Prefatory Statement for The Merchant of Venice Unit
This unit was designed with four focal points in mind. The first point I wanted to focus on was the relationship of the text and the historical, social, and cultural views that were occurring during the Elizabethan period. In this unit, I address William Shakespeare's life and history as a playwright. It is important that each student knows and understands the era and upbringing that Shakespeare had. Knowing the history of the time and the views of the author allows the student to create his or her own insights and opinions based on a comparison between the history and the work. Through this process the student builds critical reading skills that can be applied not only to theatrical works, but also to newspaper, media, and any other form of literature.
The unit also takes a deep look at Shylock and the history of Jews in England and how they were portrayed on the stage. I firmly believe that Shakespeare was not anti-Semitic. It was his ignorance that caused him to write about Shylock in such an anti-Semitic climate. It is important that students develop their own views on whether Shakespeare was anti-semantic through discussion, analysis, and comparison of text to Shakespeare's history. The unit will also teach students to view the text through a feminist lens and students will determine for themselves if Shakespeare was also a chauvinist.
The third focus is looking at Shakespeare's text from a theatrical point of view. Technology continues to grow at an alarming rate. Everyone and everything is starting to become electronic. Great books and plays are being digitized into movies. No one talks about theater anymore but cinema. Theater to many students is waste of time. Yet, through theater research has proven that men and women feel a sense of unity. The emotions that are expressed at a theater are felt as a group and not individually. Unfortunately, the pulse of live theater is dying slowly. As an educator I feel it is my responsibility to support the fine arts. To instill some spirit into my unit, I have designed what is known as theater Fridays. This will benefit the students in three ways. One, it will build their self confidence and let them work informally on their speaking skills. Two, it will ensure that many students pass the exam with exemplary marks. When a student is interested in what he or she is doing and actively participates, the learning capacity for the student increases. Third, it will continue to create an environment where students feel welcomed and safe among their peers.
The last focus of the unit is technology. In high school and in college many professors and teachers require students to use a presentation program like PowerPoint to more effectively get the students point across to the intended audience. If the student has not built the necessary technological skills to present a speech using PowerPoint that student will fall behind his or her classmates. Thus, students will develop a PowerPoint presentation to begin to build their technological skills.
When these four focal points are combined together they effectively satisfy the Minnesota State Requirements for Literature and Arts Analysis and Interpretation . (Please see outcomes below.). My main goal for this unit is to have students come away with the skills that will allow them to understand the history behind The Merchant of Venice , to critically interpret literature, and to be able to use PowerPoint to effectively get their point across.
This unit is designed for teaching Shakespeare theater to tenth graders. Though this unit is flexible it is recommended that due to its intensity in work and play the unit remain in the high school domain. It is also recommended that permission be granted before doing this unit given the anti-Semitic undertones of this play.
Significant Assumptions:
• Students have a working knowledge of the internet
• Students have a working knowledge on writing
• Students have a working knowledge of how to give a presentation using a visual
• Students feel comfortable enough to take chances in the classroom
• Students have a basic knowledge on how to analyze text
• Students are productive in small and large groups
• Students have prior experience with reading the text of Shakespeare
This unit will satisfy the Literature and Arts Analysis and Interpretation, which is a Minnesota State Standard. These standard subparts will be assessed as follows:
• Describing the elements and structure of theater; the artistic intent; and the historical, cultural, and social background of the selected theatrical works;
• Applying specific critical criteria to interpret and analyze the selected theatrical works.
The student will have also learned to:
• Design and present a PowerPoint Presentation
• How to interact in small and large groups
• Identify what a stereotype is and how the issue is presented in The Merchant of Venice
• How to view literature with a feminist lens
Class Activities
Note: The page numbers refer to The Cambridge School Series: The Merchant of Venice where I found the activities. The citation for this book can be found in the Teacher Resources section, which is included with this unit plan .
Individual Activity:
• Have each student design and turn in a wanted person poster. See web quest for more details.
2. Have each student memorize 5-10 lines in a scene from The Merchant of Venice .
3. Have each student write a journal entry from Nerissa's point of view when Portia makes Shylock sign the deed. Have each student include the deed Shylock must sign.
