tools and materials we have gained from these workshops. I never used to
think that highly of project based learning, but once I saw the cooperative learning and project
based learning in practice and the results from colleagues, I realized actually how effective it can
be and how much the students can really learn from working together.

Project Narrative
Need For the Project
The majority of the students that come to the Metropolitan Arts Institute come because
of a love for a fine arts area that they provide classes for, whether it be performing arts, writing,
drawing, painting, film, etc. Those who do not come to the Metropolitan Arts Institute for an arts
based interest develop a new interest in one of these areas. When students have classes that they
are interested in and a desire for, all other classes become mundane. This project will help
integrate the arts classes that the students are in into their English class, to help foster and new

RECREATING SHAKESPEARE

desire for English. The students will be able to use their interest to help themselves and their
group mates learn and remember material better. The project will also pull in an outside interest
of all of todays students; technology. The students will be creating their own videos with video
recorders and laptops to edit the videos to viewing perfection.

Project Impact
Student Impact
In my two freshman English courses, I have a total of 61 students. All 61 of my students
will be impacted through not only working on the project with their peers but through watching
the videos from the other class period. Of the remaining 191 students, those who come to the
Movie Night Showcase, will be impacted by watching the videos. They will learn what the
Shakespeare play is about, or take strengths and weaknesses from the video production, script,
acting, etc. If my class average remains at 30 or so students, this project, over the next three
years, will impact 180 of my future students. If the student population remains the game, give or
take, there will be 513 future students of the Metropolitan Arts Institute that will be impacted.
Teacher Impact
This project will impact myself as a teacher and a professional in many ways. First off,
this project will reinforce my news thoughts and ideas of project based and cooperative learning.
I will get to see firsthand the improvements my students go through and watch their learning
process. Secondly, I will be able to observe my students creativity, and open my eyes at new
strengths and weaknesses some of my students may have that I was unaware of. This project will
also have a large impact on other teachers at the Metropolitan Arts Institute. The other teachers
will be able to observe their students in a different classroom setting and will be able to see how
the students apply what they learned in their other classes.

RECREATING SHAKESPEARE

Community Impact
This project will also have an impact on the community. The community will be able to
come view the group's videos at a Movie Night Showcase after school. Those in the community
will be entertained, yet if they do not have a strong Shakespeare background or background in
the fine arts, they will be able to observe the students videos and admire the amount of work that
the students contributed.

Learning Goals and Outcomes

How can we modernize an old, incomprehensible, piece of work to better understand?
This is the question that will guide my students through their project and their learning. The
students will learn how to comprehend Shakespeare through their translations.They will use
context clues and critical thinking to translate words that are unfamiliar. They will gain more
experience with working as a team that is comprised of people with different strengths and
weaknesses. This is an essential skill for the 21st century and a skill that the students will utilize
for the rest of their lives. Through performing their translations they will learn about a new art
form and how it works. The creation of the translations and videos will have a large impact on
the 21st Century skills such as research, creativity and innovation.
Arizona State Standards include:
Determine the meaning of words and phrases as they are used in the text, including figurative
language and connotative meaning; analyze the cumulative impact of specific word choices on
meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal
or informal tone). (9-10.RL.4)

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By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in
the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of
the range. (9.RL.10)
ISTE Standards include:
Creativity and Innovation: the students demonstrate creative thinking, construct knowledge, and
develop innovative products and processes using technology.

Description of Project-Based Learning Unit

Activities
As a class, together we will be reading A Midsummer Nights Dream. I will take one act
and divide it into sections and assign them to the groups. I will create the groups based on the
interests and other classes that the students have. Each group will take their portion of the act and
translate it into modern language. The will have previously read and comprehended acts and
scenes, but these portions will be new to them. They will turn in their translations, and while I
am grading the translations for 80% accuracy of meaning, the class will be reading the act. Once
I grade the acts, if a group needs to make corrections, they will do and turn them in again to be
reviewed. I will have them do this so that their video representations are accurate. Once all of the
translations have been reviewed and returned, the students will then begin working on their
scripts. There will be one class period devoted to this and if unfinished, the students will need to
finish their scripts outside of class. The scripts will then be turned in and reviewed. This is to
make sure that the scripts are consistent and school appropriate. Once the scripts are returned the
students will then begin working of props, set pieces and costumes. Once again, they will have
one class period specifically for this task. The rest can be done outside of class. Costumes can be

