Teacher: Ashley Reisbig Grade/subject: English 11 Montcalm Area Career Center

Lesson title/topic: Shakespeares Language Date: 11/6/12

OBJECTIVES - Through these learning activities, the student will demonstrate the ability to:
recognize grammar of early modern English, particularly in Shakespeare
utilize grammar structure to understand passages of Shakespeare
translate a monologue from early modern English to present-day English
COMMON CORE STANDARDS:
RL 1 Determine the meaning of words and phrases as they are used in the text, including figurative and
connotative meanings: analyze the impact of specific word choices on meaning and tone, including words with
multiple meanings or language that is particularly fresh, engaging.
L3 Apply knowledge of language to understand how language functions in different contexts to make
effective choices for meaning or style and to comprehend more fully when reading or listening.
ANTICIPATORY SET/INTRODUCTION
Students will choose 5 vocabulary words to define and write in their own words. They will choose from a
list of words frequently used by Shakespeare.

INPUT
Task Analysis:
1. Students will come in and complete the anticipatory set
2. Ill hand out a chart that will help students with early modern English grammar and verb conjugation
3. We will practice saying some common phrases using the early English verb conjugations until I feel like
students understand how it applies to present-day English
4. Students will divide into groups of two or three people who are all reading the same play. I will explain
how we talk in Subject-Verb-Object sentences (typically), and why thats different than how Shakespeare
talked.
5. We will practice a few short sentences, rearranging the subjects, objects, and verbs. The main point
students need to understand is that the sentence still has the same meaning even though it sounds
wrong or strange.
6. Students will be given a monologue from the play they are reading, and they will work with a group to
translate it into present-day English.
INSTRUCTIONAL ACTIVITIES
Modeling and Guided Practice:
We will work on translating a short piece from Romeo and Juliet so students can practice in a large group
setting before they begin on their own.
Check for Understanding:
Ill circulate around the room, checking in with students to make sure theyre on the right track.
CONCLUSION/CLOSURE
We will come together in a large group setting and talk about what was still confusing and what made
better sense now. Students will fill out an exit slip with this information.