What’s Up With Shakespeare Besides His Stage?*

William Shakespeare

Greetings, Student!
Welcome. Here is where you will find information you will need for my classes.  Be sure to enjoy the Shakespeare and Extrasolar Planet WebQuests. Click on your mathematics and/or English class Projects above in the green bar. After that you can select the Syllabi, Homework Samples, and Projects pages for your English, math, and vocational classes. Scroll down the Home Page and find further Homework Samples, Sample Quizzes, as well as Projects and Games. Thank you for visiting!

This WebQuest establishes your prior knowledge so you can understand Shakespeare’s tragic drama, Macbeth.  Macbeth:  March 8 through April 30 culminating in playing Macbeth Bingo!

Ms. Stohl, C.A.G.S.

Night Back:  Tuesday 2:30-3:30 and Upon Request

Stress Reliever:  Please revisit Math MCAS Test-Taking Skills for May 17 and 18!

Shakespeare WebQuest

Special Education, English 9-12
English Standards 9, 17, 18, 25
Technology Literacy Standards

Wonderful Classical Students Exploring Ms. Stohl's Shakespeare WebQuest

Hello, Groundlings!

You are about to create an understanding of the cultural milieu of Shakespeare’s time plus the look and feel of the theatre of his day in order to be prepared to read either Romeo and Juliet or Macbeth.

This WebQuest will allow you to actively familiarize yourself with the following:
Shakespeare himself
The Old Globe Theatre
Stagecraft terms
Primary source material

Tybalt and Mercutio fight while Romeo looks on.

★First, click here to read a short biography on the illustrious dramatist, poet, and actor. Take notes.

★Next, ☛ click on this link to begin to take a virtual movie tour of Shakespeare’s theatre and follow the steps below:

1. Pan down and click on Virtual Tour of Shakespeare’s Globe Theatre
2. Click on #1, the first choice to watch the short virtual movie tour
3. Click on the picture to experience the tour (*Note that the stage does not appear to be slanted up or raked. However, this fact is not historically definitive.)

Shakespeare's Globe Theater

Click here to view a larger image of Shakespeare’s Globe Theatre as shown to the left.

To print the Globe Theater image ☛ click the hyperlink again and go to file and then, print!

Then, ☛ click on this link to find the definitions of the following 10 Stagecraft and Theater Terms. Also check out the archaic terminology often used during Shakespeare’s time.

Romeo and Juliet

Backstage
Cue
Downstage
Exit
Offstage
Onstage
Places
Timing
Tempo
Upstage

Lady Macbeth tries to rid herself of a guilty conscience

★Then, ☛ click on this link to read about primary source material

Define a primary source and explain if you think primary source material is valid and valuable to researchers and to your research in particular
List eight examples of primary sources
Give an example of a source material that appears to be primary, but is, in fact, a secondary source
Note five places you can find primary sources. Why are community groups and community residents good locations to find primary material?
Is an interview with an expert an example of a primary source? Why or why not?

★And finally, ☛ click on this link to find out who Thomas Platter is and why we care!

Is Mr. Platter’s writing a primary source? If so, why is it so valid and valuable? Do you think he realized he would be a primary source hundreds of years later?

Thomas Platter

From Mr.Platter’s diary list three facts that increase your understanding of Elizabethan theatre. (Include, please, where the stage actors of Shakespearean time get their costumes.)
Compile three theatre experiences by our Swiss tourist. (For instance, what determines where you will sit in the theatre? Is it the same for theatre-goers today?)

★ You have been cast as a member of the cast of characters from either Macbeth or Romeo and Juliet. Now that you have compiled and digested the information in this WebQuest, you are asked to use this novel insight to heighten your motivation and deepen the interpretation of your character as an actor.
__________________________________________________________________________________________________________________________________________________
☛ To take your Assessment for this WebQuest complete the following:

What’s Up With Shakespeare Besides His Stage*?
A WebQuest Selective Assessment

Ms. Stohl, M.Ed

☛ You have explored this WebQuest. And you have been cast in an informal reading of selected scenes from either Romeo and Juliet or Macbeth blocked within the setting of Shakespeare’s Globe Theatre in Elizabethan times.