RECREATING SHAKESPEARE

brought to later classes through filming for discussion. During the following two class periods
the students will begin filming. Each group will have a GoPro Hero to film with. What they do
not complete in the two given class periods will be done outside of class. Each team will also be
given a MacBook to use. They will download their GoPro footage, and use iMovie, or any other
software they choose to make their video. If they choose other software, the students are to pay
for it themselves. If the students do not finish making their movie in class, they are to do so
outside of class.
There will then be a scheduled Movie Night Showcase where the students, their families
and the community will come together to watch the videos. There will be boxes in the back of
the theatre where students, parents and community members can leave anonymous comments for
the students on what they did well and where they can improve. My current students will have
minimum number of responses to make for their peers.
When the students come back to class the next day, we will hold a Socratic Seminar and
read and review the comments that were made about their presentations. They will discuss their
difficulties and challenges they faced, and what they thought was easy. The students will also be
able to give each other tips and hints for their coming exam.
There are multiple ways differentiation will be addressed. The first is with the groups of students.
The groups will be as evenly distributed as possible. One example would be grouping a student
that does not have experience with technology with a student that does. he same will apply with
outside resources; those who do not have outside resources for the project will be placed with
those that do. The second way students will be grouped is based on learning ability. I will group
the students so that there is range of learning abilities. I would do this so that the students can
help each other with their translations. The second way of differentiation will be in the way of

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watching the videos. If a student is unable to come to the movie night, or will require a better
environment for focus, the student can watch the videos from home, or alone on an iPad. The
videos would not be posted on the internet, but sent privately for the student. If a student happens
to be gone for the majority of the project time, they will be given an alternate assignment.
Assessment
When the groups have completed their translations. before they begin filming, the
students will turn in a final product of their translations to be graded. This will be to ensure that
the students correctly comprehend and portray their portion correctly. For this, the students will
be given a rubric. There will be sections regarding fluency, organization and teamwork. The
students will also be given a rubric for their videos. It will include sections for length, teamwork
and scene and costume interpretation. All students will be given a copy of each rubric for each
assignment which they will turn in when the assignment is due. Following each assignment, the
students will grade themselves and their peers with a smaller rubric. For the final assessment, the
students will be given a formal test with the portion of a different Shakespeare play which they
will each individually translate. For this, I will use a checklist of major points the students should
comprehend from the chosen portion.
Technology Support
Betsy Rosenmiller will support the technology required for this project. She is the finance
director for The Metropolitan Arts Institute. She works directly in the school and will be
handling the support and funds for the project since we do not have a district.

Sustaining the Project after the Proposal Period

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WHen the project is complete, I will reflect on how I feel the overall project went; was it
successful? I will learn and improve on what I feel worked well and where I feel I can improve
for the next year. I will also ask this of the students and use appropriate advice and suggestions.
For the second year, I will use both good and poor examples for my students to help them better
understand the project.
Innovation
Through this project there will be three main areas for innovation. The first is with
technology. Today, technology has such a bad connotation, It is so greatly abused and not used to
its full potential. Todays youth only sees the use of technology with social media, which so
many unnecessary aspects come from, i.e. cyberbullying. Through this project, the students will
be able to learn the new ways technology can be used and what wonderful, useful products they
can make.
The second area of innovation will be with the arts. Each student will be able to use their
own strengths. whether it be acting, painting, or filming. This is why they are here, at The
Metropolitan Arts Institute. The students choose their electives, and they choose their own
interest in arts. But with this project, the students will learn about other forms of art and gain new
respect for the work that is required for each. They will teach their peers how to run the video
recorder, or give pointers for acting. The students will walk away with a new interest, or at least
a new appreciation.
The third area of innovation will be with Shakespeare. Students moan and groan at the
sound of Shakespeare. It is their worst enemy. Through the translation process, the students will
realize that once they have the right idea, reading and understanding Shakespeare is not as
difficult as they previously thought, Through creating and watching the videos, the students will

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come to understand how much fun they can have with something that is so old and was once
seen as boring.

Budget Table

Item and Quantity

Individual Item Cost

Item Cost

GoPro Hero (6)

$129.99

$779.94

MacBook Pro 13/2.7GHz

Processor/128 GB Storage

$1299.00

$7794
Total: $8,573.94

The first item that is needed is video cameras. For this project, the students will need the
GoPro Hero. GoPros are durable and designed to record extreme action sports and activities and
survive exotic conditions and forces. They also adapt to the movement of the person or thing
recording. Their videos can be uploaded to any USB capable personal computer easily. There
will be one needed for each group of students. The second item that the students will need for
this project is a MacBook Pro. It has up to 10 hours of battery life, so there will be no need to
charge between classes. The students will be using the user friendly iMovie to make their
movies. It has the appropriate amount of storage for both groups from both classes that will be
using the MacBook. With using the MacBooks, the students videos will be compatible with my
teacher computer, which is a Mac that The Metropolitan Arts Institute Provided for all teachers.
This will make it easier to set up with the schools equipment for the Movie Night Showcase.

