My Creative Project

I will be graduating in May, with a degree in middle childhood early adolescence, which will certify me to teach kindergarten through eighth grade. I also will have a minor in English, I have chosen to minor in English because I want to give my future students the opportunity to embrace the integrated language arts curriculum: reading, writing, oral language, grammar, technology and research. One of my goals as an educator is to give my students the confidence to succeed. I feel that Language Arts is integrated in every curricula area and it is one of the most important areas of study. I wanted to do my research project on something that would help me as an educator. I have decided to do a weekly unit plan on the teaching of the vocabulary in “Romeo and Juliet.” Katherine Patterson once said, “It is not enough to simply teach children to read; we have to give them something worth reading. Something that will stretch their imaginations--something that will help them make sense of their own lives and encourage them to reach out toward people whose lives are quite different from their own.” Before I was able to create a weekly plan I needed to address what literacy is, why it is important in the classroom, and what a literacy classroom looks like.


Whether a teacher decides to teach Mark Twain, Benjamin Franklin, or William Shakespeare is up to the individual teacher and the school district he or she teaches in. I feel some of the main issues in Language Arts education is not only what and how something is being taught, but also knowing what literacy is and the reasons for teaching it. According to the Webster’s Dictionary, “Literacy pertains to literature, it is suited to literature rather than everyday writing and speech, and literacy pertains to writers or the profession of literature.” I found repeatedly in my research that teaching literature not only gives students more knowledge about what life used to be like, but it also shows them many similarities and differences over the centuries. Studying literature can help students develop in so many ways, which in turn will create more effective communicators.


What does a literacy classroom look like? As said by Carol Santa, “I can identify four overlapping ideas or principles that presently ground my vision as to what is essential to adolescent literature: (1)classroom communities and relationships, (2)direct strategy instruction and teacher modeling, (3)internalizing principles and philosophy of learning, and (4)professional expertise.” A classroom community and relationships between the teacher and students is so crucial to having an effective learning community. Adolescents need to connect with their teacher in order for them to put full effort in their work. Santa also stated, “Creating healthy relationships in classrooms is more than making students like you. It also has to do with classroom structure, curriculum, and community; as with young children, adolescents with emotional chaos in their lives need predictable structure.”
I feel Shakespeare is important because I find his characters interact with each other in ways that I recognize around me, which students will be able to connect with. William Shakespeare has contributed to literature and history; he was an English poet and playwright widely regarded as the greatest writer of the English language. He wrote several plays, sonnets, and a variety of other poems. Already a popular writer in his own lifetime, Shakespeare became increasingly famous after his death in 1616 and his work was admired by many well-known cultural figures throughout the centuries. Shakespeare's works have been translated into every major living language, and his plays are continually performed all around the world. In addition, Shakespeare is the most quoted writer in the literature and history of the English-speaking world, and many of his quotations have passed into everyday usage in English and other languages. This is why studying Shakespeare’s works are so important.


My weekly plan unit consists of several activities which focuses on the vocabulary used in the famous play by William Shakespeare, Romeo and Juliet. I researched and used several books to help me get the facts to create an effective project. For example, the history of Shakespeare and his dynamic use of language. I have the students working in small groups, individually, and as a whole class. They perform research throughout the unit using the web, and library. I feel it is important for you to know my philosophy of English, this will explain some of my lesson choices.


Bonnie Jean Wasmund once said that, "People will forget what you said, people will forget what you did, but people will never forget how you made them feel." Creating a classroom that makes each individual student feel important is the key to being an effective educator across the curriculum. Students who feel successful and safe will strive to learn more and constantly challenge themselves to achieve. I want all the skills and strategies I teach in English to have meaning and a purpose. For students to feel successful there are several steps that an effective teacher needs to take when teaching English. First, I will give my students choices and when their choices are made I will encourage them to continue with their idea and make it known that their ideas are worthwhile. Secondly, I will model effective listening. Lastly, I plan to provide my students with the many skills and strategies that will help them in language arts and learning in all disciplines. My students will feel confident regardless of what age group I teach.