Small Group:
1. In pairs have students present a PowerPoint. See web quest for more details
• In the beginning of the play the reader enters into the middle of a conversation. In-groups of three have the students improvise how they think the conversation would have started. Have the student's write the improvisation scripts first and then act it out. (Morris 2)
• Shylock versus Antonio: In pairs have students take turns in speaking lines 98-121 to each other. Have them experiment with different tones, voices, and gestures. Then have the students write down the appropriate stage directions ( see handout for a list of terms), for this scene. I have listed some ideas below. (24)
• Is Shylock's stance toward Antonio or away from him?
• Does Shylock mock Antonio or does he act cowardly?
• Does Shylock seem relaxed and lazy or is he stiff and rigid?
• Disguise us: In the play Gratiano Lorenzo, Salarnio, and Solanio disguise themselves for the ball, which was custom back then. Have the students design masks that represent something about themselves as students. (46)
Large Group:
• Nerissa's wisdom: sixty second theatre: Have the students turn to Act I scene ii:
Discuss lines 4-6 in the opening scene: Beginning discussion questions are provided.
What is the significance of these lines?
Do you think it is true that riches can't buy you happiness?
How does what Nerissa said apply to Bassanio?
After you have discussed these questions have the groups come up with a one-minute play depicting Nerissa's lines. (12)
2. Lancelot struggles with his conscience: In-groups of three have a student read and discuss lines 1-24. After they have finished reading the lines have the students act out lines 1-24 in Act II scene ii. They will need to decide who is going to be Lancelot, his conscience, and the fiend. After they have finished choosing who is going to be who, ask a group to volunteer to write about the following: (34)
Given what you just read if you were a director of this play how would you help the actor portray this conversation on stage?
• Have the students analyze lines 56, 77-8, 83, and 87-88, of Act II scene ii. Then ask them to come up with ideas on how an actor would support these lines by gesture or staging. Have volunteers share with the class. (38)
• Discuss Act I.
• Discuss Act II
• Discuss Act III
• Discuss Act IV
• Discuss Act V
On Going Activities:
• Students in pairs will design a PowerPoint Presentation that will be due on the third
week of the unit.
• Each individual student will memorize 5-10 lines in the play The Merchant of Venice .
The deadline for reciting the lines is Thursday the day before the test.
Student Resources
Appleman, Deborah. Critical Encounters in High School English . New York : Teacher
College Press, 2000.
Barbara A. Shakespeare: The Merchant of Venice . New York : Washington Square Press,
1992.
Christenbury, Leila. Making the Journey: Being and Becoming a Teacher of English
Language Arts. New Hampshire : Boynton/Cook Publishers, 2000.
Exploring a character / a presentation of Films for the Humanities ; an
Arts
International-London Weekend Television production.
Dir., John Carlaw; producers, Melvyn Bragg, Nick Evans. Perf. David Suchet,
Patrick Stewart.;
Films for the Humanitites,1979.
Gray, Terry A. Mr. William Shakespeare and the Internet. 31 October 2002 . 5 November
2002. http://Shakespeare.palomar.edu/
Morris, Jonathan, and Robert Smith. Shakespeare: The Merchant of Venice . Great
Britain : University Press, 1993.
Spark Notes. 1999-2002. 12 December 2002 . http://www.sparknotes.com
Rationale: This lesson is the anticipatory set for the entire unit. The lesson will cover an introduction to the unit, an overview of the syllabus, and a PowerPoint presentation on the history of William Shakespeare. It is important that students know the history of William Shakespeare and the time in which he was writing his plays. His history explains many of the controversial issues brought to the forefront with his playwriting.
Objectives:
After this lesson the students will have learned:
• The events in William Shakespeare's life
• The expectations for the entire unit
• Reasons to be excited to learn about Shakespeare and the reading of The Merchant of Venice
Activities :
1. Before the students come in for class write the following on the board:
What are three things that you like to see in a movie?
2. Hand out the syllabus and go over any questions they might have for the unit.
After they have written three things and the administrative tasks have been completed, ask students for examples. Then on the board draw two columns. One side label the column, “movies” and the other side label “Shakespeare.” The characteristics the students provide should meet the ones that are in Shakespeare's play. After you and the students have a good list, discuss the relations between now, and back when Shakespeare was a playwright.
