Lucy
Annabel
F
Chloe
Jess
O’N
Mollie
Georgia K
Georgia L
Niamh
C
Eleanor
Chelsea
Laura
C
Shona
Issie
Freja
Alice
P
Cora
Jemima
Natalie
C
Hannah H
Mary
Abbey
Emily
Jessica
O’B
Becky S
Bella
Sari
Anna
Georgia
B
Niamh W
Charley R
Freya
9sEn2
This Term
We will be studying
Shakespeare’s Much
Ado about Nothing.
This Term
Writing assessment
Reading Assessment
You will be assessed for:
You will be assessed for:
Sentence variety
Deducing, inferring and interpreting
information from the text
Technical accuracy and punctuation
Appropriate and effective
vocabulary
Relating the text to their social,
cultural and historical traditions.
We will also use the film to help our
analysis of the play.
Much Ado about Nothing
How does Shakespeare show the
importance of pride and honour to one
or two characters in Much Ado about
Nothing?
CONTROLLED ASSESSMENT: MONDAY 10TH
FEBRUARY
Reading Assessment
• How does Shakespeare show the importance
of pride and honour to one or two characters
in Much Ado about Nothing?
We will be using Act 4 Scene 1, the wedding scene, to explore the importance of
pride and honour to the characters of Claudio and Hero.
In order to reach the higher bands of the markscheme, you will also need to
compare it to the wedding scene of the film.
You can use quotations from other parts of the play to demonstrate your
understanding; I would encourage you to do so to show that you have considered
the structure of the play.
You asked, we did
‘When we are doing assessments it'd be good if
you could show us the mark scheme when we are
planning for them like in other subjects so we
know what to include to get the grades.’
The mark scheme for both the reading and writing
assessment has been uploaded on to the VLE for
you. You also have a copy of the question and
focus scene to read and annotate.
There is a homework menu for you to select your
own homework on the VLE. This gives you the
choice to select homework that you will enjoy.
‘To finish the book.’
Sometimes, the time scales we have to work for
don’t allow this. We will be using key scenes of the
play to ensure that you are fully prepared for the
assessment.
‘Not as many PEE practice’
‘more practice of PEE’
‘more interactive groupwork’
‘more silent time writing to improve my analysis.’
This is tough! We will do a variation of creative
writing tasks and analysis during the term to help
different types of learners. By using other
methods of analysis, you will be confident when
planning for the assessment.
Reading Mark Scheme
Band 1 requires:
Respond critically and
imaginatively to the text, drawing
on the performed version.
Select and evaluate a wide range
of textual detail to clearly illustrate
and support interpretations.
Writing Markscheme
Band 1 requires:
Wide range of sentence structures give
clarity and achieve specific effects.
Ambitious vocabulary with very few
spelling errors.
Punctuation used consciously and
securely to shape meaning.
Much Ado
http://www.youtube.com/watch?v=9AGIUNsGgA
LO: To learn details about the personalities of the main
characters of the play
What does it mean to be proud?
What does it mean to have honour?
You will need to consider how each character represents their own honour
or pride….
Who’s who?
Hero
Claudio
Beatrice
Benedick
Don Pedro
Don John
Leonato
Beautiful daughter of Leonato
A young soldier who has fought with Don Pedro
and falls in love with Hero
Leonato’s niece and Hero’s cousin
An aristocratic soldier who has fought with
Claudio and Don Pedro
An important nobleman from Aragon – also
known as the Prince – he’s a good friend of
Leonato
Also known as the bastard because he is Don
Pedro’s illegitimate half brother.
He is a respected nobleman who lives in Messina
(Italy) – the play is set in his house.
Leonato
• He’s an nobleman of
Messina.
• He’s good friends with the
Prince.
• He’s hospitable.
Adjectives:
caring, loving, popular (well
connected), respectable,
welcoming.
Hero
• She’s the only
daughter of Leonato.
• She’s naive
• She’s pretty.
• Doesn’t speak until
Act 2!
Adjectives:
beautiful, kind, young,
respectful.
Beatrice
• She’s Hero’s cousin.
• She’s older than Hero.
• She’s staying with her
uncle and cousin.
• She’s unmarried and
seems happy to stay that
way.
Adjectives:
Pretty, quick-witted, fiery,
loving.
Benedick
• He’s a trusted soldier.
• He is friends with Don
Pedro and Claudio.
• He has been fighting with
Don Pedro’s army.
Adjectives:
Loyal, argumentative,
loving, proud.
Claudio
• He’s one of Don
Pedro’s trusted
soldiers.
• He’s courteous
• He’s a strong believer
in pride and honour.
Adjectives:
Trusting, young, principled,
suspicious, naïve.
Don Pedro
• He is the most politically and
socially powerful in the play.
• He’s respected and admired.
• He has had a successful campaign
and is resting in Messina with his
army.
• He’s an old friend of Leonato.
Adjectives:
Strong, decisive, trusting, respected.
Don John
• He’s fought with Don
Pedro – his half brother –
in the war.
• He is envious of his
brother.
• He creates an evil plot to
destroy the present
happiness.
Adjectives:
Dark, manipulative,
opportunist.
Design a cast list for us!
All the object in your box can be related to one of the
characters in the play.
Make links between the objects and the characters.
Think about the characteristics rather than just the
physical descriptions!
Justify your choices in your books.
For each character,
draw a symbol in your
book that you think
represents the
character.