It is important to embrace the integrated language arts curriculum: reading, writing, oral language, grammar, technology and research. These are all important and need to be given attention in a teacher’s curriculum. In order to achieve my goals there are a variety of methods that I will use which will allow every idea introduced to be understood by all my students. The varied methods that might be employed may include media, field trips, guest speakers, and individual research. . It is equally effective to have students work individually as well as in small groups. It is my obligation as a teacher to find out how my students learn best and to plan my lesson according to their variety of learning styles.


I think the greatest reward in teaching is to know I have made a positive difference in a child’s life. I want my students to love learning, even in subjects they find difficult or less enjoyable. I want to thrive in helping my students to feel successful, which will enhance their self-esteem and confidence. I will challenge them to keep pushing themselves to improve or grasp a new concept. According to, The Wisconsin of Academic Standards, “Teachers in every class should expect and encourage the development of learning in the subject content, but also to extend learning across the curriculum.” I want to help them connect meaning to each concept or activity I teach. I will meet the learning needs of all my students, which will help each student learn English and feel secure about their ability to accomplish something.





MY DICTIONARY
Grade Level: 7 or 8

Subject: Language Arts/ Literature

Materials:
Teacher
- Vocabulary list for each student
-Dictionaries (Oxford English Dictionary and others)
Student
-Notebook (a few pieces of loose leaf paper or solid white paper stapled together)
-Pencil
-Access to internet

Objective(s):
1. Using the words from the vocabulary list, the student will identify the definition, synonyms, and how the word would be used in a sentence for 10 assigned words

Assessment:
1. The student defined 10 words, listed synonyms of the word, and used the word in a sentence

Procedure:
1. The teacher will briefly share with the students some facts about early dictionaries
-The Elizabethan Age during which Shakespeare wrote & acted followed close behind the first English printing press of William Caxton
-Until this time, most books have been laboriously printed by hand and were lavishly illustrated
-Early dictionaries were printed with bright colors and a lot of gold

2. The teacher will give some students a dictionary, some a thesaurus they will practice looking up words and synonyms for a variety of words

3. The teacher will use words that are familiar to the students and used in every day language.

4. The teacher will have the students switch using sources so each one has a turn using the dictionary and thesaurus

5. Once the students have had enough time to practice looking up words they are familiar with, than they will begin researching the words from the vocabulary list.

6. The goal for each student will be to create their own dictionary, using every word from the vocabulary list
-This would be an activity that would done throughout the Romeo and Juliet unit, each week we will focus on 10 words

7. The students may decorate their dictionaries as they wish




ROMEO AND JULIET IN A TIME MACHINE

Grade Level: 7 or 8

Subject: Language Arts/ Literature

Materials:
Teacher
-None
Student
-Paper
-Pencil

Objective(s):
1. After picking a character from Romeo and Juliet, the students will write a description, using complete sentences, of their school, home, and street as it would be seen through the character’s eyes

2. Using the vocabulary list, the student will use a minimum of 5 vocabulary words in their description

Assessment:
1. The student picked a character from Romeo and Juliet and described in complete sentences how the character would see the student’s school, home, and street

2. In the student’s description, they used at least 5 vocabulary words from their vocabulary list

Procedure:
1.The student will review the characters from the play
- They can use the actual play, books from the library, or the internet

2.Once they have done the review they will get in small groups and discuss the characters (many minds working together can give different outlooks)

3.The student will pick a character to become when they write their description

4.The student will use the vocabulary list they received and researched at the beginning of the unit, they must include at least 5 words from the list

5.The students will get back into their small groups and share their descriptions out loud
-The same students will be in both the character description and the reading groups


ORIGINS OF WORDS
Grade Level: 7 or 8

Subject: Language Arts/ Literature

Materials:
Teacher
-Vocabulary list for each student
-Dictionaries (Oxford English Dictionary)
-Transparencies (quote and example)
Student
-Their dictionary
-Pencil
-Access to internet

Objective(s):
1. Using dictionaries and the internet, the student will find the origins of 20 of the words from the vocabulary list, with 100% accuracy

Assessment:
1.The student found the origins of 20 words from their vocabulary list and added the origins to their dictionary

Procedure:
1.The teacher will introduce the lesson with a quote on the overhead projector
- “The English language is the sea which receives tributaries from every region under heaven.” –Ralph Waldo Emerson

