Reflection: Rigor "Kate the Curst" 1.1-2 - Section 4: Echoing Lines: Working in Groups on 1.2


Most teachers are limited by time constraints, and balancing in-class work time against the after-school demands of students is an ongoing challenge. However, when students don't finish the classwork, it's often because of their group's time-management and pacing, so I don't have a problem leaving them to identify stereotypes/labels of characters on their own. 

I am, however, a bit more concerned when students don't have time to finish performance tasks in class, but there simply isn't time for them to do all I want them to do in our limited time together. I can't do anything about that, but I can offer students support for unfinished work via the discussion I have planned after we read Act 2. 

  Unfinished Work
  Rigor: Unfinished Work
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"Kate the Curst" 1.1-2

Unit 9: "The Taming of the Shrew" by William Shakespeare: Unmasking a Troubling Text
Lesson 3 of 16

Objective: SWBAT use performance strategies to understand character development in Act 1, scene 2.

Big Idea: Echoing lines is one way to employ close reading of a text and understanding of characters.

  Print Lesson
English / Language Arts, Shakespeare, The Taming of the Shrew, Performance Pedagogy
  65 minutes
group working on 1 2
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