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HUMANITIES PART I – UNIT 4

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Module 1 - Borrowing and Lending: The Merchant of Venice

LIST OF CONTENTS

Information Sheet

Section 1: What Task and Standards?

Teaching Task

Common Core State Standards

Reading Standards for Informational / Explanatory Tasks

Speaking and Listening Standards

Writing Standards for Informational / Explanatory Tasks

Content Standards from State or District

Speaking and Listening Rubric

Writing Rubric for Informational / Explanatory Tasks

Section 2: What Skills?

Skill Cluster Overview

Section 3: What Instruction?

Instructional Ladder

Skill Cluster 1: Preparation for Module

Skill Cluster 2: Reading Process

Skill Cluster 3: Dialogue Process

Skill Cluster 3: Transition to Writing

Skill Cluster 4: Writing Process

Materials, References and Supports

Teacher Work Section

Module Appendix

Seminar Plan

Text

Vocabulary List

Seminar

Speaking and Listening Checklist



FOR INFORMATIONAL / EXPLANATORY

Module 1 - Borrowing and Lending: The Merchant of Venice (continued)

Information Sheet

Module Title (Title should Include text title and key ideas)

Borrowing and Lending: The Merchant of Venice

Module Description (Overview to state course subject, key ideas, text, written product and audience)

This module is designed to be taught as part of a Humanities unit on economics and world trade. It can be taught as part of this larger unit or independently.

Template Task (The writing assignment with blanks; include number, type, level)

Collection 2, Task 23: [Insert optional question] After reading _________ (literature or informational text/s), write a/an __________ (report, essay, or substitute) in which you compare content. Support your discussion with evidence from your texts. (Informational/Comparison)

Teaching Task (FIll in the blanks and be sure there is a clear connection between the question, task and text)

• Who is the true Merchant of Venice? • After reading Act I, Scene 3 of Shakespeare’s The Merchant

of Venice, write an essay in which you compare Antonio and Shylock as men and merchants. Support your discussion with evidence from the text.

Big Ideas, Values (see Ideas and Values list on page 19 in the Paideia Course Manual)

• Honesty• Money• Profit• Trade

Grade(s)/Level 9-10

Discipline(e.g., ELA, science, history, other?)

Humanities

Course Humanities (or English)

Author(s) Laura Billings, Terry Roberts

Contact Information • [email protected]• [email protected]



Section 1: What Tasks and Standards?

TEACHING TASK

Teaching Task (Before finalizing, draft your own response to text and revise)

• Who is the true Merchant of Venice? • After reading Act I, Scene 3 of Shakespeare’s The Merchant

of Venice, write an essay in which you compare Antonio and Shylock as men and merchants. Support your discussion with evidence from the text.

Reading Texts (See Paideia Text Rubric on page 20 in the Paideia Course Manual for text selection rubric; provide text title here and include link to exact version or whole text in Appendix)

Act I, Scene 3 of The Merchant of Venice by William Shakespeare(in Appendix)

Background to Share with Students(Justify why it is important for students to read and study this text)

The Merchant of Venice is a play by William Shakespeare, believed to have been written between 1596 and 1598. Though classified as a comedy in the First Folio (probably because of its “happy ending”) and sharing certain aspects with Shakespeare’s other romantic comedies, the play is perhaps most remembered for its dramatic scenes, and is best known for Shylock and the famous “Hath not a Jew eyes?” speech. Although the play directly addresses race and racism as a social force, we are pri-marily concerned in this module with its treatment of money and trade; in particular we will address the following ideas (among others): Honesty, Money, and Profit.

Extension (Note the written product, the audience and how the audience might respond)

Participate in the publication of an anthology of student essays on The Merchant of Venice, copies of which are available for cir-culation both in the classroom and the school media center. This anthology will contain each student’s essay in its final revised and edited form, with an introduction by the teacher. Note that this collection needs to be available in multiple copies, as it will serve as a source of exemplars for students who write similar assignments (Informational or Explanatory/Comparison) in suc-ceeding years.




COMMON CORE STATE STANDARDS (refer to grade level standards)Reading Standards vary by module type.

Section 1: What Tasks and Standards? (continued)


READING STANDARDS for INFORMATIONAL / EXPLANATORY

“Built-in” Reading Standards

“When Appropriate” Reading Standards

1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., section, chapter, scene, or stanza) relate to each other and the whole.

4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

7. Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.

6. Assess how point of view or purpose shapes the content and style of a text.

8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

10. Read and comprehend complex literary and informational texts independently and proficiently.

9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.



COMMON CORE STATE STANDARDS (refer to grade level standards)Speaking and Listening Standards are the same for all three module types.



SPEAKING AND LISTENING STANDARDS

for ALL MODULE TYPES

“Built-in” Speaking and Listening Standards

“When Appropriate” Speaking and Listening Standards

1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.

