Mark+Dedeckere

=**[Analyzing and Juxtaposing Perceptions of Manhood]**= An investigation which drives students to explicitly compare how manhood is viewed in today’s social life as opposed to its portrayal in Elizabethan culture, prolifically and contextually examining Shakespearian tragedies: __Hamlet__ and __Macbeth__.

Mark W. DeDeckere, Western Michigan University
 * Unit prepared by:**


 * Grade level:** 11-12

3-4 weeks, however this will vary based on the reading level of your class and previous exposure to Shakespearian literature.
 * Estimated time for teaching this Unit:**

The unit itself has an ultimate goal of relating traditional Shakespearian text to larger, modern day thematic concepts. While an initial comparison of “manhood: now and then” is being made, the students will also be asked to make a general analysis of how Shakespeare himself differs in “defining” manhood within the two plays. A brief history of Shakespearian text and the Elizabethan culture will serve as a precursor to aide in understanding the author’s choice for different words, themes, etc. A thorough examination of both tragedies will be the premise of this unit while the theoretical components compliment the text. As the plays are read, students will be given a series of logs, journals and thought maps in which to adhere to on a daily basis. These reading aids will promote organized thought and give the student a clear objective which will eventually become a vital tool in their writing. Making clear, obvious and practical connections between reading and writing will help to strengthen the student’s relationship with what can be perceived as difficult text. A writing assessment will be the final component in this unit. Writing will be composed by students, evaluating the true definition of manhood as understood by two Shakespearian plays: Hamlet and Macbeth. Students will be asked to support their ideas/beliefs using a COMBINATION of textual evidence, social constructs of the Elizabethan area and other evidence to base a general conclusion drawing connections and differences between these culminating ideas. Students will be asked to utilize my classroom writing workshop throughout the weeks of the unit, producing multiple drafts and growing toward a final, published, work after a series of editing and group activities to improve drafts. Technological resources in the media center will be used to enhance further reading and research.
 * Unit Overview:**

This assignment not only ties these two prolific plays together in a thoughtful and concise manner, it also enables students to search for context clues within the plays to support or negate their stance. Incorporating quotes, literary criticism, aspects of historical culture and their own thoughts and ideas is important on making their writing __evidential__ and __independent__! Aide them throughout this journey BY giving them handouts on important writing process issues to seek a successful finish. Because the essay will be written in a series of drafts, writing workshop could be put into effect almost every day throughout this unit critiquing their progress from several perspectives. Students should be given daily journal prompts to evoke question and provide insight as they continue on their writing revisions. Throughout this unit students will work together on concept maps, thesis structures, peer edits and response journals during the unit as well establish concepts of team work and the importance of feedback, all of which are “best practice” methods used by educators around the country. Margaret Maurer, esteemed advocate for Shakespeare in the classroom, from the Department of English at Colgate University explains: When Shakespeare's language presents problems and we can persuade students to work to articulate the problems it presents, we can begin to push them to try to figure something out. This kind of thinking prepares students for the work they will do as adults, not only the work that they are involved in professionally, but also the work they will do as responsible citizens in an increasingly complex world.
 * Theory:**

Conclusively, this Unit will enable a student’s understanding of the culture, the language, the conveyed messages, as well as other literary elements, just from a new sense, perspective and genre.


 * Student Objectives:**
 * An independent and cohesive sense of ownership in large, real-world themes
 * Surveying two of Shakespeare’s most common Secondary School plays
 * Enhancing group work and peer-review strategies
 * The ability to write in an argumentative tone with evidential support from text
 * A variety of historical perspectives and inquiries
 * An opportunity to research different cultures and languages
 * The writing process at its finest

1. **[STANDARD 3.2]** Read and respond to classic and contemporary fiction, literary nonfiction, and expository text, from a variety of literary genres representing many time periods and authors (e.g., myth, epic, folklore, drama, poetry, autobiography, novels, short stories, philosophical pieces, science fiction, fantasy, young adult literature, creative non-fiction, hypertext fiction) 2. **[CE 1.1.4]** Compose drafts that convey an impression, express an opinion, raise a question, argue a position, explore a topic, tell a story, or serve another purpose, while simultaneously considering the constraints and possibilities (e.g., structure, language, use of conventions of grammar, usage, and mechanics) of the selected form or genre. 3. **[CE 1.3.6]** Use speaking, writing, and visual presentations to appeal to audiences of different social, economic, and cultural backgrounds and experiences (e.g., include explanations and definitions according to the audience’s background, age, or knowledge of the topic; adjust formality of style; consider interests of potential readers). 4. **[CE 1.3.8]** Evaluate own and others’ effectiveness in group discussions and formal presentations (e.g., considering accuracy, relevance, clarity, and delivery; types of arguments used; and relationships among purpose, audience, and content). 5. **[CE 1.4.3]** Develop and refine a position, claim, thesis, or hypothesis that will be explored and supported by analyzing different perspectives, resolving inconsistencies, and writing about those differences in a structure appropriate for the audience (e.g., argumentative essay that avoids inconsistencies in logic and develops a single thesis; exploratory essay that explains differences and similarities and raises additional questions). 6. **[CE 2.1.3]** Determine the meaning of unfamiliar words, specialized vocabulary, figurative language, idiomatic expressions, and technical meanings of terms through context clues, word roots and affixes, and the use of appropriate resource materials such as print and electronic dictionaries.
 * Expectations this unit will encompass, as provided by the State of Michigan:**


