How to Read Shakespeare Like A Pro (Day 3 of 3)

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Objective

SWBAT demonstrate their ability to read and comprehend complex text by comparing the rhetorical strategies from multiple speeches in Shakespeare's Othello.

Big Idea

So what's Iago's problem? Let his rhetoric be your guide...

SSR

15 minutes

I will give them a little extra time for SSR today to make up for running short of time on Friday. I feel badly about having cut that out of our schedule, especially after so many of them asked for more time in their reflections, but such is life. I will read with them today.

How to Write About Your Reading

20 minutes

Now that we have read two speeches through a similar lens, I will give some instruction on how to write about what you read. This will hopefully bring the overlapping standards (CCSS.ELA-Literacy.W.9-10.9 and CCSS.ELA-Literacy.RL.9-10.1) of citing textual evidence together and help me to assess if students are actually able to read and do something with Shakespeare's text.

One big shift I have seen in the standards is the push towards being able to do something with what you read. I think many English teachers were doing this, but now that the standards require it, I think we have a much stronger outcome for our study of literature and informational text.

For me, I really want them to be able to contextualize their textual support through some specific writing structures. I am using the text "They Say/I Say": The Moves that Matter in Academic Writing as a basis for my thinking and really encourage writing teachers to check it out.

Class Created Constructed Response

15 minutes

This is going to be a little bit of an experiment. I am going to ask the students to write a constructed response (body paragraph for an essay) with me in class. I will write what they tell me and let them see me word-smith/revise as we go along. I will ask them to locate textual support for our paragraph and let them write along with me. This will provide them with a model text for their own writing, which will be due later this week.

Wrap up and Next Steps

5 minutes

Once we finish writing the constructed response as a class, I will hand out a dialogue from act III, scene iii and instruct them to read and analyze it through writing for later in the week. I will also provide a writing/drafting sheet to help them plan their work.

These paragraphs will be due on Wednesday (two days from now). Hopefully there will be enough time for questions, but I will also invite students to join me in our intervention period on Wednesday morning if they have questions or want extra help.