Grade: IB Language and Literature Unit Title: Twelfth Night, by William Shakespeare (Part 3) Conceptual Lens: What the Disguise Reveals Date: January, 2014 Created By: Kassi Cowles Grade Level: IB Language and Literature Unit Title: Twelfth Night, by William Shakespeare Conceptual Lens: What the Disguise Reveals Strand 1 Strand 2 Strand 3 Knowledge and Understanding Appreciation of Stylistic Features Written Production • Conventions and Context • Conventions of drama • Development of annotation and close reading skills • Characterization and • Shakespearean comedy Language • Development of • Recognizing literary and commentary writing skills • Illusion vs. Reality stylistic features • Organization • Disguise • Appreciating the effects of stylistic features • Depth and breadth • Revealing and Concealing • Iambic pentameter • Gender and sexuality • Rhyming couplets • Romantic Love/Forbidden Love • Poetry and Prose • Parallel scenes • Language, meaning and context • Transvestitism/ Cross Dressing • Critical reception • Class systems • Poetry and Prose • Context and Culture Strand 4 Oral Production • Development of oral analysis and articulation • Appreciation for the elements of production and performance • Stage direction/blocking • Organization • Voice, pacing • Depth and breadth Grade Level: IB Language and Literature Unit Title: Twelfth Night, by William Shakespeare Conceptual Lens: What the Disguise Reveals Unit Overview: This unit explores how Shakespeare uses the concept of disguise to both conceal and reveal romantic love between the characters in Twelfth Night. Students will further explore the relationship between culture and contexts and will examine the text not only through the conceptual lens of “What the Disguise Reveals,” but also through the over-­‐arching concepts of gender, power and identity. This unit will allow students to enrich their understanding of Shakespearean language and conventions by examining the use of parallel scenes and conceptual dichotomies, and will develop their annotation, oral, and written analysis and commentary skills. Technology Integration: Video clips from the film, Shakespeare in Love, which provide a cultural and historical context for Elizabethan England, including costumes and language. Standards/Learning Objectives Addressed in this Unit: (Taken from the IB Language and Literature Subject Guide) Students will be able to: Demonstrate how the formal elements of the text, genre and structure can not only be seen to influence meaning but can also be influence by context. Aspects [for consideration] include: narrative technique, characterization, elements of style and structure, poetic language. Grade Level: IB Language and Literature Unit Title: Twelfth Night, by William Shakespeare Conceptual Lens: What the Disguise Reveals Generalizations Although they may explore dark and un-­‐humorous concepts, the conventions of the Shakespearean comedy dictate that it will always end in marriage. Shakespeare uses parallel scenes to develop the concepts of romantic and forbidden love and to demonstrate levels of class. Authors use stylistic and literary features to create particular, conceptual effects. Guiding Questions (Factual=F, Conceptual=C, Provocative=P) •
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Conceptual dichotomies like “revealing and concealing”, and “illusion vs. reality,” create a tension in the text that is explored through characterization and language. •
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How does Shakespeare use comedic elements in Twelfth Night? (F) How do authors use comedy to explore darker and often tragic concepts? (C) Should taboo subjects be content for comedies? (P) How does the pursuit of courtly love differ between the noble characters and the servants? (F) How does disguise allow for the characters to pursue forbidden love? (C) Is the process and pursuit of love universal, or does is it expressed differently according to class? Is love determined or limited by class and social status? (P) How does Shakespeare use literary and stylistic features in Twelfth Night to explore and develop the key concepts of the play? (F) How does the synergistic relationship between concepts and stylistic features work? (C) What conventions of drama in particular does Shakespeare use to create comedic effects? (C) How does Shakespeare develop the conceptual dichotomies of “revealing and concealing,” “illusion vs. reality”? (C) Is there a clear resolution of what is real and what is an illusion by the end of the play? (F) How might Shakespeare be critiquing “the masks we wear” when it comes to romantic love? (C) To what extent are deception and illusion necessary in the process of pursuit of romantic love? (P) Actively reading and annotating a text several times will reveal the literary and stylistic features and can lead to deeper analysis of the author’s intent. •
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Much insight about language and characterization can be gained through the process of performing. Careful “close reading,” annotation and organization lead to organized commentaries that contain both breadth and depth. Shakespeare uses the conventions of both poetry and prose to draw attention to important ideas, characters and concepts in his plays. •
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The context of reception, including the individual reader, influence the way a text is read. (From the IB Language and Literature subject guide) •
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How does reading a passage more than once reveal stylistic features and meaning? (C) How does the process of reading and responding to other students’ annotations develop a deeper understanding of the passage and the text as a whole? (C) What stylistic features in particular does Shakespeare use most often to create a particular effect? (F) How does performance enrich understanding of the language and intention of the characters? (C) How do stage directions and blocking contribute to storytelling in drama? (C) What are the challenges of performing Shakespeare? (P) How does the close reading and annotation process lead to better analysis? (C) How can both breadth and depth be demonstrated in the oral and written commentaries? (C) Why, when, and to what effect does Shakespeare break from iambic pentameter in Twelfth Night? How does Shakespeare use the conventions of poetry and prose to develop characterization? How does the reader’s personal context (and knower’s perspective) shape the meaning of a text? How does the meaning of Twelfth Night change when it is read in isolation compared to performed and watched as a performance? Grade Level: IB Language and Literature Unit Title: Twelfth Night, by William Shakespeare Conceptual Lens: What the Disguise Reveals Critical Content Key Skills What Students Will Know What Students Will Be Able to Do •
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How the formal elements of the text, genre and structure can not only be seen to influence meaning but can also be influence by context. How Shakespeare uses dramatic conventions, stylistic, and literary features to create a particular effect. •