☛ Now, SELECT and then ANSWER FIVE OF THE SEVEN following prompts and questions creatively, deeply, and completely online on Page 3 of this assessment. Use complete sentences. Spelling and grammar will be assessed as well.

Create a backstory for your character. Place your character firmly in Elizabethan times (please, no modernizations) Think about all of the aspects of the culture of Shakespeare’s time. Define culture. What is milieu?

Explore and note your character’s entrances and exits as well as your movement around the stage as you speak to other actors, have an aside, or deliver a soliloquy. Record the decisions you have made in your stage directions scene by scene.

Why does your character act the way he or she does? This is your character development and motivation. Describe your motivation in depth as an actor in portraying your character.

Costume your character and provide props. Drawings and pictures can help. Be very descriptive in your narrative depiction.

What do you need to imagine about the setting? Why do you need to imagine the setting? What parts of the actual stage stand in for any plot-indicated scenery? Here you can make these decisions as an actor; however, usually the director directs your placement and thoughts on placement on the stage.

If you are a woman playing a role, what’s anachronistically compelling about this? Gentlemen what is your comment about a certain Elizabethan custom of casting boys as women in their plays?

What can you expect from the members of your Globe Theatre audience and how will that effect you as an actor?

☛ Utilize dramatic vocabulary and your newly acquired acting terminology freely and intelligently. Use any ten (10) of these words in your writing.

Please Note: ☛ Consult the Additional Resources provided for you at the close of this WebQuest for a deeper understanding in completing these prompts and questions.

☛ Any and all questions, kindly come see me in person or consult through email!

Write, edit, review, and refine your answers below. ☟
✎ Print out your chosen answers and hand this WebQuest Assessment to me, please.

★ Additional Resources:
☛ Finding motivation and role analysis (in 7 steps) as an actor.
www.aliceintheaterland.info/tips_en.html

☛ Acting on the stage of the Globe Theatre.
www.william-shakespeare.info/william-shakespeare-globe-theatre.htm

☛ Elizabethan culture and milieu.
www.lepg.org/clothing.htm
www.elizabethancostume.net/
www.yourdictionary.com/milieu

☛ Living during Shakespeare’s time in London.
http://elizabethan.org/
www.answerbag.com/q_view/125412
www.blackwellreference.com/public/tocnode?id=g9780631218784_toclevel

Thank you, Groundlings, for your time, diligence, and hard work. Hopefully you found this exercise worthwhile and have decided not to go to the refrigerator for assorted fruit and vegetables.

For extra credit (5 points each)
Answer the following and note the answer below:
Who or what are the Groundlings?
What is anachronistically wrong with the above statement?

Place your answer(s) here:

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ .

2 Graphed Linear Equations

LINEAR EQUATIONS SAMPLE QUIZ
10.P.2

Ms. Stohl, C.A.G.S.

In groups or independently on large white paper, perform the functions below to the following linear equations:

Chart the x and y values, choosing your own domain.
Graph the ordered pairs. Label the ordered pairs and the equation.
Predict the slope of the line.
Note the slope and the y-intercept from the linear equation.

y = -3x + 1

y = 2x + 2

y = -5x – 1

y – 4x = 4

5. x – 1 = y

2 Graphed Linear Equations

CREATING LINEAR EQUATIONS II
Ms. Stohl, C.A.G.S.
8.P.7, 10.P.2 Intro Algebra II
Name
Create linear equations from the slope and y-intercept provided by using the standard form of y = mx + b.
Sketch an approximate graph of each equation.

SLOPE Y-INTERCEPT CREATED GRAPH
1. -3 -3

Equation: ____________________________________

2. -6 6

Equation: ___________________________________

3. -1 -2

Equation: ___________________________________

4. -2 -5

Equation: ___________________________________

5. 0 -1

Equation: ___________________________________

6. .5 (be careful) 0

Equation: ___________________________________

7. 3 -2

Equation: ___________________________________

8. 0 1

Equation: ___________________________________

9. -1 -4

Equation: ___________________________________

10. 5 0
Equation: ___________________________________

CREATING LINEAR EQUATIONS

Parallel Linear Equations Have the Same Slope

Ms. Stohl, C.A.G.S.
8.P.7, 10.P.2 Intro Algebra II
Name
Create linear equations from the slope and y-intercept provided by using the standard form of y = mx + b.
Sketch an approximate graph of each equation.

