Makerspace Lesson Plan Project Title: Making Sense of Shakespeare Created by: Michelle Folkman Setting: High School Makerspace Target Audience: Grade 11-­‐12 Skills Utilized: Paper cutting and folding, audio recording and editing (Audacity), entry-­‐level circuits Difficulty level: Medium Content area: English, History Subject: Shakespeare’s Theater Standards for Learning – expectations for student learning: Library/Information standards: Information and Technology Skills Standards: 6.SI.1.2 Analyze content for relevance to the assigned task. 6.RP.1.2 Implement a research process independently. 6.TT.1.3 Select appropriate technology tools to present data and information effectively (multimedia, audio and visual recording, online collaboration tools, etc.). Literacy Standards CCSS.ELA-­‐Literacy.RL.11-­‐12.4 1
Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. CCSS.ELA-­‐LITERACY.SL.11-­‐12.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. CCSS.ELA-­‐LITERACY.SL.11-­‐12.6 Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate. (See grades 11-­‐12 Language standards 1 and 3here for specific expectations.) CCSS.ELA-­‐Literacy.RL.11-­‐12.7 Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem. Beginning Theater Arts B.C1 -­‐ Use movement, voice, and writing to communicate ideas and feelings. B.C2 -­‐ Use performance to communicate ideas and feelings. Information and Technology Essential Standards HS.TT.1 -­‐ Use technology and other resources for assigned tasks. Essential questions for learning: •
What was it like to put on a play in Elizabethan times? •
How did the environment of the Globe Theater influence Shakespeare’s plays? Lesson overview: This multi-­‐session module is intended for use in support of any course about Shakespeare’s plays. Working in teams, students assemble a paper model of the Globe Theater, create audio records readings from a Shakespeare play and incorporate the audio into the model via a simple circuit. Formative assessment (reflective writing) is incorporated into the end of the second session. Class review, presentation and discussion of final projects, and a reflective writing provide summative assessment. 2
Materials needed: for each team Access to a computer station with Audacity (audio recording and editing) Makey Makey kit Laptop with Quicktime Player Globe Theater model printed on 11x17 paper (http://www.papertoys.com/globe.htm) Scissors Glue Tape Soft pencil (6B or higher), or copper tape. Planning and teaching responsibilities: Librarian: Collect parts and resources. Does demonstration and facilitates project build. Helps students with technical aspects of project. Aids teacher with assessment. Teacher: Presentation and lecture of context and content. Presentation of module materials. Assessments and grading. Lesson activities Session One Warm up activity. 10 minutes. Discussion on what they know about the Globe Theater and or visits to a live theater. Write responses on whiteboard. Explain the activity and the objective. 10 minutes. Tell students they will be learning more about Shakespeare’s theater and seeing what this kind of theater would be like in action. Explain that although the Globe Theatre did not survive to the present day, historians have helped to guide a reconstruction of the Globe Theatre in London. Source: http://www.pbs.org/wnet/shakespeare-­‐uncovered/education/all-­‐the-­‐globes-­‐a-­‐stage-­‐shakespeares-­‐
theatre-­‐lesson-­‐plan/all-­‐the-­‐globe%E2%80%99s-­‐a-­‐stage-­‐shakespeare%E2%80%99s-­‐theatre-­‐lesson-­‐activities/ Slides for lecture: http://www.slideshare.net/Bassmaster031/the-­‐best-­‐project-­‐of-­‐the-­‐globe-­‐theater 3
Watch video segments. 10 minutes. http://www.pbs.org/wnet/shakespeare-­‐uncovered/education/all-­‐the-­‐globes-­‐a-­‐stage-­‐shakespeares-­‐
theatre-­‐lesson-­‐plan/all-­‐the-­‐globe%E2%80%99s-­‐a-­‐stage-­‐shakespeare%E2%80%99s-­‐theatre-­‐video-­‐
segments/ Activity. Remainder of class. Tell the students they are going to depend their understanding of the theater by building a paper model of it, and then adding audio via a simple circuit. View a finished project and discuss procedure. Assign teams (co-­‐ed if possible) and have students decide who will build and who will do audio. Pass out materials. Homework: Students are to choose which short (under two minutes) segment of a Shakespeare play they will record. Session Two Activity. 45 minutes Model building and audio recording. Direct the build teams to Youtube videos for assistance with building the model. https://www.youtube.com/watch?v=_USiKvJfdVU https://www.youtube.com/watch?v=AtukDM_kx9U https://www.youtube.com/watch?v=py0yMLywqeI Demonstrate recording with Audacity. Assist audio people with record and edit. End of class formative assessment writing exercise: What problems did you encounter while you were working on this piece? How did you solve them? What questions do you have going forward? Homework: Finish models and audio recording. 4
Session Three Activity. 20 minutes. Demonstrate Makey Makey and how to use it with Quicktime player. Demonstrate the simple circuit. Have teams complete the project by adding the drawn circuit and connection to the Makey Makey. Assessment. 25 minutes. Whole class review and discuss projects. Homework : Summative assessment writing exercise. Briefly respond to the following -­‐ How do you feel about this piece of work? What parts of it do you particularly like? Dislike? Why? 5