Los porqués y los cómos

Hello everybody, here you have my work: a CLIL unit about Shakespeare and theatre.

This unit is designed for students in 4th year of E.S.O and it belongs to English Literature. Its Learning outcomes are:

To distinguish different kinds of literary texts
To know the most important facts of Shakespeare´s life
To recognize the main characteristics of Shakespeare´s work
To identify the different parts you can find in a theatre

And the subject contents are the following:

The characteristics of Shakespeare´s Works
Relevant facts and dates of Shakespeare´s life
The most influential plays and sonnets
Historical background: XVI-XVII Centuries

Session 1

This session serves as an introduction to the unit. The students explain their opinions and preferences about different leisure time activities looking at some photos:

They have to work in pairs asking and answering some questions, After this introduction, they are going to look at this presentation http://es.slideshare.net/Maririzosp/presentacin-parts-of-a-theatre?qid=63bc3d24-e86b-4cca-ab19-85567a451201&v=qf1&b=&from_search=40 in order to learn the main parts of a theatre. After this, they are going to do some activities based on the vocabulary they have seen:

- Label the pictures with the words in the box:

Dressing Room Curtain Backstage Orchestra Pit Stage Auditorium

- Go to http://en.educaplay.com/en/learningresources/1822522/match_the_words___definitions.htm and match the words with their definitions.

And finally they have to answer some questions to ensure comprehension.

Session 2

In this session there is again an introduction with photos. The students have to guess who are these people:

And after that they are going to read a text about the Elizabethan age. They have to scan it to find the answers to some questions. When they finish this activity, there is a webtask about Shakespeare´s life. The students search the information required and they write a summary. Here is the link:

http://poster.4teachers.org/worksheet/view.php?id=173063

Session 3

It starts with a brainstorming exercise in which the students have to remember relevant information from the previous session. Then they increase their knowledge with a text and some exercises we find in this webpage: http://www.englishexercises.org/makeagame/viewgame.asp?id=9333

To finish with session 3, I have made a videoquiz about The Globe theatre where they have to answer questions with multiple choice answers. After this exercise the students write a short conclusion of what they have learned with the previous activity. You can find the videoquiz activity here: http://en.educaplay.com/en/learningresources/1817801/the_globe.htm

Session 4

As an introduction, there is a picture of two sonnets:

SONNET I

From fairest creatures we desire increase,
That thereby beauty's rose might never die,
But as the riper should by time decease,
His tender heir might bear his memory:
But thou, contracted to thine own bright eyes,
Feed'st thy light'st flame with self-substantial fuel,
Making a famine where abundance lies,
Thyself thy foe, to thy sweet self too cruel.
Thou that art now the world's fresh ornament
And only herald to the gaudy spring,
Within thine own bud buriest thy content
And, tender churl, makest waste in niggarding.
Pity the world, or else this glutton be,
To eat the world's due, by the grave and thee.

SONNET II

When forty winters shall beseige thy brow,
And dig deep trenches in thy beauty's field,
Thy youth's proud livery, so gazed on now,
Will be a tatter'd weed, of small worth held:
Then being ask'd where all thy beauty lies,
Where all the treasure of thy lusty days,
To say, within thine own deep-sunken eyes,
Were an all-eating shame and thriftless praise.
How much more praise deserved thy beauty's use,
If thou couldst answer 'This fair child of mine
Shall sum my count and make my old excuse,'
Proving his beauty by succession thine!
This were to be new made when thou art old,
And see thy blood warm when thou feel'st it cold.

Program code and database © 2003-2015 George Mason University.
All texts are public domain.

To learn about this kind of literature, they are going to look at this presentation: https://www.tes.co.uk/teaching-resource/shakespeare-sonnets-6068558

It includes formal aspects of analysis and questions they have to answer. Then they are going to listen the sonnets I and II in this video: https://www.youtube.com/watch?t=109&v=h2KeALDmztQ

Finally, the students have a task in which they have to choose a sonnet from Shakespeare's collection, analyze it, quess its meaning and practice rhythm and intonation to read it aloud.

