Research Skills
LO: How can I gather research quickly and
effectively?
Starter: What methods of research do you know?
Definitions of Sources
Can you match the word with its definition?
A Contents Page
A list of difficult words with their meanings
explained
Index Pages
A classification system used in libraries
Search Engine
A person with great knowledge in something
Expert
A list of chapters in the front of a book
Dewey System
An alphabetical list of key words in the back of a
book
Glossary
A device used to find information on the internet
Check Your Understanding
A Contents Page
A list of difficult words with their meanings
explained
Index Pages
A classification system used in libraries
Search Engine
A person with great knowledge in something
Expert
A list of chapters in the front of a book
Dewey System
An alphabetical list of key words in the back of a
book
Glossary
A device used to find information on the internet
Skim, Scan and Highlight
Reading the whole of a chapter or an entire
web site for information is not a good way of
using your time.
You can SKIM through instead. Skimming is where you read
quickly without taking in all the details.
Even quicker is SCANNING. Scanning involves glancing over
the pages very quickly for key words associated with the
topic.
You could HIGHLIGHT keywords and phrases. Highlighting
helps you to recollect where important information is on the
page.
Highlighting
Task:
Highlight in one colour information
about Shakespeare’s personal life and
in the other colour information about
his professional life.
William Shakespeare was born in Stratford on about April
23rd 1564. His father William was a successful local
businessman and his mother Mary was the daughter of a
landowner. Relatively prosperous it is likely the family paid for
William’s education, although there is no evidence he
attended university.
In 1582 William, aged only 18, married an older woman (26)
named Anne Hathaway. Soon after they had there first
daughter, Susanna. They had another 2 children but William’s
only son Hamnet died aged only 11. After his marriage
information about the life of Shakespeare is sketchy but it
seems he spent most of his time in London writing and
performing in his plays. Only returning home during Lent
when all theatres were closed. It is generally thought that
during the 1590s he wrote the majority of his sonnets. This
was a time of prolific writing and his plays developed a good
deal of interest and controversy. A Midsummer Night’s
Dream, Romeo and Juliet and Two Gentlemen of Verona
were written between 1589 and 1595.
Plenary
Feedback to a partner or the
rest of the group. Discuss
what you have highlighted and
how you decided whether the
information was about his
personal or private life.
Research Skills
LO: Can I write linear and diagrammatic
notes from written texts?
Starter:
What techniques do I use to revise or
make notes?
The Next Step
Once you have selected a source, found
the information you want and highlighted
the relevant points it’s time to take the
next step…
Notemaking
Brilliant, I’ve found what I
was looking for, now I’ll just
cut and paste or copy it…
No! You need to make it your
own work, copying is
plagiarism which is illegal!
You need to learn about
notemaking.
What Are Notes?
Notes are a brief, informal and fast way of
recording information about a subject.
They may look something like this:
Shakespeare – 1564 – 1616 - born Stratford, Eng.
Dad John, mum Mary one of 8 kids. jobs = actor, poet,
playwright. 1st play (1589 – 95) Romeo & Juliet,
midsummer nights dream, 2 gent of V . Wed Anne
Hathaway in 1582 .3 kids but moved to London. Died 52.
What do you notice about these notes? How
are the ‘rules’ of note-taking different from
Standard English? Why do you think this is?
Note Making Methods
Copying everything out can take a long time
and may mean you copy things down that you
don’t really need or understand.
Notes require you to select relevant information. This
allows your brain to process the facts which means
that you will be much more likely to understand what
you are writing about.
Task:
You are going to make some notes about William
Shakespeare.
Remember the short Shakespeare biography…
William Shakespeare was born in Stratford on about April
23rd 1564. His father William was a successful local
businessman and his mother Mary was the daughter of a
landowner. Relatively prosperous it is likely the family paid for
William’s education, although there is no evidence he
attended university.
In 1582 William, aged only 18, married an older woman (26)
named Anne Hathaway. Soon after they had there first
daughter, Susanna. They had another 2 children but William’s
only son Hamnet died aged only 11. After his marriage
information about the life of Shakespeare is sketchy but it
seems he spent most of his time in London writing and
performing in his plays. Only returning home during Lent
when all theatres were closed. It is generally thought that
during the 1590s he wrote the majority of his sonnets. This
was a time of prolific writing and his plays developed a good
deal of interest and controversy. A Midsummer Night’s
Dream, Romeo and Juliet and Two Gentlemen of Verona
were written between 1589 and 1595.
