SHAKESPEARE
Dale Donovan & Ginger Shapiro
SHAKESPEARE
Dale Donovan & Ginger Shapiro
iii
Table of Contents
Background . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1–23
History . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24–45
Shakespeare’s Language . . . . . . . . . . . . . . . . . . . . . . 46–59
Themes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60–87
Sonnets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88–99
Quotations: Use Your Own Words . . . . . . . . . . . 100–125
Quotations: Characterization . . . . . . . . . . . . . . . 126–143
Quotations: Motivation . . . . . . . . . . . . . . . . . . . 144–160
Quotations: Words to Speak to Someone . . . . . . 161–180
Daily Warm-Ups: Shakespeare
iii
Table of Contents
Background . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1–23
History . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24–45
Shakespeare’s Language . . . . . . . . . . . . . . . . . . . . . . 46–59
Themes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60–87
Sonnets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88–99
Quotations: Use Your Own Words . . . . . . . . . . . 100–125
Quotations: Characterization . . . . . . . . . . . . . . . 126–143
Quotations: Motivation . . . . . . . . . . . . . . . . . . . 144–160
Quotations: Words to Speak to Someone . . . . . . 161–180
Daily Warm-Ups: Shakespeare
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William Shakespeare’s
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plays feature sexual situations and references, violence, gore, and profanity. His plays
are widely taught in schools throughout the country. Many
movies made today have the same features.
Why do you think you are restricted from attending movies
with these features but you can read Shakespeare’s plays in
school?
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Walch, Publishe
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William Shakespeare’s
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plays feature sexual situations and references, violence, gore, and profanity. His plays
are widely taught in schools throughout the country. Many
movies made today have the same features.
Why do you think you are restricted from attending movies
with these features but you can read Shakespeare’s plays in
school?
1
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20
03
J. W
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eston
Walch, Publishe
S h a k e s p e a r e u s e d dramatic language and a variety
of poetic devices in his plays.
____ 2. sonnet
____ 3. iambic
pentameter
a. a speech given by an
actor when alone on
stage
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____ 1. aside
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Match each term with its correct definition.
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b. a line of verse/dialogue
with ten syllables
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____ 4. soliloquy
c. a 14-line poem using an abab
cdcd efef gg rhyme scheme
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d. lines spoken outside the hearing
of other characters
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S h a k e s p e a r e u s e d dramatic language and a variety
of poetic devices in his plays.
____ 2. sonnet
____ 3. iambic
pentameter
a. a speech given by an
actor when alone on
stage
U
mar
yW
____ 1. aside
Dail
Match each term with its correct definition.
b. a line of verse/dialogue
with ten syllables
____ 4. soliloquy
c. a 14-line poem using an abab
cdcd efef gg rhyme scheme
46
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03 J. Weston Wa
d. lines spoken outside the hearing
of other characters
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A M i d s u m m e r N i g h t ’ s D r e a m is a
Shakespearean comedy frequently read and performed in
schools and theater groups.
Dail
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The play’s setting is particularly important, since the time is
the summer solstice, or Midsummer Eve. In England, that
night was celebrated as the time when supernatural beings
caused mischief. The play takes place mostly in an enchanted
forest, which is inhabited by fairies.
ps
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Think about a book you’ve read recently. When and where does it take place?
How does the setting affect the story? Could it have been set elsewhere?
Describe an alternate setting.
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A M i d s u m m e r N i g h t ’ s D r e a m is a
Shakespearean comedy frequently read and performed in
schools and theater groups.
Dail
U
mar
yW
The play’s setting is particularly important, since the time is
the summer solstice, or Midsummer Eve. In England, that
night was celebrated as the time when supernatural beings
caused mischief. The play takes place mostly in an enchanted
forest, which is inhabited by fairies.
ps
:S
ha
kes
peare
Think about a book you’ve read recently. When and where does it take place?
How does the setting affect the story? Could it have been set elsewhere?
Describe an alternate setting.
60
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03 J. Weston Wa
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S h a k e s p e a r e w a s not only a playwright, but also a
• three four-line stanzas followed by a
rhymed couplet
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• fourteen lines
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poet. Following the popular trend of his time, he wrote more
than 150 sonnets. Of course, they were so excellent that the
form he used has ever since been called the Shakespearean
sonnet. It has:
ps
• a rhyme scheme of abab cdcd efef gg
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• twelve lines that present an idea or a problem, followed by two
lines that finish or solve it
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In the space below, draw the structure of the Shakespearean sonnet,
following the information above. Then indicate the rhyme scheme at
the end of the lines.
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sh
bli
S h a k e s p e a r e w a s not only a playwright, but also a
• three four-line stanzas followed by a
rhymed couplet
• a rhyme scheme of abab cdcd efef gg
U
mar
yW
• fourteen lines
Dail
poet. Following the popular trend of his time, he wrote more
than 150 sonnets. Of course, they were so excellent that the
form he used has ever since been called the Shakespearean
sonnet. It has:
ps
:S
ha
kes
peare
• twelve lines that present an idea or a problem, followed by two
lines that finish or solve it
88
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lch
© 20
03 J. Weston Wa
In the space below, draw the structure of the Shakespearean sonnet,
following the information above. Then indicate the rhyme scheme at
the end of the lines.
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God in heaven
bless her! You are to blame, my lord,
to rate her so.
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Romeo and Juliet, Act 3, scene 5
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What do you think the word rate means? Rewrite the lines,
substituting another word or words for rate.
ps
101
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God in heaven
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bless her! You are to blame, my lord,
to rate her so.
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Romeo and Juliet, Act 3, scene 5
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What do you think the word rate means? Rewrite the lines,
substituting another word or words for rate.
ps
101
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J. W
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Walch, Publishe
N o l e g a c y is so rich as honesty.
All’s Well That Ends Well, Act 3, scene 5
Dail
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Read the line above and think about what it means. Then
describe a person (famous, known to you, or fictional) who
might say such a thing, and explain why he or she might
say it.
ps
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126
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N o l e g a c y is so rich as honesty.
All’s Well That Ends Well, Act 3, scene 5
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126
Dail
Read the line above and think about what it means. Then
describe a person (famous, known to you, or fictional) who
might say such a thing, and explain why he or she might
say it.
ps
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O , t h a t t h i s too, too solid flesh would melt, thaw and
resolve itself into a dew.
Hamlet, Act 1, scene 2
Dail
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Read the line above and think about what it means. Then
describe a situation in which such a thing might be said, and
explain why someone might say it.
ps
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144
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O , t h a t t h i s too, too solid flesh would melt, thaw and
resolve itself into a dew.
Hamlet, Act 1, scene 2
Dail
144
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03 J. Weston Wa
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Read the line above and think about what it means. Then
describe a situation in which such a thing might be said, and
explain why someone might say it.
ps
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O B e w a r e , m y l o r d , of jealousy; it is the greeney’d monster which doth mock the meat it feeds on.
Othello, Act 3, scene 3
Dail
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Read the line above and think about what it means. Then
describe a person (famous, known to you, or fictional) to
whom you would like to say these words.
ps
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166
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03 J. Weston Wa
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O B e w a r e , m y l o r d , of jealousy; it is the greeney’d monster which doth mock the meat it feeds on.
Othello, Act 3, scene 3
Dail
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er
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Read the line above and think about what it means. Then
describe a person (famous, known to you, or fictional) to
whom you would like to say these words.
ps
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ha
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peare