Session 5

Here the students are going to present their sonnets task, and they are going to compare their work with the rest of the class.

Session 6

This session talks about tragedy, comedy and history. The students have to read a text and complete a chart with some information. This is the text: http://shakespearecrazy.wikispaces.com/What+is+the+difference+between+tragedies,+comedies,+and+histories+and+what+are+they%3F

And this is the chart:

	The actors have to be…	Main characters	Main topics	Other relevant information
Tragedy
Comedy
History

To finish with this session, they are going to learn the names of the most famous plays written by Shakespeare. The information is presented in a timeline, to facilitate comprehension.

Session 7

In this session there is a final task in which the students have to write a card. It contains a summary of a play they have chosen (from the timeline we used the previous day), a mind map to present the main characters and a picture to illustrate their work. I have chosen Hamlet as an example; here they have a model of a summary: http://www.shakespeareinamericancommunities.org/plays/hamlet

and also an example of a mind map:

http://LearningApps.org/watch?v=p6pwys8wc01

Session 8

The students are going to present their work about the play they have chosen, and afer this, they are going to discuss about their likes and dislikes of different plays.

Session 9

In the last session we are going to review the main vocabulary related to Shakespeare´s life and work. To do this we play hangman here: http://www.proprofs.com/games/word-games/hangman/william-shakespeares-hangman-game/

In the end, there is a revision of all the aspects included in this unit. we do this through two activities:

· With the whole class, say what you have learned about the theatre and Shakespeare: brainstorming ideas. Try to remember as many details as possible.

· Finally, in groups, say what was your favourite session and why. Discuss with your group.

And that is all my work! I think it is useful because it includes a lot of different information, but presented in an attainable way. If you need more information about materials or activities, you can read my previous article in this blog. I hope you like it.

Hola de nuevo, os comento los objetivos del uso de los recursos en esta unidad:

He utilizado imágenes para introducir el tema y para ayudar a comprender el contenido de la unidad; ejercicios interactivos para ampliar contenidos y practicar vocabulario; una línea del tiempo y un mind map para analizar con detalle y para simplificar algunos aspectos que puedan resultar más complicados; textos, vídeos y una presentación para ampliar contenido, y una webtask individual, un proyecto en parejas y otro en grupo para indagar en la vida y las obras de Shakespeare. También he añadido un glosario a uno de los textos utilizando las definiciones de un diccionario para que los alumnos puedan entender bien el contenido del texto y así ampliar su vocabulario.

y a continuación os muestro las actividades que he preparado en base a lo que acabo de comentar:

Sesión 1:

Look at the pictures. What can you see in them? Can you establish any relationship between all these activities? Which is your favourite one? Why?

Ask and answer the following questions with your partner:

· Do you like reading?

· Have you ever been to the theatre?

- If so, Which play did the actors perform? Did you like it? Why/Why not?

- If not, would you like to go? What kind of plays would you like to see?

· Do you prefer going to the cinema or watching television?

· Do you prefer going to the theatre or reading?

Tras ver una presentación sobre partes del teatro http://es.slideshare.net/Maririzosp/presentacin-parts-of-a-theatre?qid=63bc3d24-e86b-4cca-ab19-85567a451201&v=qf1&b=&from_search=40 los alumnos deberán hacer la siguentes actividades:

· label the pictures with the words in the box:

Dressing Room Curtain Backstage Orchestra Pit Stage Auditorium

ón

Unir las palabras con sus definiciones: http://en.educaplay.com/en/learningresources/1822522/match_the_words___definitions.htm

Sesión 2:

Lectura de un texto sobre la época isabelina y preguntas de comprensión:

· Read the following text and answer the questions:

THE ELIZABETHAN AGE

Shakespeare lived during a remarkable period of English history, a time of relative political stability that followed and preceded eras of extensive upheaval.

Elizabeth I became the Queen of England in 1558, six years before Shakespeare's birth. During her 45-year reign, London became a

cultural and commercial center where

learning and literature thrived.