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What key concepts are explored in Twelfth Night and how stylistic and literary features work to develop and reinforce these concepts. •
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How to annotate and organize a 40-­‐line passage for more sophisticated analysis. How to produce both a written and oral commentary. How to use the IOC rubric to effectively score and prepare a commentary. Identify key concepts and conceptual dichotomies. Perform a scene from Shakespeare with a group of 3-­‐5 people as well as orally analysis its significance in context to the play as a whole as well as the stylistic features particular to the scene itself. •
Critique and annotate several 40-­‐line passages. •
Create conceptual questions. •
Produce an oral commentary. •
Produce a written commentary. •
Score an oral commentary using the IOC rubric. Grade Level: IB Language and Literature Unit Title: Twelfth Night, by William Shakespeare Conceptual Lens: What the Disguise Reveals Suggested Timeline Suggested Learning Experiences and Formative Lessons 4-­‐6 class periods Reading for Content, Structure and Key Concepts As a class, read through the play over several class periods assigning students to perform the roles or read aloud from their seats. The main objective of this initial read through is to establish the key concepts, the plot and structural elements. Extend discussion of Act 1 in particular to reinforce how Shakespeare sets up thematic and conceptual elements and dichotomies. Comparative Analysis of the Film, Shakespeare in Love If time allows, this film helps establish the historical, cultural, and conceptual contexts of Twelfth Night in a creative way and provokes questions about art and appropriation. Students can watch the film as a class or on their own for homework and can either participate in a comparative discussion, or can write a more formal comparative commentary on the two text types, Twelfth Night and Shakespeare in Love. This lesson also lends itself to a creative Written Task as well. Performance Analysis In groups of 3-­‐5, have students perform different key scenes from the play. As part the assignment, each group must provide a brief context and summary of their scene as well as an oral analysis following their presentation of how the characters have been developed through language as well as any other significant effects of stylistic features that they have identified as a group. All participants must contribute to the performance and/or analysis. 2-­‐3 class periods 1-­‐2 class periods Differentiation (Extension and Support) Assign longer and more challenging passages to gifted students to extend learning. Assign shorter prose passages to students who struggle with reading aloud and with Shakespearean English. Assessment Tools and Resources See assessment options for extension and support options depending on level of students. Copy of Twelfth Night Film: Shakespeare in Love Assessments could include informal class discussion, short answer questions, comparative text type commentary and/or a creative Written Task. Have the more advanced students take on the more difficult scenes or scenes that have not been discussed at length in class. Group students who need more support with students who have a strong foundation in literary analysis. IOC rubric strand: Knowledge and Understanding Copy of Twelfth Night Copy of Twelfth Night 1 class period 1-­‐2 class periods Annotation Practice For this activity, students should be in groups of 3-­‐4. Each group has a 40-­‐line passage from the text. They should spend 5 minutes individually annotating their passage. After 5 minutes time, they should pass their passage to the person to their right and receive an annotated passage from the person to their left. Each student then reads the passage and annotations again and adds any new insights or annotations that the previous student may have missed. Continue this rotation process for 3 mins each, until each student has read and annotated the same passage several times, each time gaining insight from the previous student’s observations. The entire annotation process should take 14 minutes. After they are finished, give them another 6 minutes (for a total of 20 mins) to create an outline a thesis statement for an IOC as practice for the real thing. The objective of this activity is to encourage multiple readings of a passage and to demonstrate how much new knowledge can be gained from doing several close readings. IOC Practice Each student should choose a 40 line passage from anywhere in the text (or teacher can provide passages). Give students 20 minutes of supervised class time to annotate the passage, to create a critical question and to outline an IOC. Each student should then find a quite place to record his/her IOC, trying to get as close to 8-­‐
9 minutes as possible. When they are finished recording, students can switch recordings with a partner and score the recording against the IOC rubric and provide constructive feedback. Come together as a class and reflect on the challenges and benefits of the activity. Group students according to level and Pen, pencil, highlighters, etc. assign corresponding passage. The 40 line passage more advanced students can use more challenging passages and the students who require more support can annotate a passage that is more accessible or one that has already been discussed to some extent in class. Try pairing weaker students with stronger students so that each is challenged in different ways. The stronger student will get practice providing meaningful feedback and the weaker student can have a stronger IOC model to learn from. Copy of Twelfth Night Recording device of some kind If no recording device is available, students can deliver their IOC live without recording it. Grade Level: IB Language and Literature Unit Title: Twelfth Night, by William Shakespeare Conceptual Lens: What the Disguise Reveals Culminating Unit Assessment WHAT: Written Commentary (using the IOC rubric) WHY: To understand that authors use stylistic and literary features to create a particular, conceptual effect; and to “demonstrate how the formal elements of text, genre and structure can not only be seen to influence meaning but can also be influenced by context.” (IB Language and Literature Subject Guide, Part 3) HOW : Students will be given one 40-­‐line passage from a selection of 10-­‐15 passages from Twelfth Night. They will use the full class period (90 minutes) to read, annotate, organize and write their commentary. They may only use the passage they are given and may not consult their text for this assessment. Students should create their own critical or guiding question and should develop a commentary with a thesis that allows them to write an analysis that has both breadth and depth. Students should demonstrate their knowledge and understanding of the passage by putting it into context within the play as a whole, as well as doing a close reading analysis of the stylistic and literary features and how they develop, explore, and reinforce key concepts within the play.