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Renaissance Era

Lesson Plan Title: Renaissance

Subject/Grade:  H. English IV
Developed by: Kimberly Livaudais
JCS Unit Plan Name: Renaissance
Pacing: 3 weeks
CCSS  Standard(s): CCSS.ELA-Literacy.RL.11-12.2 Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.CCSS.ELA-Literacy.RL.11-12.4 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, or beautiful. (Include Shakespeare as well as other authors.)

CCSS.ELA-Literacy.RL12.7 Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.)

CCSS.ELA-Literacy.W12.2 Write informative

/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.


Timeline of Implementation:

Day 1 Introduction of Shakespeare and the Renaissance ppt
Day 2-3 Read poetry selections from Renaissance poets – “To the Virgins,” “To His Coy Mistress,” and Spenser’s “Sonnet 30” – TPCASTT – look at symbolism/imagery/theme 

Renaissance Poems


Day 4 Read and interpret Shakespeare sonnets – look at form and how structure affects meaning

Shakespeare’s Sonnets


Day 5 Students write their own Shakespearean style sonnets


Day 6 Students watch movie version of Hamlet

Shakespeare and Hamlet

Day 7 Students finish watching Hamlet and discuss
Day 8 Students watch Rosencrantz and Guildenstern Are Dead
Day 9 Students analyze for similarities and differences and reflect on how Point of View changes the story’s perceived theme; blog for HW

Hamlet and Rosencrantz and Guildenstern are Dead

Day 10 Students watch Taming of the Shrew
Day 11 Students finish Shrew and discuss Shakespeare’s message about feminism
Day 12 Students watch 10 Things I Hate About You
Day 13 Students finish 10 Things and discuss how times have changed point of view; blog for HW

Taming of the Shrew and 10 Things I Hate About You

Taming of the Shrew and 10 Things I Hate About You Blog

Day 14 Students watch The Tempest
Day 15 Students finish watching The Tempest. After the movie, students get into groups and modernize an assigned excerpt from the play.The Tempest Scene
Day 16 Students practice acting out their re-written scenes. Take an assessment on Renaissance objectives/skills
Day 17 Students perform their scenes
Materials and Resources (include digital resources):    Movie versions of Hamlet, Rosencrantz and Guildenstern, Taming of the Shrew, 10 Things I Hate About You, and The Tempest. Copies of The Tempest excerpts. Poetry from the Renaissance poets
Essential Question(s): (Big ideas written as questions… should be written as open ended to allow for in depth exploration)

  1. How do Renaissance poets use symbolism and imagery in their poems?
  2. How does point of view affect how people interpret Shakespeare’s plays in multiple ways?
  3. How do author’s use tone effectively?
  4. 4.     How does Shakespeare create theme?
Activating Prior Knowledge: (What do students need to know for success and for understanding?)Renaissance background ppt, information on Shakespeare (KWL)  Sonnet information ppt.  
Teacher Input (TIP):  (What are the main concepts that will be explicitly taught by the teacher?  Include details in the timeline)Day One – Teacher will give background on the Renaissance era and sonnets. Day Two& Three – The teacher will assign a Renaissance poem and TPCASTT handout to groups of students and answer questions of interpretation. Day Four– The teacher will give Shakespeare sonnet handout and overview differences between Shakespearean Sonnet and Petrachian sonnet.  Teacher will assist students in interpreting Shakespearean sonnets

Day Five – Teacher will supervise and assist students as they write their own sonnets

Day Six-Seven – Teacher will show Hamlet, the movie

Day Eight-Nine – The teacher will Rosencrantz and Guildenstern Are Dead and facilitate discussion on Point of View

Day Ten-Eleven – Teacher will show Taming of the Shrew

Day Twelve-Thirteen – Teacher will show 10 Things I Have About You and facilitate discussion on Point of View and time on theme of feminism

Day Fourteen-Fifteen – Teacher will show The Tempest

Day Sixteen-Seventeen – The teacher will facilitate students as they re-write an excerpt from Tempest and perform their scene

Literary Text Considerations:  Hamlet, Rosencrantz and Guildenstern Are Dead, Taming of the Shrew, 10 Things I Hate About You, The Tempest, Shakespearean Sonnets, “To His Coy Mistress,” “To the Virgins,” and Spenser’s “Sonnet 30” 
Informational Text Considerations:  
Language/Grammar Focus: Symbolism and Imagery
Language/Academic Vocabulary: SAT words
Speaking & Listening: 
Writing: Creating a unique sonnet. Re-writing Tempest scene
Evidence of Success/Closure/Assessment: Renaissance Common Assessment 

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