Different types of Notes
Now you have
highlighted the
relevant
information you
need to jot down
a few notes.
There are two main
types: linear notes and
diagrammatic notes.
Let’s look at both types
then you can decide
which is best for you…
Linear notes
A straight forward way of writing down the information you
need is to use linear notes.
I need to write notes about
Shakespeare’s personal life.
You could write down the information in bullet points.
Bullet points are lists of key points, emphasized
by a ‘bullet’.
e.g. William Shakespeare:
• Born 1564
• Birthplace: Stratford, England
• Family: Son of John and Mary Shakespeare
Structuring linear notes
Linear notes are chronological and need to be organised into
categories to make them clear and useful. For example:
William Shakespeare:
Personal Life
• Born 1564
• Birthplace:
Stratford, England
• Family: Son of John
and Mary
Shakespeare
Professional Life
•Joined a company of
travelling actors or
‘players’ (1585-90)
•Moved to London to
be part of the theatre
scene (1590)
•Wrote ‘Two
Gentlemen of Verona’
(1592)
Diagrammatic notes
You may prefer to make your notes into spider diagrams, to
create visual pictures help to retain information, e.g.
Wrote Romeo
Marriage to Anne
& Juliet in
Hathaway
1590s
Had 3 children
Personal
Son dies aged eleven
Professional
Theatres closed
down due to plague
Make Notes
Task!
Use either the linear or diagrammatic
format to make notes about
Shakespeare’s personal and private
life.
William Shakespeare was born in Stratford on about April
23rd 1564. His father William was a successful local
businessman and his mother Mary was the daughter of a
landowner. Relatively prosperous it is likely the family paid for
William’s education, although there is no evidence he
attended university.
In 1582 William, aged only 18, married an older woman (26)
named Anne Hathaway. Soon after they had there first
daughter, Susanna. They had another 2 children but William’s
only son Hamnet died aged only 11. After his marriage
information about the life of Shakespeare is sketchy but it
seems he spent most of his time in London writing and
performing in his plays. Only returning home during Lent
when all theatres were closed. It is generally thought that
during the 1590s he wrote the majority of his sonnets. This
was a time of prolific writing and his plays developed a good
deal of interest and controversy. A Midsummer Night’s
Dream, Romeo and Juliet and Two Gentlemen of Verona
were written between 1589 and 1595.
Plenary
Feedback to the rest of the
group. Discuss what you have
written, which style of notes
you decided to use and why.
You could create a notemaking poster to display in the
classroom.
Writing Up Notes
Notes are brilliant for getting down relevant
information quickly. However most tasks require
you to write up your notes and produce a final piece
of work.
Below are some notes about the author Charles
Dickens.
Charles Dickens – 1812 – 1870 - born P’mouth, Eng. Dad
in prison for debt- C.D went to work @ 12 in factory. 1st
job = attorney’s clerk. 1st success (1837) PW Papers. Wed
Cath Hogarth in 1835 10 kids but separated in 1858. Died
58, Gads Hill, Kent.
What would you need to do to change these
notes into a final piece of writing?
Transformation Tools
To make your notes into a final paragraph you
will need to almost completely transform your
text. How will you do it?
use
Standard
English
write in full
sentences
spell
correctly
Transforming
Notes
punctuate
How many did you get?
Change
numbers into
words
Change
abbreviations
into complete
words / phrases
Notes into Prose Example
Charles Dickens – 1812 – 1870 - born P’mouth, Eng.
Dad in prison for debt- C.D went to work @ 12 in
factory. 1st job = attorney’s clerk. 1st success
(1837) PW Papers. Wed Cath Hogarth in 1835 10
kids but separated in 1858. Died 58, Gads Hill,
Kent.
Charles Dickens was born in Portsmouth,
on February 7, 1812. His father, John
Dickens, worked as a clerk in the Navy
Payroll Office but was constantly in debt,
and in 1824 he was incarcerated in a
debtor's prison.
Notes into Prose
Remember the transformation tools from the previous
slide? Using all your notes write a paragraph about
William Shakespeare.
When you have finished read your work
out to the class.
Introduction to Shakespeare
LO: Can I produce a collage to present new
information I have learnt about
Shakespeare?
Starter:
What methods do you have for
memorising? Share them with your table
group as you will need them next…
Starter: Memory Game
Investigating Shakespeare
• You will be handed an interesting fact about
Shakespeare on a piece of paper.
