Table of Contents
Shakespeare
For Everyone
A fully developed, integrated project
that uses the power of technology
to address performance standards.
Created and developed by
For more information, contact:
Gloria Weitz
800•782•2512 ext. 6099
[email protected]
Product Information
REQUIRED SOFTWARE
•
•
Get the Story! 5 CD-ROMs (8172-7476-86 / $239.85)
Start to Finish: Classic Literature Series Set I
includes 9 books, 3 CD-ROMs, and 3 audiocassette
(58702-577-8 / $253.89)1
Note: Other pricing packages are available. Contact your Steck-Vaughn sales
representative.
Additional Recommended Software: You will also need some of the following tool software
to complete the project:
• A word processor (such as Microsoft Word, AppleWorks, or Student Writing
Center)
• Presentation software (such as PowerPoint, HyperStudio, or KidPix)
REQUIRED BOOKS
1
•
Short
o
o
o
o
o
•
Full-text editions of Shakespeare’s plays. Any publication is acceptable,
including on-line publications.2 However you may want to choose an edition
that prints the original text side-by-side with a modern translation.
Classics: (5 copies of each title / $29.24)
Hamlet (8114-6961-1)
Julius Caesar (8114-6967-0)
A Midsummer Night’s Dream (8114-6969-7)
Romeo and Juliet (8114-6974-3)
Macbeth (8114-6968-9)
For information about additional book and CD copies or alternative pricing packages contact your SteckVaughn sales representative
2
Visit http://chemicool.com/Shakespeare/ or see the Appendix for additional websites.
Table of Contents
Project Description - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 2
Performance Standards Driving the Project - - - - - - - - - - - - - - - - - 3
Before You Begin - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 4
A Few Choice Words About Project Management
- - - - - - - - - - - - - -7
Project Outline:
Introduction
- - - - - - - - - - - - - - - - -9
Phase One: Learning the Stories - - - - - - - - - - - - - - - - - - - 11
The Play’s The Thing! (an optional activity)
- - - - - - - - - - - - 14
Phase Two: Research and Development - - - - - - - - - - - - - - - - 15
Phase Three: Culminating Activity - - - - - - - - - - - - - - - - - - 19
Appendix: - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 20
Information and Resources
Creating an Interdisciplinary Project
Adapting This Project for the Lower Grades
Providing for the Needs of Special Learners
Sample Rubrics
Handouts:
• “Speakin’ Shakespeare” Worksheet
• “Shakespeare-in-a-Minute” Worksheet
• “Shakespearean Insult Kit”
• “How To Make a Layered Book”
• Certificate of Accomplishment
Shakespeare For Everyone!
Appropriate for Grades 6–91
Project Description
One of the challenges many teachers face is that students in the same classroom
have widely disparate reading and writing skills. You may have students who are
reading two or more grades below grade level sitting next to students reading at or
above grade level. You may have students who have dyslexia or other learning
disabilities and/or others who are learning English as a second language. Given
these circumstances, how do you introduce complex content, such as a
Shakespearean play, address performance standards, and still meet the needs of all
your students?
Shakespeare for Everyone is designed for the multi-level middle school classroom,
especially those with inclusion and/or ESL students. It addresses many New York
Performance Standards. The open-ended nature of the project allows teachers to
customize instruction to meet the needs of all students, while providing an engaging
environment for learning. The project-based approach will provide opportunities for
success for all students.
Shakespeare for Everyone is an interdisciplinary, standards-driven project that
immerses students into a study of the life and times of William Shakespeare.
Students use CD-ROM’s, the Internet, and a variety of literary resources to make
the works of Shakespeare come alive. They build reading, writing, listening and
speaking skills as they prepare individual and small-group presentations.
This project has three main phases or components:
v Literature and Language: The main focus of this phase is to familiarize students
with the stories and characters of one or more Shakespearean plays. The
activities are designed be appealing to students and to help them gain an
appreciation of literature as they produce and publish their own book.
v Research and Design: This section of the project focuses on students working
collaboratively to research a variety of topics related to the life and times of
William Shakespeare. Students will contribute to the publication of an original
newsletter based on their research.
v The Shakespeare Festival: This is an opportunity for students to celebrate what
they have learned, their achievements, and their hard work. Students will make
presentations2 and will display their published books, newsletters, and other
creative activities to invited guests.
This project strives to engage students by appealing to their natural creativity and
curiosity. It builds on a variety of skills and strengths allowing all students,
regardless of reading and writing skills, to participate and enjoy Shakespeare.
1
2
You can adapt this project for grades 3, 4, and 5. See Appendix for details.
The advantage of this project is that students have an opportunity to deliver a presentation on their own terms
and at their own level. For more information about meeting the needs of special education and ESL
students, see the Appendix.
- PAGE 2 -
Performance Standards Driving the Project
ENGLISH LANGUAGE ARTS STANDARDS
Reading: The student...
• Reads and understands fictional and informational texts.
• Show evidence of understanding both in writing and classroom discussion.
• Relates new ideas and information in books to previous knowledge and personal experience.
• Compares and contrasts several books, forming questions to guide further reading.
• Uses computers and CD-ROMs to support reading.
Writing: The student...
• Writes an informative report using three or more sources of information.
• Produces finished writing that uses a process of planning, drafting, revising, and editing for one or more
genres.
Speaking, Listening, and Viewing: The student...
• Creates a plan for a group project.
• Participates in whole-class lessons, small-group meetings, and one-to-one conversations in order to collect
information and identify important ideas.
• Presents information so that their audience understands and is interested.
Conventions of Grammar: The student...
• Demonstrates the ability to manage the conventions of grammar and usage of English to aid, rather than
interfere, with reading.
• Proofreads acceptably his/her own writing.
• Produces a series of distinctly different drafts that result in a polished piece of writing.
• Uses word processing software; includes graphics and other visuals to writing.
Literature: The student...
• Draws conclusions and makes predictions about events, characters, settings and themes from books, using
evidence from a text.
• Analyzes how an author uses descriptive language to create meaning.
• Produces written work in at least one genre of literature.
• Identifies and compares literary elements (setting, plot, character, etc.)
• Develops and compares ideas about events, characters, and settings in
literature.
INTERDISCIPLINARY STANDARDS
Social
•
•
•
Studies: The student...
Collects information using a variety of research strategies.
Gathers and organizes information on a specific idea or topic.
Organizes and presents information in multiple ways, such as timelines,
maps, graphs, newspapers, interviews, diaries, oral presentations, etc.