2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.

3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.

6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.



COMMON CORE STATE STANDARDS (refer to grade level standards)Writing Standards vary by module type.



WRITING STANDARDS for INFORMATIONAL / EXPLANATORY

“Built-in” Writing Standards

“When Appropriate” Writing Standards

2. Write informational/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audience.

8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.




CONTENT STANDARDS from STATE OR DISTRICT


Standards Source:

NUMBER CONTENT STANDARDS



SPEAKING AND LISTENING RUBRIC

This is the same for all three module types.



SCORING ELEMENTS

Not Yet Approaches Expectations /Meets Expectations Adanced

1 1.5 2 2.5 3

Attention • Does not look at the person speaking.

• Occasionally turns and talks to person sitting nearby while another person is speaking.

• Looks at the person speaking during most of the discussion.

• Rarely talks while another is speaking.

• Looks at the person speaking during the discussion.

• Does not talk while another is speaking.

Engagement • Does not take notes related to the ideas being discussed.

• Occasionally takes notes related to the ideas being discussed.

• Gives way to another as a way of sharing the talk time.

• Consistently takes notes related to the ideas being discussed.

• Gives way to another as a way of sharing the talk time.

Articulation • Makes barely audible statements.

• Makes clear and accurate statements; generally speaks at appropriate pace, volume; uses relevant vocabulary and grammar.

• Makes clear and accurate statements; consistently speaks at appropriate pace, volume; uses relevant vocabulary and grammar.

Explanation • Makes simple, somewhat unrelated or repetitive points/ statements.

• Provides points/ statements about the discussion topic noting details related to sequence, category, purpose, or point of view.

• Provides insight related to fallacies within the text; tests assumptions and explores inferences.

• Refers to the text or another relevant source.

Table continues on next page



SPEAKING AND LISTENING RUBRIC (continued)



SCORING ELEMENTS

Not Yet Approaches Expectations /Meets Expectations Adanced

1 1.5 2 2.5 3

Expansion • Draws conclusions based on a single perspective.

• Refers to the text or another relevant source.

• Illuminates relevance; Notes positive/negative implications

• Acknowledges difference in own perspectives—before and now.

• Adds to previous statement by offering a more global/ holistic interpretation.

Connection • Does not ask questions.

• Does not refer to what else has been said.

• Considers another point of view and acknowledges personal bias.

• Asks authentic questions.• Paraphrases what else

has been said.

• Refers to another facet of an idea or another’s comment.

• Considers multiple points of view and acknowledges personal bias.

• Asks authentic, thought-provoking, open-ended questions.



WRITING RUBRIC for INFORMATIONAL / EXPLANATORY TASKS

Writing Rubrics vary by module type.



SCORING ELEMENTS

Not Yet Approaches Expectations

1 1.5 2 2.5

Focus • Attempts to address prompt, but lacks focus or is off-task.

• Addresses prompt appropriately but with a weak or uneven focus.

Controlling Idea

• Attempts to establish a controlling idea, but lacks a clear purpose.

• Establishes a controlling idea with a general purpose.

Reaading/Research

• Attempts to present information in response to the prompt, but lacks connections or relevance to the purpose of the prompt.

• Presents information from reading materials relevant to the purpose of the prompt with minor lapses in accuracy or completeness.

Development • Attempts to provide details in response to the prompt, including retelling, but lacks sufficient development or relevancy.

• Presents appropriate details to support the focus and controlling idea.

Organization • Attempts to organize ideas, but lacks control of structure.

• Uses an appropriate organizational structure to address the specific requirements of the prompt, with some lapses in coherence or awkward use of the organizational structure.

Conventions • Attempts to demonstrate standard English conventions, but lacks cohesion and control of grammar, usage, and mechanics.

• Sources are used without citation.

• Demonstrates an uneven command of standard English conventions and cohesion.

• Uses language and tone with some inaccurate, inappropriate, or uneven features.

• Inconsistently cites sources.

Content Understanding

• Attempts to include disciplinary content in explanations, but understanding of content is weak.

• Content is irrelevant, inappropriate, or inaccurate.

• Briefly notes disciplinary content relevant to the prompt.

• Shows basic or uneven understanding of content.

• Minor errors in explanation.

Table continues on next page



WRITING RUBRIC for INFORMATIONAL / EXPLANATORY TASKS (continued)



Meets Expectations Advanced

3 3.5 4

• Addresses prompt appropriately and maintains a clear, steady focus.

• Addresses all aspects of prompt appropriately and maintains a strongly developed focus.

• Establishes a controlling idea with a clear purpose maintained throughout the response.

• Establishes a strong controlling idea with a clear purpose maintained throughout the response.

• Presents information from reading materials relevant to the prompt with accuracy and sufficient detail.