When Queen Elizabeth ascended to

the throne, there were violent clashes

throughout Europe between Protestant

and Catholic leaders and their followers.

Though Elizabeth honored many of the Protestant edicts of her late father, King Henry VIII, she made significant

concessions to Catholic sympathizers,

which kept them from attempting rebellion.

But when compromise was not possible, she was an exacting and determined leader who did not shy away from conflict.

With the naval defeat of the Spanish Armada in 1588, England was firmly established as a leading military and commercial power in the Western world. Elizabeth supported and later knighted Sir Francis Drake, the first sailor to circumnavigate the globe. She also funded Sir Walter Raleigh's exploration of the New World, which brought new wealth to his country in the form of tobacco and gold from Latin America.

Queen Elizabeth also recognized the

importance of the arts to the life and legacy of her nation. She was fond of the theatre, and many of England's greatest playwrights were active during her reign, including Christopher Marlowe, Ben ]onson, and William Shakespeare. With her permission, professional theatres were built in England for the first time, attracting 15,000 theatre-goers per week in London, a city of 150,000 to 250,000. In addition to Shakespeare's masterpieces of the stage, Marlowe's Doctor Faustus, Edmund Spenser's Faerie Queen, and Sir Philip Sidney's Defence of Poesie were all written during this golden age in the literary arts. The Shakespearean sonnet, Spenserian stanza, and dramatic blank verse also came into practice during the period.

Text extracted from the Shakespeare in American Communities teacher toolkit. It can be ordered free-of-charge from www.shakespeareinamericancommunities.org

GLOSSARY

· Upheaval: a great change, especially causing or involving much difficulty, activity, or trouble.

· To thrive: to grow, develop, or be successful.

· Clash: a serious disagreement or difference.

· Edict: an order or command from someone in authority.

· Defeat: to win a victory over.

· To knight: to give someone the rank of knight.

· To circumnavigate: to sail round (especially the world).

· Legacy: something left in a will by someone who has died.

· Playwright: a person who writes plays

· Theatre-goers: a person who watches performances in a theatre.

1. Was Shakespeare born when Queen Elizabeth ascended to the throne?

…………………………………………………………………………………………………………………………………………………………………………………………

2. What happened to England after the naval defeat of the Spanish armada?

3. Why was Sir Francis Drake important?

4. What did Sir Walter Raleigh bring to his country?

5. Who were the greatest playwrights of this age?

6. How many theatre-goers per week went to the theatre in London?

Para terminar esta sesión he preparado una webtask sobre la vida de Shakespeare:

· WEBTASK: learn more about one of the most famous playwrights, William Shakespeare. Go to http://poster.4teachers.org/worksheet/view.php?id=173063

and follow the instructions included in this page. Then you can write the main task here:

…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….

Para la sesión 3 he preparado una actividad sobre el teatro 'The Globe'. Incluye un videoquiz que podréis ver en el link:

· Do you remember now the name of the theatre where Shakespeare performed most of his plays? Write the answer of this question HERE …………………………….. and compare with your partner.

· Did you write the same name? In this session you will improve your knowledge about this wonderful place. In pairs, complete this activity based on a video from youtube: http://en.educaplay.com/en/learningresources/1817801/the_globe.htm

· Write a short conclusion of what you have listened to in the previous video.

……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….

Sesión 4:
La primera actividad se basa en una presentación que incluye preguntas de comprensión:

· Look at this presentation https://www.tes.co.uk/teaching-resource/shakespeare-sonnets-6068558 and answer the questions included in it. You can write the answers here:

1. ………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

2. ……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….

3. ……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….

Posteriormente, se realizarán las siguientes actividades: Un listening y una tarea.