• Researches with others to come up with group decisions and ideas.
• Views historic events through the eyes of those who were there, as shown in their art, writings, music, and
artifacts.
Art: The student...
• Develops his or her own ideas and images through the creation of art works based on themes, symbols,
and events.
• Develops skills with electronic media as a means of expressing visual ideas.
• Experiments and creates art works in a variety of mediums.
• Engages in the processes that constitute creation and performance of theatrical productions.
- PAGE 3 -
Before You Begin
A project of this scope and magnitude takes planning. Here are some things to
consider before you begin this project:
Do I Have To Do All Of This? The project plan was designed to meet the needs of a
variety of classroom environments. It may be too much for any one class to do
entirely. Read through the whole plan and select which pieces are most appropriate
for your class. Make sure you have all the materials you need before beginning any
part of the project. Also, feel free to change and adapt any aspect of the project to
suit the interests and needs of your students.
Although the components were designed to work together, you may consider doing
only one component, especially if this is the first time you are doing a project such
as this. If you haven’t used cooperative grouping before, you will want to ease into it
slowly. You can learn more about cooperative learning1 in the Appendix.
How Long Will This Project Take? The estimated time
frame for this project is 6 – 8 weeks. However, there are
many variables (such as the number of computers you
have and the individual skills and reading levels of your
students) that may affect the actual time it will take your
class to complete the project.
Each section includes a suggested time frame, but you
may have to adjust this for your own class and
circumstances. Once you begin this project, however, it
is important to set up a time frame and stick with it. Planning when to have your
Shakespeare Festival and giving students a real deadline will help keep them
focused throughout this project.
What If More Than One Class Wants To Be Involved? This project encourages
student creativity; no two finished projects will be the same. The more classes that
are involved, the richer the final experience will be. Whenever possible, provide time
for students to share research during the project. For example, you could plan a
“luncheon” halfway through the project. Pair or group students from different
classes and ask them to share their research.
If your students have access to email you can set up “e-pal” partnerships between
classes. This type of collaboration will help avoid making the project a competition
between classes. At the culminating activity, each class can give a short
presentation of their best works. Limit each class to a specific amount of time for
presentation to keep the festival within a reasonable length of time. To make sure all
students’ work is seen and appreciated, set up a gallery of projects for visitors.
1
http://www.cde.ca.gov/iasa/cooplrng2.html For more Internet resources, see the Appendix.
- PAGE 4 -
Should We Read the Original Version of the Play? Many students may think
Shakespeare is too difficult or complicated to understand. They may think these
plays have nothing to do with them or their lives. They may even think his writing is
in another language. Even students reading at or near grade level may need
additional support if this is the first time they are reading Shakespeare.
Regardless of the reading level of your students, you should consider reading
individual scenes or even all of an original Shakespearean play as part of this
project. Details on how and when to do this can be found in the plan itself.
Preparing all students before reading Shakespeare will improve overall
comprehension and enjoyment. Students will have an easier time with Shakespeare
if they understand the stories and characters before reading the play.
How Many Computers Do I Need? This project is designed to work in a wide variety
of school settings. You can do this project whether you have one computer in the
classroom, several computers in the classroom, access to a computer lab or media
center, or laptop computers. Many of the activities present options for working
without a computer. Use the following questions to help decide how to organize this
project:
•
•
•
•
•
How many computers do you have?
Are the computers in your classroom or in a
lab?
Do all the computers have Internet access?
How much time (in your school day and
how many weeks) do you have for this
project?
How comfortable are the students using
computers?
The more access your students have to computers, the more involved their final
products can be. If access to computers is limited, you may need to schedule when
students will use the computer. Having students work in pairs or small cooperative
groups will provide them with more opportunities to use the computer.
Students should be prepared before going to the computer. They can use graphic
organizers to plan their work before going to the computer. You can assign one or
two “computer savvy” students to help students with simple tasks, like Internet
searches or saving documents.
- PAGE 5 -
The following is a checklist of things you should do before introducing this project to
your students:
q Any software students will need must be pre-installed into each computer. In
q
q
q
q
q
addition to the Steck-Vaughn software, students should have access to a word
processing program.
You will need to hear sound for this project. Make sure your speakers are
installed and working.
CD-ROMs should be located in a safe place available to students.
Bookmark any Internet links students will be using.
Make sure any necessary plug-ins (such as QuickTime, Real Player, etc.) are
loaded and working.
Prepare for what to do if the technology doesn’t work. (If the printer breaks, or
your connection to the Internet goes down, you should have ready activities as
substitutes.)
What Planning Do I Have To Do With My Students? If you want the project to go
smoothly, you will want to spend time planning the project with your students.
Include students in planning and organizing the culminating festival.
This project encourages students to make choices
among activities. Allow students to be creative in
developing their finished products. This will give
them a stronger sense of ownership and motivation.
Be sure to review the rubrics and any other
assessments you will be using ahead of time, so
students know what is expected of them.
Is All This Work Worth It? Absolutely, yes! Project
based learning has many advantages. It appeals to
a variety of learning styles, motivates students and
builds necessary skills in real-world context. Most
of all, it makes learning (and teaching) fun.
For more information, see Appendix 2.
- PAGE 6 -
A Few Choice Words About Project Management
Creating Cooperative Groups:
Many of the activities in this project require students to work cooperatively. You will
need to take care on how you structure your cooperative groups. In some cases you
may want to divide students by reading level. However this is not advisable in all
situations. You do not want to create a setting where students feel they are being
labeled as “slow”. To avoid this situation, consider creating heterogeneous groups.
All students within the group can read and research the same play and/or topics
using books at a range of reading levels.
Cooperative groups can be different sizes. Most effective groups include 3 to 5
students, although there may be circumstances in which pairing students is
preferred. You may choose to have students work in the same groups throughout
the project or to change groups between the first and second component.
Additional information on creating student groups can be found on each of the
“Start-to-Finish” CD-ROMs. Look for the document Team_Tips.pdf in the “Teacher
Materials” folder for tips on how to organize student groups effectively.
Choosing Which Plays to Read
Each group should choose a play for the first
component. Try to give students some flexibility in
their choices. Since students may be reading on a
variety of levels, not all plays will be appropriate
choices for all groups. Use the following chart to help
determine which play or plays they should read:
Which Option?
One
Which Students?
Students reading below 4th grade reading
level.