• Accurately presents information relevant to all parts of the prompt with effective selection of sources and details from reading materials.

• Presents appropriate and sufficient details to support the focus and controlling idea.

• Presents thorough and detailed information to strongly support the focus and controlling idea.

• Maintains an appropriate organizational structure to address the specific requirements of the prompt.

• Maintains an organizational structure that intentionally and effectively enhances the presentation of information as required by the specific prompt.

• Demonstrates a command of standard English conventions and cohesion, with few errors.

• Response includes language and tone appropriate to the audience, purpose, and specific requirements of the prompt.

• Cites sources using appropriate format with only minor errors.

• Demonstrates and maintains a well-developed command of standard English conventions and cohesion, with few errors.

• Response includes language and tone consistently appropriate to the audience, purpose, and specific requirements of the prompt.

• Consistently cites sources using appropriate format.

• Accurately presents disciplinary content relevant to the prompt with sufficient explanations that demonstrate understanding.

• Integrates relevant and accurate disciplinary content with thorough explanations that demonstrate in-depth understanding.



Module Templates – Section 2: What Skills?

SKILL CLUSTER OVERVIEW


Skill Definition

SKILL CLUSTER 1: PREPARATION FOR MODULE

Task Analysis Ability to understand and explain the task’s prompt and rubric.

SKILL CLUSTER 2: READING PROCESS (PRE-SEMINAR)

Background Information Ability to identify contextual information.

Inspectional Reading Ability to identify structural components of the seminar text.

Essential Vocabulary Ability to identify and master terms essential to understanding a text.

Analytical Reading Ability to read for meaning and inferences.

SKILL CLUSTER 3: DIALOGUE PROCESS (PAIDEIA SEMINAR)

Pre-Seminar Process Ability to reflect on personal communication habits and select appropriate speaking and listening goals.

Seminar Ability to think critically and collaboratively in a group about concepts and ideas of a text through a structured Socratic seminar or other discussion-based strategy.

Post-Seminar Process Ability to self-assess on speaking and listening skills practiced in the seminar and note relevant communication goals for future discussions.

SKILL CLUSTER 4: WRITING PROCESS

Note-taking Ability to select important facts and passages for use in one’s own writing.

Initiating the Task (Controlling Idea)

Ability to establish a controlling idea and consolidate information relevant to task.

Planning Ability to develop a line of thought and text structure appropriate to the task type.

Initial Draft and Development

Ability to construct an initial draft with an emerging line of thought and structure. • Ability to explain relevant and plausible implications.• Ability to address the credibility and origin of sources in view of your research

topic. • Ability to identify gaps or unanswered questions.

Revision Ability to refine text, including line of thought, language usage, and tone as appropriate to audience and purpose.

Editing Ability to proofread and format a piece to make it more effective.

Completion Ability to submit final work that is on task.



Section 3: What Instruction?

INSTRUCTIONAL LADDER

Pacing Skill & Definition

Product & Prompt Criteria for Scoring

Instructional Strategies

SKILL CLUSTER 1: PREPARING FOR THE TASK

Day 1 Task Analysis• Ability to

understand and explain the task’s prompt and rubric.

Bullets• In your own words, what

are the important features of a good response to this prompt?

• No scoring • Share examples of historical essays (either from past students or from professional writers).

• Discuss key features of examples.

• Have students pay special attention to comparison words.

• Pair students to share and improve their individual bullets.

• Create a classroom list: Choose one student to share a few ideas on the board, and ask others to add to it.

SKILL CLUSTER 2: READING PROCESS (PRE-SEMINAR)

Days 1-2

Background Information• Ability to

identify contextual information.

Notes• Discuss where the scene

appears in the play and any background on the three characters who appear.

• Plot and character detailed accurately.

• Have students read a plot summary and create rough story board to note character and plot information.

Days 2-3

Inspectional Reading• Ability to

identify structural components of the seminar text.

Labeling Text• Examine the text and

discuss the genre and other characteristics (dialogue, poetry, etc.)

• Label the text by numbering the talk turns in this scene (1-46).

• Structural features of the text are visible and clear.

• Each student has a copy of the printed text.

• Read the scene aloud for students or have student volunteers read it aloud.




Section 3: What Instruction? (continued)

INSTRUCTIONAL LADDER (continued)




SKILL CLUSTER 2: READING PROCESS (PRE-SEMINAR) (continued)

On-going Essential Vocabulary• Ability to iden-

tify and master terms essential to understand-ing a text.

Vocabulary List• In your notebook,

list words and phrases essential to the texts.

• Add definitions, and (if appropriate) notes on connota-tion in this context.

• In addition to the terms from the text, also list and define the following: Com-edy, Act, Scene, Line.

• Lists appropri-ate phrases.

• Provides accu-rate definitions.