• Your mission is to gather and memorise as many facts
as possible from other students around the room.
• Rules you have to be standing and cannot be seated
in your chair.
• You must not write down any of the facts you learn.
• You have 5 minutes to learn as much as possible
before handing your facts back in.
WARNING
COLLABORATIVE
HOUSEPOINTS
ON OFFER!
Show what you have
learned
• Now in your groups on the paper provided,
present a collage of what you have
learned (use one of the note taking skills
we have practised if you wish)
• Your work will be assessed by another
group who will total up the number of facts
you have.
• Your work will also be judged on how
creatively you present your information.
A Day in the Life of
Shakespeare
• WAF 1, 2, 4
• Write a diary entry as Shakespeare.
• You can pick any stage of his life:
– Dropping out of school at 14 because your family can’t afford
it.
- Meeting your future wife Anne Hathaway.
- The death of your son due to the plague. Etc.
• Diary features:
–
–
–
–
1st person,
informal
describing thoughts and emotions,
Link paragraphs.
Your success criteria
• 20 minutes
• Check/ re write/ edit your work using your
success criteria
• Hand in your success criteria with your
assessment
WAF 1, 2, 4
Homework
• Due Thursday 31st
• English:
Plan for written assessment writing diary
entry as Shakespeare.
PLEASE NOTE:
Pay attention to assessment foci.
Plan must not include full sentences.
Today’s lesson- Leaflets
William Shakespeare
Here is where
you would put
in some
textual
information
about
Shakespeare’
s life.
More text can
go here as
well. Try to
avoid leaving
blank spaces.
Most leaflet
pages are a
mixture or
balance of
text and
images.
The more
information =
the better
To be successful your leaflet will
• include accurate and interesting
information under a variety of headings.
RAF3, WAF1
• be colourful and attractive to the eye.
WAF2
• be well organized and planned out
showing sequencing and paragraph links
WAF4
Plenary
• Throw the ball: if you get the ball, name
one new fact that you’ve learned today
about Shakespeare. It can’t repeat a fact
that someone else has already said before
you.
Entertainment in
Elizabethan England
LO: Can I relate to the historical and social
setting which Shakespeare's plays were
written?
Starter:
What do you do for fun/ entertainment?
Shakespeare’s London
• Entertainment
– Watching criminals be
hung or lose their
heads
– Tormenting inmates at
insane asylums
– Watching bear baiting
OR
– Seeing a play in a
garden, pub or theatre
Shakespeare’s Theatre
What time did
performances begin at
the Globe Theatre?
Ah, that’s easy!
At 2 o’clock
pm…if the flag
was flying that
is. If it wasn’t, it
meant bad
weather.
Well, the Globe was 8 sided,
with a little sloping thatched
roof around the edges, but
the centre was open to the
sky!
Wait….
Wasn’t there
a roof on the
theatre???
So when it
rained, everyone
got wet?
Only those in the
belly, or pit, of the
theatre got wet. The
belly is the bit in the
middle, with no roof.
The rich people
would sit under the
gallery roof, on nice
cushions, but that
cost a penny.
So most people
tried to get out of
the belly, or pit,
then?
Aye, definitely.
The
groundlings as
we called ‘em
were a rough
lot. Plus it was
hard standing
on your feet
that long.
In the gallery you can see
the front part of the stage
thrusting out into the yard,
with the audience on three
sides. At the back of the
stage there is a curtained
alcove called the ‘tiring
house’…
What was it
like sitting in
the
galleries?
Is the tiring
room like a
dressing room?
Yah, close enough. On
the other side of the
tiring house there are
doors and exits that the
actors come and go
through. Above the tiring
house is the gallery for
musicians and for rich
men who wanted to
show off. You could even
buy a stool and sit on
the stage, if you wanted.
Above the gallery is the hut –
like a tiny house popping its
head over the walls of the
theatre. Here is kept the
suspension gear used for flying
effects, and the flag that
announces the performance.
What is above
the gallery?
Was the stage
covered when it
rained? Did the
actors get wet too?
It depended where
they stood. You
see, 2 columns rise
from the stage and
support a canopy
over the rear part of
the stage, in front of
the tiring house.
However, the front
of the stage is open
to the sky!
Were there any
cool ways that
actors could enter
the stage?
Ah, yah! I love when
they come up the trap
door, which is in the
middle of the stage.