LO: To understand the tone of the play and to compare it to a performed version.
Much Ado About Nothing
What impression does each character make?
Describe them in a sentence.
Leonato
Governor of
Messina and
father of Hero.
Beatrice
Niece of Leonato.
Name means ‘blessed
one’. Sworn never to
marry.
The Messenger
LO: To understand the tone of the play and to compare it to a performed version.
Prose versus Poetry
Many Shakespearian plays are written in iambic pentameter. Prose does not follow
a set amount of syllables, which allows characters to cut into each others lines and
be more spontaneous.
I pray you, is Signor
Montanto returned
from wars, or no?
I know none of that name, lady.
There was none such in the army,
of any sort.
LO: To understand the tone of the play and to compare it to a performed version.
How are the characters presented?
Think back to how each character was presented to us in the performed version.
What do we learn about Beatrice based upon what she says
(read the notes to help you)?
What do we learn about the messenger based upon his reaction?
I pray you, is Signor
Montanto returned
from wars, or no?
I know none of that name, lady.
There was none such in the army,
of any sort.
EXT: What does the
Messenger say which tells
the audience he has finally
understood Beatrice’s
character?
LO: To understand the tone of the play and to compare it to a performed version.
Signor Benedick of Padua
p. 2
What simile does the Messenger use to describe Benedick?
What does this tell us about Benedick?
What does it tell us about the Messenger and his relationship
with Benedick?
p. 2
What tone does Beatrice use when
commenting upon Benedick?
What action does Beatrice accuse Benedick
of?
What does this tell us about how she views
Benedick?
EXT: On the top of page 3 (ll. 49-), the Messenger and Beatrice describe
Benedick in different ways. Why is Beatrice’s come back amusing?
LO: To understand the tone of the play and to compare it to a performed version.
How are the characters presented?
What can I see or hear?
What does it mean?
The messenger bows
Beatrice has a bunch of grapes
In Branagh’s version of Much Ado About Nothing, the Messenger is presented as
(LOOK BACK TO THE FIRST EXERCISE). He bows when he meets Leonato, which tells
me…
Furthermore, Beatrice is presented as…
LO: To understand the tone of the play and to compare it to a performed version.
Speech and Wit
Messina is a wordy world. Its inhabitants like to chatter. Language matters, and right from
the get-go. Not even the messenger, whose sole task is to deliver news of Don Pedro's
success in battle and imminent arrival, is exempt from the wit that flows so freely in
Leonato's estate. Words are not merely a means of communication, but a source of
entertainment and delight. They are an art. It is no surprise then, that much of the play's
humour is the result of wordplay. In Messina, skill with words is essential for social survival
- think about the
Messenger and how Beatrice uses words to confound him!
Can you do the same?
Recreate the opening to Much Ado About Nothing.
1.
2.
3.
4.
5.
Leonato discovers that Don Pedro is coming to Messina tonight.
The Messenger tells them how brave Benedick is.
Beatrice makes fun of how courtly the Messenger is by making fun of his bravery.
The Messenger falls into Beatrice’s trap by continuing to describe how brave he is.
Beatrice makes a pun.
LO: To understand the tone of the play and to compare it to a performed version.
Performances
Keep it witty and sharp!
I pray you, is Signor
Montanto returned
from wars, or no?
I know none of that name, lady.
There was none such in the army,
of any sort.
LO: To understandthe
the plot context
of Much Ado
LO: To understand
of
Much
To evaluate key characters of the play
Ado
1 At the wedding, Claudio shocks everyone by publicly rejecting Hero, who he believes is having an affair.
2 The lies against the virtuous Hero are discovered and Claudio requests Leonato’s forgiveness. Leonato says he will
forgive Claudio if he marries Leonato’s ‘niece’ (secretly Hero).
3 Don John plots to trick Claudio into believing Hero is a loose woman. Hero is totally unaware of this as she
prepares for her wedding day.
4 Everyone is excited to see the men arrive back at Leonato’s house after a battle.
8 Beatrice & Benedick quarrel, while Claudio notices and falls in love with ‘the short and pretty Hero’: they become
engaged.
5 At the wedding, the repentant Claudio discovers Hero is not dead when she reveals her veil and the two couples
(Claudio & Hero/Benedick & Beatrice) end up together.
6 Benedick is tricked by his friends in to believing Beatrice loves him. Beatrice is tricked by her friends into believing
Benedick loves her.
7 The priest devises a secret plan to pretend Hero has died of grief. Meanwhile Benedick & Beatrice declare their
love for one another.
Put the plot in the correct order
LO: To understand the context of Much
Ado
• 50% of children are born out of wedlock.
Don John is seen as a bastard child- he is an outsider of society and feels
resentful of his brother
• These children should be treated differently –
they should not be allowed to go to university.
In Shakespeare’s day this was very important –
people were prevented from weddings/employment
if they were “bastards”.
LO: To understand the context of Much
Ado
• A woman’s reputation is EVERYTHING to her.
Career aspirations do not exist. She must
marry.
When Claudio publicly dishonours Hero, it affects not only her but her
Father. The family is shamed by the accusations.
• Without employment to rely on, marrying an
appropriate suitor was essential.
In Shakespeare’s day this was very important – if a
woman damaged her reputation by being
dishonourable, she was ruined.
LO: To understand the context of Much
Ado
• Men took charge of all courtly decisions and
ruled society.