• Read the text aloud a sec-ond time while students highlight the words and phrases with which they are unfamiliar. (Post list provided in Appendix)

• Discuss the scene line by line, defining terms while students take notes on their initial copies of the text—for transfer into their notebooks.

Day 3 (& 4 as necessary)

Analytical Reading• Ability to anno-

tate demanding text in detail.

Marked Text• Using the two-col-

umn version of the text provided by the teacher, work in groups of three to annotate your personal copy of the text with para-phrases for difficult passages.

• After your group has finished anno-tating both texts, participate in class discussion of anno-tations.

• Annotates texts in de-tail—including paraphrase of individual lines.

• Project on the board or screen a set of footnotes from a standard version of the text (of your choice) so that students will have a starting place with antique words or phrases.

• Assign groups of three to work through both texts line-by-line, writing clear paraphrases of any lines that are confusing to the students in each group.

• After all groups are fin-ished, discuss both texts line by line, having groups share their paraphrases; discuss as necessary for clarity.







Product & Prompt

Criteria for Scoring


SKILL CLUSTER 3: DIALOGUE PROCESS (SEMINAR)

Day 4 Pre-Seminar Process• Ability to

reflect on per-sonal commu-nication habits and select appropriate speaking and listening goals.

Self-Assessment• Based on the

list of speaking and listening behaviors, note in writing a goal for your personal participation in the upcoming dialogue. See Appendix.

• Chooses appropriate individual process goal based on past seminar perfor-mance.

• PLEASE use the Seminar Plan/Seminar Process Script in Appendix along with the Speaking and Listening Checklist.

• Teacher should identify a collection of appropriate speaking and listening goals for the group.

• Students select what they will work on individually and note it in writing on the Seminar Process Assessment sheet included in the Module Appendix.

• The group participation goal is dis-cussed and posted where all can see.

Day 4 Seminar• Ability to think

critically and collaboratively in a group about concepts and ideas of a text through a structured Paideia semi-nar.

• Participate in the Seminar and focus on your goals.

• No scoring • PLEASE use the Seminar Plan in Ap-pendix.

• Teachers should be familiar with the Process step of Paideia Seminar includ-ing: definition and purpose for having the dialogue, role and responsibility of facilitator and participants, steps to guide personal and group process goals. Also see Teaching Thinking Through Dialogue for examples of pre- and post-seminar process “scripts” embedded in sample seminar plans.

Day 4 Post-Seminar• Ability to

self-assess on speaking and listening skills prac-ticed in the seminar and note relevant communication goals for future discussions.

Self-Assessment• Reflect back on

your participa-tion goal, then finish filling out the Speaking and Listening Checklist; write a short reflec-tive work on your seminar performance in detail.

• Answers task by filling in form com-pletely.

• Writes in detail about seminar par-ticipation.

• PLEASE use the Seminar Plan/Seminar Process Script in Appendix.

• Have a few representative students share their goal for speaking and lis-tening and their performance.

• Likewise, may ask the entire class to reflect on the entire dialogue process, i.e. the group effort.

• In whatever format is preferred, both individual and group reflections should be archived for reference at the begin-ning of the next Seminar.








SKILL CLUSTER 3 – TRANSITION TO WRITING

Day 4 Capturing Ideas from Discussion• Ability to

capture in writing the ideas (and words used to name and discuss ideas) from the seminar discussion.

Short Response• After re-examining the

prompt, note everything that you heard, said, or thought during the seminar that is related to the task. (Do not worry about grammar, punctuation, or spelling at this point.)

• No scoring • Link this task to earlier class content.

• Remind students that these notes will feed directly into the writing process.

• Clarify timetable for the writing assignment.

SKILL CLUSTER 4 – WRITING PROCESS

Day 5 Note-taking• Ability to select

important facts and passages for use in one’s own writing.

Notes• From each text, make a

list of the elements that look most important for answering the prompt. Do what you need to do to avoid plagiarism.

• Note in particular quotes that you can use to illustrate your response to the writing task.

• Identifies relevant elements.

• Includes information to support accurate citation (for example, Act, Scene, and Line number)

• Teach a model format for note taking.

• Check that early student work is in the assigned format (or in another format that gathers the needed information effectively).

Day 6 Initiating the Task (Controlling Idea)• Ability to

establish a claim and consolidate information relevant to task.

Opening Paragraph• Write an opening

paragraph that includes a controlling idea and sequences the key points you plan to make in your composition. Remember the many points about comparisons.

• Writes a concise summary statement or draft opening.

• Provides direct answer to main prompt requirements.

• Establishes a controlling idea.

• Identifies key points that support development of argument.

• Offer several examples of opening paragraphs from previous student responses to a similar prompt (Informational/Explanatory Comparison).

• Ask class to discuss what makes them strong or weak.

