ü      3.3.12 G.4 All students will speak in a clear, concise, organized language that varies in content and form for different audiences and purposes. (Select and discuss literary passages that reveal character, develop theme, and illustrate literary elements.)

ü      3.3.12 A.2 All students will speak in a clear, concise, organized language that varies in content and form for different audiences and purposes. (Support, modify, or refute a position in small or large-group discussions).

ü      3.5.12 A.1 All students will access, view, evaluate, and respond to print, nonprint and electronic texts and resources. (Understand that messages are representations of social reality and vary by historic time periods and parts of the world).

Behavioral Objectives:

            Students will be able to:

ü      Argue for or against a topic and support their argument with data.

ü      Compare themes in Henry IV to real life examples.

ü      Explain their theme to the rest of the group.

ü      Evaluate predictions made at the start of the unit. 

Materials:

ü      Henry IV Part 1 (The New Folger Library Edition)

ü      “Sherman” poem

ü      Paper copy of Declaration of Independence

ü      “Father to Son” music and lyrics

ü      Mini CD player and headphones

ü      “Characteristics of a King” graphic organizer

ü      Worksheets on honor, father-son relationships and rebellion against law.

Motivation:

ü      (Discuss the Likert Scales homework assignment. Create Likert Scale in classroom by drawing a line across the board. Read each statement aloud and ask students to stand where they marked their paper.) When I read the statement, stand where you think the character falls on the scale. Why did you choose this?

Instruction/Activities/Technology:

ü      Motivation (15 min)

ü      Modified Jigsaw- Themes and Character relationships (30 min)

o       Students will be divided into two groups. One person in each group will be given a theme (honor, rebellion against the law, father-son relationships and qualities of a good ruler). If someone is absent that day only one person will research father-son relationships.

§         Honor

·        Read poem about honor.

·        Complete worksheet relating the “honor” poem to Henry IV.

·        When returning to home groups, students should be prepared to read the poem aloud and make connections between it and the play to tell their group.

§         Rebellion against the law

·        Look at political cartoon comparing England and France.

·        Compare the idea of rebellion given in the cartoon to the concept of rebellion in Percy’s rebellion and in Falstaff’s propensity to steal.

§         Good king/bad king

·        Review a section of the Declaration of Independence. What did our Founding Fathers believe made a good king? What does Henry IV think a good king is? Hotspur? Prince Hal?

·        Complete graphic organizer.

·        When returning to home groups, students should share their comparison between King George III and King Henry, and Prince Hal and Hotspur.

§         Father/son relationships

·        Henry/Hal/Falstaff

·        Northumberland/Hotspur/Worcestor

·        Listen to “Father to Son” by Queen while following along with the lyrics. Complete worksheet.

·        Students will write a letter from King Henry to Hal, speculating on what message Henry might pass down to Hal as the future King. They will then share the letter and the reasoning behind it with the rest of their group.

o       Return to home groups. Students will then share ideas about the themes with the rest of their group.

ü      Look at predictions made at the beginning of play. Where were we right? Where were we wrong?

Questions:

ü      What are four major themes in Henry IV Part 1?

ü      What concepts of honor are seen in Henry IV? How are they different? How are they the same?

ü      Is Falstaff’s thievery equal to Hotspur’s attempt to usurp the king, in essence, “steal the king’s throne?”

ü      What makes a good king?

ü      Is Henry a good king?

ü      Who acts more like a father to Hal, Henry or Falstaff? Why?

ü      Who acts more like a father to Hotspur, Northumberland or Worcestor? Why?

Special Education Modifications:

ü      All handouts will be according to COLA standards and have three holes punched in order to easily be put into a binder.

Homework:

                  ü      Complete assessment:

Links to Materials  

Likert Scales     Father to Son Worksheet    Rebellion Against the Law Worksheet

    Sherman Worksheet    Good King Worksheet