• Begin the power point of William Shakespeare. (go to www.d.umn.edu/~jbuck/portfolio for the PowerPoint)
• For their first on-going assignment tell the students that they will need to memorize a quote from the play that they are going to read called The Merchant of Venice ., As you pass out the memorization handout recite the lines below.
I
am a Jew. Hath not a Jew eyes? Hath not a Jew hands, organs,
dimensions, senses, affections, passions; fed with the same food, hurt with
the same
weapons, subject to the same diseases, healed by the same means, warmed
and cooled by the same winter and summer as a Christian is? If you prick us
do we not bleed? If you tickle us do we not laugh? If you poison us do
we not die? And if you wrong us shall we not revenge? If we are like you in
the rest, we will resemble you in that. If a Jew wrong a Christian, what is
his humility? Revenge. If a
Christian wrong a Jew, what should his sufferance be by Christian
example? Why, revenge. The villainy you teach me I will execute, and it shall
go hard but I will better the instruction.
5. End with S.S.R of Act I.
Assessment:
The assessment for the anticipatory set will be judged on the amount of interest and participation that is shown in class. The students will also be assessed on the knowledge that was presented on Shakespeare in a unit test.
Week by Week Schedule
Week 1
Before the first week begins it is crucial that you sit down with the person who runs the computer lab and block off a set of time. This time will vary depending on the class and equipment, but it should be expected that at least two days be set-aside for computer lab time. The first week is an introduction to the unit. On Monday the class will be introduced to William Shakespeare through a PowerPoint presentation. The presentation can be found on the web at www.d.umn.edu/~jbuck/portfolio . See the anticipatory set for more information. The web quest that can be found at the above address will direct the students to the topics of research, criteria, and due date of the project. On Tuesday the students will then be required to do a hand out called the PowerPoint Survival Guide (this guide is included with the unit, please see below).
PowerPoint Lesson Plan
Rationale: Technology is moving at an incredible rate. Technology affects every part of our lives, not only educational but also academically. It is important for students to know how to give a presentation using technology. It is also important for them to feel comfortable around technology and more specifically have a basic knowledge of Microsoft PowerPoint.
Objectives :
At the end of the lesson each student will have learned:
• How to choose a slide
• How to change the background of a slide
• How to add a picture or graphic
• How to add a wav. file
Activities :
Activity 1: Pass out the PowerPoint Survival Guide. If you feel comfortable enough you may have the students go at their own pace. However, if you feel that guided practice is needed, below is about how much time it should take for completion of the guide:
• Choosing a slide: 5 minutes
• Adding a title: 2 minutes
• Adding a text box: 3 minutes
• Changing slide color: 5 minutes
• Inserting an image: 15 minutes
• Inserting a sound: 15 minutes
• Printing a done page: 5 minutes
If time remains continue to have the students work on their PowerPoint presentations.
Homework : A printed page of the finished slide with all the required characteristics is due on Wednesday.
Assessment :
I will know a student understands how to do what is mentioned above because the student will have a printed slide that has a title, a text box, a sound, an image and background color.
Welcome to my survival guide to PowerPoint. By the end of this guide you will know how to choose a slide, add a title, change the background color, insert an image, and insert a sound. You will also have your introduction slide done. So lets get started.
• When you start PowerPoint you will notice that you have a window that pops up. The window presents you with three choices. The first two we will not worry about. The third option is labeled “blank presentation.” This is the one you want, so click on it now.
• Now you will notice that another window appears. This window offers you choices in the templates you can choose for your slides. As you notice there are slides designed for pictures, graphs, and bulleted lists. There is one slide that incorporates all of these options, and one slide that has none of them. It really depends on what you are looking for, but for now click on the one that only has a title bar at the top of the slide.
• Good. Now you will notice that you are in the working part of the program. This is where you can make changes like adding text, graphics, sound, slide transition, and changing the color. In the next part we are going to learn how to add a title.