• Review the list that students created earlier to identify needed elements.










SKILL CLUSTER 4 – WRITING PROCESS (continued)

Day 7 Planning• Ability to develop

a line of thought and text structure appropriate to the task type.

Outline/Organizer• Create an outline

based on your notes and reading in which you state your claim, sequence your points, and note your supporting evidence.

• Creates an outline or organizer.

• Supports controlling idea.

• Uses evidence from texts read earlier.

• Provide and teach one or more examples of outlines or organizers.

• Invite students to generate questions in pairs about how the format works, and then take and answer questions.

Days 8-9

Inital Draft and Development• Ability to construct

an initial draft with an emerging line of thought and structure.

Draft• Write an initial

draft complete with opening, development, and closing; insert and cite textual evidence.

• Address the credibility and origin of sources in view of your research topic.

• Identify gaps or unanswered questions.

• Provides complete draft with all parts.

• Supports the opening in the later sections with evidence and citations.

• Encourage students to re-read prompt partway through writing, to check that they are on-track.

Days 10-11

Revision• Ability to refine

text, including line of thought, language usage, and tone as appropriate to audience and purpose.

Multiple Drafts• Refine composition’s

analysis, logic, and organization of ideas/points.

• Use textual evidence carefully, with accurate citations

• Decide what to include and what not to include.

• Provides complete draft with all parts.

• Supports the opening in the later sections with evidence and citations.

• Improves earlier edition.

• Model useful feedback that balances support for strengths and clarity about weaknesses.

• Assign students to provide each other with feedback on those issues through a writer’s workshop approach.









SKILL CLUSTER 4 – WRITING PROCESS (continued)

Day 12 Editing• Ability to proof-

read and format a piece to make it more effective.

Correct Draft• Revise draft to have

sound spelling, cap-italization, punctua-tion, and grammar.

• Adjust formatting as needed to provide clear, appealing text.

• Provides draft free from distracting surface errors.

• Uses format that supports purpose.

• Briefly review select-ed skills that many students need to improve.

• Teach a short list of proofreading marks.

• Assign students to proofread each other’s texts a second time.

Day 13 Completion• Ability to submit

final piece that meets expecta-tions.

Final Work• Turn in your complete

set of drafts, plus the final version of your piece.

• Demonstrates that composition is on task and ready for evaluation.

• Celebrate!




Materials, References, and Supports


FOR TEACHERSAdler, Mortimer J. and Charles Van Doren. (1972). How to Read a Book. New York: Simon and Schuster.

Adler, Mortimer. How to Speak and How to Listen.

Dougherty, Billings, Roberts, ASCD 2014. Teaching Writing for Enduring Understanding.

National Paideia Center (2010). Teaching Thinking Through Dialogue: Paideia Seminar Manual. 2nd Edition.

Roberts, Terry and Laura Billings. (2011). Teaching Critical Thinking: Using Seminars for 21st Century Literacy. New York: Eye on Education.

FOR STUDENTSDictionary: http://www.merriam-webster.com/

Timeline: http://www.tiki-toki.com/

World Map: http://www.nationalgeographic.com/kids-world-atlas/maps.html

The Merchant of Venice, William Shakespeare



Teacher Work SectionAdded Thoughts About Teaching This Module





Ideas: Honesty, Money, Profit

seminar plan for: Borrowing and Lending:The Merchant of Venice




PRE-SEMINAR



The Merchant of Venice, Act I, Scene III. Venice. A public place.


Enter BASSANIO and SHYLOCK

SHYLOCKThree thousand ducats; well.BASSANIOAy, sir, for three months.SHYLOCKFor three months; well.BASSANIOFor the which, as I told you, Antonio shall be bound.SHYLOCKAntonio shall become bound; well.BASSANIOMay you stead me? Will you pleasure me? Shall I know your answer?SHYLOCKThree thousand ducats for three months and Anto-nio bound.BASSANIOYour answer to that.SHYLOCKAntonio is a good man.BASSANIOHave you heard any imputation to the contrary?SHYLOCKOh, no, no, no, no: my meaning in saying he is a good man is to have you understand me that he is sufficient. Yet his means are in supposition: he hath an argosy bound to Tripolis, another to the Indies; I understand moreover, upon the Rialto, he hath

a third at Mexico, a fourth for England, and other ventures he hath, squandered abroad. But ships are but boards, sailors but men: there be land-rats and water-rats, water-thieves and land-thieves, I mean pirates, and then there is the peril of waters, winds and rocks. The man is, notwithstanding, sufficient. Three thousand ducats; I think I may take his bond.BASSANIOBe assured you may.SHYLOCKI will be assured I may; and, that I may be assured, I will bethink me. May I speak with Antonio?BASSANIOIf it please you to dine with us.SHYLOCKYes, to smell pork; to eat of the habitation which your prophet the Nazarite conjured the devil into. I will buy with you, sell with you, talk with you, walk with you, and so following, but I will not eat with you, drink with you, nor pray with you. What news on the Rialto? Who is he comes here?