SLOPE Y-INTERCEPT CREATED GRAPH

1. -7 2

Equation: ____________________________________

2. -5 5

Equation: ___________________________________

3. -1 -4
Equation: ___________________________________

4. 3 -5

Equation: ___________________________________

5. 0 -2

Equation: ___________________________________

6. .5 (be careful) 1

Equation: ___________________________________

7. 1 -.5 (be careful)

Equation: ___________________________________

8. 0 1

Equation: ___________________________________

9. -1 -2

Equation: ___________________________________

10. 0 0
Equation: ___________________________________

BUILDING LINEAR EQUATIONS
Standards 8.P.7, 10.P.2 Intro to Algebra II
Ms. Stohl, C.A.G.S.

Positive and Negative Slopes

Name: ______________ Date: ___________

On one chart paper draw the x and y axes:
Plot these points.
(4, -1)
(7, 0)
(-3, -3)
(0,0)
(-1, 6)
(0, 2)
(1,-5)
(-6, 6)
(3,-3)
(-7, -1)
(1, 4)
(-2, 3)
(0, -5)
(-3, 3)
(-5, 2)
(4, -4)

Plot each group of ordered pairs and label as linear or not linear.

(6, 5) (6, 7) (6, 2) (6, 0)(6, -2)
(-2,1) (0, 0) (2, -1)
(3, 5) (-2, 1) (6, 2) (-5, 4)

On another chart paper chart and graph all of the following linear equations. Create your own domain. Use color if you wish. Fill in the slope and y-intercept for each equation. Note the standard form of each equation!

y = -2x + 4 slope = y-intercept =
y = 3x slope = y-intercept =
y = 2x – 6 slope = y-intercept =
y = -5x slope = y-intercept =
y = -4x + 1 slope = y-intercept =
y = -x + 5 slope = y-intercept =

Below, please create three (3) linear equations, noting the slope and y-intercept.

1. _________________________________ slope = y-intercept =
2. _________________________________ slope = y-intercept =
3. _________________________________ slope = y-intercept =
Name: Date:

Which equation is not a linear equation?

–4y + 2x = 7
2x + 3y = 6
x = -5
4x = y

LINEAR EQUATION SAMPLE QUIZ

Positive and Negative Slopes

8.P.7, 10.P.2 Intro to Algebra II
Ms. Stohl, C.A.G.S.

Name: ______________________________________________________

Standard Form of a Linear Equation y = mx + b

Directions. Create:
Domain
Chart
Graph

y = x – 3

y – 2x = 2

y = 4x + 1

y = – 4

y = – 2x – 1

Write: One or more sentences that describes the relationship between slope and a line’s steepness.

BUILDING LINEAR EQUATIONS II
Standards 8.P.7, 10.P.2 Intro to Algebra II
Ms. Stohl, C.A.G.S.

Positive and Negative Slopes

Name: ______________ Date: ___________

On one chart paper draw the x and y axes:
Plot these points.
(3,-6)
(2, 0)
(-4.-5)
(0,0)
(-1, -1)
(0, 6)
(1,1)
(-5, -4)
(3, 2)
(-1, -7)
(4,1,)
(3, -2)
(0, -2)
(-7, -1)
(5, 2)
(4, 4)

Plot each group of ordered pairs and label as linear or not linear.

(3, 5) (3, 7) (3, 2) (3, 0)(3, -2)
(1, 2) (0, 0) (-1, -2)
(3, 4) (5, 1) (8, 2) (4, 4)

On another chart paper chart and graph all of the following linear equations. Create your own domain. Use color if you wish. Fill in the slope and y-intercept for each equation. Note the standard form of each equation!

y = x + 4 slope = y-intercept =
y = x slope = y-intercept =
y = 3x – 2 slope = y-intercept =
y = -2x slope = y-intercept =
y = -5x + 1 slope = y-intercept =
y = -x slope = y-intercept =

Below, please create three (3) linear equations, noting the slope and y-intercept.