Now that you have your slide you are ready to create the beginning of your PowerPoint. First you need a title. So, between you and your partner choose a title for your PowerPoint. Once you have chosen a title for your masterpiece, follow the directions bellow:
• Using your mouse click on the title box
• Type in your title
• Change the font by selecting Format.
Pretty easy huh? Now we will add a text box. If you look on the
bottom of the PowerPoint you will notice that there is an icon that looks like
a big letter A, click on the icon now. You will now notice that the cursor turns
into cross hairs. Where you click the cursor on the slide is where you will
put a text box. You can click and drag to make the box bigger. When you have
made your box click inside it and type both your name and your partner's name.
How to Change the Color of a Slide
Now that you have a title and have given credit to your partner and yourself, you are ready for the next step. You will notice that you have a stark white slide before you. Let's add some color. Here is how you achieve that:
• At the top of the screen you will notice there is a tool bar. The list for choices starts with file and ends with help. Click on the word format.
• From format click to slide color scheme. Click on background.
• Click on Custom Tab.
• Click on Change Color.
• Choose a color from the palette. Apply to that slide only. If you choose Apply to All, every slide you use will be that color.
• The color of your slide should have changed to a different color.
Now that you have chosen a background color, lets choose an image that will go with your PowerPoint presentation.
• Go to www.google.com
• Click on the Image tab. Type in the image in the search bar you would like to find.
Note: A word about images. There are many different formats for images. For example there are gif files, pic files, jpeg files, and etc. The best one file that works for most any computer is a jpeg file.
• Right click on the image you would like to save. Make sure you save the image to your floppy disk and give it a label. This is important when you want to use this file for later.
• Now that you have saved your image go back to PowerPoint.
• This time on the tool bar you are going to click on the Insert Tab.
• Go to the picture tab on the sub menu.
• Click on From File and retrieve your jpeg from file.
AHHHH I CAN”T FIND MY PICTURE:
Is the computer reading for jpeg files? Look at the bottom of the window you brought up. At the bottom you will notice a search bar. Click on the arrow and choose jpeg. The file should appear if the picture does not appear repeat steps one through three. If that does not work raise your hand and I will help you as soon as I can.
• Click on open. The picture should appear in the middle of your slide. You will also notice that there are little white boxes surrounding the picture. These boxes will allow you to make the picture bigger or smaller.
Note: The bigger the picture the more distorted the image will become.
How to Insert a Sound
Now that you have chosen a background color and picture your slide is beginning to have a personality. To add the finishing touch we will add a sound to grab the attention of your classmates.
The best file to use for sound is called a wav file it is most compatible with PowerPoint. With any other file you risk the chance of the file not being able to be read by the player that PowerPoint has.
• Go to www.google.com
• Type in wav. file in the search box.
• Choose a web site and find a clip to use, this could be a sound effect, or part of a song. However, if you would not say it in front of your parents or me do not put it in your PowerPoint. In other words if you have to ask me the answer will probably be no.
• When you find the wav. file you want right click on it and save it to you're A: drive.
• Go back to your PowerPoint.
• Go to Insert.
• Click on Movie and Sound.
• Click on Sound from File menu.
• Choose Sound but make sure the computer is looking for a wav. file or sound file.
• A megaphone should appear on the slide, to access the sound click on the megaphone.
When you are done with the process you should have the following things:
• A title/with a background color
• Both your names
• A picture
• A sound
If these things are present print out what you have and hand it into me.
Congratulations, you have completed my survival guide to PowerPoint. Tomorrow I will show you some more tricks about what you have learned. I urge you not to throw this guide away, but keep it and refer to it when you have a question about what to do.
On Wednesday the class will have time for research and finishing up their guides. The introductory slide of the PowerPoint with requirements is to be printed out and handed in at the end of class. For homework students will be required to read Act I for Thursday. Thursday, a free writing assignment will be given testing basic reading comprehension. These basic writing assignments will be worth ten points each. The assignments will act as an incentive to make sure that he or she reads the required material. After the free write Act I will be discussed (see attached discussion questions.) Friday will be focused entirely on theatrical aspect of Shakespeare. I have found different activities from the book The Cambridge School Series: The Merchant of Venice . I have cited the book on my Teacher Resources page for a helping reference. These activities are meant to be fun and non-threatening. It is recommended that you do not do these activities if you have a class that does not support each other. The theatrical activities are as follows:
In-groups of three have the students improvise how they think the conversation would start. Have the student's write the improvisation scripts first and then act it out. (Morris 2).