Lots of ghosts and
spooky characters
would come on stage
through the trap door!
What sort of plays
did Shakespeare
write?
He mostly wrote
comedies, tragedies
and histories. There
was a lot of romance
in there too, and
murders, ghosts, and
fights galore.
What about special
effects?
Naw, we didn’t have the
kinds of things you’re
used to today. Mostly
pigs blood and props.
Though one time a
flaming arrow was
shot….which caught fire
on the thatched roof and
burnt the whole place
down…
I’m guessing that
was the end of the
Globe then, right?
No way!
They were
able to rebuild it
again in a
year.
Plenary
•What have you learnt
about Shakespeare
and the Globe
Theatre today?
Memory recall
LO: Can I develop my collaborative skills to
find out more information about
Shakespeare?
Starter:
Write a sentence in a combination of
symbols or note form and swap with your
partner to see if they understand what it
says.
Give a thumbs up or down to
show whether you think the
following are true or false
Shakespeare wrote
plays and poetry
Shakespeare was
nearly sent to jail for
poaching pheasants
Shakespeare
invented television
Shakespeare was
born in France
Shakespeare was an
actor
Shakespeare was
born in 1950
Shakespeare owned
a cinema
Shakespeare was
born in 1564
Shakespeare wrote
37 plays
Shakespeare died in
1616
Shakespeare’s wife
was Anne Hathaway
Shakespeare died in
a car crash
Shakespeare had a
beard
Shakespeare was
the son of Elizabeth
the 1st
Shakespeare had 15
children
Shakespeare’s dad
was the mayor of
Stratford
Shakespeare married
an older woman
Shakespeare was
murdered
Shakespeare died on
his birthday
Shakespeare is the
most well known
author in the world
WORK AS A TEAM…
• There is lots of information pinned up around the room
• Work in groups
• Send a scout to read and remember as much as
possible in a minute
• The scout returns and whispers what he/she
remembers to the group
• Everyone in the group writes it down
• Send another scout…
How much can you find out in ten minutes?
Shakespeare
What did we discover…?
William Shakespeare baptised 26 April 1564; died 23 April 1616) was an English poet and playwright widely
regarded as the greatest writer in the English language and the world's pre-eminent dramatist. He is often called
England's national poet and the "Bard of Avon". His surviving works include 37 plays, 154 sonnets, two long
narrative poems, and several other poems. His plays have been translated into every major living language and are
performed more often than those of any other playwright. Shakespeare was born and brought up in Stratford on
Avon. At the age of 18, he married Anne Hathaway, with whom he had three children: Susanne, and twins Hamnet
and Judith. Between 1585 and 1592, he began a successful career in London as an actor, writer, and part owner of
a company called the Lord Chamberlain’s Men, later known as The King’s Men. He appears to have retired to
Stratford around 1613 at age 49, where he died three years later. Few records of Shakespeare's private life
survive, and there has been considerable speculation about such matters as his physical appearance, religion, and
whether the works attributed to him were written by others.
Shakespeare Plays:
Henry VI Part II (1590-1591)
Henry VI Part III (1590-1591)
Henry VI Part I (1591-1592)
Richard III (1592-1593)
The Comedy of Errors (1592-1593)
Titus Andronicus (1593-1594)
The Taming of the Shrew (1593-1594)
The Two Gentlemen of Verona (1594-1595)
Love’s Labour’s Lost (1594-1595)
Romeo and Juliet (1594-1595)
Richard II (1595-1596)
A Midsummer Night’s Dream (1595-1596)
King John (1596-1597)
The Merchant of Venice (1596-1597)
Henry IV Part I (1597-1598)
Henry IV Part II (1597-1598)
Much Ado About Nothing (1598-1599)
Henry V (1598-1599)
Julius Caesar (1599-1600)
As You Like It (1599-1600)
Twelfth Night (1599-1600)
Hamlet (1600-1601)
The Merry Wives of Windsor (1600-1601)
Troilus and Cressida (1601-1602)
All’s Well That Ends Well (1602-1603)
Measure for Measure (1604-1605)
Othello (1604-1605)
King Lear (1605-1606)
Macbeth(1605-1606)
Antony and Cleopatra (1606-1607)
Coriolanus (1607-1608)
Timon of Athens (1607-1608)
Pericles (1608-1609)
Cymbeline (1609-1610)
The Winter’s Tale (1610-1611)
The Tempest (1611-1612)
Henry VIII (1612-1613)
The Two Noble Kinsmen (1612-1613)
•Othello was one of the most popular of his plays throughout the 18th and 19th centuries
•Troilus and Cressida was originally written as a Tragedy