2. The teacher will give an introduction to English origins (see fact sheet)

3. Then the teacher will show a transparency of the word gang and its origins

4. In groups of 2 to 4, students will work together to find the origins of 20 words from their vocabulary list, each group will be assigned different words from the list

5. The group will share the origins of their assigned words with the class

6. The students will record the origins of words presented by the other students in their dictionaries




FRIENDSHIP CARDS
Grade Level: 7 or 8

Subject: Language Arts/ Literature

Materials:
Teacher
-A list of quotes from Romeo and Juliet
-Recommended websites to research
-Construction paper
-Art Supplies: markers, colored pencils, glue, scissors, stickers, ribbon, etc…
-Dictionaries, thesaurus

Student
-Access to the internet

Objective(s):
1. After using the internet, the student will locate one quotation from Romeo and Juliet and write it on the front of their friendship card.

2. After finding a quotation from Romeo and Juliet, the student will rewrite their quotation using at least 5 words from today’s language.

3. Using art supplies, the student will create a friendship card using at least 2 of the art supplies provided.


Assessment:
1.The student located one quotation using the internet and wrote it on the front of their card

2.The student rewrote the quotation in today’s language using at least 5 familiar words

3.The student used 2 art supplies to decorate their card

Procedure:
1.Working individually students will research on the internet and find a quote from Romeo and Juliet, which represents friendship and/or love.
-Teacher will provide two websites where quotes can be located, but students are not limited to using these sites
-For students that are unable to use a computer due to small motor difficulties, the teacher will provide a list of quotes for students to chose from

2.Once the student has found a quote they will fold a piece of construction paper in half and write the quote on the front

3.Using the computer, dictionary, thesaurus the student will rewrite the quote using words that students are familiar with and words that share the same meaning as what Shakespeare was trying to say

4.The translation will be written on the inside of the card

5.The student will use art supplies provided by the teacher to decorate their card

6.They will exchange their card with their classmates
-So nobody is left out each student will draw a name from a hat and that will determine who their card will go to

7. Teacher will ask for volunteers to share the card they received
-Sharing the cards out loud will give all the students a chance to hear Shakespeare’s language

RECOMMENDED WEBSITES
http://www.shakespeare.com
http://the-tech.mit.edu/Shakespeare/

QUOTES STUDENTS CAN USE

“O Romeo, Romeo, wherefore art thou Romeo?Deny thy father and refuse thy name; Or if thou wilt not, be but sworn my loveAnd I'll no longer be a Capulet.” (Act 2, scene 2)

"What's in a name? That which we call a roseBy any other name would smell as sweet." (Act 2,scene 2)

“Is love a tender thing? it is too rough,
Too rude, too boisterous, and it pricks like thorn.”(Act1, scene 4)

“Love goes toward love, as schoolboys from their books,
But love from love, toward school with heavy looks.”(Act 2, scene 2)

“The sweetest honey Is loathsome in his own deliciousness,
And in the taste confounds the appetite. Therefore love moderately; long love doth so.”(Act 2, scene 4)

ONE-ACT PLAY
Grade Level: 7 or 8

Subject: Language Arts/ Literature

Materials:
Teacher
-None

Student
-Vocabulary List
-Props for skit, if needed

Objective(s):
1.Using words from the vocabulary list, the student will compose a one-act play or skit using as many of the vocabulary words as they can.

Assessment:
1. The student created a skit or one-act play using several vocabulary words

Procedure:
1. The teacher with lecture the difference between a comedy and a tragedy (transparency)

2. Then in small groups the students will create a skit or one-act play, which will be presented in class

3. They must decide it their play or skit will be a tragedy or a comedy

4. The students MUST use words from the vocabulary list in their presentation; these words must be used in the proper context

The Story of Caedmon

The Story of Cædmon

Cædmon was a simple farm laborer who became an Anglo- Saxon poet. How did this happen?

