Topic
Academic
Connections
Academic
Connections
Title
Book of the Bard:
Who was
Shakespeare?
Coats of Arms
Elementary Academic Connections Lesson Plan
Phillips Summer Fencing Program Week 3: July 25-29, 2011
Number of
Minutes
30
30
Materials
Materials

Shakespearean Facts
Sheet

Talk like
Shakespeare
“Become the Bard” handout

The Language of
Shakespeare or
Words & Expressions handout

Toy-A-Day #38 finger puppet and
Shakespeare’s Globe
Theater handouts
Example/Description

Introduction to Shakespeare

SW listen to short excerpts from Shakespeare Around the Globe learning about Shakespeare, Elizabethan times, and the globe theater (OR...teacher could do a storytelling of the “Life of the Bard” to get the kids more into the story! Interesting props and British accents would make it even
MORE fun! 
 SW “Become the Bard” by cutting out and using a Shakespeare mask as they recite popular Shakespearean “language” (see attached sheet) Be sure kids are sitting in a circle for this!!! Also, discuss possible meanings of the phrases—encourage an accent!!! HAVE FUN!!!

SW create and/or take home Shakespeare finger puppets and Globe theater paper toys.
Materials

The Globe Theater handout

Tapestry template
(see attached), colored pencils, crayons, or markers

Coat of Arms symbols packet

Warm-Up:
 SW review “The Bard” by writing three facts they learned about him (this can be a partner activity or whole group)

Students can write in the box their favorite Shakespearean expressions and/or draw pictures of what those expressions represent. Last, they can write down any notes about the Globe Theater they learned.
Motivation:
Imagine you're a knight in battle, you can't tell friend from foe, and then you realize your friends don't recognize you either. You need a new plan. A Coat of
Arms is it!

SW discuss Keywords: Coat of arms, heraldry, chivalry, medieval, Middle
Ages, family history, fleur-de-lis.

Give brief background/history of Coats of Arms (see attached info.)

SW browse Coat of Arm symbols packet to decide which symbols and colors they want to use for their OWN coat of arms.

Once students complete the tapestry template, students can get a blank sheet of construction paper to complete another of their very own coat of arms—drawing the shield design and everything!
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Academic
Connections
Romeo and Juliet and
Hamlet
Academic
Connections
Etiquette 101: Kids’
Shakespearean
Compliments and
Other Words/Phrases
30
30

GET STUDENTS INTO A CIRCLE, IF POSSIBLE!!!

Introduce the play Romeo & Juliet . Discuss the characters, setting and overall plot of the play. Review the strange language/dialogue that
Shakespeare used in this time. Explain that students will listen, read, and enact a scene from the play (dueling scene), but the language has been made more modern in order for students to understand. (Later, teacher can read excerpts from REAL play vs. excerpts from modern play to demonstrate the difference in English language of Elizabethan time—
REAL language is on left and modern language is on right of handout).
Materials

Romeo & Juliet: Act
3, Scene 1

Hamlet : Act 5, Scene
2

Shakespeare Presents and William
Shakespeare handouts

Decisions, Decisions,
Decisions Sheet
(extra)
Materials

Kids’ Shakespearean
Compliments Sheet

The Language of
Shakespeare and
Words & Expressions
2

First, SW listen to the scene (teacher should read aloud). Remember that the lines were written for actors to speak on stage. Think about the exchange of dialogue between characters. Make note of the common human experience expressed in the play.

Give out roles (Romeo, Mercutio, Tybalt, Petruchio, and Benvolio).
Mention that no girl parts are included, but girls can do a “pants role” as they do in real theater (when a woman plays a man’s part)

After reading and enacting the scene, discuss the meaning and answer questions campers might have.

Have campers reenact the scene multiple times with multiple campers.

If time allows, introduce Hamlet . Explain the same as above (characters, setting, plot, and will listen to one scene (another dueling one) from the play with modern language)

First, teacher will read scene and then give out roles: Hamlet, Laertes,


Claudius, Osric, Gertrude, Horatio
Have campers reenact the scene multiple times with multiple campers.
Once finished with both plays, campers choose one of the response handouts to write about their favorite play ( Romeo & Juliet or Hamlet) :
The Musketeers can draw and/or write and the Golden Swords can write and add a picture to respond. Use these to display for End-of-Camp celebration!!!


Campers will read handout and combine one word from each column, adding the classic Shakespearean word “thou” to give
Shakespearean compliments to each other! Have campers practice reciting the compliments as a true Shakespearean actor would!!!


Review Words & Expressions handouts from Day 1. Campers can create a Shakespeare rap/poem using words and expressions! Perform aloud!

1. Shakespeare was the oldest child in his family. He had seven siblings!
2. He was born in Stratford-upon-Avon, in the country of England on April 23, 1564
(though this is more a guess, than fact)
3. He married a woman named Anne Hathaway, and together they had three children -- Susanna and twins Hamlet and Judith.
4. Shakespeare wrote his first play when he was about 25 years old.
5. Shakespeare wrote 37 plays and 154 sonnets during his career.
6. Shakespeare actually performed in some of his plays as an actor!
7. Shakespeare wrote his own epitaph -- the words on his tombstone. In it, he cursed anyone who would dare to move his bones. And it worked! Although it was commonplace to move previously buried bones to make room for new bodies, Shakespeare's bones were never moved!
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Chirinian, Alain. Shakespeare Plays in the Classroom: Romeo and Juliet. Torrance: Good Apple, 1997.
Print.
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Coat of Arms Lesson Plan - Background and Historical Information:
Coats of Arms date to the early Middle Ages. In the early twelfth century, helmets and other armor began making it difficult to tell armed warriors apart. The solution was for each knight or soldier to paint something personal on their shield. These designs were important in battle, but they also functioned like team uniforms when knights met in tournaments. Overtime, shield emblem designs became enduring symbols of their owners, and of their owners' families.
It became quite fashionable to have a "coat of arms", so people hired artists to design them. The designs weren't just used on shields. They were applied on tunics, saddle blankets, banners and tapestries. They were duplicated in sculpture and architectural features. They were used in signs and advertisements. They were carvedinto coins, jewelry (e.g. signet rings) and the personalized stamps for sealing letters. Soon,
Coats of Arms weren't just for soldiers! From about 1210 A.D., some priests are known to have had them.
The first women known to have had their own coat of arms got them around 1220. Around 1230 towns and cities began having coats of arms. Tradesmen and even peasants started using coats of arms around
1250. In an era when few people could read or write, coats of arms made it easier for people to recognize each other's marks.
Before you design your own coat of arms, it'll be useful to look at a few traditional heraldic designs.
Observe the traditional design elements. What do you think they symbolized for the people who chose to wear them? Below is a list of some elements you may want to include in your designs.
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© 2003 Folger Shakespeare Library
DIRECTIONS: Combine one word from each of the columns below. Add “Thou” to the beginning, and you’ve created a sweet compliment for a friend! 
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