-1Andrew

Sokol Direct Instruction Lesson Plan Model

ENG 375
Lesson Title: Unit:

Judgment of Shylock

The Merchant of Venice by William Shakespeare Sokol_________________________________

Subject Area: English

Lesson Author: _Andrew Grade Level:

11th

Time allotted for the Lesson: 1 class. [ time will vary]

Common Core State Standards met in this lesson: Grade 11 Reading: Standard 3
Form opinions and make judgments about literary works, by analyzing and evaluating texts from more than one critical perspective, such as psychological

Grade 11 Listening: Standard 3

Determine points of view, clarify positions, make judgments, and form opinions

Instructional Objectives (What, specifically, should the student be able to do, understand, care about as a result of the teaching. Refer to Bloom's verbs and aim for parallel structure) Students will: Students will be able to sufficiently justify their stances on the character of Shylock Students will be able to find quotes from the play to form their own character analyses Materials, Resources and Technology: Copies of The Merchant of Venice, pen, paper Anticipatory Set: (Hook to grab the student's attention. Actions and statements by the teacher relate the experiences of the students to the objectives of the lesson. Puts students into a receptive frame of mind). Students will be required to complete a quick-write answering the questions of "How do you decide who the villain in a story is? Can it sometimes be understandable for a character to act evil? Think of a book, movie, or play where you were undecided about who the villain was." I will call on students to share their answers. Teaching Input: (Provide the information students need to gain the knowledge through, in this instance, lecture and modeling).

 I will prompt students to list reasons for why Shylock is a villain as well as reasons for why he should be forgiven for his actions He could be viewed as a villain because he refuses to show mercy for Antonio by requesting to commit a legal murder. He also claims that he wishes that his own daughter were dead It could be considered understandable for him to act malevolent because the Christians in Venice especially Antonio treat him with contempt because he's Jewish. He also may be thought of as no worse than the rest of the people of Venice because they own slaves. Teacher Modeling: (Teacher shows students examples of what is expected as an end product of their work). I will find passages from the play and use them as evidence to make a case for either Shylock being a villain or for his actions being justifiable. For example, I will reference Shylock's famous monologue in Act III Scene I in which he describes the prejudice he's faced including the line "If you prick us do we not bleed?" I will make a case that it's understandable for him to act malevolently. The class will also discuss the implications of this speech for the broader theme of intolerance. Application: (Guided Practice: students demonstrate grasp of new learning by working through an activity or exercise under the teacher's direct supervision. The teacher moves around the room to determine the level of mastery and to provide individual remediation as needed). Students will be assigned to work in pairs. Each pair will be assigned to find five quotes from the play that support Shylock either being or not being a villain. They will then translate the quotes into a modern English dialect and write a paragraph for each one that describes the implications about Shylock from the quotes. I will move around the room and observe how well students are able to find the quotes. If students are having trouble finding quotes, I will suggest scenes for them to review. Students will be called on to share their lists of quotes with the rest of the class. Lesson Closure: (Lesson comes to a close. The content should be summarized; teacher reviews, clarifies key points, tying them into a whole and possibly relating to future lessons). I will poll the class by asking them to raise their hands if they think that Shylock is a villain and then ask them to raise their hands if they don't think he's a villain. I will call on a few students to support their votes. Independent or Paired Practice: Students will be assigned to write a one page paper on whether or not they think that

Shylock is a villain. They will be required to reference specific quotes from the play to support their stances. Evaluation: Formative: When students are assigned to form lists of quotes from the play, it will indicate how well they're able to identify the importance of certain passages. It will also indicate how well they can decide the implications that certain quotes have on the development of characters. * Note: you can adjust this somewhat - all steps may not strictly apply.