Cædmon was a herdsman and during joyous gatherings the herdsmen joined together and sang songs

When Cædmon’s turn to sing approached he quickly got up to avoid embarrassment, for he knew no songs and did not know how to sing

One night Cædmon went to the stable to sleep with the animals, and in a vivid dream he saw an unknown man who asked him to sing about The First Creation

He obeyed and used words which he had never heard before. The verse he wrote was full of praise for God and his creation, this verse was called "Cædmon’s Hymn"

He was thought to be glorified and honored with a divine gift. This gift was given to him by God; he received the “art of poetry.” He was welcomed in the community and became a monk

He composed poems based on the first book of the Bible and also the New Testament

Cædmon was the first known English poet and his only known surviving work is “Cædmon’s Hymn”

“Cædmon’s Hymn” is a 9-line alliterative praise poem in honor of God

One of the common poetic forms in Old English was alliteration.

Alliteration was used as a structuring device to unify lines of poetry. This was syllables that begin with the same sound

During the Anglo-Saxon time period many people were converting to Christianity and religion was becoming firmly established

“Cædon’s Hymn” was written in many different dialects, but the earliest version was written in Northumbrian, which was the Angles dialect and these people came from Denmark

Another common dialect was the Saxon dialect, which were from the West Saxons who came from Northern Germany

At this time we will attempt to recite "Cædmon’s Hymn"

The hymn in a West-Saxon dialect:
Nu we sculon herigean Meotodes meahte Weorc wuldorfæder, Ece drihten, He ærest sceop heofon to hrofe, Þa middangeard ece drihten, firum foldan,
heofonrices weard,ond his modgeþance,swa he wundra gehwæs,or onstealde. eorðan bearnum halig scyppend; moncynnes weard, æfter teodefrea ælmihtig.


A modern English translation:
Now we must praisethe might of God the work of the Father of Glory,the eternal Lord,He shaped firstHeaven as a roof, Then the Middle-World, the eternal Lord, solid ground for men, the Protector of the heavenly kingdom, and His mind's purpose, as He for each of the wonders, established a beginning. for the sons of the Earth the Holy Creator; mankind's Guardian, made afterwards, the almighty Lord.


Because “Cædmon’s Hymn” was to be sung we will now listen to it recited in song

http://www.webenglishteacher.com/poetryl.html#c

There are many ways that “Cædmon’s Hymn” is translated, all the versions have very subtle changes, but what we would like to find out today is, “Do these subtle changes affect the meaning of the verse?”

The origin of five words from "Gentleman of the Road"

melancholy- Old French, Late Latin, and Greek

emperor- Old French, Latin, Middle English

stamina- Latin

stallion- Old French, Middle English, Anglo-Norman, German

jargon- Old French, Middle English

Author Quest

Do any of these expressions sound familiar to you?

“Dead as a doornail”
"Elbow room”
“Good Riddance”
"For goodness sake”
“I have not slept a wink”
“Into thin air”
“Love is blind”

"Short and the long of it”

“Kill with kindness”

“Too much of a good thing”

“Well-behaved”

“Wild goose chase”

“Sorry sight”

“Never-ending”

These are just a few of William Shakespeare’s invented phrases. According to Alan Riding and Leslie Dunton-Downer, “The many phrases invented by William Shakespeare were expressions that used to strike speakers as creative, but now they are everyday expressions in English.” Many people are knowledgeable about William Shakespeare and his many contributions to literature and history, but many people say, “Why Shakespeare?” William Shakespeare’s works continue to sell in bookstores, theaters and schools. I feel it is important for people to be aware of how and why Shakespeare has become such a significant part of American landscape.

Shakespeare was an English poet and playwright widely regarded as the greatest writer of the English language. According to McDonald, “Shakespeare’s vocabulary included 29,000 words, nearly twice that of the average American college student.” Already a popular writer in his own lifetime, Shakespeare became increasingly famous after his death in 1616 and his work was admired by many well-known cultural figures throughout the centuries. Shakespeare's works have been translated into every major living language, and his plays are continually performed all around the world. In addition, Shakespeare is the most quoted writer in the literature and history of the English-speaking world. The qualities of Shakespeare’s verse include: “density and richness, his characters express thoughts through abundant, powerful images, and metaphors, he uses figurative language, and connotative imagery, which pictures and ideas are resonating with other images, ideas, and themes in a play” (Vernon).

