FOLSOM CORDOVA UNIFIED SCHOOL DISTRICT
SHAKESPEARE SEMINAR
DATE: MARCH 2015
COURSE LENGTH: YEAR/SEMESTER
PROPOSED GRADE LEVELS: 10-12
SUBJECT AREA/CREDITS: ELA
GRADING: A-F
ARTICULATION UNITS: 5/SEMESTER
PREREQUISITE: NONE
INTENT TO PURSUE ‘A-G’ COLLEGE PREP STATUS: √ Yes
COURSE DESCRIPTION:
This course will explore the works of William Shakespeare, analyzing the themes and characters of some of his
most famous plays. Students will study the characteristics of Shakespearean language and poetry, particularly
that of iambic pentameter and blank verse. Using performance based techniques and rehearsal approaches,
students will develop a deeper understanding and appreciation for the language and characters in Shakespeare’s
plays. Students will also develop their skills as critical and active audience members. Other topics will include:
Shakespeare on film, Shakespeare’ life and times, and original theater practices.
GENERAL GOALS/ESSENTIAL QUESTIONS:
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How do we recognize recurring patterns in storytelling?
What are the defining characteristics of a Shakespearean comedy/tragedy?
How do films/directors/actors approach a Shakespeare play?
Why does Shakespeare use iambic pentameter? What are the effects of blank verse?
Students will be able to identify and analyze diction choices.
CCSS READING COMPONENT:
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Students will read, analyze, and perform scenes from Shakespeare’s plays.
CCSS WRITING COMPONENT:
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Students will analyze the motivation of characters and use textual evidence to support assertions in
written assignments.
CCSS SPEAKING AND LISTENING COMPONENTS:
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Students will use a variety of performance techniques to perform a scene from a Shakespeare play. They
will also take part in class discussions to deepen their understanding and appreciation of the plays.
DETAILED UNITS OF INSTRUCTION:
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Instruction will be broken up by semester thematically.
Semester 1:
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o Students will analyze and discuss actors’ interpretations of characters via the text. Students will
examine archetypal patterns and explore the historical/mythological/Biblical allusions of a
Shakespearean drama. Assessments for these lessons will be taken from Socratic seminars,
multimedia presentations, written assignments, and student performances.
o Part 1: Students will study and understand the context of Shakespeare’s life and times with an
emphasis on original practices and the characteristics of Elizabethan theater.
o Part 2: Students will study and identify Shakespeare’s style of writing including the use of
iambic pentameter and poetic devices.
o Part 3: Shakespearean Comedies – students will analyze and discuss the traits of a Shakespearean
Comedy.
Semester 2:
o Students will analyze and discuss actors’ interpretations of characters via the text. Students will
examine archetypal patterns and explore the historical/mythological/Biblical allusions of a
Shakespearean drama. Assessments for these lessons will be taken from Socratic seminars,
multimedia presentations, written assignments, and student performances.
o Part 1: Students will study and understand the context of Shakespeare’s life and times with an
emphasis on original practices and the characteristics of Elizabethan theater.
o Part 2: Students will study and identify Shakespeare’s style of writing including the use of
iambic pentameter and other poetic devices.
o Part 3: Shakespearean Tragedies/Histories – students will analyze and discuss the traits of a
Shakespearean Tragedy/History.
TEXTBOOKS AND RESOURCE MATERIALS:
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The plays and sonnets of William Shakespeare
Film versions of the play, audio recordings, Shakespeare/performance related videos, relevant websites
COMMON CORE STANDARDS TO BE ADDRESSED:
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Reading Standards for Literature(grades 9-12) 1-3,5,7,10
Writing Standards:1,6,9
Speaking and Listening: 1,2,4,5,6
College and Career Readiness Anchor Standards for Reading: 1,2,3,4,5,6,7,9,10
College and Career Readiness Anchor Standards for Speaking and Listening: 1,2,4,5,6
College and Career Readiness Anchor Standards for Writing: 1,6,9
DISTRICT ESLRS TO BE ADDRESSED:
Students will be:
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Self-Directed Learners: who demonstrate time management skills, gain confidence in their
abilities to think on their own, realizing that independent learning is a lifelong tool for success in the
classroom and beyond.
Effective Communicators: who are able to relate polished formal and theatrical presentations with
appropriate techniques and strategies.
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Quality producers/performers: who take pride in all assignments and realize the value of creating
an error-free performance or product that is original in substance.
Constructive Thinkers: who engage in higher-level thinking activities such as analysis and
interpretation of characters and plays as well as evaluation of peer and public performances.
Collaborative Workers: who are capable of working in both large and small groups in order to
produce well-organized, thoughtful products or performances, and respectful class discussions.
Responsible Citizens: who demonstrate proper etiquette both in class discussions and during
student performances and presentations. Through their interpretation of literature, students gain an
understanding of the responsibility, honor, and integrity that is essential to become a functioning
member of our society.
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