•His plays contain over 600 references to birds
•He may have translated Psalm 46
•He was known as the Bard of Stratford
•Famous poet John Keats kept a bust of Shakespeare near his desk in hopes that the playwright would spark his creativity
•The Comedy of Errors was said to have inspired Rodgers and Hart's popular musical, The Boys from Syracuse
•He used the word dog or dogs over 200 times in his works
•King Lear was banished from the English stage for making fun of the monarchy during the reign of King George III
•Love's Labour's Lost has the highest percentage of rhyming lines of all of his plays
•There is no record of Alls Well that Ends Well ever being performed in Shakespeare’s lifetime
•He invented the word assassination
•
First child, Susannah, was born six months after Shakespeare and his
•He never attended a University
wife were married
•He lived through the Black Death
•
Many didn’t like Macbeth, because they were afraid of witches
•His sonnets were published in 1609 without his permission
•
No one knows how Shakespeare died
•He wrote roughly one and a half plays between 1589 and 1616
•He never published any of his own plays, they were all published by fellow actors
•Did not die in poverty, unlike many of his fellow authors of the time
•Performed plays by playwright Ben Jonson, in addition to his own
•Performed many times before Queen Elizabeth I and King James I
•Had many quarrels with critic Robert Greene
•He was good friends with Elizabeth I
•Suicide appears an unlucky thirteen times in his works
•Lived in England during the Renaissance
•None of his plays were acted out by women
•Was affiliated with a theatre group known as the Lord Chamberlain’s Men
•He had an earring in his left ear
•He wrote plays for the Globe Theatre
•Was buried in Stratford
•After Queen Elizabeth I died, Shakespeare lived during the reign of King
James I
•His house was called New Palace
•Daughter Susannah married Dr. John Hall
•Lord Chamberlain’s Men bought the Blackfriars Theatre
•His Collective Sonnets were first published in 1609
•His daughter Judith married Thomas Quiney 1616
•His Grandfather’s name was Richard
•Grandfather owned a farm in Snitterfield
•Baptized at Holy Trinity Parish Church in Stratford
•Child Hamnet died at age eleven
•Refers to poet Christopher Marlowe’s death in As You Like It
•Father John Shakespeare was granted Coat of Arms in1596
•The Globe Theatre burned down in 1613, but was rebuilt in 1614
•The Globe Theatre was demolished in 1644
•The Comedy of Errors is Shakespeare’s shortest play
•His Shortest play is 1770 lines long
• Wrote 154 sonnets
• Born on April 23, 1564
• Died on April 23, 1616
• Stratford-upon-Avon was his birthplace
• Parents were John and Mary Shakespeare
• Had seven brothers and sisters
• Sister Joan was born in 1558
• Margaret was born in 1562
• Gilbert was born in1566
• Joan II was born in 1569
• Anne was born in 1571
• Richard was born in 1574
• Edmund was born in 1580
• In 1582 he married Anne Hathaway
• He was 18 when married and Anne was 26
• Had eight children
• Susannah born in 1583
• Twins, Hamnet and Judith, born in 1585
• His first published play was Henry VI, Part II
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
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Was a Roman Catholic
When Shakespeare was alive, the town was called Stratford, not
Stratford-upon-Avon
The motto of the Globe Theatre was totus mundus agit histrionem (all
the world's a stage)
Was a Baptist when he was born, but was a Roman Catholic when he
died
First job was holding horses outside the theatres
Wrote ‘King John’ the same year his son died
Coined the phrase ‘the beast with two backs’
Died aged 52
Last play he wrote was ‘Two Noble Kinsmen’
Only left his wife a bed when he died
Was married at Temple Graston
His tomb was inscribed with a curse
Lived on Henley Street
Wrote ‘Romeo and Juliet’ when he was around 30 years old
Village he grew up in had a population of over 1500 people and only
about 200 houses
Interest in theatre started at an early age, his father took him and his
siblings to see travelling shows
Marriage certificate was issued on November 27, 1582
Buried in the Holy Trinity Church in Stratford-upon-Avon
Is believed to have died on his birthday
Was rumoured to have created over 1,700 words in the English
language
Has no actual known birth, but based on birth records historians
believe it was April 23, 1564
Only two authentic portraits of William Shakespeare exist