As War heroes, Claudio and Benedick are respected members of society. It is
important for them to keep their pride and ego!
• It was important for a man to be respected by
other men. Being a war hero helped with this.
In Shakespeare’s day this was very important – the
only way to progress within the court was to be
respected and trusted by others.
LO: To understand the context of Much
Ado
• Who are the characters who
possess the most status in the
play?
• Don Pedro and Don John try to
control and manipulate the
events of the play by using their
position in society.
LO: To understand the context of Much
Ado
Don Pedro (legitimate)
What would each of the characters want?
Don John (illegitimate)
LO: To understand the context of Much
Ado
Draw your own hierarchy diagram of the characters. Who has the most status,
power or control? Annotate your reasons within your diagram.
Leonato
Claudio
Don
Pedro
Don John
Beatrice
Benedick
Hero
Who have we forgotten?
It was believed in Elizabethan times that God
selected Kings and Queens for the throne.
LO: To understand the context of Much
Ado
How are the characters trying to protect their pride in some way?
Consider:
Consider:
Power
Death as better than
humiliation
Status in society
The requirement to marry for
a woman
Reputation as essential to
success
Gossip and heresay as a threat
Select a character and write a paragraph to explain your ideas.
What is a tweet?
A tweet is a thought of
140 letters or less.
What is @?
You include a @ to show
who you are tweeting to.
@ means ‘at’
What is a hashtag?
A hashtag is this symbol #.
It is used to show the
topic of your tweet.
How are pride/honour and power/status
linked? Sum up in ten words or less and
stick into your book.
LO: To apply our understanding of euphuism to
write a modern day exchange of insults.
Starter:
On the next slide are a collection of Shakespeare’s insult creations! With your
partner, select one from each column to offend someone on your table.
What do you notice about the language? How do they offend?
Thou…
simpering
decayed
shallow
twangling
scurvy
paltry
abominable
juggling
meddling
superfluous
odiferous
giddy
languageless
puppy-headed
lily-livered
cream-faced
foul-spoken
iron-witted
stretch-mouthed
hard-hearted
fell-lurking
wasp-stung
block
drone
fancy-monger
popinjay
basilisk
horse-drench
pantaloon
ticklebrain
promise-breaker
boggler
boil
flibbertigibbet
LO: To apply our understanding of euphuism to write a
modern day exchange of insults.
The characteristics of Euphuism
Euphuism – taken from the name
of Lyle’s character Euphues
meaning ‘graceful’ and ‘witty’ in
Greek.
The hostile exchange between
Benedick and Beatrice uses
euphuism- the two characters take
turns to take each other’s last
insult and turn it into a new insult
to return. It is incredibly witty.
Why is this use of language unusual for a
female character?
Think about the sentence structure- who
speaks most and why?
Consider the subject matter than Benedick
and Beatrice are discussing; why do you think
that Shakespeare has matched this content
with the Euphuistic style?
How does this exchange highlight the
importance of pride and honour?
LO: To apply our understanding of euphuism to
write a modern day exchange of insults.
Clip from Much Ado
BEATRICE: I wonder that you will still be talking, Signior Benedick: nobody marks you.
BENEDICK: What, my dear Lady Disdain! are you yet living?
BEATRICE: Is it possible disdain should die while she hath such meet food to feed it as Signior Benedick?
Courtesy itself must convert to disdain, if you come in her presence.
BENEDICK: Then is courtesy a turncoat. But it is certain I am loved of all ladies, only you excepted: and I
would I could find in my heart that I had not a hard heart; for, truly, I love none.
BEATRICE: A dear happiness to women: they would else have been troubled with a pernicious suitor. I
thank God and my cold blood, I am of your humour for that: I
had rather hear my dog bark at a crow than a man swear he loves me.
BENEDICK: God keep your ladyship still in that mind! So some gentleman or other shall 'scape a
predestinate scratched face.
BEATRICE: Scratching could not make it worse, an 'twere such a face as yours were.
BENEDICK: Well, you are a rare parrot-teacher.
BEATRICE: A bird of my tongue is better than a beast of yours.
BENEDICK: I would my horse had the speed of your tongue, and so good a continuer. But keep your way,
i' God's name; I have done.
BEATRICE: You always end with a jade's trick: I know you of old.
How would this affect
Benedick or Beatrice’s pride?
LO: To apply our understanding of euphuism to
write a modern day exchange of insults.
Why do they insult each other so much? Does it really seem as though they
despise one another?
How does the film portray the
relationship between the two?
Justify your ideas with evidence
from the clip.
LO: To apply our understanding of euphuism to
write a modern day exchange of insults.
Why do they insult each other so much? Does it really seem as though they
despise one another?
How does the film portray the
relationship between the two?
Justify your ideas with evidence
from the clip.
LO: To create a witty exchange of insults,
inspired by the play.
We are going to write our own Shakespearean exchange of insults.
Write a modern day conversation between Beatrice and Benedick.
Consider:
Sentence variety- starting sentences
differently, variation in sentence
length.
Technical accuracy and punctuation
Selecting appropriate and effective
vocabulary
Think about the THEME of your insults- for
example the use of animals, or diseases.
LO: To secure our understanding of
language analysis within the play
- Respond to your feedback in
your books
- Update your target sheet to
show:
- - Your writing assessment for
Educating Rita
- Your reading assessment for
Educating Rita
The names of the characters
are written here to tell you
who’s speaking
LEONATO:
Hath no man's dagger here a point for me?