 * What you’ll need to get started:**
 * The class needs to be equipped with full literary texts for Shakespeare’s Hamlet and Macbeth—preferably photocopied so students can highlight, underline and make personal notes.
 * A copy of //Manhood and the Duel//: masculinity in early modern drama and culture by Jennifer Low (or a book that is comparable in theory and content)
 * Each student should have an empty 3 ring binder or notebook to organize thoughts and respond to writing prompts.
 * Computers and other sources/references to literary criticism should be available
 * Word processing capabilities
 * Pens, pencils, notebook paper
 * A great attitude and excitement to explore Shakespeare!

As the educator, you should be(come) familiar with general plot information for both texts and review contextual elements of time in which they were written. Being up to date with some issues in popular culture wouldn’t be a bad idea either! Being able to formulate discussion in an organized way can be difficult—experiment and see how you can effectively promote classroom discussion on these challenging topics! Create worksheets and adjust lessons to fit your classroom, make sure everyone is reading and responding at an appropriate pace, and be sure to respectfully illustrate “big ideas” in a professional manner.
 * Teacher Preparation:**

Shakespeare is an inevitable component in the lives (and curriculums) of every high school English Language Arts educator. In the days when the class is reading the text aloud, make quick stops to make sure the class is still engaged and understanding the language. When assigning readings at home, emphasize importance of the “reading log” (see attachments). REMEMBER: this unit has a larger purpose beyond reading the text and understanding the characters. Be sure to relate the readings to the larger theme on analyzing manhood
 * Assessing the text:**

