Grade: 10

Subject: ELA
Unit: Merchant of Venice –Consequences of Greed and Selflessness -3
Lesson Duration: 73 min.
Date: Friday

OUTCOMES FROM 2013 MINISTERIAL ORDER: Cross-curricular Competencies

Outcomes (a to j from M.O.):
b) think critically: conceptualize, apply, analyze, synthesize, and evaluate to construct
knowledge
c) identify and solve complex problems
h) demonstrate good communication skills and the ability to work cooperatively with others

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General Learning Outcomes:
2. Students will listen, speak, read, write, view and represent to comprehend literature and texts in oral,
print, visual and multimedia forms, and respond personally, critically and creatively.
4. Students will listen, speak, read, write, view and represent to create oral, print, visual and multimedia
texts, and enhance the clarity and artistry of communication.
5. Students will listen, speak, read, write, view and represent to respect, support and collaborate with
others.
Specific Learning Outcomes:
2.1.2.c Summarize the plot of a narrative, describe its setting and atmosphere, describe development
of conflict, and identify theme.
2.1.2.d Describe the personality traits, motivations, attitudes, values and relationships of characters
developed/persons presented in literature and other texts; and identify how the use of archetypes
adds to an appreciation of the text.
2.3.2d Describe character and characterization in terms of consistency of behaviour, motivation and
plausibility.
4.1.3.d Develop supporting details, by using developmental aids appropriate to form and purpose.
5.1.1b Analyze and describe language and images used in literature and other texts to convey
respectful and considerate, or disrespectful and inconsiderate, perspectives and attitudes.
OUTCOMES stated in learner friendly language
Students will:
● Work together to identify stereotyping.
● Consider the impact stereotypes have on various individuals.
● Compile examples of stereotypes, greed, and selflessness in a chart.
● Refer back to a text to answer comprehension questions.
● Contribute respectfully to class discussion.
ASSESSMENTS
Pre-assessment (prior Formative: Summative (if applicable):
knowledge) (if applicable):  Venice Booklet
 Brainstorming and  Class discussion
defining stereotypes  Think, Pair, Share
prior to beginning
stereotype activity.
 LEARNING RESOURCES CONSULTED
Resource #1: Gibson, R. (2016). Teaching Shakespeare: A handbook for teachers (2nd ed.).
Cambridge, U.K.: Cambridge University Press.
Resource #2: Stereotype activity https://www.harmony.gov.au/get-involved/schools/lesson-
plans/lesson-plan-stereotypes/

MATERIALS AND EQUIPMENT

● Unit booklets
● Google Slides
● Audiobook
● The Merchant of Venice play
● Printed out restaurant employee cards for stereotype activity
PROCEDURE
Student Differentiation:
One student requires a
scribe to record notes. We
will be taking brief notes
during the scaffolding
activity that may be
recorded by the scribe.

Introduction (time: 5 min )

Hook/Attention Grabber: Ask students to define a stereotype based on what they know.
Students will have approximately a minute to think of what the word “stereotype” means to
them before sharing with their table groups.

Transition to Body: Since all students have participated in the introduction activity, a few
students will be asked to share their answers. The lesson begins by providing the definition of
a stereotype for our purposes as “a widely held but fixed and oversimplified image o idea of a
particular type of person or thing”.
Body (time: 65 )
Establishing ground-rules for stereotype activity: (5 min)
 Let students know that the next activity may make us realize things about ourseves that
we maybe sometimes don’t like to acknowledge.
 This activity is designed to help us identify and acknowledge our biases (prejudice in
favor of or against one thing, person, or group compared with another, usually in a way
considered to be unfair)
 Like always, we will refrain from imposing our judgments on others in the class, and
we will be respectful towards everyone’s contribution.

Stereotype Whodunit Activity: (30 min.)

Read out the scenario to the class. Ask for six volunteers. Each volunteer will come stand at
the front of the room. Explain to students that the rest of them are customers in a restaurant.
The six volunteers are our restaurant employees. Each of the employees introduce
themselves to the diners, using the information provided for them on their card. The other
‘diners’ ask the employees questions to try to determine which one is guilty. The ‘employees’
improvise their answers. After a brief questioning period, the diners form groups of 3 or 4 and
are asked to discuss the information that has been presented in order to determine who the
guilty employee is. Each group will present their decision and reasoning to the whole class.
Ask students to consider their own thinking and answer the following questions either as a
large group or in table groups, depending on how students respond:
 did we stereotype some of these people? How?
 What assumptions did we make about individuals?
 What sorts of things cause us to stereotype people?
 Are stereotypes accurate or do they cause us to believe things that aren’t based on
facts?

Listen to Act I Scene ii: (15 min.)

Have students pay special attention to how Portia is characterized through the following
scene, and how she uses stereotypes in her descriptions of her potential suitors.

Venice Booklet: (10 min.) In our Venice booklet there are three discussion questions. Work
through the discussion questions as a table group.
If/when students finish their discussion questions, they are to look back in this scene
and the previous scene and record any evidence that will be used in either their
Character Playlist Assignment, or their Instagram PSA assignment.

Closure (time: 3 )

Feedback From Students on Learning: Group discussion, Venice booklets.

Transition To Next Lesson(s): Ask students to ensure their names are on their Venice
booklets and turn them into the bin. These are not taken in for marks, but I would like to know
if there is anything I need to go over in the play.

Reflection on lesson: