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Unit 1: Character and Idea Development (using effective sentences and quotations)
➢ Body Biography (borrowed from Pam Coke)
○ Each student is assigned a character from the novel to complete this on.
Quotations must be included.
➢ Classroom Transformation → set the classroom up like a courtroom and assign
student roles from characters in the novel
➢ Brainstorm for Narrative Writing (think/pair/share)
○ Questions: Write as quickly as possible (10 memories-good or bad), 1 minute
sharing, write 1 minute about your favorite place then share, write 10 people of
significance then share) (borrowed from Katy Sayers at Poudre High School)
➢ Shakespearean Dictionary
○ Familiarizing self with Shakespeare’s language; making definitions
■ http://www.shakespeareswords.com/Glossary
■ https://absoluteshakespeare.com/glossary/t.htm
➢ Shakespearean Syntax and Wording: (inspired by Adrianna Lopez at Alamosa High
School)
○ Although most of Shakespeare’s written words were created during a period
defined as “modern English,” Shakespeare’s characters speak much differently
than people do today. Sometimes the words are arranged in weird ways (syntax),
or Shakespeare will use words that you are not familiar with (eyene, ay, zounds).
We already have defined a lot of new words with our Shakespearean dictionaries.
Now it’s time to take what we’ve learned, and practice writing like William
Shakespeare, himself!
➢ English Sonnet Sampler
○ Directions: Create a “sonnet sampler” that outlines what you have learned about
sonnets. Students will need writer’s notebook and Shakespearean Dictionaries.
➢ Writing Prompts
○ Does fate exist, or is it just something we read about?
○ Write your own personal definition of love. Explain.
○ What type of love/values do you think is most significant to the play and the
characters?
○ How does Shakespeare communicate the emotions and attributes of his characters
to the audience? Give specific examples.