EDU 580 TECHNOLOGY FOUNDATIONS FOR EDUCATION Name: Bailey Power Lesson Title: Emotions in Shakespeare Date: July

19, 2011 Target Grade Level: 9

Standards: ELA Core Standard 6 Speaking and Listening 1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 1112 topics, texts, and issues, building on others ideas and expressing their own clearly and persuasively. 1b. Work with peers to promote civil, democratic discussions and decision making, set clear goals and deadlines, and establish individual roles as needed 3. Evaluate a speakers point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used. ISTE NETS Standards 2. Communication and Collaboration Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students: a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media. b. communicate information and ideas effectively to multiple audiences using a variety of media and formats. c. develop cultural understanding and global awareness by engaging with learners of other cultures. d. contribute to project teams to produce original works or solve problems.

Lesson Objective(s): 1. Students will discuss how emotions affect speech 2. Students will perform a short scene from a play Introduce the Learning Activity: A. This lesson focuses on the use of emotion and how it is conveyed in performance, specifically Shakespeare. This lesson will utilize a scene from Shakespeares Twelfth Night in which the students will have the chance to perform an excerpt from a scene

using different emotions. B. The motivator for this lesson is an improve activity that will hook students in by having them act out different emotions. A brief discussion will follow about the use of different emotions and how they can affect the tone of a performance. Provide Information: A. After the motivator activity, the students will view a video on YouTube. This video is an excerpt from the 1996 film version of Twelfth Night. I will ask students to open a word document and make a quick list of the emotions that were used in the video clip. http://www.youtube.com/watch?v=9fA6Cr7gFxg Provide Practice: A. I will hand each student a copy of the script excerpt with a note card containing an emotion and their character name. No matter what emotion they saw their character portraying in the video, they are to disregard that emotion, and instead act out the scene with the emotion on the card. B. Once the scene is finished, they are to add to their word document how they felt the emotion they were given changed the tone and meaning of the scene. Provide Knowledge of Results: A. The short discussion afterward where students will read what they wrote about the scene they viewed and the one they performed. I will make comments. Review the Activity: A. I will bring the students back to the improv activity and connect it to the lesson, how do emotions affect speech and its meaning? Method of Assessment: A. The word document would be collected for formative assessment.