Adapting an English 10 Unit on Shakespeares Twelfth Night for ESL Students

Shakespeare has been a source of fear, hesitation and resistance in many English classrooms for both native English speakers and English as a Second Language (ESL) students. The works of the bard have long been a challenge for English teachers. The language of Elizabethan England and the concepts of rhythm and meter are increasingly alien to students (and the general public) and cause fear. Reactions to Shakespeare usually include frustrations like I dont understand all of these thees and thous or why cant they talk like normal people. The decidedly hard to grasp language of Shakespeare can be an even greater challenge to ESL students. With some forethought and planning, a unit on Shakespeare can offer ESL students just as many opportunities for language learning and build on existing knowledge as any other unit. Our Student This unit is designed with one student in mind. Our student, Ilayda, is from Turkey and has been in Canada for a year. Ilayda is 16 and in grade ten. She had some exposure to English when she was in school in Turkey but is still very much developing her English skills. Using the Alberta proficiency benchmarks Ilayda could be described as follows: Listening: Speaking: Reading Writing: Level 2 Level 2 Level 1 Level 2

Ilayda is struggling with English in school but is very friendly, positive and likable. English is not spoken much in her home, but she is immersed in English in school. Ilayda is good at gathering meaning through body language and tone. Her vocabulary is sufficient to communicate effectively both orally and through writing, but is limited enough that her reading is not as advanced as her listening, speaking and writing. She struggles with the many homonyms and synonyms in English as well as our many adjectives and adverbs. Ilayda is a visual learner and is doing very well in her math and science classes. She also likes movies and computers and is very tech savvy. Course Goals The goals of the course for ESL students are the same as native speakers with a few additions. Like native speakers, the aim is to expose students to English literature, expand vocabulary, understanding of grammar, and encourage multiple media literacies. For Ilayda I would also add the goal of expanding practical day to day English skills in writing, speaking, reading and listening. When planning for Ilayda I would consider the theory of zone of proximal development, when choosing reading materials and designing writing, listening and speaking assignments we do not want to present content too complex for her to grasp and we also do not want to present over simplified content. By

developing assessments that allow her to reach attainable proficiency levels we can help her expand her academic and practical language skills. We will help Ilayda move toward level three in listening, speaking and writing by introducing more vocabulary and grammatical conventions. We can help her move toward level two or three in reading by selecting appropriately demanding texts, developing vocabulary and broadening understanding of grammar through our class activities and assessments. Unit Goals The Primary goal of the unit is to make it accessible. Shakespeare has been a challenge for many students and this unit aims to reduce fear and make the bard a positive figure. This unit will expose students to the medium of drama, expose them to verse and to Elizabethan English as well as expose students to a paramount figure in Western literature. For Ilayda this unit also aims to incorporate practical English skills in a high school course that tends to focus more on literature and form than primary language skills. Curriculum Outcomes Met English 10

OUTCOMES Students are expected to participate in a range of speaking situations, demonstrating an understanding of the difference between formal and informal speech. Students are expected to recognize that communication involves an exchange of ideas (experiences, information, views) and an awareness of the connections between the speaker and the listener; use this awareness to adapt the message, language, and delivery to the context.

ADAPTATIONS/PLANNING STRATEGIES Activities can be created around speaking/reading aloud as well as comparing formal Shakespearean English to more conversational or colloquial English. By using more accessible versions of the play that retains the format of a drama we will see communication at work. Acting out scenes can also help reach this outcome. Accessible versions of the text will be renderings that Ilayda can understand at her proficiency level and just challenging enough to help her hone her English skills. Accessible texts will include some visuals, will have less text per page than the original folio and will be in a contemporary translation that falls in her zone of proximal development. Understandable, but challenging, passages can be selected for analyses and/or translation to modern English. See Passage Analysis on page 5 for more details. Enactments of selected scenes (with translation) can be used to meet this outcome. The class can also work on a translation

Students are expected to give precise instructions, follow directions accurately, and respond thoughtfully to complex questions. Students are expected to recognize that oral communication involves physical qualities and language choices depending

on situation, audience, and purpose Students are expected to demonstrate active listening and respect for the needs, rights, and feelings of others