Was a popular last name, there were two unrelated Shakespeare
families
Wrote his first play when he was 25 years old
Was not credited with all his work, the play ‘Cardenio’ has never been
recorded
Performed in many of his own plays
One of the most identifiable icons of England
Shakespeare Timeline
1564 April 23 William Shakespeare was born
1582 November 28, A Marriage Bond on the Episcopal register records issue to William Shakespeare and Anne Hathaway of Shottery, Stratford
1583 May 26, The baptism of Susanna Shakespeare. Susanna was Shakespeare's' first child, born six months after the wedding of her parents
1585 William's twins, Hamnet and Judith Shakespeare, were born
1585 February 2, The baptism of Hamnet and Judith Shakespeare
1592 September 3, Death of Robert Greene author of ‘Groatsworth of Wit’ in which he complains about Shakespeare as an "upstart crow"
1592 December, Robert Greene's editor Henry Chettle made a public apology to Marlowe and Shakespeare for the Groatsworth of Wit
1593 Theatres close due to the Bubonic Plague (The Black Death)
1593 Shakespeare begins writing the Sonnets which were probably completed in 1597
1593 April 18, Registration of Venus and Adonis. Published by Richard Field (1561 - 1624)
1595 Shakespeare achieves prosperity and recognition as the leading London Playwright
1595 March 15, First document mentioning Shakespeare connected with the theatre
1596 The company of actors moved to the Swan Theatre on Bankside when London's authorities banned the
public presentation of plays within the city limits of London
1596 August 11, Hamnet died, possibly from the plague, at the age of eleven. He was buried in Stratford
1596 October 20, John Shakespeare, father of Shakespeare is Granted a Coat of Arms
1598 Shakespeare and other members of the company financed the building of the Globe Theatre
1599 The Globe is built on Bankside
1600 First production of Julius Caesar at the Globe theatre
1600 October 8 Registration of A Midsummer's Nights Dream
1601 Shakespeare's acting troupe, the Chamberlain's Men, were commissioned to stage Richard II at the Globe
1603 March 24, Queen Elizabeth dies
1603 James the VI of Scotland, the son of Mary Queen of Scots, became the new monarch, known in England as King James I
1603 May 19, The King's Men acting troupe forms
1603 February, Registration of Troilus and Cressida
1604 First performance of Othello
1608 Shakespeare is mentioned as one of "the men's' players" (The King's Men)
1608 King's Men buy the Blackfriars Theatre - Shakespeare became part owner in the theatre
1613 June 29, fire destroys the Globe Theatre
1614 The second Globe Theatre was built
1616 April 23, William Shakespeare dies
1616 April 25, Burial of William Shakespeare in the chancel of Holy Trinity Church in Stratford
1623 'The First Folio' is published
1644 The Globe Theatre demolished by the Puritans
HOMEWORK
Produce a schedule of work for your research task.
Submit this to me via google docs.
Remember:
THIS IS JUST THE PLAN OF HOW YOU WILL MANAGE
YOUR TIMEOVER THE NEXT FOUR WEEKS NOT THE
ACTUAL RESEARCH OR MAKING OF THE LEAFLET.
• You have 1 hour a week homework to use.
• Your audience is Year 6 children
• Pick out the information you think would be most interesting
to them
• Use language that they will understand but also stretch their
vocabulary a little
Genres
LO: Do I understand the conventions of
Tragedy, Comedy and History?
Starter:
Name as many different film categories that
you can think of.
With a partner decide which
statements refer to a tragedy
or a comedy…
Put a ‘t’ next to those that refer to a tragedy
Put a ‘c’ next to those that refer to a comedy
Put a ‘h’ next to those that refer to a history
Tragedy, Comedy or History?
• They are about love and marriage
• They have an unhappy ending, especially one concerning the downfall of
the main character.
• The plot is based upon real events
• The plays usually have a Mediterranean setting.
• They end with marriage between the main characters
• Disguise is a strong theme.
• Kings and queens are the major characters.
• Although the plays include funny characters or situations they also have a
serious message.
• There are lots of mistakes and problems during the play but these all get
sorted out at the end.
• The central character has a problem known as a fatal flaw
• Revenge is a common theme.
• The title is usually a name of a real figure from history.
• Music and dance are important to these plays.