Enter ANTONIO

BASSANIOThis is Signior Antonio.SHYLOCK[Aside] How like a fawning publican he looks! I hate him for he is a Christian, but more for that in low simplicity he lends out money gratis and brings

PRE-SEMINAR



The Merchant of Venice (p2)

PRE-SEMINAR


down the rate of usance here with us in Venice. If I can catch him once upon the hip, I will feed fat the ancient grudge I bear him. He hates our sacred nation, and he rails, even there where merchants most do congregate, on me, my bargains and my well-won thrift, which he calls interest. Cursed be my tribe, if I forgive him!BASSANIOShylock, do you hear?SHYLOCKI am debating of my present store, and, by the near guess of my memory, I cannot instantly raise up the gross of full three thousand ducats. What of that? Tubal, a wealthy Hebrew of my tribe, will furnish me. But soft! How many months do you desire?

To ANTONIORest you fair, good signior; your worship was the last man in our mouths.ANTONIOShylock, although I neither lend nor borrow by taking nor by giving of excess, yet, to supply the ripe wants of my friend, I’ll break a custom. Is he yet possess’d how much ye would?SHYLOCKAy, ay, three thousand ducats.ANTONIOAnd for three months.SHYLOCKI had forgot; three months; you told me so. Well

then, your bond; and let me see; but hear you; me thought you said you neither lend nor borrow upon advantage.ANTONIOI do never use it.SHYLOCKWhen Jacob grazed his uncle Laban’s sheep--this Jacob from our holy Abram was, as his wise mother wrought in his behalf, the third possessor; ay, he was the third--ANTONIOAnd what of him? Did he take interest?SHYLOCKNo, not take interest, not, as you would say, directly interest: mark what Jacob did. When Laban and himself were compromised that all the eanlings which were streak’d and pied should fall as Jacob’s hire, the ewes, being rank, in the end of autumn turned to the rams, and, when the work of genera-tion was between these woolly breeders in the act, the skilful shepherd peel’d me certain wands, and, in the doing of the deed of kind, he stuck them up before the fulsome ewes, who then conceiving did in eaning time fall parti-colour’d lambs, and those were Jacob’s. This was a way to thrive, and he was blest: and thrift is blessing, if men steal it not.ANTONIOThis was a venture, sir, that Jacob served for; a thing not in his power to bring to pass, but sway’d and fashion’d by the hand of heaven. Was this




PRE-SEMINAR


inserted to make interest good? Or is your gold and silver ewes and rams?SHYLOCKI cannot tell; I make it breed as fast: but note me, signior.ANTONIOMark you this, Bassanio, the devil can cite Scripture for his purpose. An evil soul producing holy witness is like a villain with a smiling cheek, a goodly apple rotten at the heart: O, what a goodly outside false-hood hath!SHYLOCKThree thousand ducats; ‘tis a good round sum. Three months from twelve; then, let me see; the rate--ANTONIOWell, Shylock, shall we be beholding to you?SHYLOCKSignior Antonio, many a time and oft in the Rial-to you have rated me about my moneys and my usances: still have I borne it with a patient shrug, for sufferance is the badge of all our tribe. You call me misbeliever, cut-throat dog, and spit upon my Jew-ish gaberdine, and all for use of that which is mine own. Well then, it now appears you need my help: go to, then; you come to me, and you say ‘Shylock, we would have moneys:’ you say so; you, that did void your rheum upon my beard and foot me as you spurn a stranger cur over your threshold: moneys is your suit what should I say to you? Should I not

say ‘Hath a dog money? Is it possible a cur can lend three thousand ducats?’ Or shall I bend low and in a bondman’s key, with bated breath and whispering humbleness, say this; ‘Fair sir, you spit on me on Wednesday last; you spurn’d me such a day; anoth-er time you call’d me dog; and for these courtesies I’ll lend you thus much moneys’?ANTONIOI am as like to call thee so again, to spit on thee again, to spurn thee too. If thou wilt lend this mon-ey, lend it not as to thy friends; for when did friend-ship take a breed for barren metal of his friend? But lend it rather to thine enemy, who, if he break, thou mayst with better face exact the penalty.SHYLOCKWhy, look you, how you storm! I would be friends with you and have your love, forget the shames that you have stain’d me with, supply your present wants and take no doit of usance for my moneys, and you’ll not hear me: this is kind I offer.BASSANIOThis were kindness.SHYLOCKThis kindness will I show. Go with me to a notary, seal me there your single bond; and, in a merry sport, if you repay me not on such a day, in such a place, such sum or sums as are express’d in the condition, let the forfeit be nominated for an equal pound of your fair flesh, to be cut off and taken in what part of your body pleaseth me.