Shylock versus Antonio: In pairs have students take turns in speaking lines 98-121 to each other. Have them experiment with different tones, voices, and gestures. Then have the students write down the appropriate stage directions that they see best for this scene. I have listed some ideas below. (24)
• Is Shylock's stance toward Antonio or away from him?
• Does Shylock mock Antonio or does he act cowardly?
• Does Shylock seem relaxed and lazy or is he stiff and rigid?
Nerissa's wisdom: Sixty Second Theatre: Have the students turn to Act I scene ii:
Discuss lines 4-6 in the opening scene: Beginning discussion questions are provided:
What is the significance of these lines?
Do you think it is true that riches cannot buy you happiness?
How is what Nerissa said apply to Bassanio?
After you have discussed these questions have the groups come up with a one-minute play depicting Nerissa's lines.
Week 2
Week two looks at Shakespeare's depiction of women through a feminist lens. The students will also look at Portia and Nerissa's characters and their relationship with the men they come into contact with. Monday will start off with a writing exercise worth ten points. Students will examine the meaning behind the caskets and the relationship between the caskets, and people in society. The lesson plan can be found on the P.B.S. web site
at, www.pbs.org/wgbh/masterpiece/merchant/tg_teaching.html .
On Wednesday students will look in depth at Portia and Nerissa and the relationships they have with other characters. Thursday, students will look at the text through a feminist lens and they will also participate in reading the play out loud. Everyone that wants to read should be encouraged to do so. Friday is Theater II that can be used as an interdisciplinary unit between the Art and English department. The activity is as follows.
Disguise us.
In the play Gratiano Lorenzo, Salarnio, and Solanio disguise themselves for the ball, which was custom back then. Have the students design masks that represent something about them. (46)
Students will also have activity two on the web quest due for Monday rather than a quiz. The web assignment will be worth as much as the quizzes.
The first three days of week three will focus on the history of Jews and the portrayal of Shylock. Through lecture, discussion, and video students will get a better understanding of how Jews were viewed back in Shakespeare's day. Through the video A Portrayl of a Character , students will get to see two great stage actors talk about the difficulties they had in portraying Shylock. Through all of this interpretation each student will come to his or her own conclusion on whether or not Shakespeare was anti-Semitic or not. Student will express their views on Shakespeare through a free writing exercise. (Please see History of Shylock lesson plan) The last two days will be designated for students PowerPoint Presentations. On Monday activity two is due ( Please see web quest for details ). Students will also be given a lecture on the history of Jews in England and on the stage. See attached lesson plan below:
History Behind Shylock
Rationale : It is important for students to make up their own decision on whether or not William Shakespeare was a racist. It is also important for them to know from a historical background how Jews were viewed back then, and how they were viewed when Shakespeare wrote this play.
Objectives the students will have learned :
• The history behind the Jews up through the time the play was written.
• How to take a stand on what is know about Shakespeare's times.
Activities:
• Before the class comes in write on the board the following question:
Free Write :
Given what you have read, do you think Shakespeare was an anti-Semitic writer? (10 minutes)
• Start the lecture as follows:
In the play Shylock is only referred to by his name three times. In all other cases he is referred to as “ The Jew.” Was Shakespeare anti-Semitic or was he just ignorant?
The main reason Jews were exiled from England, Spain, and Portugal was because of their religion.
Jews in Medieval England :
In order to understand Shakespeare's view of Jews we need to go back to 1100's during the Crusades.
Crusades: During the Crusades the Jews were accused of being the Nation that had murdered Christ. According to the Church, the Jewish Nation not only murdered Christ, but at Shakespeare's time many of them lived a very wealthy life style in England.
The accusation of Jews murdering Christ along with many Jews living a good life style lead to the persecution and death of many Jews.