1. _________________________________ slope = y-intercept =
2. _________________________________ slope = y-intercept =
3. _________________________________ slope = y-intercept =

CREATING LINEAR EQUATIONS II

2 Linear Equations with Standard Form

Ms. Stohl, C.A.G.S.
8.P.7, 10.P.2 Intro Algebra II

Name
Create linear equations from the slope and y-intercept provided by using the standard form of y = mx + b.
Sketch an approximate graph of each equation.

SLOPE Y-INTERCEPT CREATED GRAPH
1. -3 -3

Equation: ____________________________________

2. -6 6

Equation: ___________________________________

3. -1 -2

Equation: ___________________________________

4. -2 -5

Equation: ___________________________________

5. 0 -1

Equation: ___________________________________

6. .5 (be careful) 0

Equation: ___________________________________

7. 3 -2

Equation: ___________________________________

8. 0 1

Equation: ___________________________________

9. -1 -4

Equation: ___________________________________

10. 5 0
Equation: ___________________________________

English Language Arts Syllabus for the Special Education Classroom
Massachusetts English Language Arts Curriculum Framework
Guiding Principles and Philosophy

ELA Knowledge

Our Students Spiral Up by Us Teachers Spiraling Down the Frameworks

An effective English language arts curriculum develops thinking and language together through interactive learning.
An effective English language arts curriculum develops students’ oral language and literacy through appropriately challenging learning.
An effective English language arts curriculum draws on literature from many genres, time periods, and cultures, featuring works that reflect our common literary heritage.
An effective English language arts curriculum emphasizes writing as an essential way to develop, clarify, and communicate ideas in persuasive, expository, narrative, and expressive discourse.
An effective English language arts curriculum provides for literacy in all forms of media.
An effective English language arts curriculum provides explicit skill instruction in reading and writing.
An effective English language arts curriculum teaches the strategies necessary for acquiring academic knowledge, achieving common academic standards, and attaining independence in learning.
An effective English language arts curriculum builds on the language, experiences, and interests that students bring to school.
An effective English language arts curriculum develops each student’s distinctive writing or speaking voice.
While encouraging respect for differences in home backgrounds, an effective English language arts curriculum nurtures students’ sense of their common ground as present or future American citizens in order to prepare them for responsible participation in our schools and in civic life.

Christina Stohl, C.A.G.S.
English 9-12 Special Education
stohlc@lynnschools.org

Course Objective
What do our students need to know for success in life and how can we make the lesson fit into the Curriculum Frameworks? Based upon measurement of individual students’ performance of a single skill or outcome on at least five different dates based upon one learning standard, students will read, write, listen, speak, connect, question and take part in inquiry sessions, in the reading selections indicated for ninth through twelfth grade including American and English literature to their optimum. Students will write and present projects based upon literature or their own creativity based upon their highest potential ability. Through the use of technology, students will navigate a self-designed Shakespeare WebQuest.

Course Overview
The study of English Language Arts includes vocabulary, grammar, reading, writing, drawing, listening, speaking, debating, comprehending, connecting, analyzing, summarizing, and evaluating. Through literature and texts a well as technology, an emphasis is placed on deep exploration of selected authors and making connections to students’ lives and life in the 21st century, as well as to their new flat world.

Content Standards for English 9-12 including Massachusetts English Curriculum Frameworks informing MCAS Alternative Assessments

