CATEGORY OF SCHOOL: ICSE

TEACHING LEVEL: HIGH SCHOOL (GRADE X)

SUBJECT: LANGUAGE (English Paper II Literature in English)
LESSON TAUGHT: THE MERCHANT OF VENICE by WILLIAM SHAKESPEARE (A
VERITY EDITION)
TOPIC: ACT IV scene (i) THE TRIAL SCENE
DURATION: 4 CLASSES
PLAN ON: CLASS ONE
PORTION: FROM PG. 111 LINES 1 TO PG. 116. LINES 120
OBJECTIVES OF TEACHING THE LESSON: (CLASS ONE)
To intensify the curiosity and the eagerness of the learners to want
more of the play.
To help the learners draw a picture of the Elizabethan Court Room
To motivate the learners to explore the characters of the helpless
Antonio and the defiant Shylock.
To prepare the learners for the arrival of a new disguised and a more
witty Portia.
To encourage the use of ICT in Classroom Teaching
TEACHING AIDS USED:

COURSE BOOK (THE MERCHANT OF VENICE A VERITY EDITION)

WORKBOOK (THE MERCHANT OF VENICE)
BLACKBOARD
I-pad (Display of Pictures)
DISCUSSIONS AND SHARING OF VIEWS
ROLE PLAY
PANEL OPINION
STEP ONE
INTRODUCING THE LESSON

BACKGROUND: The teacher has already completed the previous acts

and in order to introduce the famous trial scene she begins the class
asking a few recap questions.

(i)
P.R:

Where were Jessica and Lorenzo in the previous act?

at Belmont in Portias house

(ii)

Why did Portia give the responsibility of her house to Lorenzo?

P.R:
.because according to Portias plan she was going to spend her
days in prayers and contemplation, along with Nerissa.
(iii) Where was Portia actually going and why?
P.R:
to Venice to save Antonio by participating in the judicial
procedures.
With these background questions the teacher introduces the lesson on the
trial scene Act IV (i).
The heading is written on the blackboard.
Objectives behind this step:
a) The students will be able to recall whatever they have learnt in their
previous classes.
b) They will be able to connect the episodes together.
c) Will help the students to have a clear understanding of the next act.
STEP TWO
MOTIVATION

ACTIVITY: Before the teacher begins the days lesson, she chooses a
few volunteers and names them as, Antonio, Shylock, Bassanio.
Then on the I-pad she shows them a few slides on the Trial Scene
without describing the slides.
Then one by one she asks the volunteers what the slides show. As the
responses come another volunteers makes a list on the blackboard.
Examples: - its a court scene
-many people present
- Antonio standing at the corner
-Shylock reading out something

After this the teacher asks each of the volunteer to reveal the plans
that they have for the trial scene and what do they expect from the
scene.
Example:
Expected character response: Antonio: I believe in justice, I will not
plead any more. Whatever will happen I am ready for it.
After each volunteer voices out their feeling the teacher begins with
the explanation of the scene.
Objectives behind this step:

a) The slides will help the students to predict the upcoming events of the
scene.
b) The voicing out of their opinion will help them to understand the
characters better as the act unfolds.
c) Will help the students to analyze, ponder and then give their views.
d) This activity encourages the students to recall and recollect all the
events and the situations that have helped the characters to grow in
the lesson till then.
STEP THREE
READING AND DETAILED EXPLANATION

The students are chosen to read the dialogues from the text. The
teacher makes sure that the weak learners get a chance to read in the
class. As the students complete reading out a segment the teacher
explains the extract and in between applies the prompt and probe
technique.
Example: Page: 113 (Lines 36 lines 40)
Shylock: I have possessd your Grace of what I purpose;
And by our holy Sabbath have I sworn
To have the due and forfeit of my bond:
If you deny it, let the danger light.
Upon your charter and your citys freedom.
Reading done by a student portraying himself as Shylock. Reads out
the extract with expression and voice modulation.
Teachers explanation: Shylock has taken as oath that no matter
what happens he will have the bond and extract a pound of flesh from
any part of Antonios body.
He threatens the Duke that it he is denied of any condition of his bond
then he will curse the law of Venice and make sure it disappears.
Prompt and Probe Questions Asked: As the teacher explains she
asks a few questions to find out whether the students have understood
the explanation.
Example: a) In what mood do you feel Shylock is in?
P.R: angry, desperate, revengeful, bitter, hatred
b) What do you think was his main intention?
P.R: .. to feed his ancient grudge, to take revenge
Following this method the teacher completes explaining days lesson.

Objectives behind this step:

(i)
(ii)
(iii)
(iv)

To make the class interactive and invite discussion among the

students.
To understand whether the students find the explanation simple.
To encourage the weak learners to participate and grow confidence.
To help the students improve in their pronunciation and intonation.
STEP FOUR
RECAPITULATION and HOME ASSIGNMENT

RECAP AND RECALL: After completing the explanation of the days

lesson, the teacher asks the students to express their opinion as
panelists to what impression do they have about the scene.
P.R: The scene is powerful.
The dialogues are convincing.
Shylocks character is strong.

Then she asks them to open their workbooks and pick out the
relevant information from the Act IV segment. The students pick up and do a
quick brain-storming.

HOME ASSIGNMENT: The teacher asks the students to prepare a

short role play on the lesson taught, and to enact it in the next class.
The students are given the freedom to compose their own dialogues
but at the same time adding a few power packed dialogues from the
Act.

Objectives behind this step:

(i)
(ii)
(iii)
(iv)

To help the students skim and scan through the lesson to extract
relevant information.
To brainstorm the important points that would help them to frame
their answers better.
To develop a love for theatre and drama through literature.
To step into the shoes of the characters and study and understand
them better.
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