[HERO swoons.]
Swoon – this stage direction
means she faints
BEATRICE:
Why, how now, cousin! wherefore sink
you down?
DON JOHN:
Come, let us go. These things, come
thus to light, Smother her spirits up.
[Exeunt DON PEDRO, DON JOHN and CLAUDIO.]
Exeunt – this means more than
one person leaves the stage
Act 4, Scene 1, 109-110
This means that the extract is from Act 4,
Scene 1, and the line numbers are 109-110
Sometimes characters talk
to themselves
1. In real life this is odd. In plays it’s normal – it
does not mean they have gone mad.
2. The characters talk to themselves to let the
audience know what they are thinking and how
they are feeling.
3. When someone talks to themselves on an
empty stage it’s called a soliloquy.
4. If someone talks to the audience when there are
other people on stage, it will say [Aside] by their
name in the play. The audience can hear what
is being said, but the other characters can’t.
LO: Verbs
To secure can
our understanding
4.
look oddof
language analysis within the play
• Often all that’s different in Shakespeare is
there’s a couple of extra letters on the end of
the verb. Take off the t or st and you’ll see
what they mean.
Hath, Hast = has
Wilt =
will
Didst =
did
Thinkst =
Speakst =
think
speak
• These verbs often go with thou, like this:
Benedick, didst thou note the daughter of Signor Leonato?
Act 1, Scene 1, 150
To secure
our understanding
1. LO:
Don’t
stop reading
at the endof
of
language analysis
within the play
the line.
• Follow the punctuation – read to the end of the
sentence, not the end of the line.
What man was he talk’d with you yesternight,
Out at your window betwixt twelve and one?
There is no full stop
here so carry on to
the next line.
Act 4, Scene 1, 83-84
• These two lines actually make up one sentence.
• Most lines begin with a capital letter – but this
does not always mean it is a new sentence.
• Full stops, question marks and exclamation
marks show you where the sentence ends.
To secureyou
ourhave
understanding
2. LO:
Sometimes
to switchof
the
languagewords
analysis
within the play
around
• Shakespeare likes to mess around with the
order of words. It helps him fit the sentences
into the poetry.
• If a piece of writing looks like it’s back-to-front
– don’t panic.
Your daughter here the princes left for dead
Act 4, Scene 1, 201
• Play around with the word order and it will
make sense. What is really says is:
The princes left your daughter here for dead
To secure
our are
understanding
of
5.LO:
Some
words
squashed
language analysis within the play
The word it often gets stuck to the
next word, and loses the ‘i’.
‘twas = it was
‘tis = it is
‘twere = it were
‘is’t = is it
LO: To secure
our understanding of
Poetry
language analysis within the play
There is lots of poetry in Shakespeare’s plays. If
you understand the poetry, it will help you
understand some of the reasons behind the
strange language.
LO:
To secure
our understanding
How
to spot
poetry of
language analysis within the play
Prose means writing that isn’t poetry – a lot of
Much Ado is written in prose. But there is a lot
of poetry too and here is how to spot it:
Poetry has:
1. Capital letters at the start of each line
2. 10, 11 or 12 syllables in each line.
A syllable is a unit of sound. The word poetry has 3
syllables – po e try
Poetry
doesn’t
have to of
LO:
To secure
our understanding
rhyme
language analysis
within the play
1. Some poetry rhymes, some doesn’t.
Each line
starts with a
capital letter
What fire is in mine ears? Can this be true?
Stand I condemned for pride and scorn so much?
Contempt, farewell, and maiden pride, adieu!
No glory lives behind the back of such.
Act 3, Scene 1, 107 -110
When you went onward on this ended action
I look'd upon her with a soldier's eye,
That liked, but had a rougher task in hand.
Than to drive liking to the name of love:
Act 1, Scene 1, 227-280
This bit of
poetry rhymes
on alternate
lines
This doesn’t
rhyme, but it is
still poetry
Poetry
doesn’t
have to of
LO:
To secure
our understanding
rhyme
language analysis
within the play
2. The language sometimes sounds strange
because Shakespeare tries to get each line to
contain the right amount of syllables.
3. Poetry is usually used when someone is
talking about an emotional topic, like love or
hate. But Claudio and Hero, the romantic
leads, speak in poetry all the time.
4. Poetry is usually only spoken by the rich
families.
How many different conversations take place during this section
of the scene?
You are going to analyse one of these conversations so watch
carefully!
LO: To secure our understanding of
language analysis within the play
Beatrice and Leonato
Line 1 – line 57
Beatrice and Benedick
Line 114 to line 142
Don John and Claudio
Line 143 to line 170
Don Pedro and Benedick
Line 196 to line 242.
LO: To secure our understanding of
language analysis within the play
• Who is in your conversation?
• What is the purpose of their conversation?
• Who is leading it?
• Based on their conversation, how would you
describe your characters?
• Going line by line have a go at translating what
they are saying.
LO: To secure our understanding of
language analysis within the play
• You will be teaching another group about how
your characters are portrayed within the
scene.
• Select some quotations that would be ideal
for further analysis.
LO: To secure our understanding of
language analysis within the play
• Now you have successfully understood your
extract and a little more about the characters
you need to demonstrate what you have
learned.
• Design an activity (5-10mins) that will share
your knowledge with your peers.
• For example your could create quotation and
translation dominos or anger thermometers to add
quotations to!
LO: To secure our understanding of
language analysis within the play
Using your knowledge from the other pair’s activity, write a PEE to explain how
a character is being portrayed within the conversation analysed.
Think about the language that they have used, and what the language indicates
about them as a person.
Beatrice is portrayed as rather outspoken and sure of her own
opinion. She is quite cynical about men when talking to Leonato.
This is supported by her statement where she says, ‘Not till God
make men of some other mettle than earth….. Adam’s sons are
my breathren, and truly I hold it a sin to match in my kindred’ to
Leonato in response to his hope for her to be married one day.
She is being witty by saying that all men are ancestors of Adam
and so it would be incest in the church’s eyes for her to marry
anyone.
LO: To secure our understanding of
language analysis within the play
What is being said? Which part of the quotation is the KEY WORD to develop
our analysis?
Beatrice (to disguised Benedick about Benedick): ‘Why, he is the
prince’s jester, a very dull fool. Only his gift is in devising
impossible slanders.’
Claudio (soliloquy): Friendship is constant in all other things
Save in the offices and affairs of love.’
Benedick (about Beatrice): ‘She speaks poniards, and every word
stabs.’
LO: To secure our understanding of
language analysis within the play
Select a quotation and write a PEE to answer the following question:
What does the language suggest to us about the character?
Beatrice (to disguised Benedick about Benedick): ‘Why, he is the
prince’s jester, a very dull fool. Only his gift is in devising
impossible slanders.’
Claudio (soliloquy): Friendship is constant in all other things
Save in the offices and affairs of love.’
Benedick (about Beatrice): ‘She speaks poniards, and every word
stabs.’
LO: To secure our understanding of
language analysis within the play
How does the aspect of disguise significant?
How does it protect or sustain the characters’ pride or honour?
Write a couple of sentences that explain something
that you have learned about Shakespeare’s use of
language. Bonus points if you use these words:
Poetry
Prose
Stage directions
Pride
Honour
LO: To understand the humiliation and damage
LO: A4S1 of the play.
to Hero’s honour within
Can you remember your most
embarrassing moment?
Imagine if it was in front of THE
WHOLE SCHOOL.
What makes it embarrassing?
Which characters can we link
to this scenario?
LO: To understand the humiliation and damage
to Hero’s honour within A4S1 of the play.
Watch the wedding scene. Consider the movement and
gestures that the actors use to emphasise the humiliation for
both Hero and Claudio in different ways.
What can you see?
What does this indicate to the
audience?
Claudio reacts violently, destroying the
scene
Hero is thrown and screams as she falls
to the floor
Both ‘sides’ form against each other
The ‘wanton woman’ is present and
demonstrates a look of realisation
How would an Elizabethan
audience react?
LO: To understand the humiliation and damage
to Hero’s honour within A4S1 of the play.
Imagine that you are a bystander. What emotional reactions
would you go through?
How would an Elizabethan
audience react?
LO: To understand the humiliation and damage
to Hero’s honour within A4S1 of the play.
This lesson, you will write from the perspective of a guest at
the wedding, describing your reaction to the events.
Writing assessment
How are we going to achieve this?
You will be assessed for:
Let’s go through an example…
Sentence variety
Technical accuracy and punctuation
Appropriate and effective
vocabulary
How would an Elizabethan
audience react?
LO: To understand the humiliation and damage
to Hero’s honour within A4S1 of the play.
This lesson, you will write from the perspective of a guest at
the wedding, describing your reaction to the events.
It was absolutely shocking.
Ironically, it was a beautiful day for a wedding. Above us, the sun was beaming
down and Hero’s dress was simply exquisite. Pearls as white as snow glistened
upon her veil, and she beamed as Leonato walked her down the aisle for us all to
see; it was really quite emotional.
There was no way you could predict what was to happen next.
Outraged, Claudio was like a mad man as he charged at Hero, screaming
obscenities and knocking her to the ground.
How would an Elizabethan
audience react?
1) What has happened?
2) Why do you think Shakespeare
decided to include this scene?
LO: To analyse and evaluate
Leonato’s reaction to Hero’s
public shaming.
3) How would this event make the
audience feel?
Creation of Language
• If a word didn’t exist, Shakespeare changed an old
one or made up a new one.
• Shakespeare had a huge fascination with dramatic
language. He truly believed in the power of words to
focus and light up the imagination, persuade the
intellect and move the audience’s emotions.
• You can apply almost all you have learnt about
poetry to Shakespeare’s works.
Dramatic language
‘Suit the action to the word, the word to the action’
•
•
•
•
•
His theatre
Stage Magic
Creating atmosphere and setting through language.
Evoke Imagery
For example: Shame and dishonour:
O she is fallen
Into a pit of ink, that the wide sea
Hath drops too few to wash her clean again,
And salt too little which may season give
To her foul tainted flesh.’( L 138, Act 4 Sc1).
‘
Comment on the above quotation and discuss how you
think it evokes imagery. Why is it better than simply
saying: ‘she has humiliated herself.’
Imagery
• The use of emotionally charged words and phrases
which conjure up vivid pictures in the mind and
imagination.
‘ The count is neither sad, nor sad, nor merry, nor well, but civil
count, civil as an orange, and something of that jealous complexion.’
(Act 2 S 1)
• Shakespeare uses a lot of Imagery from nature; fruit,
or animals. Look out for it and see how much you
can find. Discuss the above quotation and say why
you think it’s effective.