Which Plays?
o Romeo and Juliet
o Macbeth
o King Lear
Two
Students reading between 4th and 6th grade
level.
Three
Four
Students reading on or close to grade level.
Students reading at greatly different levels
in a heterogeneous group.
Macbeth
Romeo and Juliet
A Midsummer Night’s Dream
Hamlet
o Julius Caesar
Any of the titles listed above.
o Macbeth
o Romeo and Juliet
- PAGE 7 -
o
o
o
o
Option One. If most students within the group are reading below 4th grade reading
level, choose from the “Start to Finish” titles. The “Start to Finish” series
includes a paperback book (written in narrative), and audiocassette and a CDROM. Most students at this level will need the multiple levels of support offered in
this series. Students should read along with either the CD or cassette for the
initial reading. Encourage students to read each chapter several times, if
necessary. Students at this level should be given the opportunity to read selected
passages (soliloquies or short dialogues) from the original play with a lot of support.
Option Two. For students reading between 4th and 6th grade reading level, choose
from the “Short Classics” titles: Students at this level should be able to read
selected scenes from the original play with support.
Option Three. Students reading on grade level should
be able to read the full play. There are many
different publications from which to choose. If you
have the resources, select an edition that prints the
original text side-by-side with a modern
translation. Although students reading on grade
level could theoretically choose any Shakespearean
play, you may want these students to start with
one of the plays available as a “Short Classic”.
They should also be given plot summaries or
synopses prior to reading. Students at this level
should read at least two plot summaries before
beginning to read the full play.
Option Four. Groups consisting of students reading a greatly different reading
levels should choose a play that is available at a multiple reading levels, such as
Romeo and Juliet and Macbeth.
Helpful Hint: You can use print out plot summaries from the Internet:
Ø http://www.ocf.berkeley.edu/~anthony/Shake2.html
Ø http://www.bardweb.net/plays/index.html
Ø http://www.shakespeare-online.com/plots/
Ø http://shakespeare.palomar.edu/lambtales/LAMBTALE.HTM
Ø http://zekscrab.users.50megs.com/Cummings/Shakespeare/#Plays
Don’t worry if more than one group chooses the same play. It is more important that
all the groups are interested in their story. Allow groups to take some time deciding
which play they want to choose. Distribute the Shakespeare in a Minute handout1 to
help students choose the play that most interests them.
1
This handout can be found in the Appendix.
- PAGE 8 -
Project Outline
INTRODUCTION
Approximate Time Frame: 2 – 4 class periods
Lesson Procedure
A common question students ask is “Why do we have to read Shakespeare anyway?”
This introductory activity may help answer that question as well as begin to involve
students actively in using the language of William Shakespeare.
Part I: The Insults –
Begin with a short introduction on the Shakespearean
insult. Using chart paper, make a list of words and/or
phrases commonly used as insults. (You should
emphasize that you will not accept “profanity”.) Then, offer
students some classic Shakespearean insults, such as:
•
•
Thou hath not so much brain as earwax.
Troilus and Cressida
Were I like thee I’d throw away myself.
Timon of Athens
Ask your students to rewrite these insults in “modern language”. Collect a variety of
insults and have students work in pairs to rewrite them. You can find more
Shakespearean insults on the Internet:
• http://www.pangloss.com/seidel/Shaker/index.html?
• http://www.iwaynet.com/~ggwiz/f/auinsult.htm
You can also distribute the Shakespearean Insult Kit 1 so that students can make up
their own insults. Have student use a Shakespearean glossary to help with new
vocabulary:
• http://utenti.tripod.it/Rocco_Pollina/Shakes.htm
• http://www.cliffsnotes.com/litnotes/shakeglossa-e.html
• http://absoluteshakespeare.com/glossary/a.htm
Students can choose their favorite insults to illustrate and post on a bulletin board.
1
You will find this handout in the Appendix.
- PAGE 9 -
Part II: Common Words and Phrases
Begin by asking the class, “Does anyone knows what “an eyesore” is?” You can also
ask for definitions of “tongue-tied” or “hoodwinked”. (At least one or two students
should have an idea of what these words mean.) Explain that these are words that
are often used today, but that were first introduced by Shakespeare. In fact, many
phrases, clichés, and quotations we use today actually originated with Shakespeare.
Distribute the Speakin’ Shakespeare Worksheet and ask students to check any
words or phrases they may have heard before. Working in pairs again, have
students write a definition and an explanation for at least 10 entries from the
worksheet.
Example:
“A Good Riddance” is something or someone you are glad to see go. People
usually say this about another person when that person decides to leave:
I told my mother I was moving out and she said “good riddance”.
Next, have students meet in small groups to compare and refine their answers,
using dictionaries, the Internet, and other resources. Each group will create a
“layered book”1 by selecting 10 words or phrases to include in their finished
product. Encourage students to add pictures, drawings, and diagrams to clarify
their explanations. Display these books in the classroom; they can be used as a
resource throughout the project.
1
By design, a layered book has five pages plus the cover. Instructions for making a layered book can be found
in the Appendix.
- PAGE 10 -
Phase One: Learning The Stories
Approximate Time Frame: 3 weeks
Lesson Procedure
All students should read the appropriate version of the play for their reading level
prior to beginning these activities. Whenever possible, students should divide the
parts and read to each other. Begin to introduce recordings and videos as students
become more comfortable with the stories and characters.
Activity 1: Who’s Who
Each cooperative group will create a graphic
organizer1 that displays each of the characters
and their relationships within the story.
Each student will focus closely on one
character in the play and create a visual
representation of that character’s language,
personality, motivation, and relationships.
Each student will create a character map that
identifies personality traits, motivations,
moods, actions, temperament, and any other
significant aspects of the their chosen
character.
The maps should use non-linear connections.
Therefore, students are therefore encouraged to
make up their own linking method—for
example, a circle, a tree, a web, or some other
visual symbol.
Students should include a minimum of three quotations either from or about their
chosen character. When they are done, ask students to tape their individual
character maps together to create one large poster for each play. Each student
should explain his (or her) map to the class. After each group presents, encourage
the class to look for common threads, justifications for inclusion, and links among
characters. Through this process, an understanding of the whole play will emerge
from these pieces.
Keep the posters on display as a reference throughout the project.
1
The final version of both the group and the individual graphic organizers may be done using graphic organizer
software, such as Inspiration. Students can import graphics from the Internet to customize their final products
or they can add their own drawings after printing. Note: How much detail is included on the character maps
may vary, according to the reading and writing level of each student. You may also require students to write a
paragraph explaining their maps.