Students are expected to demonstrate an awareness of the power of spoken language by articulating how spoken language influences and manipulates, and reveals ideas, values, and attitudes. Students are expected to demonstrate an awareness of varieties of language and communication styles. Students are expected to read a variety of print texts which include drama, poetry, fiction, and non-fiction from contemporary, pre-twentieth century Canadian and world writing. Students are expected to view a wide variety of media and visual texts, such as broadcast, journalism, film, television, advertising, CD-ROM, Internet, music videos. Students are expected to seek meaning in reading, using a variety of strategies such as cueing systems, utilizing prior knowledge, analysing, inferring, predicting, synthesizing, and evaluating. Students are expected to use specific strategies to clear up confusing parts of a text (e.g., reread/review the text, consult another source, ask for help) and adjust reading and viewing rate (e.g., skimming, scanning, reading/viewing for detail) according to purpose. Students are expected to demonstrate an understanding of impact literary devices and media techniques (editing, symbolism, imagery, figurative language, irony, etc.) have on shaping the understanding of a text.

exercise to show how we all use language differently to express ourselves. Group readings (with translation where necessary) and pairing with native speakers will help meet this outcome. These reading activities can be supported by providing some key vocabulary ahead of time as well as some prompts with the text. Analyzing scenes (in modern language) will demonstrate this.

Examination of both translation and original text can help meet this outcome. Creating visual interpretations of the play can also help meet this outcome. Reading a drama (be it fiction or non-fiction) meet these outcomes. Considering Ilaydas reading proficiency, reading larger works like plays is something to work towards. We can begin with shorter texts like poems or news articles. This outcome will help us serve ESL students in various ways. We can use film, visuals and other media to help enhance learning.

With the help of modified text that lies within their range of proximal development ESL students can meet all of these outcomes in the same ways as native speakers. All of the suggestions within this outcome can help Ilayda with her study of Twelfth Night

With the help of modified text that lies within their range of proximal development ESL students can meet all of these outcomes in the same ways as native speakers.

(Outcomes taken from the Nova Scotia Dept. of Education curriculum guide for English 10) The Text The first, and perhaps the most central, consideration is the text. Choosing a text that is too far beyond the students language proficiency will not help them develop their English language skills, our goal is to choose a text that lies within their individual zone of proximal development that will challenge them but not leave them too confused to make progress. The language proficiency of our students has to be taken into consideration when selecting a text. Many native English speakers struggle with Shakespearean language and benefit from reading a modernized or simplified version of the text, either as a supplement to the original or as their principal text. Various versions are available to suit various skill levels. If possible, separate texts could be attained for each student depending on their skill level. If during the unit the teacher sees a student struggling with the text and thinks they would be better served with a different text, a different version can be provided. Some students will benefit from more complex versions than others, depending on proficiency. Many illustrated editions and comic-strip style versions of Shakespeares work are available for those who would benefit from a certain level of visual aids. For suggestions, see the section on resources below. Resources A series of helpful resources are available at the following: http://www.webenglishteacher.com/12night.html Nunn, Trevor Twelfth Night (Film) Image Entertainment, 1996 Sparknotes has published a series of modified texts called No Fear Shakespeare, which includes Twelfth Night as well as Shakespeares other plays with a simplified text alongside the original. This series is available in many local libraries and Twelfth night is currently available through amazon.com for as little as $0.32. Sparknotes also publishes Shakespeare plays in the form of a graphic novel. Several publishing companies have published modified Stories from Shakespeare anthologies, they vary in their complexity and with some browsing there are versions of each play for each ELL. Unlike the No Fear Shakespeare editions, these anthologies typically do not have modern text alongside the original. These editions also tend to change the medium from drama with dialogue and stage direction to short story. This should be kept in mind for teachers who want to keep the element of written drama in their classroom. Lesson Ideas That Will Help Incorporate Ilayda & All ESL Students Group Reading Exercise:

