Chris Bang

BRMS TWS
Section V: Instruction and Management Plan: Unit Plan:
Introduction:
In this report, I will describe the sequence of my unit, this is where I will also explain how I
integrated various instructional methods as well as instances of literacy, numeracy, and
technology. Most of all I would like to show my knowledge of content, so that this plan does not
read like lengthier unit proposal. My lesson plans sub-page under the unit plan tab, shows 10
selected daily lesson plans in order to provide in depth plans for the sequence of this unit.
Unit Plan:
Week One (February 23rd, 24th, 26th, 27th):
The unit begins with a Prezi created by Leanne Porzycki that gives an introduction to William
Shakespeare and his works, as well as the Globe Theatre; I highlight that his actors were all male
in order to scaffold for the discussions on gender. Before this begins students are asked what
they know about William Shakespeare, as a way to gauge their knowledge. With students a list
of the words that Shakespeare coined. I do this to convey that Shakespeare had a great impact on
language, and I ask them what words they have invented. How these words got their meaning? I
try to get them to analyze language, and how that impact literature and society. From the Prezi
we move into the Shakespearean Insult Sheet (listed in Appendix). This activity takes more
words that Shakespeare made popular and has them try to learn their contemporary meanings. I
know that the majority of students have smart phones, so I was able to have students use their
cell phones to you the OED to look up the meanings. This activity transitioned into an activity
that got students acquainted with the characters of Twelfth Night, so there was less confusion
going into the play. The confusions had some words the students were unfamiliar so this gave
them more words to seek meaning for unknown words. I asked students what the descriptions
were telling them about their characters. I was trying to get student understand the character,
analyze the character, and evaluate his or her behavior. Whenever students were taken aback by
Violas resolve to disguise herself as a man. I would ask hypothetical questions, which had no
right answer, what would you do if you believed your whole family to be dead and you were
stranded on a foreign probably hostile land, and you were a woman in 1600s? I am trying to get
students to see that gender played a huge role four centuries ago; I invite students to compare and
evaluate the treatment of gender now and then. This activity is attached with the Character
Description Map (Appendix).
After students have become acquainted with the characters they are asked to illustrate two
features of the eight major characters (Viola/Cesario, Orsino, Ovilia, Feste, Malvolio, Maria,
Toby, and Andrew). These characters help propel the plot, and their intrigue and mischief are
chief subjects to explore the themes identity, deception, and attraction. This task is an
opportunity for student to express their understanding of the character visually. I had students
take the basic character map, and reassemble the flow chart with the actually relationships. The
popsicle sticks were also a way for students to cooperate on a single product. This week

culminated in a quiz 8 question matching quiz that took words straight from the character
description.
Week Two (March 2nd-6th):
The second week of the unit is where students begin acting out the play. This type of instruction
runs in tandem with the group work of completing the scene questions (Appendix). I will admit
that the scene questions are basic and incomplete; however, I stated earlier how I was in survival
mode. My daily planning would consist of took forward to see where we might possible end and
come up with effective questions to ask that got to higher levels of thinking on Bloom Taxonomy
Pyramid. It was by no means inclusive of numeracy; however, when students began working out
the scene question they had to realize how the total amount of questions for this scene or act
would need to be divided amongst however many groups I had on that day.
The way that I had decided to perform the play, was not how I originally envisioned. Students
were reticent when it came time to assign roles for the play. Furthermore, it became a struggle
for me to keep my plans, or lack thereof, straight when I had students in different classes at
different parts in the play to perform four times a day. But now I will list some of the higher
level thinking questions that I would ask during the progression of Act I, and the beginning of
Act II; these questions are answered in a whole class fashion.
Act I:
Scene i:
What is the Duke trying to say about love? Have you ever felt this way, both happy and
saddened by love?
What do you think this play will be about? What lines in the scene make you think this?
Scene ii:
Why does Viola Disguise herself as a man? I want students to synthesize their
understanding of the character descriptions and evaluate if they would ever be so bold
as to hide their identity like this?
What does it mean to change your identity? Have you ever pretended to be something
you are not in order to accomplish something.
Scene iii:
If this is supposed to be a play about love, how do you predict these three characters
(Maria, Toby, and Andrew) will impact the plot? Students will analyze the qualities the
play describes in order to synthesize an inference.
Do you find it unusual, the way that Sire Toby tells Andrew he has a chance with his
niece? Is this something that would be acceptable today?
Scene iv:
Who knows what dramatic irony is? Can you give an example of dramatic irony in the
book? This literary device becomes crucial for understanding any discussion about the
themes of deception present in the play.