· Now look at the sonnets I and II again. Is it easier now to read and understand them? Can you read them aloud? Listen to the correct pronunciation and the rhyme of Iambic Pentameter here: https://www.youtube.com/watch?t=109&v=h2KeALDmztQ

· TASK: In pairs, choose one of Shakespeare´s sonnets (you can find all of them in the previous link) and follow these steps to complete the task:

1. Practice rhythm and intonation so that when you read it aloud, it sounds as a sonnet, and not just as a text.

2. Write it on a big paper or a cardboard, trying to separate the quatrains and the final couplet.

3. Analyze its formal aspects, that is, its rhyming pattern, and underline all the stressed words.

4. Try to guess the meaning of the sonnet. What is it talking about?

TIP: If you need it, re-read the information you have seen in this presentation: https://www.tes.co.uk/teaching-resource/shakespeare-sonnets-6068558

Here you can find all the information you need to analyze your sonnet.

Sesión 5:

en esta sesión se presentan los trabajos realizados con las pautas de la clase anterior.

Sesión 6:

Tras leer un texto, los alumnos deben extraer la información más relevante y transformarla en una tabla:

· Shakespeare wrote three kinds of plays: Tragedies, comedies and historical ones. But what´s the difference among them? Read the text:

What is the difference between Shakespeare’s Tragedy, Comedy and History plays?

Tragedy plays are very different to Comedy and History plays because Tragedy plays are all about sufferings and they usually have sad endings. Whilst Comedy plays are very exciting to watch because they include a lot of singing and dancing, but History plays include a lot of fighting and a lot of the characters are royal.

What are Tragedy Plays?
Tragedy plays include a very sufferable conflict about defeat, shattered hopes, disappointment and extreme sorrow. The suffering normally happens to the main character, which is likely to suffer from death. The main character will make a decision in the play that will lead to their death. The main character is normally a good person, but they will get overtaken by jealousy, fame or greed etc. Tragedies will normally have more than one conflict, but will somehow be connected. There are supposed to be only 5 characters in a Tragedy play. These actors have to be really good at facial expressions and body language to get the really sorrowful effect. Tragedy plays express real-life challenges.

What are Comedy Plays?
Comedies were very popular. The Comedies were most enjoyed out of the 3 genres of Shakespeare plays. The actors had to do a lot of singing and dancing in the plays. (Plays normally ended with singing and dancing). In Comedies, a lot of metaphors and insults were used. Comedies were usually about two lovers trying to defeat or overcome the problems in their relationship. Comedies would sometimes include characters trying to trick another character by disguising themselves. It was quite common for a female character to be disguised as a male character. The final scene would then be the celebration of their love uniting.

What are History Plays?
History plays were the most classic type of plays. They included a lot of fighting. In these plays, there were mostly men acting because in History plays there was a lot of fighting and deep, loud voices needed and it normally includes a character being royal. In those days women never fought or ruled. Therefore women would play the parts of wifes or lovers. The actors needed to have a lot of exaggerated gestures.

By Catherine L. Cannell. Contributions to http://shakespearecrazy.wikispaces.com/ are licensed under a Creative Commons Attribution Share-Alike 3.0 License.

GLOSSARY

Sufferable: Possible to suffer, endure, or permit; tolerable

Shatter: To damage seriously; disable

Sorrow: Mental suffering caused by loss, disappointment, or misfortune, or an instance of this.

Overtake: to come upon suddenly or unexpectedly.

Greed: An excessive desire to acquire or possess more than what one needs or deserves.

Overcome: To deal with successfully.

Disguise: To modify the manner or appearance of (a person, for example) in order to prevent recognition.

Rule: Governing power or its possession or use; authority..

Now complete the following chart:

	The actors have to be…	Main characters	Main topics	Other relevant information
Tragedy
Comedy
History

Posteriormente, para tener una idea más clara de las obras más relevantes del autor, he preparado una línea del tiempo con Dipity:

http://www.dipity.com/maririzosp/Shakespeare-s-Plays/#timeline

Shakespeare´s Plays on Dipity.