• Ghosts appear
• The title is often a single name
Tragedy, Comedy or History?
1. They are about love and marriage C
2. They have an unhappy ending, especially one concerning the downfall of
the main character. T
3. The plot is based upon real events H
4. The plays usually have a Mediterranean setting. C
5. They end with marriage between the main characters C
6. Disguise is a strong theme. C
7. Kings and queens are the major characters. H
8. Although the plays include funny characters or situations they also have a
serious message. C
9. There are lots of mistakes and problems during the play but these all get
sorted out at the end. C
10. The central character has a problem known as a fatal flaw T
11. Revenge is a common theme. T
12. The title is usually a name of a real figure from history. H
13. Music and dance are important to these plays. C
14. Ghosts appear T
15. The title is often a single name T/H
Guess…
Decide whether the following plays are
tragedies or comedies according to their
titles. Think what they might be about and
look at the convention descriptors from
earlier…
Be prepared to justify your decision by
explaining why the title gave you that
impression.
Titles of plays – Tragedy or Comedy?
Richard III
Macbeth
A Midsummer Night’s Dream
Hamlet
Love’s Labour’s Lost
All’s Well That Ends Well
Anthony and Cleopatra
Much Ado about Nothing
Othello
Be prepared to justify
your answers from
what you know about
each genre
Plenary
If you were to write a play for one of these
Genre’s what title would you give it?
(The clue to the genre should be in the
name for this task!)
Common phrases
LO: Do I recognise phrases that
Shakespeare introduced to the English
language?
Starter:
What phrases in your slang/ idiolect would
you officially like to introduce to the English
language?
You heard it here first…
I bet you hear snippets of Shakespeare all
the time!
Today, we use phrases that were never
heard of before Shakespeare wrote them –
he made them up; we stole them and still
use them!
Can you complete the phrases
that the bard invented?
This is a sorry _______(Macbeth)
As dead as a ________(Henry VI)
Eaten out of __________and home (Henry V, Part 2)
I will wear my heart upon my __________(Othello)
In the twinkling of an __________(The Merchant Of Venice)
__________ 's the word (Henry VI, Part 2)
Neither ___________nor there (Othello)
____________him packing (Henry IV)
Set your teeth on ___________(Henry IV)
There's method in my ___________(Hamlet)
Too much of a good ____________(As You Like It)
Vanish into __________ air (Othello)
Can you complete the phrases
that the bard invented?
This is a sorry sight (Macbeth)
As dead as a doornail (Henry VI)
Eaten out of house and home (Henry V, Part 2)
I will wear my heart upon my sleeve (Othello)
In the twinkling of an eye (The Merchant Of Venice)
Mum's the word (Henry VI, Part 2)
Neither here nor there (Othello)
Sent him packing (Henry IV)
Set your teeth on edge (Henry IV)
There's method in my madness (Hamlet)
Too much of a good thing (As You Like It)
Vanish into thin air (Othello)
Think about the following
names that Shakespeare
created…
What do you imagine
their personality to be like?
NAME/PLAY
Dull
(Love Labour’s Lost)
Mistress Overdone
(Measure for Measure)
Dogberry
(Much Ado About Nothing)
Moth
(A Midsummer Night’s Dream)
Launcelot Gobbo
(The Merchant of Venice)
The Prince of Arragon
(The Merchant of Venice)
Sir Andrew Aguecheek
(Twelfth Night)
Sir Toby Belch
(Twelfth Night)
PERSONALITY
Character analysis
Draw a picture of how you imagine them to look or
find a picture of someone who could play them on
stage
Design their costume
Write a paragraph to explain how you would direct
them to move and speak
Extension:
Do some research on the character and find out
quotes to support your description and image.
AMSND Characters
LO: Can I understand the characters and
what they contribute to the overall play?
Starter:
What genres can I assume will be included
in this play?
Collaborative research
• Get into groups no bigger than 4
• Gather information from the stations around the
room about the characters involved in the play to
make a useful character map that can be
photocopied for your group.
• Try make it into a relationship tree to show how
each character links with other character.
• What roles are people in your group going to do
for this task?
Puck
Oberon’s jester;
a mischievous
fairy who likes to
play tricks on
people.
Oberon
King of the
fairies. He is
a powerful
man who is
used to being
obeyed.
Titania
The beautiful queen of the fairies.
She is strong and independent,
but is tricked
into loving
Bottom with the
love potion.