Standard 1: Discussion
Standard 2: Questioning, Listening, and Contributing
Standard 3: Oral Presentation
Standard 4: Vocabulary and Concept Development
Standard 5: Structure and Origins of Modern English
Standard 6: Formal and Informal English
Standard 7: Beginning Reading
Standard 8: Understanding a Text
Standard 9: Making Connections
Standard 10: Genre
Standard 11: Theme
Standard 12: Fiction
Students will use agreed-upon rules for informal and formal discussions in small and large groups.
Students will pose questions, listen to the ideas of others, and contribute their own information or ideas in group discussions or interviews in order to acquire new knowledge.
Students will make oral presentations that demonstrate appropriate consideration of audience, purpose, and the information to be conveyed.
Students will understand and acquire new vocabulary and use it correctly in reading and writing.
Students will analyze standard English grammar and usage and recognize how its vocabulary has developed and been influenced by other languages.
Students will describe, analyze, and use appropriately formal and informal English.
Students will understand the nature of written English and the relationship of letters and spelling patterns to the sounds of speech
Students will identify the basic facts and main ideas in a text and use them as the basis for interpretation.
Students will deepen their understanding of a literary or non-literary work by relating it to its contemporary context or historical background.
Students will identify, analyze, and apply knowledge of the characteristics of different genres.
Students will identify, analyze, and apply knowledge of theme in a literary work and provide evidence from the text to support their understanding.
Students will identify, analyze, and apply knowledge of the structure and elements of fiction and provide evidence from the text to support their under­ standing.
Standard 13: Nonfiction
Standard 14: Poetry
Standard 15: Style and Language
Standard 16: Myth, Traditional Narrative, and Classical Literature
Standard 17: Dramatic Literature
Standard 18: Dramatic Reading and Performance
Standard 19: Writing
Standard 20: Consideration of Audience and Purpose
Standard 21: Revising
Standard 22: Standard English Conventions
Standard 23: Organizing Ideas in Writing
Students will identify, analyze, and apply knowledge of the purposes, structure, and elements of nonfiction or informational materials and provide evidence from the text to support their understanding.
Students will identify, analyze, and apply knowledge of the themes, structure, and elements of poetry and provide evidence from the text to support their understanding.
Students will identify and analyze how an author’s words appeal to the senses, create imagery, suggest mood, and set tone, and provide evidence from the text to support their understanding.
Students will identify, analyze, and apply knowledge of the themes, structure, and elements of myths, traditional narratives, and classical literature and provide evidence from the text to support their understanding.
Students will identify, analyze, and apply knowledge of the themes, structure, and elements of drama and provide evidence from the text to support their understanding.
Students will plan and present dramatic readings, recitations, and performances that demonstrate appropriate consideration of audience and purpose.
Students will write with a clear focus, coherent organization, and sufficient detail.
Students will write for different audiences and purposes.
Students will demonstrate improvement in organization, content, paragraph development, level of detail, style, tone, and word choice (diction) in their com­ positions after revising them.
Students will use knowledge of standard English conventions in their writing, revising, and editing.
Students will organize ideas in writing in a way that makes sense for their purpose.

Suggested Materials (will be supplied by the teacher, if needed)
Folder
Notebook (Binder)
Notebook Paper
Pencils/Pens (black or blue ink only)
Collins Paper
Assessments

Informal: Formative assessments to determine the pacing and individual differentiated needs during the inquiry and constructivism process.
Formal: Summative assessment through rubric-informed projects, tests, and quizzes.

Modifications
Teacher modeling, demonstration, and guided best practices.
Multiple Intelligences employed: Linguistic, art-spatial, kinesthetic, interpersonal, and intrapersonal to differentiate students’ individual strengths.
Graphic organizers employed with organizational and guided assistance.
Wait- and think-times adequately utilized.
Development of community and a safe climate.
Rubrics clearly define expectations.
Positive reinforcement; praise of specific behaviors.

Syllabus Overview September, 2009 Short Stories, The Genre
October, 2009 Short Stories, Character Analysis
November, 2009 The Five People You Meet in Heaven
December, 2009 Romeo and Juliet
January, 2010 Beowulf
February, 2010 Macbeth
March, 2010 Animal Farm
April, 2010 Short Stories
May, 2010 Short Stories
June, 2010 Short Stories

Resources
Albom, Mitch. The Five People You Meet in Heaven (2003). New York: Hyperion.
Orwell, George. Animal Farm: A Fairy Story (1945). London: Secker and Warburg
Shakespeare, William. Romeo and Juliet and Macbeth., adapted versions (1996). Parsippany, NJ: Pearson Education, Inc., Globe Fearon.
Beowulf, adapted version (1996). Parsippany, NJ: Pearson Education, Inc., Globe Fearon.
Barnekow, Daniel J. (1998). Graphic Organizer. Walch.
Comprehension Toolkit Graphic Organizer developed ant Lynn Vocational Technical Institute (2008).
Self-designed Shakespeare WebQuest.

