Approaches to Teaching Shakespeare

CONTENTS OF CURRICULUM UNIT 08.01.03

  1. Unit Guide
  1. Introduction and Rationale
  2. Objectives
  3. Strategies
  4. Classroom Activities
  5. Resources
  6. Appendix A
  7. Appendix B
  8. Appendix C
  9. Appendix D
  10. Appendix E
  11. Appendix F
  12. Appendix G
  13. Appendix H
  14. Notes

English Language Learners (ELLs) Investigate the Identity of Shakespeare and His Characters

Barbara Ann Prillaman

Published September 2008

Tools for this Unit:

Appendix D

Knowledge of a Word

(Adapted by Prillaman, 2006 from Beck, et al., 2002)

Look at the new vocabulary words. Put an X in the column to indicate how well you do or do not know the vocabulary word. Write what you think the word means and why in the column Idea. After our class discussion, you will write the meaning (or definition) of the word our class agrees upon in the column Meaning.

Word Know It Well Know something about it; can relate Have seen or heard the word before Do not know the word Idea—What do I think the word means? Why do I think this? Meaning

(Definition)
Example:

Barracuda

   X     I think it is some kind of animal in the ocean. I think this because I heard it once in a movie.  
Protagonist            
Antagonist            
Dialogue            
Stereotype            

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