English
Grade Level 11
Time Required: 43
Unit: Shakespeare Monologues
January 9, 2015
Standards to be addressed:
CCSS.ELA-LITERACY.L.11-12.4
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based
on grades 11-12 reading and content, choosing flexibly from a range of strategies.
CCSS.ELA-LITERACY.L.11-12.4.A
Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word's position or function
in a sentence) as a clue to the meaning of a word or phrase.
CCSS.ELA-LITERACY.L.11-12.4.B
Identify and correctly use patterns of word changes that indicate different meanings or parts of
speech (e.g., conceive, conception, conceivable).
CCSS.ELA-LITERACY.L.11-12.4.D
Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the
inferred meaning in context or in a dictionary).
CCSS.ELA-LITERACY.L.11-12.5
Demonstrate understanding of figurative language, word relationships, and nuances in word
meanings.
CCSS.ELA-LITERACY.L.11-12.5.A
Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text.
CCSS.ELA-LITERACY.L.11-12.5.B
Analyze nuances in the meaning of words with similar denotations.
Ms. Livingston
Ms. Livingston
Ms. Livingston
January
9, 2015
January 12, 2015
Learning Objective: SWBAT identify their character’s
motivation and apply that motivation to their
developing their monologue performance.
Do Now: Quick-write- Identify one of your favorite
characters from a movie. What made them
memorable? What made you feel sympathy or
empathy for them?
Homework: In a strongly worded paragraph, typed or
handwritten, identify your character’s motivation
and explain why they are motivated by this drive.
Share out Do Now
Identify one of your favorite
characters from a movie. What
made them memorable? What
made you feel sympathy or
empathy for them?
SWBAT critically read excerpts of Shakespeare’s text to select a monologue for our competition
Direct Instruction:
Vocabulary
Sympathy – To have a sentimental
reaction to someone’s situation.
Empathy – The ability to put yourself in
someone else’s situation and feel the
sentiments that go along with that
situation.
Characterization –The way an author
portrays a character. It includes
appearance, speech, actions, and
what others say about them.
SWBAT critically read excerpts of Shakespeare’s text to select a monologue for our competition
Direct Instruction
Motivation – a set of feelings that drives
someone’s actions.
Every character in literature and movies wants
something. This is what drives their actions.
What might be the motivation for…
A Knight?
An Evil Queen?
A Damsel?
Batman?
SWBAT critically read excerpts of Shakespeare’s text to select a monologue for our competition
General Motivators
Power
Money
Love
Justice
Vengeance
Happiness
Glory or Fame
God
What might be the
motivation for…
A Knight?
An Evil Queen?
A Damsel?
Batman?
Group Work – Get into groups
according to your character!
• Highlight all the punctuation
except commas!
• For each section of monologue,
translate it (or paraphrase) into
modern English
Connecting…
How are archetypes related to
characterization?
SWBAT critically read excerpts of Shakespeare’s text to select a monologue for our competition
Activity: Group Poster
With your group, read the information given to
you and create a poster about your assigned
archetype.
Include…
• the definition of Archetype,
• the description of your assigned archetype,
• examples of the archetype
o Any book you’ve read, Disney movies,
Harry Potter, Star Wars, Any comic (Xmen, The Avengers), Shakespeare, The
Bible, The Wizard of Oz.
• a picture that represents the archetype
SWBAT critically read excerpts of Shakespeare’s text to select a monologue for our competition
Discussion Questions
Directions:
1. In your groups, do a choral reading of your
monologue.
2. Highlight any periods (.) or semi-colons (;) and
number each chunk.
3. Translate each chunk (section between
highlighted punctuation) into modern English.
4. At the bottom of the page, come up with a ONE
SENTENCE synthesis of your translation.
SWBAT critically read excerpts of Shakespeare’s text to select a monologue for our competition
Closing
•
•
•
•
Share out your 1-sentence synthesis.
What is motivation?
What is your character’s motivation?
Did this activity help your understanding
of the monologue and how to perform it?
SWBAT critically read excerpts of Shakespeare’s text to select a monologue for our competition
Instructional Objective: SWBAT identify, analyze, and apply
knowledge of motivation to their monologues to support
their understanding and performance; understand the
relationship between motivation, empathy,
characterization, and performance.
Essential Questions:
• What is motivation? How can you connect motivation to
your prior knowledge? How are motivation and
empathy connected in this project? What is the
translation of your monologue and how does this help
your understanding of the character’s motivation?
Materials: Monologues, packets.
Adaptations: Students grouping according to interest;
student can use teacher-highlighted scripts to help
them.
Extensions: Students can begin working on memorizing and
performance additions.