- PAGE 11 -
Activity 2: Book Publishing
Your students will write, illustrate and publish their own book inspired by the
Shakespeare play their group selected. Decide ahead of time if you want each
student to make his or her own book, if students should work in pairs, or if each
cooperative group should work together to make a single book1.
It is important that the students choose what type of book they want to make.
Although you may provide suggestions, encourage students to be creative. You can
brainstorm ideas as a class, then give students time to develop and customize their
own ideas. You can use some of the following suggestions to get started2:
v Make a pop-up book or a book written for younger children.
v Design a coloring book, a picture book, or an ABC book.
v Create a comic book.
http://www.ulen.com/shakespeare/teachers/lessons/comic.html
v Write a book of poems inspired by the story.
v Create a journal or diary written by one of the characters.
v Retell the story in a different setting or time. (This includes modernizing the
play, as done in West Side Story.)
http://www.glenridge.org/macbeth/
v Write a parody or retell the story with a different ending.
http://www.cord.edu/faculty/sprunger/e315/hamlet.html
http://www.shakespeare-parodies.com/
v Write a story of what happens after the play ends.
v Write a study guide for students reading the play.
Students should submit a proposal before beginning to work on their book. (Tell
them that most authors have to submit a proposal before they begin writing a book
for publication.) The proposal is usually written in the form of a business letter
format and provides the following information:
Ø A description of the type of book.
Ø A short summary of each chapter (if appropriate).
Ø An overview of the types of illustrations that will be used in the book.
If several students are collaborating on one book, the proposal should explain how
the work would be divided.
Many students come up with wonderful ideas for books, but their ideas are so grand
and large that they aren’t able to complete their books in a reasonable amount of
time. Avoid situations like this by helping them scale back their proposals.
Emphasize the quality rather than quantity of writing. Provide students with the
rubric3 you will be using to assess their work before they submit their proposals.
1
If you have limited access to computers, it may be difficult to have students publish individual books.
As with any Internet site, you should preview the content before sharing with students. Not all sites are
appropriate for all students.
3
A sample rubric for this and other activities is provided in the Appendix. You may need to customize this rubric
to meet the needs of your individual students.
2
- PAGE 12 -
Helpful Hint: Books can be created using a variety of software programs.
Most teachers use word processors, such as Microsoft Word, Works, or
AppleWorks. You can also use presentation software such as HyperStudio or
PowerPoint.
If students are using hand-drawn illustrations, try to scan the artwork and
insert it into the book. This way you can easily produce multiple copies of each
book. There are also products designed specifically for student publication.
Each
•
•
•
•
•
book should include:
An attractive cover
A title page that also names the author(s) and illustrator(s)
A dedication page
The book text and illustrations
An “about the author(s)” page
SHAKESPEARE: THE ORIGINAL!
By now all students should have a solid understanding of the characters, plots, and
major themes of their play. You should now begin to introduce the original text. You
can start with short, key scenes that emphasize major plot points. Students can
adopt roles and read aloud, or you can play recordings as students read along.
Follow up the reading by showing the same scene on video. If possible, try to take
the class to a live performance.
The following websites can help you choose appropriate videos to support your
instruction.
• http://www.geocities.com/movias/r7.html
• http://www.allshakespeare.com/film/
• http://www.jetlink.net/~massij/shakes/films/filmgen.htm
• http://www.pbs.org/newshour/bb/entertainment/janjune97/shakespeare_1-23.html
Only you will know how much of the play your class can handle. Don’t let reading
the play “drag on”. Keep reading only as long as students are engaged. Even if you
decide to read the whole play, you may consider skipping or skimming sections. You
can break up the reading by beginning the next phase of the project. (For example,
two classes a week reading the play and three classes working on phase two.)
- PAGE 13 -
The Play’s the Thing!
An Optional Activity:
As your students become experts in Shakespeare, the next logical step is to consider
a Shakespearean production. Acting out the plays is a big part of the “fun”! You can
choose to do one full-production of a play as a whole class, or have each cooperative
group choose a scene from their play.
Decide whether you want students to perform Shakespeare’s original words or use
the Short Classics versions. Establish how involved you want to get with sets,
costumes, lights, etc. A full blown production can be a lot of work: If your school
has a drama teacher or department, consider making this a collaborative effort.
There are probably more ways to perform Shakespeare than there are
Shakespearean plays. If you don’t want to do a traditional performance, here are
some alternative ideas to consider:
v Write a modern version of the play and act it out.
v Write a “What if…” version of the play and act it out. (What if Romeo and Juliet
had been older? What if King Lear had had three sons? What if George Lucas or
Stephen King had written Macbeth? etc.)
v Make puppets and give a puppet show.
v Use a digital video camera and make a movie version.
v You can use an animation program, like HyperStudio or Flash, to make an
animated cartoon.
v Set the story to music and make your own Shakespearean opera.
v Act out the story in pantomime (no talking).
- PAGE 14 -
Phase Two: Research and Development
Approximate Time Frame: 3 – 4 weeks
Lesson Procedure
For this phase, each cooperative group will choose a focus theme. Their theme can
be anything related to the life and times of William Shakespeare or the Elizabethan
era. Some sample topics are: music, costumes, food, weapons, the Globe Theater,
etc. Each student in the group will research one or more aspects of the topic.
Each group will present their research in a creative format. For example, some
students may choose to write a play, design a
costume, play music, construct a model, create a web
page, or make a game. On the next page you will find
a chart that provides some sample research topics
and related activities.
You should also encourage students to come up with
their own ideas and suggestions.
Activity One: Research
Students can work on their creative project
individually, with a partner, or in small groups. They
should use multiple resources to conduct their research. They can use books, CDROMs, and the Internet. Students should keep track of where they get their
information and cite their sources accordingly. At the end of the project, students
should submit a list of reference for their finished projects.
Many students have difficulty taking useful notes during research. You may want to
demonstrate how to use graphic organizers to take and organize research notes1.
Activity Two: Development
Students should present a proposal for their creative project. This proposal should
provide:
• A description of the project.
• An explanation of how the project demonstrates what they learned from their
research
• A list of materials and supplies they will need to complete their project.
Avoid situations in which students plan a project that is so involved it becomes
overwhelming. Students may not have a clear understanding of how much time or
work may be involved. You may have to meet with the group help them scale back
their project proposals. In doing so, however, be careful not to stifle your students’
natural creativity and enthusiasm.
1
This can also help students who will have to use graphic organizers for note taking on the 8th grade ELA.
- PAGE 15 -
English Society
Areas of Research
Creative Ideas
History and Government
Areas of Research
Creative Ideas
Food and Drink
§ Popular foods from
§ Cook a meal using
the period
authentic recipes
§ Recipes
§ Create a menu for a
§ Daily Meals
tavern or pub
§ Compare common
§ Make and publish an
foods from different
illustrated recipe book
social classes
§ Act out a dinner with a
families from different
social classes
The English Royalty
§ Rules of accession,
§ Create an annotated
coronation, and
timeline of English
succession
succession
§ The relationship
§ Make a diorama
between church and
showing a coronation
state
§ Create an auction
§ The Tudors and the
catalogue of
Stuarts (especially
“Documents and
Elizabeth I and
Antiquities of the
James I)
Tudors and the
Stuarts”
Family Life
§ Weddings and
§ Create diaries that
marriages
depict family life for a
§ Funerals
specific social class
§ Children and
§ Write a play or skit that
education
portrays a family
§ Heirs and
setting
inheritance
§ Paint a mural depicting
§ The role of women
a traditional family
scene
§ Stage a “mock”
wedding
Pastimes and Games
§ Popular games and § Recreate “authentic”
sports
games and sports.
§ The rules of games
§ Write a rulebook for a
§ Contests and
game or sport
gambling
§ Create a brochure or
§ Fairs and festivals
poster advertising a
fair
§ Create your own game
using objects
consistent with the
time period
Crime and Punishment
§ Compare church law
§ Hold a mock trial for a
and state law during
crime committed
the period.
during the period
§ Systems of
§ Create a museum (or a
punishment (compare
museum catalogue) of
them with today)
punishments
§ Torture and capital
§ Write a mystery set in
punishments.
Shakespeare’s time
§ Due process
and publish it
London
§ Compare London in
§ Create a 3-D model of
the 16th century with
London from the
London today
period, highlighting
§ Famous places in
historic sites.
London (Westminster § Create a tour
Abbey, Tower of
guidebook for 16th
London, etc.)
century London
§ Historical significance § Write and publish a
of London as the
story about someone
center of the British
traveling back in time
Empire
to 16th century London
- PAGE 16 -
Science and Humanities
Areas of Research
Creative Ideas
Science, Technology, and Medicine
§ Medical beliefs and
§ Create a guidebook
practices
for a museum of
§ The Plague
inventions or
§ Recent inventions of
inventors of the
the 16th century
period
§ Famous scientists
§ Make a layered
and mathematicians
book of medical
contemporary to
cures and practices
Shakespeare
from the period
§ Create a web site of
famous scientists
from the period
Art and Artists
§ Paintings depicting
§ Reproduce famous
scenes from
painting
Shakespeare’s plays § Create an art
§ Artists contemporary
gallery (or a
to Shakespeare
guidebook for an art
§ Art trends of the
museum) of period
period
art work
§ Patron of the arts
§ Create paintings in
the style of the era
illustrating scenes
from the play
Music, Song, and Dance
§ The instruments of
§ Create an illustrated
the period
encyclopedia of
§ Popular songs and
period instruments
dances of the period § Perform a
§ The role of music in
traditional dance or
theater productions
modernize a period
song or dance
§ Write your own
music in the style of
the period
§ Put a
Shakespearean
sonnet to music
Creating a Class Newsletter
Students will use their research to create a newsletter.
To accomplish this, you can create your own simulation
using the CD-ROM, Get the Story!. You can either plan
to create one long whole-class newspaper, or have each
cooperative group create shorter ones.
Helpful Hints:
v Have students run through some of the simulations built into the Get the Story!
CD prior to starting this activity. Not only will this help familiarize students with
features of the software (such as using email, clippings, word processing, etc.)
but will also help build skills such as structuring an article, writing leads, using
transitions, and interviewing. Get the Story! has wonderful tutorials built into
the program in the “Learn the Trade Handbook” section.
v If your students are using Get the Story! for the first time, they will need to log on
to create “user profiles.” The teacher will not be able to email them until they
logged on at least once. Students should always use the same computer each
time they work on this project because the “user profile” is stored on the hard
drive. (This will avoid many classroom management issues.)
v Did you know you can post web links in Get The Story!? You can save students a
lot of time by adding these links ahead of time. Go into the “Teacher Options”
and type in the web sites you think will help students’ research and write their
articles. (You may want to begin with many of the web sites provided in this
project plan.)
The procedure for creating this newspaper is as follows:
1. Come up with a creative name for your paper.
2. Assign an editor (either one of the students or the teacher) and reporters (the
rest of the students.)
3. Determine what articles each reporter will write. The editor can assign
individual articles or ask for submission ideas using the email feature.
4. Students will write and submit individual articles. Generally student articles
should relate to the topic students researched. Encourage students to write a
variety of different types of articles, news, feature, editorials, sports and
entertainment, etc.
5. Once all submissions have been accepted, layout the newspaper using the
“Layout Workshop.”
- PAGE 17 -
Additional Internet Sites: These sites are helpful in learning the “business” of
writing for a newspaper:
• http://www.freep.com/jobspage/academy/writing.htm
• http://teacher.scholastic.com/writewit/news/index.htm
Making a Better Newspaper:
• Add “fillers” to your newspaper. Include weather reports (and “predictions”),
advice columns, advertisements, editorials, etc. keeping them appropriate to
the time. Have students research world news of the time and include that as
well. Students can review plays, music, and other entertainment events of the
time. Be creative.
• Choose a specific date (or month or even year) for your newspaper. Include
historical events from that date.
• Publishing during this time period was very limited. Photography hadn’t even
invented. To give your newspaper an “authentic” look, students can make
woodcut illustrations. Here are some websites to help you get started:
o http://www.jeaneger.com/#Woodcut
o http://www.andyenglish.co.uk/how.htm
o http://www.pim.f2s.com/cuts/cuts.html
- PAGE 18 -
Phase Three: The Culminating Activity
THE SHAKESPEARE FESTIVAL!
After completing all this work, it is time to celebrate student achievement. This is
one of the more important pieces of the project and will give your students a
genuine opportunity to share their accomplishments. It is important to invite
people outside your classroom, such as other classes, teachers, administrators, and
parents, to give students a genuine opportunity to share their accomplishments.
Better yet, hold the presentations in the auditorium and invite everyone!
Work that was created digitally (presentations, web sites, etc.) should be presented
digitally whenever possible using projectors or television monitors. Creative pieces
such as books, posters, newspapers, etc. should be displayed attractively using
display boards or bulletin boards. You may want to designate one area for
presentations and another area for display.
It is important that each student be given a chance
to present1, but try to keep each presentation brief.
(4-5 minutes) Keep the day flowing by having a
variety of different presentation types. Include
music, dance, or acting as part of the day. If the
class is planning a major performance of one of the
plays, (with full sets and costumes etc.) consider
doing that at a separate time as it might be too
much for one day. Acting out short scenes, however,
can help keep the day lively and interesting.
Try to involve students in planning this day as much as possible. Students should
feel that this is their day! Some possible student responsibilities could be:
v Create an invitation and/or posters for the fair, to distribute to other classes,
teachers, administrators, and parents.
v Decorate the auditorium or room where you are holding the event.
v Make simple costumes and dress-up for the event
v Plan and prepare refreshments for the audience.
v Write memos or letters informing other teachers, administrators, and custodial
staff any schedule or room changes caused by the event.
Give students the presentation rubric ahead of time so that they know how they will
be assessed. Provide time for rehearsals. Remember, many students may not been
given the opportunity to present in front of an audience before. They may not know
about making eye contact, speaking clearly and slowly, etc. You may have to model
the “do’s and don’ts” of presenting. Have a “dress rehearsal” so everyone is fully
prepared.
Finally, have fun. This is your reward for a job well done!
1
Students should present to their strengths (For example: A student who is artistic may choose to present the
illustrations from the newspaper while a student who is dramatic may prefer to perform.)
- PAGE 19 -
Appendix
Information and Resources: Getting Started on the Internet:
Encyclopedia Britannica Presents Shakespeare and The Globe: Then and Now
http://shakespeare.eb.com/shakespeare/index2.html This Britannica Spotlight
commemorates the official inauguration of the reconstructed Globe Theater in London,
where William Shakespeare produced his world famous plays. It is a very rich site with
beautiful graphics, detailed reports, and a whole host of internal and external links to help
you start out your research.
Mr. William Shakespeare and the Internet
http://shakespeare.palomar.edu/ This is a very full site that links to almost every other
site you could possibly need. It is a little less organized than the Britannica site, but is
valuable due to the sheer volume of information.
All Shakespeare
http://www.allshakespeare.com/index.php If the first two
sites don’t have it, this one does. There are guides to each of
the plays, essays and criticism, questions and answers, and
biographies and pictures, among others. A lot of the
information is freely available, but there are also some sections
that require a small fee.
Additional Shakespeare Sites:
• http://www.ulen.com/Shakespeare/
• http://www.folger.edu/indexb.html
• http://www.shakespeare.org.uk/
• http://shakespeare.palomar.edu/timeline/timeline.htm
Sites On Cooperative Learning
• An Overview of Cooperative Learning:
•
http://www.clcrc.com/pages/overviewpaper.html
Authentic Learning:
http://tiger.coe.missouri.edu/~vlib/Joan's.stuff/Joan's.Page.html
What is Cooperative Learning: http://www.clcrc.com/pages/cl.html
The Jigsaw Classroom: http://www.jigsaw.org/
•
•
Sites On Teaching in the Constructivist Classroom
• Assessment in the Constructivist Classroom:
•
•
http://www.ncrel.org/sdrs/areas/issues/methods/assment/as7const.htm
Constructivist Uses of Technology:
http://www.esc20.net/techserv/workshops/plan/consttech.html
The Constructivist Classroom:
http://204.98.1.2/isu/itech/research/theclassroom.html
Sites On Integrating Technology into the Curriculum
• Computers in the Classroom:
•
http://www.lausd.k12.ca.us/lausd/resources/integration/
Connecting Student Learning with Technology:
http://www.sedl.org/pubs/tec26/classtech.html
- PAGE I -
CREATING AN INTERDISCIPLINARY PROJECT:
Ideally, all projects should be interdisciplinary. Educational experts agree that an
interdisciplinary approach to learning can give students a richer understanding of
and increase their interest in a topic, as well as provide a context for learning. This
project plan provides multiple opportunities for extension activities in social studies,
science, math, and art.
However, interdisciplinary teaching in the middle school can be difficult, since this
requires several teachers to collaborate and communicate. There are two ways to
structure collaborative teaching for this project:
Ø The “one boss” method – Here, one teacher, generally the English Language
Arts teacher, coordinates the project while the other teachers become
resources for specific activities within the project. (For example: The math
teacher helps with data collecting and budgeting, the social studies teacher
helps with geography and history, etc.)
Ø The “pass the torch” method – Here, one teacher starts the project and at a
pre-determined point he or she passes the project to another content area
teacher. (For example: The English teacher could do the Introduction and
phase one, the social studies teacher could do phase two, and the computer
or art teacher could take charge of the culminating activity.)
No matter how you structure the project, collaboration takes careful planning and
communication. You can use email to keep in regular communication with
colleagues if you can’t arrange time to meet face-to-face.
There are a variety of reasons why collaborative teaching may not be possible in
your school. You can still do this project, however. Start with determining the goals
and objectives that you want to address. Determine which aspects of the project will
help you meet those learning goals. If you only have one period a day with students,
time may be an important factor. Determine which parts of the project students can
complete outside of class time.
ADAPTING THIS PROJECT FOR THE LOWER GRADES:
Many of the materials for this project are written at elementary reading level,
making it possible to adapt this project for students in grades 3, 4, and 5. You
should read through the project carefully, and choose only the activities that are
appropriate for the level of your students. The following tips can help you:
Ø Be sure to preview any Internet sites for content and readability.
Ø Choose only one play for the whole class. Since Romeo and Juliet and Macbeth
are available in both Start to Finish and Short Classics editions, those are
recommended.
Ø Try to connect the stories to your students’ experiences. Choose a major theme
or conflict in the story and ask students to find parallel examples. These
examples can be from their own lives, or from modern books, movies and
television shows.
Ø Finally, teaching Shakespeare in the lower grades is rare. You can motivate your
students by letting them know how special and capable you think they are!
- PAGE II -
PROVIDING FOR THE NEEDS OF SPECIAL LEARNERS
While teachers should hold all students responsible to the same standards, it is
important to recognize that ELL and special learners need additional support in
order to reach the expected goals. Always present students with clear goals and
standards. Use creative teaching methods to help students with different ability
levels. The following can help you provide additional support for these special
learners:
English Language Learners (ELLs): In the initial stages of second language
learning, the emphasis is usually on the receptive skills (listening and reading). It is
natural for many ELLs to go through a silent period before attempting to speak a
new language. During this phase, these students may demonstrate comprehension
and progress by performing tasks that do not require them to speak. Second
language learners may demonstrate achievement in ways that are different from
their native-speaking peers.
Special Education: As more and more students with disabilities are to
mainstreamed (placed) in general education classes, teachers need to develop
strategies for addressing students’ individual needs. You should become familiar
with a student's Individualized Educational Plan (IEP) and refer to it on a regular
basis.
Strategies for Success: The following strategies can help you meet the needs of
your special learners for this project.
♦ Introduce vocabulary prior to reading. Many students may be able to read
content materials with controlled vocabulary and illustrations.
♦ Model appropriate responses rather than overtly correcting errors.
♦ Make your instructions clear, short and to the point. Use illustrations and/or
graphic organizers to clarify meaning.
♦ Allow students to demonstrate proficiency in alternative ways. (Other than
speaking or writing).
♦ To prevent the student from being overwhelmed by assignments, allow the
special learners to work them out in "sections" or allow extra time (within
reasonable limits) for students who have difficulty.
♦ Instead of having students present “live”, use digital video or computer
programs to pre-record their presentations.
Additional Resources on the Internet:
•
•
•
•
•
•
http://www.ncte.org/notesplus/Owen-March1994.html
http://www.ect.hobsons.com/editorial/special/may01_1.htm
http://www.parrotpublishing.com/
http://www.hood.edu/seri/serihome.html
http://www.ed.gov/offices/OBEMLA/
http://www.nabe.org/
- PAGE III -
SAMPLE RUBRIC FOR STUDENT CREATED BOOK: (Fill in ___s as appropriate.)
1
Not Yet
2
Getting There
3
Meeting the
Standard
4
Above Standard
Final product is poorly
planned and organized. It
may be difficult to follow or
understand.
Final product is somewhat
disorganized or poorly
planned. Parts may be
unclear or difficult to
follow or understand.
Final product shows
some planning and
organization. It is
generally easy to read
and understand.
Final product is well
planned and organized. It
creatively develops a
concept, is interesting and
is easy to understand.
Mechanics
Includes more than __
errors in grammar,
spelling, punctuation,
capitalization, etc.
Includes between __ and
__ errors in grammar,
spelling, punctuation,
capitalization, etc.
Includes fewer than __
errors in grammar,
spelling, punctuation,
capitalization, etc.
Grammar, spelling,
punctuation, and
capitalization are correct.
No errors in text.
Illustrations
(Including cover
design)
Includes very few, poorly
designed, illustrations or
illustrations that are
inappropriate to the
content.
Many of the illustrations
are poorly designed or
inappropriate to the
content.
Most of the illustrations
are appropriate the
content and carefully
designed to add to the
overall quality of the
book.
The illustrations are
beautiful and well
designed. They are
interesting and specific to
the content. They add to
the overall quality of the
book.
Layout and
Design
Overall the book is sloppy
and not attractive in
design. Many pages may
be unclear or illegible or
the book may be poorly
constructed.
Overall the book is not
attractive or interesting to
look at. Parts may be
unclear or illegible or the
book may be poorly
constructed.
Overall the book is
attractive to look at. It is
clear and legible and
fairly well constructed.
Overall the book is
attractive and interesting
to look at. It captures the
attention and is clear and
legible. It was constructed
with care.
Scale:
4-6
7-10
11-14
15-16
Content and
Organization
- PAGE IV -
Sample Rubric for Newspaper: (Fill in ___s as appropriate.) Students are graded on their individual articles as well
as their cooperative effort in the overall layout and appearance of the newspaper.
1
Not Yet
2
Getting There
3
Meeting the Standard
4
Above Standard
Covers the topic
completely and in depth.
Includes properly cited
sources and complete
information. Research is
from a variety of different
types of sources.
Research and
Content of
Who, What,
Why, When,
Where, & How
Includes little essential
information and one or
two facts. Research is
from only one source.
Includes some essential
information and few facts.
Research is from only one
or two sources.
Includes essential
information with enough
elaboration to give readers
an understanding of the
topic. Research is from
several sources.
Mechanics of
Individual
Article
Includes more than __
errors in grammar,
spelling, punctuation,
capitalization, etc.
Includes between __ and __
errors in grammar, spelling,
punctuation, capitalization,
etc.
Includes fewer than __
errors in grammar,
spelling, punctuation,
capitalization, etc.
Grammar, spelling,
punctuation, and
capitalization are correct.
No errors in text.
Cooperative
Group Work
Cannot work with
others in most
situations. Cannot
share decisions or
responsibilities.
Works with others but has
difficulty sharing decisions
and responsibilities.
Works well with others.
Takes part in most
decisions and contributes
a fair share to group.
Works well with others.
Assumes a clear role and
related responsibilities.
Motivates others to do their
best.
Overall
Newspaper
Layout and
Presentation
Final product does not
resemble a
newspaper. Articles
do not follow genre
formats (features,
news articles,
editorials, etc.).
Some articles do not follow
genre formats (features,
news articles, editorials,
etc.), or all articles are the
same format. There may be
some repetition.
Newspaper includes at
least one of each of the
essential genre formats
(features, news articles,
editorials, etc.), with little
repetition among articles.
Newspaper includes at
least one of each of the
essential genre formats
(features, news articles,
editorials, etc.) as well as
extra newspaper elements.
Scale:
4-6
7-10
11-14
15-16
- PAGE V -
Speakin’ Shakespeare Worksheet
All’s Well That Ends Well
Love all, trust a few, do wrong to none
As You Like It
Too much of a good thing
We have seen better days
With bag and baggage
True is it that we have seen better days
Neither rhyme nor reason
Cymbeline
I have not slept one wink
The game is up
Hamlet
A countenance more in sorrow than in anger
Words without thoughts never to heaven go
This above all; to thine own self be true
Though this be madness, yet there is method in it
Neither a borrower nor a lender be
There is nothing either good or bad, but thinking
makes it so
The lady doth protest too much, methinks
In my mind’s eye
I will speak daggers to her, but use none
Julius Caesar
It was Greek to me
Men at some time are masters of their fate
A friendly eye could never see such faults
Cowards die many times before their deaths
King Henry IV i and ii
The better part of valor is discretion
Set my teeth nothing on edge
Give the devil his due
He hath eaten me out of house and home
Uneasy lies the head that wears a crown
King Henry V
Men of few words are the best men
King Henry VI i, ii, and iii
Since you are tongue tied
Having nothing, nothing can he lose
While he knit his angry brows
King Henry VIII
To dance attendance
King John
To play fast and loose
King Lear
Forget and forgive
The worst is not, So long as we can say,
“This is the worst.”