Hint: a Seville orange
is a type of orange
What technique of language
does Beatrice also use when
she describes Claudio as
‘civil as an orange’?
And…
•
•
•
•
Imagery can employ:
Simile
Metaphor
Personification
‘Out on thy seeming! I will write against it.
You seem to me as Dian in her orb,
As chaste as the bud ere it be blown.
But you are more intemperate in your blood
Than Venus or those pamper’d animals
That rage in savage sensuality.’
‘
Look at this example and see if you
can spot the techniques that have
been used.
Repetition: why use it?
• Dramatic force.
• Repeated words, phrases, rhythms and sounds
(rhyme, alliteration, assonance) add to the
emotional force of a moment or scene.
‘Griev’d I, I had but one?
Cid I for that at frugal nature’s frame?
O one too much by thee! Why had I one?’
Leonato, Act4 Sc1
Copyright 2007 www.englishteaching.co.uk
Rhyme
• Uses rhyme in songs, prologues and epilogues, masques and
plays within plays.
• Blank verse
• Strong rhymed couplets are used for exits
• Sometimes couplets are used to indicate a change in
character. Beatrice uses this to hint that she is falling in
love with Benedick:
‘’What fire is in mine ears? Can this be true?
Stand I condem’d for pride and scorn so much?
Contempt, farewell; and maiden pride, adieu.
No glory lives behind theCopyright
back 2007
of such.’
(Beatrice, Act 3 Scene 1)
www.englishteaching.co.uk
LO: To analyse and evaluate Leonato’s
reaction to Hero’s public shaming
Leonato: Wherefore? Why, doth not every earthly thing
Cry shame upon her? Could she here deny
The story that is printed in her blood?
Do not live, Hero, do not ope thine eyes;
For did I think thou wouldst not quickly die,
Thought I thy spirits were stronger than thy shames,
Myself would, on the rearward of reproaches,
Strike at thy life. Griev’d I, I had but one?
Chid I for that at frugal nature’s frame?
O one too much by thee! Why had I one?
Why ever wast thou lovely in my eyes?
Why had I not with a charitable hand
Took up a beggar’s issue at my gates,
Who, smirched thus, and mir’d with infamy,
I might have said ‘No part of it is mine;
This shame derives itself from unknown loins.’
But mine, and mine I lov’d, and mine I prais’d,
And mine that I was proud on; mine so much
Valuing of her- why she, O, she is fallen
Into a pit of ink, that the wide sea
Hath drops too few to wash her clean again
And salt too little why may season give
To her foul, tainted flesh.
What is Leonato’s reaction to his only
daughter being publicly humiliated?
What does he wish for her?
What metaphor does he give her
shame?
What techniques has Shakespeare
used within the speech to create a
dramatic moment?
Why is he so horrified by this event?
LO: To analyse and evaluate Leonato’s
reaction to Hero’s public shaming
Leonato: Wherefore? Why, doth not every earthly thing
Cry shame upon her? Could she here deny
The story that is printed in her blood?
Do not live, Hero, do not ope thine eyes;
For did I think thou wouldst not quickly die,
Thought I thy spirits were stronger than thy shames,
Myself would, on the rearward of reproaches,
Strike at thy life. Griev’d I, I had but one?
Chid I for that at frugal nature’s frame?
O one too much by thee! Why had I one?
Why ever wast thou lovely in my eyes?
Why had I not with a charitable hand
Took up a beggar’s issue at my gates,
Who, smirched thus, and mir’d with infamy,
I might have said ‘No part of it is mine;
This shame derives itself from unknown loins.’
But mine, and mine I lov’d, and mine I prais’d,
And mine that I was proud on; mine so much
Valuing of her- why she, O, she is fallen
Into a pit of ink, that the wide sea
Hath drops too few to wash her clean again
And salt too little why may season give
To her foul, tainted flesh.
What is Leonato’s reaction to his only
daughter being publicly humiliated?
What does he wish for her?
What metaphor does he give her
shame?
What techniques has Shakespeare
used within the speech to create a
dramatic moment?
Why is he so horrified by this event?
LO: To analyse and interpret the theme of pride
and honour within key scenes of the play
How do you learn?
Discuss your ideas to feed back to the class.
LO: To analyse and interpret the theme of pride
and honour within key scenes of the play
This week, your group will understand, analyse and present back your findings of a
key scene from the play.
You can decide on how you present your ideas back to the class. You do not need to
deliver a presentation- you could teach the other groups and then deliver a quiz, provide
a game/cards, prepare a guide or drawing or design a mind map. Other members of the
class should be able to visit your group’s table to view your findings and note down
anything that they think is of value.
Additionally, your group will create an essay-style question that links to your analysis.
FRI
MON
TUES
Understand and analyse your
scene within the group.
Complete analysis and
presentation. This should
include quotations to support
ideas, and link to the CA
question.
Group share ideas and present
back their learning from each
group to demonstrate
understanding of honour and
pride within the play. You then
select a Q to respond to.
Group directors decide upon
presentation method and
delegate tasks
LO: To analyse and interpret the theme of pride
and honour within key scenes of the play
What do you need to consider within your activity?
What does the language tell us about these characters
within this scene?
Reading Assessment
How is honour or pride being portrayed?
Deducing, inferring and interpreting
information from the text
How would an Elizabethan audience react to the
performance?