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Appendix

Shakespeares MSND Translation

CATEGORY

4-3

2-1

Identifies
important
information

Group lists all of the

important events in
the portion. The
group fully
understands their
portion.

Group lists all of the

important events in
the portion. The
group might not
understand 1 event.

Groups is missing 13 important events in

the portion. The
group
misunderstands 1-3
events.

The group is
missing more than 3
important events in
the portion. The
group does not
understand their
portion.

Fluency

The lines and

scene(s) flow
together. The
portion is easily
read with no errors
in sentence
structure, grammar
and punctuation.

The lines and

scene(s) flow
together. The play is
easily read with 1-2
errors in sentence
structure, grammar
and punctuation.

The lines and

scene(s) somewhat
flow together.The
play is somewhat
difficult to read.
There are 3-5 errors
in sentence
structure, grammar
and punctuation

The lines and

scene(s) do not flow
together. The play is
very difficult to read.
More than 5 errors
in grammar,
sentence structure
and punctuation.

Organization

The translation is
organized like a
play with no errors
or missing stage
directions.

The translation is
organized like a
play. There are 1-2
errors or missing
stage directions.

The translation is
somewhat organized
like a play. Some
portions are in a
story format. There
are 3-5 errors or
missing stage
directions

The translation is
not organized like a
play. More than 5
errors or stage
directions.

Overall Product

The translations can

be read like a play
and has no errors.
The play is ready to
be performed

The translation can

be read like a play
and has 1-2 minor
errors. The play is
ready to be
performed.

The translation can

somewhat be read
like a play. There are
3-5 major errors that
need to be fixed
before it can be
performed.

The translation is
incomplete. There
are more than 5
major errors. The
translation needs to
be completed before
it can be performed.

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Shakespeare\'s MSND Translation Video

CATEGORY

Script

The video
completely followed
the translation.

The video followed

the translation,
missing one line

The video
somewhat followed
the translation
missing 2-5 lines.

The video did not

follow the
translation

Length of Video

The video fell in the

assigned time frame

The video was

above or under 30
seconds of the
assigned time
frame.

The video was

above or below 1
minute of the
assigned time
frame.

The video was

above or below
more than 1 minute
of the assigned time
frame.

Costume &
Props

All students wore

appropriate
interpretations of
costumes and the
group used props.

All students wore

costumes. 1
costume was not an
appropriate
translation. Props
were used

Some students wore

appropriate
translations of
costumes. No props
were used.

No costumes and
no props were used.

Videography

5 or more different
"takes", camera
angles, sound
effects, and careful
of use of zoom
provided variety in
the video.

3-4 different "takes",

camera angles,
sound effects, and
careful of use of
zoom provided
variety in the video.

1-2 different "takes",

camera angles,
sound effects, and
careful of use of
zoom provided
variety in the video.

Little attempt was

made to provide
variety in the video.

Knowledge

All students showed

excellent knowledge
of play needing no
cues and showing no
hesitation in talking.

All students showed

excellent knowledge
of content, but 1-2
students once
needed reminders
of their lines.

Most students
showed excellent
knowledge of
content, but 1-3
often needed note
cards to talk or
answer questions.

Most students
needed assistance
multiple times with
their lines.

Student Rubric for Group

On the back of this page, please explain why you chose the scores you
did, so I can fully understand how your group functioned. If you need

RECREATING SHAKESPEARE

more paper you may do so.

CATEGORY

Contributions

All students
contributed
equally

One student did not

contribute as much
as others. Who:

2 students did not

contribute as much
as the others. Who:

1-2 students did

most of the work
with little work being
done by others.
Who:

Time-management

Routinely uses
time well
throughout the
project to ensure
things get done
on time. Group
does not have to
adjust deadlines
or work
responsibilities
because
someone\'s
procrastination.

Usually uses time

well throughout the
project, but may
have procrastinated
on one thing. Group
does not have to
adjust deadlines or
work responsibilities
because of this
person's
procrastination.