PRE-SEMINAR


ANTONIOContent, i’ faith: I’ll seal to such a bond and say there is much kindness in the Jew.

BASSANIOYou shall not seal to such a bond for me: I’ll rather dwell in my necessity.ANTONIOWhy, fear not, man; I will not forfeit it: within these two months, that’s a month before this bond expires, I do expect return of thrice three times the value of this bond.SHYLOCKO father Abram, what these Christians are, whose own hard dealings teaches them suspect the thoughts of others! Pray you, tell me this; if he should break his day, what should I gain by the exaction of the forfeiture? A pound of man’s flesh taken from a man is not so estimable, profitable neither, as flesh of muttons, beefs, or goats. I say, to buy his favour, I extend this friendship: if he will take it, so; if not, adieu; and, for my love, I pray you wrong me not.

ANTONIOYes Shylock, I will seal unto this bond.SHYLOCKThen meet me forthwith at the notary’s; give him di-rection for this merry bond, and I will go and purse the ducats straight, see to my house, left in the fearful guard of an unthrifty knave, and presently I will be with you.ANTONIOHie thee, gentle Jew.

Exit SHYLOCK

The Hebrew will turn Christian: he grows kind.BASSANIOI like not fair terms and a villain’s mind.ANTONIOCome on: in this there can be no dismay; my ships come home a month before the day.

Exeunt




PRE-SEMINAR

Text-Specific

act

scene

line

comedy

tragedy

imputation

squandered

fawning

publican

pied

gabardine

rheum

High Frequency

supposition

gratis

rails (verb)

thrift

interest

excess

villain

rated

spurn

forfeit

VOCABULARY LIST



Archaic Words

ducats – Any of various gold coins, piece of money

argosy – A large merchant ship, especially one with a rich cargo

Nazarite – An individual from Nazareth

signior – Spanish title equal to Mister

usance – A set length of time allowed for payment

eanlings – Lambs

eaning – Lambing, the birthing of lambs

doit – A small copper coin equal to a penny

VOCABULARY LIST (continued)


PRE-SEMINAR




Content

BACKGROUND INFORMATION

• Determine essential facts necessary to understand context of key text.

• Share with students either via short lecture, power point, video, or reading.

• Have students do additional research as appropriate.

INSPECTIONAL READING

• See that each student has a copy of the printed text or can closely view.

• Have students take first look at text structure.

• Direct students to label the parts of the text for common referencing.

• Read the text (or the first section) aloud with students.

VOCABULARY

• Have students work with categories of words.

• Define for them rare or contextual terms.

• Have students define and practice using high frequency words.

ANALYTICAL READING

• Coach students in reading the text a second and third time responding in detail to the key ideas.

• Provide graphic organizer for notes when appropriate.

PRE-SEMINAR




PRE-SEMINAR

ProcessPrepare participants to participate in seminar discussion with a version of the following script.

DEFINE SEMINAR

• “A Paideia Seminar is a time when we talk with each other about important ideas.”

• “The main purpose of seminar is to arrive at a fuller understanding of the textual ideas and values in this speech of ourselves, and of each other. We are going to work together and practice thinking about (list great ideas).”

FACILITATOR AND PARTICIPANT RESPONSIBILITIES

• “As participants, I am asking you to think, listen, and speak candidly about your thoughts, reactions, and ideas. You can help each other do this by using each other’s names.”

• “You do not need to raise your hands in order to speak; rather, the discussion is collaborative in that you try to stay focused on the main speaker and wait your turn to talk.”

• “You should try to both agree and disagree in a courteous, thoughtful manner. For example, you might say, ‘I disagree with Joanna because…,’ focusing on the ideas involved, not the individuals.”

• “As the facilitator, I am primarily responsible for asking challenging, open-ended questions, and I will take a variety of notes to keep up with the talk turns and flow of ideas. I will help move the discussion along in a productive direction by asking follow-up questions based on my notes.”




PRE-SEMINAR

Process (continued)

INDIVIDUAL SELF-ASSESSMENT / GOAL SETTING

• “Now, think about how you usually talk in a group. How do you usually talk?”

• “Consider this list of personal participation goals that are listed on the board.” (OR on the Speaking and Listening Check List.)

Possibilities:

Speak at least three times

Ask a question

Look at the person speaking

Use others’ names

Agree and disagree respectfully

• “Please choose one goal from the list and commit to achieving it during the discussion we are about to have and write your personal goal in your name tent.”




Reiterate that our purpose is to discuss important ideas and values including: Honesty, Money, and Profit. Arrange seats so that everyone can see each other’s face.