You will be assessed for:
Relating the text to their social,
cultural and historical traditions.
FRI
Understand and analyse your
scene within the group.
Group directors decide upon
presentation method and
delegate tasks
Complete analysis and
presentation. This should
include quotations to support
ideas, and link to the CA
question.
Group share ideas and present
back their learning from each
group to demonstrate
understanding of honour and
pride within the play.
LO: To analyse and interpret the theme of pride
and honour within key scenes of the play
Chloe’s group
A2S1
Beatrice and
Benedick
Georgia L’s group
A2S1
Claudio, Hero and
Don Pedro
Georgia B’s group
Cora’s group
A5S1
A1S1
Leonato and Claudio Benedick
FRI
Fri
Mon
Understand and
analyse your
scene within the
group.
Complete analysis
and presentation.
This should
include quotations
to support ideas,
and link to the CA
question.
Group share ideas
and present back
their learning
from each group
to demonstrate
understanding of
honour and pride
within the play.
Group directors
decide upon
presentation
method and
delegate tasks
Jess O’Neil’s group
A4S1
Benedick and
Beatrice
Jemima’s group
A5S4
Benedick and
Beatrice
Issie’s group
A4S1
Claudio and Hero
Jessica O’B’s group
A5S4
Claudio and Hero
LO: To analyse and interpret the theme of pride
and honour within key scenes of the play
What do you need to consider within your activity?
Read your scene through as a group.
Use the question sheet to help you to analyse.
Use the notes in your play script and your netbooks to access
http://nfs.sparknotes.com/muchado/ to help you to understand the part of the play
that you are analysing.
FRI
Understand and analyse your
scene within the group.
Group directors decide upon
presentation method and
delegate tasks
Complete analysis and
presentation. This should
include quotations to support
ideas, and link to the CA
question.
Group share ideas and present
back their learning from each
group to demonstrate
understanding of honour and
pride within the play.
LO: To analyse and interpret the theme of pride
and honour within key scenes of the play
Summarise the following in two
sentences:
Your learning journey this
lesson- what have you learned
about either language analysis
or the themes of pride and
honour within the play?
AND
Your journey for the next two
lessons- what does your group
now need to do to be able to
effectively teach another group
your findings?
LO: YOU DECIDE!
• Using the following words, create a learning
objective for your group that accurately links to
your scene analysis and task. Write your final LO
on to the board.
ANALYSE
PRIDE
CREATE
HONOUR
EVALUATE
LANGUAGE
EXPLAIN
CHARACTER
LO: To evidence and evaluate the presence of
pride and honour within your key scene
You are going to spend this lesson preparing and trialling your task ready for
groups to complete next lesson.
Use the question sheets to help you highlight any important parts of your scene.
Group directors decide upon presentation method and delegate tasks out to other
members of the group to ensure everyone has contributed towards the final task.
Additionally, you should have your essay-style question finalised.
MON
Understand and analyse
your scene within the
group.
Group directors decide
upon presentation method
and delegate tasks
Complete analysis and trial
your task. This should
include quotations to
support ideas, and link to
the CA question.
Group share ideas and
present back their learning
from each group to
demonstrate
understanding of honour
and pride within the play.
LO: To evidence and evaluate the presence of
pride and honour within your key scene
Trial your task in preparation for next lesson.
WWW?
EBI?
What needs to be adapted to ensure it is effective for the other groups?
MON
Understand and analyse
your scene within the
group.
Group directors decide
upon presentation method
and delegate tasks
Complete analysis and trial
your task. This should
include quotations to
support ideas, and link to
the CA question.
Group share ideas and
present back their learning
from each group to
demonstrate
understanding of honour
and pride within the play.
LO: To evidence and evaluate the presence of
pride and honour within your key scene
Write a text to Shakespeare stating:
Can your partner respond
as Shakespeare?!
One idea that you have had relating
to the assessment question as a
result of your task compilation.
One question that you have from
today’s lesson.
MON
Understand and analyse
your scene within the
group.
Group directors decide
upon presentation method
and delegate tasks
Complete analysis and trial
your task. This should
include quotations to
support ideas, and link to
the CA question.
Group share ideas and
present back their learning
from each group to
demonstrate
understanding of honour
and pride within the play.
LO:
develop
your
understanding
of the play
LO:ToTo
secure
our
understanding
of
through
completion
of your
learning
tasks.
language
analysis
within
the play
What is your personal aim for today’s
lesson?
Discuss your ideas and write a target for
yourself to achieve this lesson.
LO: To develop your understanding of the play
through completion of your learning tasks
You will now be able to visit the other tables to consider their analysis and ideas.
Where is pride and honour evident within the different scenes that you study?
Select one of the questions to respond to in an extended piece of analytical
writing.
FRI
MON
TUES
Understand and analyse
your scene within the
group.
Complete analysis and trial
your task. This should
include quotations to
support ideas, and link to
the CA question.
Group share ideas and
present back their learning
from each group to
demonstrate
understanding of honour
and pride within the play.
Group directors decide
upon presentation method
and delegate tasks
LO: To develop your understanding of the play
through completion of your learning tasks
You will now be able to visit the other tables to consider their analysis and ideas.
Where is pride and honour evident within the different scenes that you study?
Select one of the questions to respond to in an extended piece of analytical
writing.
MON
Understand and analyse
your scene within the
group.