Sesión 7:

Los alumnos tienen que hacer un proyecto final sobre una obra de Shakespeare. Para ello deben elaborar una ficha de la obra, hacer un mind map de los personajes principales y añadir una imagen. Como modelo he preparado lo siguiente:

Mind map de Hamlet:

http://LearningApps.org/watch?v=p6pwys8wc01

Ficha de muestra:

"This above all: to thine own self be true, And it must follow, as the night the day,Thou canst not then be false to any man. "

Hamlet

· Type: Tragedy

· First Performed: 1600-01

· First Printed: 1603

· Summary:

The ghost of King Hamlet walks the battlements of Elsinore Castle in Denmark. His brother Claudius now rules and has married his widow, Gertrude. Prince Hamlet goes to the ghost, who tells him Claudius murdered him. He tells Hamlet to avenge his murder.

Hamlet has a melancholy and philosophical nature, so the act of killing his uncle becomes difficult. Mired in doubt, he begins to behave oddly. Claudius and Gertrude decide to hire Hamlet’s friends Rosencrantz and Guildenstern to discover the cause of his behavior. Claudius’ advisor Polonius suggests that Hamlet’s apparent madness could be a result of love for his daughter Ophelia. Claudius and Polonius spy on Hamlet while he talks to Ophelia, but the conversation turns hostile when Hamlet orders Ophelia to enter a convent.

Hamlet instructs a travelling band of players to enact a scene that looks like the murder of his father. Seeing it, Claudius immediately goes to the chapel and prays. Hamlet considers killing him there, but reconsiders when he realizes Claudius’ soul will go to heaven if killed while praying.

In his mother’s bedroom, Hamlet confronts her about marrying his uncle. He hears a sound behind a tapestry and thrusts his sword through it and mistakenly kills Polonius, for which he is sent to England as punishment.

Ophelia’s grief over her father’s death drives her mad and she drowns in the river. Her brother Laertes returns from France. News comes that Hamlet will be returning to Denmark, so Claudius and Laertes plan to kill him in a sport duel by poisoning Laertes’ blade and a goblet of wine, confident that one of the methods will kill him.

In the sword fight, Hamlet scores the first hit but does not drink when Claudius offers him wine. Gertrude drinks instead, dying instantly. In the confusion of the duel, the poison-tipped sword hits both Hamlet and Laertes. With his last breath, Laertes reveals Claudius’ responsibility. Hamlet pours the poisoned wine into the King’s mouth, and he and Claudius die.

Fortinbras, a Norwegian prince, enters with an army and witnesses the carnage. He announces he is now in power.

This text belongs to http://www.shakespeareinamericancommunities.org/plays/hamlet

Y, para ser exactos, esto es lo que dice la tarea:

TASK: In groups of four, choose one of the plays included in the timeline you saw before and follow these steps:

1. Search some information on the internet to elaborate your own card, similar to Hamlet´s one. Include: type (tragedy, comedy, history), relevant dates, a summary of its plot and an interesting quotation.

2. Create a mind map with the relationships of the main characters.

3. Draw a picture or choose a representative image of the play you have selected.

4. Join all your work together and present it to your class.

To do this task, you can consult these webpages:

· http://www.shakespeareinamericancommunities.org/plays

· http://www.opensourceshakespeare.org/views/plays/plays.php

· http://www.shakespeare-online.com/plays/characters/

· http://pixabay.com/es/

Sesiones finales:

Para terminar con la unidad, los alumnos presentarán sus tareas, y en la última sesión repasaremos el vocabulario con un juego: el hangman de la página http://www.proprofs.com/games/word-games/hangman/william-shakespeares-hangman-game/

Además repasarán en grupo todo lo aprendido con estas actividades:

· With the whole class, say what you have learned about the theatre and Shakespeare: brainstorming ideas. Try to remember as many details as possible.

· Finally, in groups, say what was your favourite session and why. Discuss with your group.

Estas actividades incluyen adamiaje de recepción, transformación y producción, para que los alumnos vayan tomando el control de su propio aprendizaje.

Espero que esta entrada os resulte útil. Saludos y ¡hasta la próxima!

Los porqués y los cómos

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