Opening Question(s) – Identify main ideas from the text• Based on the text, for whom do you feel more sympathy in this scene:

Antonio or Shylock? (vote by show of hands)

• Why did you choose that character? Read a short passage that justifies your vote and explain your reasoning. (spontaneous discussion)

Core Questions – Focus/analyze textual details• How would you describe Antonio’s approach to Shylock for a loan of 3,000

ducats? What does this say about him?

• Why does Shylock decide to loan Antonio (and Bassanio) the money despite Antonio’s past abuses?

• What does the text say about how Antonio earns his living? How does Shylock? Are there lines in this scene that suggest which is the more honorable profession?

• Antonio’s ability to repay the loan is dependent on the return of his ships. What do you think of his decision?

• How does Antonio view Shylock for charging interest on his loans? Based on the text, are his feelings justified?

Closing Question(s) – Personalize and apply the textual ideas• What does this scene (and our discussion of it) convey about the nature of

money and trade?

SEMINAR




POST-SEMINAR

ProcessAssess individual and group participation in seminar discussion.

ASSESS INDIVIDUAL / GROUP GOALS

• “Thank you for your focused and thoughtful participation in our seminar.“

• “As part of the post-seminar process, I would first like to ask you to take a few minutes to reflect on your relative success in meeting the personal process goal you set prior to beginning the discussion. Please review the goal you set for yourself and reflect in writing to what extent you met the goal. In addition, note why you think you performed as you did. (Pause for reflection.)

• “Would several volunteers please share your self-assessment and reflection…”

• Note goals for next seminar:

– “Given your performance today, please jot down what goal you might productively set for yourself in our next seminar.”

– “As always, our goal is continuous improvement: both as individual seminar participants and as an evolving seminar group. Thanks again for your participation.”




POST-SEMINAR

Content

UNDERSTANDING THE ASSIGNMENT

• Who is the true Merchant of Venice?

• After reading Act I, Scene 3 of Shakespeare’s The Merchant of Venice, write an essay in which you compare Antonio and Shylock as men and merchants. Support your discussion with evidence from the text.

BRAINSTORMING CONTENT

• From each text, make a list of the elements that look most important for answering the prompt. Do what you need to do to avoid plagiarism.

• Note in particular quotes that you can use to illustrate your response to the writing task.

STRUCTURING THE COMPOSITION

• Create an outline based on your notes and reading in which you state your claim, sequence your points, and note your supporting evidence.

• Provide and teach one or more examples of outlines or organizers.

• Invite students to generate questions in pairs about how the format works, and then take and answer questions.

WRITING THE FIRST DRAFT

• Write an initial draft complete with opening, development, and closing; insert and cite textual evidence.

• Address the credibility and origin of sources in view of your research topic.

• Identify gaps or unanswered questions.

• Encourage students to re-read prompt partway through writing, to check that they are on-track.



POST-SEMINAR


Content (continued)

REVISING

• Refine composition’s analysis, logic, and organization of ideas/points.

• Use textual evidence carefully, with accurate citations.

• Decide what to include and what not to include.

• Model useful feedback that balances support for strengths and clarity about weaknesses.

• Assign students to provide each other with feedback on those issues through a writer’s workshop approach.

EDITING

• Revise draft to have sound spelling, capitalization, punctuation and grammar.

• Adjust formatting as needed to provide clear, appealing text.

• Briefly review selected skills that many students need to improve.

• Teach a short list of proofreading marks.

• Assign students to proofread each other’s texts a second time.

PUBLISHING THE FINAL COPY

• Turn in your complete set of drafts, plus the final version of your work.

• Celebrate!




Speaking and Listening Checklist Before SeminarSelect (underline or circle from left column) one or two skills that you will focus on during this seminar.

After SeminarSelf-assess your participation in this Paideia Seminar by circling the number you would rate yourself.

0 = I did not do this during Paideia seminar. 5 = I did this well during Paideia seminar.

To summarize, I feel my participation in seminar today was: __________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

PAIDEIA SEMINAR SELF-ASSESSMENT

SKILLS SPECIFIC SKILL RATING

Attention • I look at the person speaking during the discussion.• I do not talk while another is speaking. 0 1 2 3 4 5

Engagement • I take notes related to the ideas being discussed.• I give way to others as a way of sharing the talk time. 0 1 2 3 4 5

Articulation • I make clear and accurate statements.• I speak at appropriate pace & volume.• I use relevant vocabulary and grammar.

0 1 2 3 4 5

Explanation (Justifica-tion)

• I provide insight about the discussion topic.• I refer to the text or another relevant source. 0 1 2 3 4 5

Expansion • I consider another point of view.• I add to a previous statement by offering a more glob-

al/holistic interpretation. 0 1 2 3 4 5

Connection • I refer to another comment.• I consider multiple points of view.• I ask thought-provoking, open-ended questions.

0 1 2 3 4 5

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