How did Viola fall so quickly in love with Orsino? Do you believe that this is love or
lust? This opens the discussion to the topic of attraction?
Scene v:
What do you think about Feste? Why does he joke about heaven, hell, and death?
Students should synthesize the description of the character with their responses.
Do you know anybody like Malvolio? How about Feste? Do you like these people you
know, if not what qualities do you dislike about them? I want students to evaluate the
qualities of these two inherently different characters.
How does the dramatic irony of know Cesario is actually Viola impact the audiences
understanding of the verbal exchange between Viola and Olivia? How is that Olivia falls
in love with Cesario? Do you believe this to be love or lust?
Olivia lies to Malvolio and says that Cesario gave her a ring, why might this be
important? What does this show us about the Olivia? Students must evaluate Olivias
deception.
With the love triangle set up what observations can we make about these characters
honesty? I want to introduce the topic of deception as a motif, so that way when it comes
time to discern themes students have this knowledge to pull from.
Act II:
Scene i:
Sebastian was disguising himself, why? Does this make us reevaluate the disguise that
Viola felt she had to put on. The play does not explicitly say why Sebastian disguised
himself, but the analysis of this instance in the scene invites to students to reevaluate
Violas decisions.
What predictions can you make about Sebastian and his plans to go to Illyria? What
about Antonios decision to go along with Sebastian? Students have to synthesize their
understanding of the scene and the character descriptions to make predictions.
In addition to these impromptu discussions that take place alongside the performance of the play.
Students are split into groups in order to come up with chunked section of the question list and
then they share out with the class. This way students do not get bogged down with the amount of
questions, yet get all the crucial information about the plot and characters of the play. That is to
say, the scene questions only provide basic knowledge and understanding questions that rearely
go into any higher levels of thinking.
Week 3 (March 9th-12th):
In this week of instruction, I continue the oral, individual, and group work that I outline in Week
Two of this plan, in order to convey Act II of Twelfth Night. This act is where the main conflicts
and plots of the play are introduced. The performance of the play combines a couple of different
instructional strategies that I will briefly describe here. Students must practice their public
speaking skills in order to perform in front of the class; furthermore, students must be open to
stage directions and these sorts of instructions. In addition to performing, the students not
performing must be willing to contribute to the discussion questions I ask alongside the
performance. Last of all students must have high levels of cooperation with myself in the class

in order for the performance, the discussion and the scene questions to run smoothly. Here are
the higher level thinking questions that I will ask for Act Ii: Scene ii-v.
There are two quizzes planned for this unit, which assess students understanding of how the
characters are shaping the plot and developing the theme. The scene questions, although not
graded are a guide for students to use on the quiz. This keeps students accountable during the
process of filling out the scene questions. Furthermore, the questions on the quiz aim at
scaffolding for the analysis of theme at the end of this unit.
Act II:
Scene ii:

Why does Cesario pretend to own the ring? There are several possible reasons for this; I
want students to practice their powers of interpretation.
How would you feel if someone feel in love you with you, but you were wearing a
disguised that changed your identity? Students are invited to hypothesize how they would
feel if they were pretending to be somebody else. I hope to get insightful looks as to how
adolescents fit in within their minor groups and society as a whole.

Scene iii:

What is Feste trying to say in his second song (II.iii.45-52)? Why is it that Feste seems to
be fixated on the negative side of love? I want students to realize the irony of Feste.
Feste is meant to be a light hearted individual, yet he is oft to point out the sour
realizations that people tend to make about love, life, and afterlife. I want students to see
this irony as a form of deception: Feste is pretending to be happy, but is obsessed with
negativity.
Why is Malvolio so uptight? When the characters decide to trick Malvolio, do you blame
them? Is it alright for someone to be treated like this if he so disliked? I want students to
make judgement calls about the treatment of Malvolio before it becomes extreme.
In regards to the letter that Maria purposes, how do these characters display dishonesty?

Scene iv:

Given what Orsino and Feste say about love, do you believe Orsino is truly in love with
Olivia? If not what does this say about Olivias attraction to Cesario? I want students to
come to realization that Orsinos love is fickle, and from there make judgements about the
instantaneous devotion that Olivia express for Cesario/Viola.
Does Orsino view of marriage make you view him any differently? Students will likely
think more negatively of Orsino at this point
Explain the dramatic irony taking place at the end of the scene? Do we believe that Viola
truly love Orsino, why or why not?

Scene v:

What forms of deception have are present in the play? How has Orsino been dishonest?
Review plot and topic of deception. Highlight that Orsino is dishonest with himself.
How do they compare in levels of dishonest; that is, which deceptions are least and most
forgivable? Students must evaluate which forms of deceit are the most severe, and the
most self-righteous.
What predications can you make about the progression of the rest of the play? Synthesize
current knowledge in order to predict plot.

Week 4 (March 16th- March 20th):

This week presents both Acts III & IV to the students, and is done in an identical fashion to the
acts previous. There are no longer quizzes, but I claim during the completion of scene question
that I have quizzes ready (which I dont) in case they decide that they already comprehend the
plot of the play. So as before, I will give the higher level thinking questions that I asked during
these Acts.
Act III
Scene i:

Olivia wants to change Cesarios hate into love? Do you think this is possible? What
ideas does this invite the audience to think about the feeling of love in this time? This
question asks students to evaluate their modern ideas of love with contemporary ideas
about love.
Scene ii:

When Toby tells Andrew that Olivia ignoring him is actually affection, is he being
honest? With the idea of deception in mind, how does Tobys dishonesty compare to
Violas dishonesty, how about Olivias dishonesty? Students should come to the
realization that Toby is lying to Andrew, because he is a callous and mischievous
character.