When Shakespeare began writing, the English language was absorbing new words more rapidly than ever before or since. As stated by N.F. Blake, “It is claimed that Shakespeare was fortunate to live at the time he did because English was both fluid and rich. English was a dynamic language of multiple heritages.” Speakers of English and those of other languages was occurring often due to war, trade, exploration, diplomacy, colonization, and pirating. Goods and ideas were coming from all over the world and new words were needed to express these numerous ideas. Shakespeare shows his interest for the evolving ideas, words and literary traditions of his time through all of his writing. It is widely assumed that Shakespeare himself introduced more words into English than all the other writers of his time combined, over 1,700. I must stress that 1,700 is an estimate because through my research I found that some claim he introduced far more than this and some claim far less. It is often difficult to determine the true origin of a word, but for many words, the Oxford English Dictionary lists a quotation from Shakespeare as its earliest example.

William Shakespeare expressed new ideas and distinctions by inventing, borrowing or adopting a word or a phrase from another language, known as neologizing or coining. For example, from the Italian bandito Shakespeare coined “bandit.” Also, from Latin he coined the words “negotiate,” “circumstantial,” “premeditated,” and “manager.” Shakespeare coined nouns, adjectives, and verbs. This is just a small list of some more words coined by Shakespeare, the nouns “advertising,” “courtship,” “amazement,” “eyeball,” “scuffle,” “embrace,” and “luggage,” the adjectives “circumstantial,” “cold-blooded,” fashionable,” and “laughable,” and the verbs “cater,” “drug,” “gossip,” “grovel,” and “misquote.” Many of Shakespeare’s words and phrases can be traced back to older forms, but Shakespeare certainly popularized the use of certain words through his plays and poems in a way that has been incomparable. Many words used by Shakespeare have been dropped or changed meaning. For example, bison (blind), proper (handsome), cousin (kinsman), and silly (innocent). According to the Encyclopedia Britannica, “Every living language can readily be adapted to meet changes occurring in the life and culture of its speakers, and the main weight of such changes falls on vocabulary. Grammatical and phonological structures are relatively stable and change noticeably over centuries rather than decades; but vocabularies can change very quickly.”

Shakespeare's wordplay is one reason he is unique and memorable, he alternates the uses of existing words, such as using a noun as verb, connecting words never used together, or changing verbs into adjectives. “In later periods correctness of syntax and propriety in vocabulary were the primary concerns, the Elizabethans were interested in the relationship between sound and writing. The focus of linguistic interest at this period was directed towards sound, not to vocabulary or syntax” (Blake). As people read they standardize the position in which words are placed. Currently, as a rule, the subject appears first, then the verb, and then the direct object, but it seems Shakespeare did not devote too much attention to style, but was focused on painting a picture in people’s heads. According to McDonald, “Fluidity is the rule in the Shakespearian sentence, and so we encounter an immense number of syntactic possibilities. Direct objects may open a sentence when we would normally expect a subject.” For example, in Hamlet’s complaint to his mother, “…Sense sure you have, / Else could you not have motion” (3.4.71-72). Shakespeare examines relationships between words and meanings and pushed the senses of words to their limits, as when Juliet ponders Romeo’s name; What’s in a name? That which we call a rose By any other word would smell as sweet (2.2).

So the question here is, “Why Shakespeare?” This talent with language, and the art with which he employed its usage, is why Shakespeare is as relevant today as he was in his own time. I feel it is pretty amazing that quotes, phrases, expressions, and words used by Shakespeare hundreds of years ago can make sense to me in 2007. One of my favorite quotes is from the play, As You Like It. It says,

All the world's a stage,
And all the men and women merely players.
They have their exits and their entrances,
And one man in his time plays many parts,
His acts being seven ages (Act II, Sc. VII).

Shakespeare is right, the world is a stage and language is what we use to perform, whether or not we chose to enjoy the performance it up to us.

