During this class period, students have a large chunk of time to begin composing the first draft of their papers.
During this time, my job is to circulate around the lab and assist students w/ mundane tasks such as formatting the paper, saving to their school drive or uploading to Google Drive, which I prefer they do, or emailing the essay to themselves at the end of the period so that they can continue working on it at home.
Most importantly, I check to see that students have all their resources available, beginning with their scripts of the play and continuing with their copies of The Good and the Badde, their two GIST summaries and notes, their carousel discussion notes, and their classroom notes and any other materials we used or produced in class. GIST summary "A Modern Perspective", for example, is one resource students have available to use.
I do not allow students to search the internet for information and assure students I'll know when they use sources other than those from class.
The lesson image shows a student using the Folger Digital text for The Taming of the Shrew, which I showed them early in the unit and encouraged them to use. This student also has a hard copy of the play, but the digital text makes searching easier and allow him to put his essay side by side with the digital text.
Michael Whitmore, the director of the Folger Shakespeare Library, shares the Folger vision for digitizing all 37 of Shakespeare's plays:
After this first day of three, students will have a draft of the essay that they can ten revise: Student essay draft w/ markup and Revising essay using Word commenting and markup both show two students' revision processes.
1. How do gender roles affect the attitudes of the characters, and how do these roles surface in the play? Most of the men seem to have a particular idea about how a wife should behave, but do their preconceptions extend to all women? How do the women react to these expectations? Are the women systematically oppressed, or do they subtly balance the men’s power?
2. The play is essentially a comedy, and yet more serious questions about social issues often overshadow its comic features. How does humor function in The Taming of the Shrew? Note especially the two wooing scenes, by Petruchio (Act II, scene i) and Lucentio (Act III, scene i). Why does Shakespeare include so many of the play’s best comic devices in these scenes?
3. Examine the characters of Hortensio and Gremio. Why do they fail where Petruchio and Lucentio succeed? Does their failure stem from their reasons for wanting to get married or from other facets of their personalities?
4. In general, the plots of Shakespeare’s plays follow a certain pattern, in which Act III contains a major turning point in the action and events that “inevitably” lead to the climax of action and the wrap-up of plot lines in the fifth and final act. How does The Taming of The Shrew conform to, or deviate from, this pattern? How substantially do the events of the third act—the marriage scene between Petruchio and Kate, and the wooing scene between Lucentio and Bianca—affect the action of the rest of the play?