**__WEEK ONE__: Making Connections ** o Since this is part of the central focus of the unit, be sure that students understand that this will serve as just one aspect of the comparison and premise of discussion and attention. o Brief history on men, and other fascinating aspects of the culture: __http://www.elizabethan.org/compendium/index.html__ o Identify use of journals/binders and their importance o Use excerpts and illustrations from Jennifer Low’s //Manhood and the Duel//: //masculinity in early modern drama and culture// to evoke discussion (Annotation listed below from Google books) As cultural practice, the early modern duel both indicated and shaped the gender assumptions of wealthy young men; it served, in fact, as a nexus for different, often competing, notions of masculinity. As Jennifer Low illustrates by examining the aggression inherent in single combat, masculinity could be understood in spatial terms, social terms, or developmental terms. Low considers each category, developing a corrective to recent analyses of gender in early modern culture by scrutinizing the relationship between social rank and the understanding of masculinity. Reading a variety of documents, including fencing manuals and anti-dueling tracts as well as plays by Shakespeare, Jonson, Middleton, and other dramatists, she demonstrates the interaction between the duel as practice, as stage-device, and as locus of early modern cultural debate. o Writing prompt: KWL Chart (What you **__K__**NOW**,** What you **__W__**ANT to know, and (this will be left blank until the conclusion of the unit), What you’ve **__L__**EARNED) Students can complete these individually and then at the conclusion of day 1, the class can combine ideas to cohesively complete a “KWL” chart (display this in class as means to stay on track) o Begin this discussion by having students sketch what they believe to be an “ideal” man. What they produce will be different and vary from student to student. Prompt a discussion on what it means to be a “man” and have students in their writing & though journals (WTJ). Also, for a creative implement, have students give their sketched character a name, personality and write a short story of his portrayal. o Use newspaper articles and up-to-date journals that prolifically showcase the profiling of a man in the 21st century (Business journals, sports magazines, etc.) to create a collage or mosaic (include pictures and text). Have students give these creative titles, and on the back, write a brief summary to defend their artistic choices. o Discuss stereotypes in social constructs o Discuss sexuality, masculinity and how/why some authors portray these elements o “Four corners” mini lesson to dispute common myths in the Elizabethan language and grammar. o Begin to make obvious connections between the two realms of manhood o Prepare students for the weeks to come (in regards to difficult texts, language, etc) o Ask students to create a proposal either a.) Showing likenesses between the roles of men in the two societies, or b.) Highlighting the differences. BE SURE they can support their ideas with text or evidence from class discussions. o Assign Act I of Hamlet (over a weekend if applicable) ** __WEEK TWO__: Analyzing //Hamlet// ** o Review Act I in class. Ask students what they read! Assess the difficulties and ways you can overcome the (what may be) unfamiliar language. Be thorough in explanations and treat this text as thought the class has never read Shakespeare before—this will eliminate problems for the weeks to come. o Be sure students are following protocol in taking notes on difficult topics to discuss in their journals! o Read Act 2 aloud in class o Act out difficult passages and scenes to make sure everyone collaboratively comprehends the text. o Journal prompt: “Does Hamlet show (in his actions and thoughts) more obligation loyalty or courage in Acts 1 and 2?” o Assign Act 3 o Discuss Act 3 in detail o Hamlet’s famous soliloquy activity. Paraphrasing prompt o Journal prompt: “Justify Hamlet’s decision and motives to avenge his father’s death (as far as what he does in plot structure, etc) and based on your argument, predict his outcome.” o Discuss character conflict—give examples from other texts to relate. o Read Act 4 aloud o Assign Act 5 o Print copies of the “death scene” in act 5, take student volunteers and put on a show! o Allow students time (10 minutes or so, to rehearse lines, staging, etc) o If space allows, do this in an auditorium, hallway, or cafeteria o Draw conclusions from each of the acts and evoke class discussion on Hamlet’s fate. Was his fate predictable from the beginning? Is a man’s destiny as easily shaped today? What were some of Hamlet’s strongest attributes? What were his flaws? Expand on “heroic” aspects as written from Shakespeare and compare them to today’s social constructs. o Introduce Macbeth to students with a detailed list of characters. Explain ways to transition from play to play as far as tone, theme, historical reference, etc. o Remind students to be using their journals to ask questions and make connections! o Assign Act 1 of Macbeth over a weekend (if applicable) ** __WEEK THREE__: Exploring //Macbeth// ** o While discussing Act 1, don’t hesitate to make reference to Hamlet to guide in understanding ideologies and differences between the two main characters and story lines. o Make sure the students are clear with plot development, character descriptions and who is who—this can be tricky! o Read Act 2 aloud o Act out difficult passages and scenes to make sure everyone collaboratively comprehends the text o Discussion: What symbols exist in the opening Acts of Macbeth? What is the significance of witches? o Journal prompt: o Assign Act 3 o Devote a day to this writing prompt o Ask students to choose a character from the play and write a narrative. This narrative should be written in prose, similar to a soliloquy, but focusing on feelings, emotions and other underlying concepts that the reader might now see when reading. This is where your creative writers will excel! Limit the writing to a page or two (in their journals). Sensory details, character relations, tone, etc should be addressed. Give students the choice in what style of writing they choose—modern idiomatic English, or Middle English (Elizabethan) o Discuss Act 3, Read Act 4 aloud o Assign Act 5 o Discuss Act 5, draw conclusions o Act out difficult passages, etc. o Hand out Paper expectations, and explain final writing assignment o Over the weekend (if applicable) have students develop and derive 3 possible thesis statements for their paper topic. o Emphasize CHOICE in this assignment and indicate the need for evidential research and support for either side.
 * __ Day 1-2: Introduction to manhood in Elizabethan culture. __**
 * __ Day 3-4: Manhood in today’s society __**
 * __ Day 5: Week one wrap up __**
 * __Day 1-2: Looking beyond “who, what, when, where…”__**
 * __Day 3-4: Analyzing conflict, both internal and external__**
 * __Day 5: Week two wrap up__**
 * __Day 1-2: Symbolic structure__**
 * __Day 3-4: Establishing Mood, themes, character__**
 * __Day 5: Week three wrap up__**

o Discuss proposed thesis statements in small groups—give a brief lesson on weak vs. strong thesis statements and where and how they can be effectively placed in an opening paragraph o Distribute rubric and explain expectations in assessment so there is NO confusion o In-class rough draft: Have students begin by writing the first line of each paragraph or construct an outline to make sure ideas are cohesive and consistent throughout the paper o Homework: Complete a thorough rough draft of your paper (use assignment sheet, past journal prompts, both plays, handouts, etc. as evidence for your argument) o Media center research! o Guide students to a clear and reliable source to exhibit good literary criticism/understanding of the text and topic o Peer edit workshop o mini-lesson on transitions o mini-lesson on citing in MLA: literary criticism, novels, etc. o Homework: Revise rough draft with noticeable improvements o Teacher conference: Dim the lights in the classroom or use a soft lamp and emphasize a quiet, focused writing workshop day. In the hallway, set up two chairs—one for you, one for a student. Have one-on-one 3-5 minute conferences with your students to make sure they’re on the right track, making the necessary corrections and understanding how those corrections were made! Give praise, reinforcement and encourage your students to elaborate or refine any rough areas. o Homework: Produce a final draft o Ask for volunteers to read their published work o Have a laid-back day reflecting on the information, thoughts and processes accumulated. o Distribute reflection analysis and ask students to give honest, descriptive answers o Show film clips from both Hamlet and Macbeth to demonstrate ideologies and different perceptions directors have of these characters and their “manhood”
 * __WEEK FOUR__: Putting thoughts into Publication **
 * __Day 1:__**
 * __Day 2:__**
 * __Day 3 & 4:__**
 * __Day 5:__**