Tends to
procrastinate, but
always gets things
done by the
deadlines. Group
does not have to
adjust deadlines or
work responsibilities
because of
procrastination.

Rarely gets things

done by the
deadlines AND
group has to adjust
deadlines or work
responsibilities
because of
inadequate time
management.

Problem-solving

Group was able

to solve all
problem with little
to no arguments

Group was able to

solve problems with
1-2 arguments

Group was not able

to solve problems
without argument or
upset.

Group could not

agree on anything

Preparedness

Everyone brings
needed materials
to class and is
ready to work
everyday.

Everyone almost
always brings
needed materials to
class and is ready to
work. 1-2 missing
items

1-2 people
consistently forgets
their materials and
are unprepared for
class. Who:

No one was
prepared and were
not ready to work.

RECREATING SHAKESPEARE
Direct instruction

Teachers: Brittney Bazuin

Subject: Freshman English

Standards:

Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meaning; ana
lyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of
time and place; how it sets a formal or informal tone). (910.RL.4)
By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9
10 text complexity band proficiently, with scaffolding as needed at the high end of the range. (9.RL.10)
Objectives (Explicit):

By the end of the lesson, the students will be able to comprehend Shakespearean Language by writing and
performing translations with 80% correctness
Evidence of Mastery (Measurable): The students will be tested by having to, individually, translate a portion of a
Shakespeare play with 80% correctness.
Sub-objectives, SWBAT (Sequenced from basic to complex):

SWBAT gain knowledge on the time period of Shakespreare

SWBAT translate to Leymans terms
SWBAT annotate properly
SWBAT decipher unknown words
Key vocabulary: engild, yielder, beshrrew, mazed, aby, uncouple, Materials/Technology Resources to be Used: A
minimus, obscene, trippingly, aweary

Midsummer Nights Dream, paper, pen, dictionary

Opening (state objectives, connect to previous learning, and make relevant to real life): Projected on the whiteboard will be
the following questions for the students to answer:
1. Describe a time when you had to translate or explain something for someone so that they could understand? This does not
necessarily mean translating languages. Think you hobbies, video games, books, tv, sports.)
2. Did you face any difficulties when trying to explain? How did you overcome these difficulties (hand gestures, drawings,
modelings)?
3. Were you successful? Did the person you were trying to translate or explain to understand? How did you know? If they
didnt, what happened as a result (couldnt play the game, got in an argument)?
Instructional Input

Teacher Will:

Student Will:

Introduce the language of Shakespeare Take notes during the prezi and ask and answer
questions.
Use a prezi for the students that provides

background on the time period.

Use comparisons between aspects of
Shakespeares time period to today.

Provide examples of translated

individual words.

Respond to teachers comparisons and questions.

Build on teachers examples of translated individual
words but providing their own examples.

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Co-Teaching Strategy/Differentiation:

Differentiation: A print out of the lecture can be provided with missing words for students to fill in.

Co-Teaching: The co-teacher will walk around the room ensuring that the students are on task.
Guided Practice

Teacher Will:

Student Will:

Begin to translate and annotate a portion

of the play.
Ask students by drawing their names out
of a jar to translate line of the play to
check for understanding.
Co-Teaching Strategy/Differentiation:

Actively listen to the teachers lecture by taking notes

and annotating.
Respond to the teachers requests to translate lines of
the play.

Differentiation: The teacher can provide an extra set of annotations or a partially translated copy for

Independent
Practice

those who need it.

Co-Teaching: The co-teacher will walk around and observe the students and assist those who need
help.
Teacher Will:
Students Will:

Divide a scene of the play into different In their table groups, the students will translate and
groups and assign to student table groups.

Instruct the students that in their table

groups they will translate and perform
their portions.
Co-Teaching Strategy/Differentiation:

explain a portion of the play, which will be turned in as

a typed document.
Also perform them for the class in order.

Differentiation: The teacher will be able to assist those who need further help.
Co-Teaching: The co-teacher, along with the teacher will walk around and help students and can
take individual groups in the hall for help.
Closing/Student Reflection/Real-life connections: The lesson will conclude with the groups performing their translations in
chronological order to create a complete translated product and submitting a written copy. The students will then take a test
by translating a portion of a different work of Shakespeare to assess their personal understanding. For those students who
are shy, they can perform their translations in the hall to the co-teacher.

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Resources
(n.d.). Retrieved November 30, 2015, from
http://publicschools.startclass.com/l/2429/Metropolitan-Arts-Institute