King Richard III
A tower of strength
‘Tis better to be brief than tedious
Love’s Labour’s Lost (and others)
In flesh and blood
Macbeth
At one fell swoop
What’s done is done
Fair is foul and foul is fair
I bear a charmed life
Midsummer Night’s Dream
The course of true love never did run smooth
Much Ado About Nothing
Some of us would lie low
Othello
It is the green eyed monster
A foregone conclusion
What wound did ever heal but by degrees?
I will wear my heart upon my sleeve
Romeo & Juliet
Lead her into a fool's paradise
Did my heart love till now?
Wisely and slow; they stumble who run fast
Taming of the Shrew
The more fool you
Out of the jaws of death
I’ll not budge an inch
The Comedy of Errors
‘Tis high time
The Merchant of Venice
But love is blind and lovers cannot see
At length the truth will out
A blinking idiot
The Merry Wives of Windsor
This is the short and the long of it
As good luck would have it
The world’s mine oyster
The Tempest
Are melted into air, into thin air
I would call it fair play
We are such stuff as dreams are made on
I have been in such a pickle
By foul play
The Winter’s Tale (and others)
‘Tis all one to me
Titus Andronicus
The devil incarnate
Troilus and Cressida
A good riddance
Twelfth Night
Laugh yourself into stitches
Some are born great, some achieve greatness,
and some have greatness thrust upon them
Shakespeare-in-a-Minute Worksheet
Get to the crux of any Shakespearean play in 50 words or less!
Macbeth
Romeo and Juliet
This is a bloody story of witchcraft,
ghosts, betrayal and murder. Macbeth
and his wife plot to kill their friend, King
Duncan, but when Macbeth can’t follow
through, will his wife have the nerve to
do the bloody deed? You will find this
story both creepy and fascinating.
This is the most
famous
love
story of all time.
It is about love
and hate, youth
and age, life and
death. Here you
will find action, romance, and
heartbreak as Romeo and Juliet fall in
love despite the hatred between their
families. Will love conquer all?
King Lear
King Lear was a great and majestic
ruler until he mistakenly trusts his own
daughters. After they turn against him
he finds he must
flee for his life.
When Lear begins
to go insane on a
stormy mountain,
is there anyone
who can save
him?
A Midsummer Night’s Dream
This play is a magical fantasy with
spirits and spells. Imagine lovers lost in
the woods, a man who turns into a
donkey, and a fairy who tricks
everybody. It is hilarious and ridiculous,
but also marvelous, and in the end they
all live happily every after.
Julius Caesar
What would prompt Brutus to stab his
best friend in the back? Based on a
true story of a Roman Emperor, this
play is filled with politics, murder,
betrayal, and ambition. Only after
Julius Caesar is killed can the truth be
revealed!
Hamlet
Which is worse?
That your mother
marries
your
uncle or that you
suspect that this
uncle
was
responsible
for
your
father’s
death? On top of
that, Hamlet sees his dead father’s
ghost and accidentally kills his
girlfriend’s father. If only he could make
up his mind what to do!
Shakespearean Insult Kit
Combine one word from each of the three columns below, prefaced with "Thou":
For example: Thou fawning, dizzy-eyed, maggot-pie!
Column 1
artless
bawdy
beslubbering
bootless
churlish
cockered
clouted
craven
currish
dankish
dissembling
droning
errant
fawning
fobbing
frothy
gleeking
goatish
gorbellied
impertinent
infectious
jarring
lumpish
mammering
mangled
mewling
paunchy
pribbling
puking
puny
qualling
rank
reeky
roguish
ruttish
saucy
spleeny
spongy
surly
tottering
unmuzzled
vain
venomed
villainous
warped
wayward
weedy
yeasty
Column 2
base-court
bat-fowling
beef-witted
beetle-headed
boil-brained
clapper-clawed
clay-brained
common-kissing
crook-pated
dismal-dreaming
dizzy-eyed
doghearted
dread-bolted
earth-vexing
elf-skinned
fen-sucked
flap-mouthed
fly-bitten
folly-fallen
fool-born
full-gorged
guts-griping
hasty-witted
hedge-born
hell-hated
idle-headed
ill-breeding
ill-nurtured
knotty-pated
milk-livered
motley-minded
onion-eyed
plume-plucked
pottle-deep
pox-marked
reeling-ripe
rough-hewn
rude-growing
rump-fed
shard-borne
sheep-biting
spur-galled
swag-bellied
tardy-gaited
tickle-brained
toad-spotted
unchin-snouted
weather-bitten
Column 3
apple-john
baggage
barnacle
bladder
boar-pig
bugbear
bum-bailey
canker-blossom
clack-dish
clotpole
coxcomb
codpiece
death-token
dewberry
flap-dragon
flirt-gill
foot-licker
fustilarian
giglet
gudgeon
haggard
harpy
horn-beast
hugger-mugger
joithead
lewdster
lout
maggot-pie
malt-worm
mammet
measle
minnow
miscreant
moldwarp
mumble-news
nut-hook
pigeon-egg
pignut
puttock
pumpion
ratsbane
scut
skainsmate
strumpet
varlot
vassal
whey-face
wagtail
Taken from: http://www.pangloss.com/seidel/shake_rule.html
How To Make a Layered Book
A layered book can be created with three sheets of 8 x 11 paper. A heavy-weight paper
will do better because you can print on both sides of the page.
1. Place three sheets of paper on top of each other. Slide down each of the top two
sheets so that they are one inch lower than the paper beneath.
2. Flip over the bottom half of the 3 layered sheets, aligning the bottom edge with the
existing top layers (at one inch intervals). When all layers are the same distance
apart, crease well. This creates an eight layered book.
Fold à
3. Finally, hold layers together by gluing or stapling the crease. You can also punch
holes at the crease and tie yarn or a ribbon to hold the layers together.
Layered books can be used for many purposes. The student will draw appropriate
pictures under each layer. Factual information can be placed inside each layer, with the
other tab labeling the information contained within.