Globe Book Company. Globe Literature (1990). Englewood Cliff, NJ: Globe Book Company.
Knox, Carolyn W. English for the World of Work (2003). Circle Pines, MN: AGS Publishing.
Marshall, Kim. Vocabulary Book I (1991). Cambridge, MA: Educators publishing Service
Staff of McDougal, Littell, & Company. Reading Literature (1990). Evanston, IL: McDougal, Littell, & Company.

Vocational Syllabus for the Special Education

Culinary Arts

Ms. Stohl, C.A.G.S.

Special Education Life Skills Classroom
Massachusetts Career/Vocational Technical Education Curriculum Frameworks

Our Students Spiral Up by Us Teachers Spiraling Down the Frameworks

Vocational Technical Education Frameworks Overview
The Vocational Technical Education Frameworks are organized under Career Clusters. Each Framework consists of strands as follows:
Strand 1: Safety and Health Knowledge and Skills
Strand 2: Technological Knowledge and Skills
Strand 3: Embedded Academic Knowledge and Skills
Strand 4: Employability Knowledge and Skills
Strand 5: Management and Entrepreneurship Knowledge and Skills

Course Objective

What do our students need to know for success in life and how can we make the lesson fit into the Vocational Technical Curriculum Frameworks? Based upon measurement of individual students’ performance of a single skill or outcome on at least five different dates based upon one learning standard, students will read, write, listen, speak, connect, question and take part in inquiry sessions, in the reading selections indicated for ninth through twelfth grade and demonstrate a proficiency level commensurate to their optimum in transitional learning science and vocational instruction.

Course Overview
Students will write and present projects based upon safety and health, culinary, horticultural, employment, and business skills to their highest potential ability. Through the use of technology, students will navigate and draw information from the Internet through the Acceptable Use Policy of the Lynn Public Schools in order to become lifelong learners. Students will learn how to interpret the latest research on current life science issues.

Assessments

Informal: Formative assessments to determine the pacing and individual differentiated needs during the inquiry and constructivism process.
Formal: Summative assessment through rubric-informed projects, tests, and quizzes.

Modifications
Teacher modeling, demonstration, and guided best practices.
Multiple Intelligences employed: Linguistic, art-spatial, kinesthetic, interpersonal, and intrapersonal to differentiate students’ individual strengths.
Graphic organizers employed with organizational and guided assistance.
Wait- and think-times adequately utilized.
Development of community and a safe climate.
Rubrics clearly define expectations.
Positive reinforcement; praise of specific behaviors.

Syllabus Overview September, 2009 Based upon individual seven-day diet diary, students seek to make healthy choices in their nutrition through thoughtful, informed, current information.
October, 2009 Nutrition and exercise to promote health along with the research that supports it.
November, 2009 Culinary Arts
December, 2009 Everyday Math and Employment Practicum
January, 2010 Horticultural Arts
February, 2010 Everyday Math and Employment Practicum
March, 2010 Safety and Health
April, 2010 Culinary Arts
May, 2010 Optimum Nutrition Revisited
June, 2010 Review

Resources (more to be determined)
Bricklin, Mark. (1992). Prevention Magazine’s Complete Nutrition Reference Handbook. Emmaus, PA: Rodale Press.

Clark, Nancy (2008). Sports Nutrition Guidebook: Eating to Fuel Your Active Lifestyle. Brookline, MA: SportsMedicine Brookline.

Ortleb, Edward P. (1997). Nutrition. St. Louis, MO: Milliken Publishing Company.

Various authors. (2000). Math in the Mall. Math at Home. Market Math. Everyday Math. Supermarket Words. Computer Words. Money Sense. Best Buys. Scottsdale, AZ: Remedia Publication, Inc.

Various authors. (2009). The New York Times and The New York Times Science Times articles and research reviews.