Edward the I, who was the king of England during this time: “ extorted a crushing poll-tax from them and had forbidden them to settle as newcomers in any town of district of his kingdom” (Sinsheimer 37).
Though many Jews asked to leave the country, the official banishment of all Jews from England was not official until 1290. It was not until 1750 that they were allowed back in.
Jews in Spain and Portugal :
“The Iberian Jews,” lived as organic parts of their respective States ( 43 ) They were ardent patriots, pillars of the throne, civil servants, diplomats, financiers of war and peace…” (43)
1492: Jews were banished from the United Kingdom of Aragon and Castille by Queen Isabella and King Fernando. (43)
Marranos: or the Secret Jew. Many of these Jews were already aristocrats and it was hard to banish them. In fact, it took the Spanish Inquisition to find them and banish and or kill them.
Q: So if Jews were not allowed into England until 1750 or around then and Shakespeare Merchant of Venice was not written until 151596-1599, had Shakespeare ever seen a Jew in his life?
So where did Shakespeare form his views of how Jews were?
Jews of the Stage:
Gerontus the Good Jew of Turkey :
• Gerontus the Jew of the play lends Mercadore 2000 ducats.
• Mercadore does not pay the money and leaves for Turkey . His debt is now 3000 ducats.
• When Gerontus meets a character that resembles Bassianos character, he says the following:
“Surely if we that be Jews should deal so on with another,
We should not be trusted again of our own brother;
But many of your Christians make no conscience to falsify your faith and break your day.” (49)
• Gerontus Mercadore to repay his debt.
• Next meeting Gerontus threatens to take Mercadore to court. Mercadore laughs in his face and tells Gerontus that Mercadore was told by his lover to cheat the Jew out of his money and not repay him.
When you read the trial scene pay close attention to see if this is the case with Shylock and Portia.
Barrabas, The Wicked Jew of Malta :
• Written in 1591.
• Edward Alleyn who was a very famous actor in England played the Jew.
• Barrabas in the play is a very successful sea merchant and has wealth beyond compare.
• Barrabas is given super human powers the exact opposite of Shylock.
Pre discussion Activity: Free write about your reaction about what you have just learned. How has this changed your view of William Shakespeare?
Discussion questions for Act III
End Class:
Assessment:
The students will be graded on this lecture through the unit test.
On Tuesday students will analyze Shylock the character. Wednesday they will view a movie on the problems actors' face when portraying Shylock. On Thursday and Friday students will present their PowerPoints.
Week four will wrap up the unit with a unit test on Friday. Monday “Activity three” is due (Please see web quest). The class will discuss the trial scene and the relationship between the courts then and now (Please see discussion questions). Tuesday, students will work quietly and read Act V or catch up on homework. Wednesday, students will discuss the issues of marriage back then and now. They will also discuss the comparison between Shylock and Portia. Thursday will be The Merchant of Venice Jeopardy, and Friday will be the Unit Test.
Syllabus for The Merchant of Venice Unit
This unit is designed to be fun and educational. During the course of four weeks we will be focusing on the play The Merchant of Venice , by William Shakespeare. In these next four weeks I am going to push your limits. I am confident that all of you in my class will succeed. If you feel that you are falling behind, it is of utmost importance that you seek my help. Do not wait until the last minute. You will find me a lot more helpful if it is not on the last day of the unit.
Monday: Introduction
Wednesday: Computer Lab/ Act I reading due on Thursday
Thursday: Act I/ Free Write
Friday: Theater I Act II due for day
Monday: Act II/Free Write
Tuesday: Feminism in Shakespeare
Wednesday: Analysis of Portia and Nerissa using a feminist lens
Thursday: Act III
Friday: Theater II
Monday: History of Jews /Activity Two on Web quest due
Tuesday: Character Analysis of Shylock
Wednesday: Shylock: Portrayal of a Character
Thursday: PowerPoint Presentations
Friday: Activity One on Web quest: PowerPoint Presentations/ Act IV due for Monday
Monday: Activity Three due from Web quest/Act IV discussion
Tuesday: SSR Act V
Wednesday: Discuss Act V
Thursday: Review/ Recitation of memorized lines due
Friday: Unit Test