Does simply ending an injustice result in justice, or does achieving true justice require something more?
DAY 1 - SEED 1
DAY 2–3 - SEED 2
DAY 4–5 - SEED 3
DAY 6–8 - PLAN 1
DAY 9 - SEED 4
DAY 10 - SEED 5
DAY 11 - SEED 6
DAY 12–17 - SEED 7
DAY 18–20 - SEED 8
DAY 21–23 - SEED 9
DAY 24–25 - PLAN 2
Download Seeds, Plans, and Resources (zip)
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Lesson seeds are ideas that can be used to build a lesson aligned to the CCSS. Lesson seeds are not meant to be all-inclusive, nor are they substitutes for instruction. When developing lessons from these seeds,
teachers must consider the needs of all learners. It is also important to build checkpoints into the lessons where appropriate formative assessment will inform a teachers instructional pacing and delivery.
Scenes from The Merchant of Venice
Act 1, iii; Act III, I; Act IV, i
NOTE: These three scenes were selected because they highlight the character of Shylock. Because the intent in this unit is not to read the entire play but to focus on elements of the text that will connect to the unit's topic and essential question, other scenes have been omitted. Teachers are, of course, free to make their own decisions about how much or how little of the play they wish to use. (See "Three Scenes, Three Societies, Three Shylocks": http://www.shakespearemag.com/spring97/dakin.asp for further explanation.
IMPORTANT NOTE: Consider the need for Accessible Instructional Materials (AIM) and/or for captioned/described video when selecting texts, novels, video and/or other media for this unit. See "Sources for Accessible Media" for suggestions. See Maryland Learning Links: http://marylandlearninglinks.org.
Speaking & Listening