Group directors decide
upon presentation method
and delegate tasks
Complete analysis and trial
your task. This should
include quotations to
support ideas, and link to
the CA question.
Group share ideas and
present back their learning
from each group to
demonstrate
understanding of honour
and pride within the play.
LO: To develop your understanding of the play
through completion of your learning tasks
Take a moment to reflect upon the last
three lessons:
What went well?
What would you change?
To what extent did you achieve your
personal target?
LO: To consider four areas of film analysis
To be able to comment on how films present characters.
If Shakespeare were a film director, what sort of style
would his films emulate?
PEEFing!
• LO: To consider four areas of film analysis
• To be able to comment on how films present
characters.
Read any good films lately?
If the writer’s craft is language and
punctuation… what is the director’s craft?
Bullet point your ideas on a new page
Editing…
• What choices can a director make to edit their
work?
• Challenge: Can you liken them to choices a
writer might make?
• Challenge 2: What do you think the effect of
your ideas are?
Look through the screen shots below –
how many can you correctly identify?
•
•
•
•
•
•
•
•
Long shot
Medium shot
Close up
Extreme close up
Low angle shot
High angle shot
CGI
Superimposition
Long Shot
Is a shot that allows the viewer to see from a distance
a complete image.
Effect:
Medium shot
Is a shot that allows the viewer to see some of an image- often the head
to waist of a person.
Effect:
Close-up
Is a shot that allows the viewer to see a specific part of an image also
known in magazines as a headshot.
Effect:
Extreme close-up
Is a shot that allows the viewer to see a detailed and specific part of an
image.
Effect:
High angle shot
Is a shot taken from above, looking down (but not directly over) a
scene or person.
Effect:
Low angle shot
Is a shot taken from below, looking up at a scene or person.
Effect:
Computer Generated Image
Also known as CGI this is where an image is created entirely by the
computer.
Effect:
Superimposition
Is where an image is placed over that of another. Often in media
lettering is placed on top of images (i.e. magazine front covers).
Effect:
 Music/sound?
• Actions
• Editing
 Clothing/Costume
Focusing on either Beatrice or Benedick,
add your notes underneath these headings
So how is Beatrice or Benedick
presented?
• Working in your pair, you need to come up with
three ways that Beatrice or Benedick are
presented in this scene and how (you will need to
use your notes from the last task)
• Challenge: Can you come up with more than one
way to show how a character is presented?
• Challenge 2: How do we as an audience react to
them?
STAR CHALLENGE: HOW DOES
THIS COMPARE WITH ACT 2
SCENE 1’S PARTY SCENE?
Beatrice and Benedick in 4,1
• Is the presentation similar
/ different?
• Why?
• What do you think the
director is hoping to
achieve?
• Challenge: Which do you
think is better/most
effective? Why?
• Film linking phrases…
• *However, in the film…
• *Beatrice/Benedick is also
presented in this way in
the film through…
• *Furthermore, the film
presents Beatrice /
Benedick as…
• *The director’s
presentation of Beatrice /
Benedick is different /
similar because…
Peer assessment
• Underline where your partner has moved
from writing about the play to writing about
the film.
• Have they used an example from the film and
explained what it tells us about the
presentation of their character?
• WWW
• EBI
Week 5 – Lesson 1
The character of Beatrice is portrayed as a strong, independent
character that is shown in a moment of weakness. The quotation, ‘Do
not swear and eat it’ shows Beatrice’s doubt in Benedick’s confession
of love. ‘Eat it’ suggests that she is……
Beatrice is also presented in this way in the film through the use of
climatic music as she shows this moment of weakness. The music
reflects the mood to demonstrate the significance of her change in
character.
• *However, in the film…
• *Beatrice/Benedick is also presented in this way in the film
through…
• *Furthermore, the film presents Beatrice / Benedick as…
• *The director’s presentation of Beatrice / Benedick is different /
similar because…
LO: To evaluate the progression of
To track
the pin Much
themes LO:
through
character
Ado
Create a head in the hole for your character.
Think about
how they
represent or
demonstrate
pride and
honour in some
way.
Use the script
to provide
quotations to
support your
ideas.
Consider how
this changes as
the play
progresses.
Use one side of
the paper for
the first half of
the play, and
one side for the
other side to
show your
understanding.
LO:ToTotrack
evaluate
the progression
of
LO:
the development
of both
themes
through
character
in
Much
characters within the play
Ado
Select one
person to be the
Head in the
Hole and sum
up your
character’s
development in
ten words or
less.
Too easy? Six
words or less.
LO: To create a structured plan for the
controlled assessment
• How does Shakespeare show the
importance of pride and honour to
one or two characters in Much Ado
about Nothing?
Which characters will you discuss?
Reading Assessment
Which quotations will you use to explore the
way Shakespeare has used language to portray
the two themes?
Which part of the film will you draw upon to
develop your analysis?
Where have you considered the contextual
traditions of pride and honour?
You will be assessed for:
Deducing, inferring and interpreting
information from the text
Relating the text to their social,
cultural and historical traditions.
LO: To create a structured plan for the
controlled assessment
Introduction -
Consideration
of context
Outline the
question
Briefly
mention an
example
P
E
E
L
P
E
E
L
P
E
E
L
F
P
E
E
L
F
Conclusion
Consider
structure in
relation to the
question
Personal
response to
what
Shakespeare
highlights
Have you considered how this is a significant moment in the play within your plan?
Have you considered how an Elizabethan audience may react?