Grade 12 English
Five Assignments for Twelfth Night
Marney Rosen
Assignment 1: Character development in Act I of Twelfth Night
Characters: Viola/Cesario, Orsino, Toby, Olivia.
Assignment: For each character, start in the middle of a page with the character’s name / picture. Include exactly two
key quotes the character says (best if each quote shows a different characteristic). Now around the page, add the names
/ picture of other characters (the number of characters you need will vary depending on who says what). For each name,
write a key quote said about or to the character in the centre that tells us something about that centre character. (For
instance, if Toby is in the centre, add Maria at one side with a quote she says about Toby that shows us something about
Toby’s character). At the bottom of each page, write a paragraph-long summation analysis of the centre character based
on the ‘big picture’ view your collection of quotes indicates. Be sure to integrate your quote choices into your analysis.
(eg. When Viola exclaims that the “cunning of [Olivia’s] passion” makes her fear the countess has fallen in love with
her “outside”, it is clear that …)
Details: Each character should have his / her own page.
Skills / objectives: close reading, understanding of character development, differentiating between action, thought,
word, self view and view of others, use of evidence.
Assignment 2: Dramatic reading in Act II of Twelfth Night
Scene: Any monologue of 12 lines or more in Act II. (Please note: you may combine two shorter passages into a
longer one either by ignoring a brief line by another character in between, or by having me read the intervening line if
it’s necessary for meaning) OR any two-person dialogue of about 24 lines (and lines should be about equal for both
characters)
Assignment: Prepare a memorized reading of the monologue / dialogue. Include a brief intro, in modern English, that
‘places’ your scene. You may also hand in an annotated script (actor notes in one color – facial expressions, movements
- and director notes in a second color – theme, character, advancement of plot), which is your ‘safety net’ if things go
badly during the actual oral presentation.
Further details: You will need to become sufficiently comfortable with the meaning of the passage / any imagery /
difficult vocabulary since your oral presentation is much more than a monotonous repetition of the lines in question.
Small props / costumes are optional.
Skills / objectives: improved oral speaking ability, comfort speaking in front of a small audience, enforced recognition
that a play is more than words on a page, close attention to vocabulary and language details, rhythm and delivery of
Shakespearean language.
Language use in Act III of Twelfth Night
Lines: scene i, lines 145-172, scene iv 209-226
Assignment: This is a partner activity. Together you will re-interpret these lines and ‘translate’ them into modern
English. You should change names, events, and setting so that a modern-day reader would ‘get the point’; in other
words, while you must remain true to the essential ideas of each scene fragment, this is much more than a ‘Shakespeare
Made Easy’ literal translation! Rather, you will choose a new ‘context’ / scenario which would ‘make sense’ for a love
triangle, mistaken identities etc (a girl dresses as a boy to get the lead anchor job on a sports channel? A boy dresses as
a girl to try out for America’s top model?) Whatever your version, try for a ‘natural’ sound to your interpretation, while
using language and imagery that ‘fit’ your newly modernized context (what would a sports anchor ‘swear on’ instead of
virginity and spring roses?!) Hopefully, you can have fun with the creative possibilities inherent in this assignment,
while still increasing your level of comfort with Shakespeare’s use of the English language.
Further details: will be given in class (along with some sample translations from past years)
Skills / objectives: vocabulary enhancement, creative writing, close reading, confidence with Shakespearean language
Assignment 4: Imagery and symbolism in Act IV of Twelfth Night
Act IV Scenes
i: 30-31, 49-50, 63
ii: 33-35, 44-46
iii: 3-4, 11-14, 28-29,
Assignment: Choose four of the above references.
For each:
a) describe the placement of the image / symbol (what comes before or after, for instance)
b) i. discuss the meaning of the image (in other words, briefly ‘translate’ the line/put it in modern English
b) ii. **KEY TO THE ASSIGNMENT discuss the actual word choice of the image. How is it more powerful
than the translated / non-imagery version? Why THIS particular image?
c) comment on its intended effect with the scene / act / entire play
Further details: Each answer will be one well-developed paragraph. Assessment will be based largely on
your showing an understanding of each image / symbol and on your ability to express deeper meaning and
effect with nuanced vocabulary and a writing style that shows control and breadth of language. Do NOT just
‘translate’ / paraphrase the message – concentrate on why the message is effective AS AN IMAGE.
Skills / objectives: sophisticated understanding of imagery and symbolism, paraphrasing, applying a ‘part’ to
the ‘whole’.
Assignment 5: Literary Analysis Essay
Act and Scene: Act V or the entire play.
Assignment: Write an essay on any aspect of the play that most interests you. You must include at least two
outside sources.
Further details: Too often, high school students sit back and wait for their teacher to give them a list of
important topics or thesis statements, without trying to figure for themselves what aspects of a book or play
are most salient. This time, you will be given no such list. You are to come up with your own thesis. You
may choose to look at other sources for essay ideas, but it is preferable if your essay is more personally
relevant to you than this. You must have your thesis statement approved before proceeding with your essay.
Also note that since an excellent university skill is to be able to both support AND refute others’ opinions,
you will need to find one expert source with which you agree and one with which you disagree or have a
qualified stance. We will discuss in class how best to make use of such sources.
Skills / objectives: deeper understanding of play; expanding your essay skills to include the initial stages of
thesis creation; in-depth, formal analysis
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Due Dates for Each Assignment:
Assignment
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Due date
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