Reflection: Checks for Understanding "The Good and the Badde": Using Primary Texts to Unmask Female Stereotypes - Section 5: Discussing Stereotypes in "The Good and the Badde" and "The Taming of the Shrew"


From the Folger Shakespeare Library lesson:

How Did It Go?
Did the pairs complete the graphic organizer with at least four items of evidence? Was the evidence cited correctly? Were the lines copied correctly? In their oral presentation to the class, did the pairs convey a clear understanding of the stereotype and the character? Did the class engage in active discussion, at times disagreeing with one another about the interpretation of a chosen line? Did the students complete the organizer independently for Acts 3, 4, and 5? Were their written character analyses well-composed and insightful, with lots of supporting evidence from the text? Did the students write thoughtful, text-based character analyses? 

My Reflection:

I chose this lesson to teach as a Cornerstone because it's important that teachers and students and others see imaginary texts as responding to social conditions. Using a primary document as a way to show this reinforces my contention that literature speaks truth, and sometimes it does so more effectively than does nonfiction. 

  How Did It Go? from the Folger Shakespeare Library
  Checks for Understanding: How Did It Go? from the Folger Shakespeare Library
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"The Good and the Badde": Using Primary Texts to Unmask Female Stereotypes

Unit 9: "The Taming of the Shrew" by William Shakespeare: Unmasking a Troubling Text
Lesson 8 of 16

Objective: SWBAT analyze part of the play based on stereotypes identified in a primary document from the 17th Century.

Big Idea: Primary documents offer insights into gender roles in Shakespeare's texts.

  Print Lesson
English / Language Arts, Primary Sources (Lit), Shakespeare, Differentiation, The Taming of the Shrew, The Good and the Badde, Culture of Learning, Complex Tasks, formative assessment
  75 minutes
nicholas breton the good and the badde
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