Scene iii:

What predictions can you make about this scene with Sebastian and Antonio? Again,
students must synthesize their understandings in order to make inferences about the rest
of the play.

Scene iv:

How is the audience invited to think about Maria? Does she seem like an honest
character, why or why not? Marias form of deceit is arguably the most cruel, and
mischievous.
Explain how the use of letters are a source of deception within this scene, apply this
understanding to the letter read in II.v: 106 157? Can you see how texting can be
compared to this form of deceit? Students make comparison about modern and
contemporary communication.
How does Antonios part in this scene invite us to view his character? Antonio is a
seemingly trustworthy character that is deceived, unintentionally, and then jailed for
thievery. That said, Antonio remains to be a good hearted character until the end of the
play.
According to Toby, how will this conflict end? How do you think this conflict will end?

Act IV:
Scene i:

How does Sebastian fit in with the deception that Viola has set up? What does
Sebastians lack of knowledge about the deception going on tell us about his character?
Though Sebastian was dishonest with Antonio about his identity early on, he is oblivious
to the identity that the characters of Illyria.
What do you predict will happen with Sebastian and Olivia?

Scene ii:

What does Festes willingness to deceive Malvolio say about his character, what does it
say about Christianity? Students are invited to make judgements about the character
based off their understanding of Christianity and Feste.
Malvolio is essentially being mentally tormented, do you feel that Malvolio deserves this
treatment, why or why not? Again, students make judgements about the treatment of a
disliked character. I want students to draw connections between the treatment of
Malvolio and the prevalence of bullying in this modern society.
What is significant about these two characters interactions? Students should comment on
how different the characters are and the unlikely cruelty of Feste in this scene.

Scene iii:

Do you find it believable that these Olivia and Sebastian would get married so quickly?
How do you predict the rest of the play to go?

Week 5 (March 23rd March 27th):

This week wraps up performances, discussion and scene questions for the play. After the play
ends I introduce the final project. I will describe the instruction involved with this activity after I
provide the remaining discussion questions for the final act of Twelfth Night.
Act V:
Scene i:

How quickly does Orsinos affection for Cesario change? Have you ever gotten this
upset at someone that was your friend? This conflict reinforces the fact that Orsinos
affection is fickle, and that it is likely he can never maintain his affection for others.
Considering Orsinos wishy-washy affection, how is the invited to react to Orsinos
reaction when he realizes that Cesario is actually a woman? Do you think that Orsino and
Viola should become a couple? Students must make evaluations about how strong Viola
and Orsinos love is and can be.
How does the end of the play invite the audience to think about deception and affection?
Students will begin to synthesize the events of the play so as to make thematic statements
about the play and specifically identity, deception and affection.

After I have finished instructing the performances of the play. I introduce the final project
(Appendix). The final project asks students to respond to the overarching question: how does the
author use character to develop theme. The specifics are outlined in the rubrics. And as a class
we go over all the criteria in all three of the rubrics. Though it is hard to convey the objective
answering this overarching question, it is crucial for the self-guided instruction that takes place
in the week to come.
Attached to the project outline, is daily planner. This planner is not graded, but it is used as a
means to keep students accountable for using class time responsibly. During the following week
students will be working on their projects for the majority of the class time. I will go into more
depth about the project when I describe how the class work time will take place.
Week 6 (March 30th April 3rd)
The final project is designed to see how well students can state a theme about a work of
literature, as well as how they can see the authors use of literary elements, specifically character,
to develop and progress that theme throughout the work. Students are invited to express their
understanding and application of the work through creative expression. Note on the project
outline there are over a dozen different options from students to choose from in order to
complete the project. A student does not have to visual express the plot, though many will. The
project was designed to promote constructivism, the use of technology, as well as creative
expression, collaboration, and self-led exploration of the themes in Twelfth Night. Since this taks
is directed by the needs of the students, it is hard to determine how the week of work will
proceed.

Conclusion:
In this unit plan I have outlined week by week how the unit took place. I feel that the planning,
or lack thereof, influenced me to compose this plan in a manner that is contradictory to the
purpose of the genre; however, I have displayed the majority of information needed to explain
the sequence and cohesion of this unit, while demonstrating my content knowledge and
transmission; as well as, describing my integration of literacy, numeracy, technology, and various
instructional strategies. In my daily unit plans, I will pick 10 benchmark activities and lessons
that describe the scope and sequence of my unit; I realize, that this too is contrary to the purpose
of the genre, but I must reflect on the criteria for lesson planning outlined on the Teacher Work
Sample Rubric.