The Great Chain of Being and Elizabethan Hierarchies- 9/4

Warm Up:
-Students will take notes on revising in research writing
-Together we will practice the coached lesson in the COACH workbooks
-Students will individually complete the lesson practice in the COACH workbooks
-As a class we will discuss the correct answers to this activity

 

Desks will be arranged in a u-shape around the back of the room. Room will be arranged this way for the rest of the unit. Ask if students remember what the Great Chain of Being was about from the Introduction to Shakespeare PowerPoint. Briefly test students’ knowledge of hierarchies (2 minutes).

Work Session:

-As a class we will finish the notes we began in class yesterday
-In order to informally examine hierarchies, students will play a game. The rules of the game are as follows.

-          Two students will play at a time. Each student will pick a card. They are not allowed to look at it. The student will place the card on their forehead so everyone in the room can see it but them. I will then read them a situational dialogue that they need to act out.

-          They must pretend they are governed by the same rules that govern Elizabethan society, so royalty can do no wrong and the lowest castes are essentially worthless.

-          The catch is, the students must treat the person they are acting with in accordance with the card on their forehead. 2 is low, Ace is high. Each student must try to guess what part of the hierarchy of cards they themselves fit into (15 minutes).

o    Situations to act out:

§  Two drivers are trying to park in the same parking spot.

§  A teacher approaches a student who has fallen asleep in class.

§  Member of a motorcycle gang  encounters a State Police officer

§  One student approaches another that they recognize, while the other has no recollection of the first.

§  A parent catches their child playing with matches.

§  Mike Tomlin and a referee discussing a call during the Steelers game.

§  Telemarketer calls an individual right as they sit down to eat dinner.

§  A bus driver tells a rowdy student to calm down on the bus.

§  Jay-z talks to one of his fans from the stage.

§  A student asks a classmate if they would like to go on a date to Red Lobster.

§  An owner wants to take his hyperactive dog for a walk (other student can make facial expressions and gestures only).

§  A person in line at the grocery store is frustrated because the person in front of them is taking a long time to checkout.

§  Justin Bieber reacts to a crazed fan.

§  A bald man seeks advice for buying a new wig.

§  A student makes a speech at another student’s funeral (other student can make facial expressions and gestures only).

§  A student interviews for a job at a prestigious investment firm.

§  A lumberjack remarks why he would like to chop down a certain tree (other student can make facial expressions and gestures only).

§  A door to door salesman attempts to sell someone a new blender.

-Students will reinforce their knowledge by participating in an interactive PowerPoint on The Prologue.

-Students will review their knowledge by constructing a plot diagram from the information that The Prologue presents.

Summarizer:

-Students will complete a 3-2-1 Countdown based on today's lesson