My WordHoard

Noun- used to name a person, place, animal, thing, and abstract idea

woman/wife- cwene

man- monn

child- bearn

family- cyÞÞ

music/joy- drēam

water/sea- flōd

help/support/protection- fultum

teacher- lārēow

gift- lēan

memory- gemynd

friend- frēond

marriage/ sexual intercourse- synscipe

town/village- tūn

bad weather- unweder

criminal/ evil spirit- wearg

forest- holt

walrus- horshwæl

scholar/writer- bōcere

clothes- clāp

song/speech- cwidegiedd

Verb- carries the idea of being or action in a sentence

laugh- hlehhan

pray/ask- biddan

read- rædan

give birth to- ācennan

travel- faran

teach/instruct- tæcon

attack/approach- nægan

think of/imagine- (ge)Þencan

love- lufian

perform/experience- drēogan

Adjectives- modifies a noun or pronoun by describing, identifying, or quantifying words

many- fela

strong/powerful- strang

beautiful/pleasant- fæger

innocent/honest- bilewite

weary from drinking mead/hung over- medowērig

Adverb- indicates manner, time, place, cause, or degree and answers the questions, “how?” “when?” “where?” “how much?”

deeply- dēope

very- ful

Conjunctions- a joiner, a word that connects parts of a sentence

and- ond

but- ac

so that/because- Þæt

Prepositions- usually indicates that temporal, spatial, or logical relationship of its object to the rest of the sentence

on- an

in/into- innan

behind- beæftan

over- ofer

between- betwēonan

Kennings- 2 nouns put together, noun creatively renamed

information-giver/ teacher/ ingefeallan-giefend

world-view/ computer/ ymbhwyrft- inscēawung

story-teller/ television/ lár-átellan

emergency-help/ paramedic/ nied-helpe

weather-person/ meteorologist/ weder-mann

My 2 sentences

The information-giver taught the children how to read.
Se ingefeallan-giefend tæcon se cildfaru hū tō rædan.

The weather-person expected bad weather for today.
Se weder-mann àbídan unweder fore tōdæg.

"Magical" Spells

I searched the internet for awhile in search of a spell that appealed to me and did something "magical" with language. In my search I became a bit frightened because spells are so supernatural, so I had to limit my searching in the daytime hours. I found a great site that had several contemporary spells written by people all over the world. At this site I was unable to cut and paste because of plagiarism, so, I decided to give you the website. Please read the second spell, titled "Getting Over Spell." I chuckled out loud at this one. I loved the rhyming scheme along with the authors choice of words. The spell is short, but to the point.

http://www.spellsandmagic.com/spells.html

Metrical Charm in Old English

What is a Metrical Charm?

The Metrical Charms are the only remaining examples of what Heathen charms may have been like for the pagan Jutes, Angles, and Saxons. The spells are mostly of a type used for healing. Though a few also are for recovery of stolen cattle, or to calm swarms of bees. http://www.ealdriht.org/charms.html

Metrical Charm 5: For Loss of Cattle

Modern English
As soon as anyone tells you that your goods are lost, you must first of all, before you say anything else, say:

Bethlehem is the name of the town where Christ was born it is well known over the entire world, So this deed may be known among men.
Through the holy cross of Christ! Amen.


Then bow three times to the east and say three times: ‘Crux Christi ab oriente reducath.’


Then bow three times to the west and say three times: ‘Crux Christi ab occidente reducat.’


Then bow three times to the south and say three times: ‘Crux Christi ab aquilone reducath, crux abscondita est et inuenta est.’


The Jews hanged Christ, did the worst of deeds to him, and hid what they might not keep hidden. So this deed may not be concealed in any way, through holy cross of Christ. Amen.


Old English
þonne þe mon ærest secge þæt þin ceap sy losod, þonne cweð þu ærest, ær þu elles hwæt cweþe:
Bæðleem hatte seo buruh þe Crist on acænned wæs, seo is gemærsod geond ealne middangeard; swa þyos dæd for monnum mære gewurþe
þurh þa haligan Cristes rode! Amen. Gebide þe þonne þriwa east and cweþ þonne þriwa: Crux Christi ab oriente reducað. Gebide þe þonne þriwa west and cweð þonne þriwa: Crux Christi ab occidente reducat. Gebide þe þonne þriwa suð and cweþ þriwa: Crux Christi ab austro reducat. Gebide þonne þriwa norð and cweð þriwa: Crux Christi ab aquilone reducað, crux Christi abscondita est et inuenta est. Iudeas Crist ahengon, dydon dæda þa wyrrestan, hælon þæt hy forhelan ne mihtan. Swa þeos dæd nænige þinga forholen ne wurþe þurh þa haligan Cristes rode. Amen.