For this exercise we will require two or more versions of the text, the original and at least one modernized/simplified version. Select a scene, preferably one with multiple characters speaking and divide the class into groups according to number of texts being used. Within these groups assign/ask for volunteers to read individual roles. Beginning with the most accessible version, students will read through the scene aloud for the class. By beginning with the most accessible version of the play we can give the entire class a more understandable take on the scene. The following group will then read through the scene in a more complex version and as a class we can discuss what is different (be it language or content). We can then work toward a reading of the original text and discussion of the text discussion questions could include why did Shakespeare say what he said in the way he said it? Was this a literary device (ie: foreshadowing) or a stylistic choice? Why did the translator/modernizer leave out certain things? By using more accessible texts and working toward more complex texts we are not only approaching Shakespearean language gradually we are also providing a greater opportunity to incorporate English Language Learners into the general classroom. This activity helps to give language learners a better understanding of the plays content and fulfill requirements of reading and speaking. It also gives language learners exposure to the original text, not just the more accessible versions. Another approach to this activity would be to read the original text first, check student understanding through questioning and then read the simplified versions and perhaps reread the original again to see how much more is understood after reading the accessible texts. Passage Analysis: This activity could be treated a few different ways. If the class has been asked to read/has read in class a certain act of the play the teacher can divide the class into groups and give each group a short scene or important speech to discuss and then talk to the class about. Depending on the dynamic of the class, the class can be divided in different ways. Students working primarily with one version of the play can be grouped together (those reading the original text in one group and those reading modified versions in another) or these two groups can be mixed. There are advantages and disadvantages to both. By keeping these two groups separate we are most likely keeping ESL students separate from the rest of the class, but by mixing these two groups we may be creating a situation where the voice of our ESL students is not heard over those who are more comfortable with language. The way in which the class is divided would be at the teachers discretion. After the groups have had time to discuss their passage and answer some questions each group can present their thoughts to the class. Some students can read their passage aloud and others can give the groups thoughts and answer questions from their peers. The teacher should ensure everyone in the group has a speaking role. A sample passage and questions could include:

Be not afraid of greatness: some are born great, some achieve greatness and some have greatness thrust upon them". (Act II, Scene V). - Who is saying this and who is it being said to? - Do you think the person that this is said to considers themselves to be born great, a person who achieves greatness or a person who has greatness thrust upon them? - Why would the writer of the letter say this? The Movie: A common, and helpful, way of approaching printed drama is to see a film (or live) production. These could be very faithful film versions done in period costume with dialogue and cues taken directly from Shakespeare or they could be more adapted versions, many of which are available. While watching the film/production students can be given a question sheet, a type of summative assessment, for the teacher to check their understanding of the play. This listening and writing exercise could potentially include questions about what is different between the play and the film or could ask more direct questions like what relationship does Lady Olivia have to Caesario? Group Question & Answer: After having some exposure to the play students could be asked to write down at least one question they have about the play. It could be about plot details they dont understand, language that is difficult, historical context, etc. By keeping it open ended like this we are incorporating all students in the class. English Language Learners that may be struggling with the play can ask any questions they may have and so can more fluent English speakers, everyones questions are hopefully different and of a different nature. We can go over questions one at a time in class with students answering the questions their peers put forward. Students can then submit for assessment their question(s) and the answers found to their questions. Other activities could include compiled a vocabulary sheet of new words and words essential to comprehension, using illustrations to explain the love triangle between Olivia, Orsino & Caesario, or using illustrations to explain the confusion that exists between Antontio, Sebastian & Caesario.

Assessment for Ilayda & other ESL Students: In this unit, as in others, I would attempt to create a number of formative assessments spread throughout the unit. By doing this I, as the teacher, can have a better idea of what Ilayda is learning, what is unclear and what I need to be focusing on. Participation is

important in the learning process and smaller, formative assessments that test comprehension, vocabulary development, and the development of reading and speaking skills will encourage participation. When designing assessment for ESL students I would be using curriculum outcomes as guide posts but would also be considering their progress as language learners. Our goals are to meet curriculum outcomes but also to monitor language learning over time. We will continual be looking back to see how far Ilayda has come, what she is mastering and what she needs to work on. All forms of evaluation, be they ongoing formative assessments or more summative assessments like essays and tests, should reflect participation and progress made over time. As assessments are marked through the course of the unit and the course of the year feedback would be important to give. In some cases student work can be returned with feedback and without a grade, this does not have to be exclusively for Ilayda. As the unit continues the teacher can monitor progress in certain fields and consider their progress when dealing with more summative assessments. The methods chosen for assessment can also be open to accommodations when necessary. Ilayda has stronger oral communication skills than written skills. More substantial assessments (i.e.: unit tests) can be done orally or in a combination of written and spoken forms. Written communication skills can be developed through course work and less weighty assessments.