Lysander
A young man of
Athens. He is
romantic, and
starts off in love
with Hermia.
They run away
together.
Demetrius
A young man
of Athens,
also in love
with Hermia,
and ready to
fight to be with
her.
Hermia
A beautiful
young woman.
She is in love
with Lysander
and is willing to
disobey her
father and run
away with him.
Helena
Hermia’s good
friend. She lacks
confidence about
her looks and
doesn’t think she
can compare to
Hermia.
Bottom
He is overconfident
and often makes
mistakes, seeming
foolish. He
becomes a real
fool when puck
gives him an ass’
head.
Plenary
• Post-it feedback another groups poster.
• Try persuade me for a house point for all
why your group was the most
collaborative.
Shakespeare’s Insults
LO: Can I develop my viewpoint through my voice
and ideas?
Starter:
How do you think insults changed over time?
Insults
Aka rudeness – slur – offend – upset – verbal abuse
With a partner discuss:
• why might we want to use insults?
• What effect does this have on people?
• What insults do we use today?
• What insults were like in Shakespeare’s time – how are
they different?
http://www.bbc.co.uk/drama/shakespeare/onenightofshake
speare/onenightofshakespeare_insults.shtml
AMSND…
http://www.youtube.com/watch?v=JsJxIoFu
2wo
• …is a play about arguments. For example,
one of the main characters, Lysander, uses
Hermia’s size to insult her:
‘Get you gone you dwarf…’
1. Try saying this out loud to your partner.
2. Where would the pause come?
3. Which word would be said with most force?
4. What expression would be on Lysander’s
face?
5. What movements would he make?
6. What is he feeling?
Thou…
simpering
decayed
shallow
twangling
scurvy
paltry
abominable
juggling
meddling
superfluous
odiferous
giddy
languageless
puppy-headed
lily-livered
cream-faced
foul-spoken
iron-witted
stretchmouthed
hard-hearted
fell-lurking
wasp-stung
block
drone
fancy-monger
popinjay
basilisk
horse-drench
pantaloon
ticklebrain
promise-breaker
boggler
boil
flibbertigibbet
• Look at the rest of the insults from this
play.
• How do the insults work?
• Write some of these insults in modern
English.
• Do they lose their power when they are
translated? Why?
• Are any of them more insulting now than
Shakespeare intended?
Just looking at you
Curdles my innerds
I am sick
when I do
look on
thee…
A crew of
patches, rude
mecahnicals
…
Get you gone,
you dwarf, You
minimus, of
knot-grass made
…
You bead,
you acorn
You juggler,
you cankerblossom…
You trickster,
you snake! You thief!
Get lost, you dwarf, you tiny little
weed, you scrap, you acorn!
a group of bumbling idiots, rough workmen
How easy/difficult did you find translating
these insults?
Task 1:
Create at least 5
Shakespearean insults.
You must provide a translation
into modern day English.
I will giving extra marks for
creativity!!!
Task 2:
Imagine you and William
Shakespeare are having an
argument. Write a conversation
between the two of you, using some
of the insults you learnt in today’s
lesson.
"Thou"
artless
bawdy
beslubbering
base-court
bat-fowling
beef-witted
apple-john
baggage
barnacle
Peer assessment
• Swap insults with a partner –
attempt to translate your insults
• Comment on what was good and
even better if…?
The play
• LO: Can I identify the main events in the
play and communicate them in
chronological order?
Starter:
Pretend you are describing a 100m race at
the Olympics. What different stages would
be most gripping to describe?
Plot summary
• Read the plot summary
• Use skin/ scan/ highlighting techniques to
identify key points
• Divide key points into 6 main areas
• Create a story board showing the play in
chronological order.
• http://www.theguardian.com/stage/video/2
013/may/01/midsummer-nights-dreaming-
Washing line
Walk around thee classroom viewing what
others perceive to be the key events. Do you
agree or disagree?
Act 3 scene 2
LO: Can I analyse Shakespeare language to
see how he coveys genre to the audience?
Starter:
Sum up each of the four love interest in less
than three words each.
Collaborative
• Read act 3 scene 2
• Characters:
– Helena
– Hermia
– Lysander
– Demetrius
Plot Summary
•
•
•
•
Reread through the extract
Highlight key words
Form 6 or 8 ideas in chronological order
Put into story board
Reading question
• How does Shakespeare use language to
present the theme of tragedy in the play?
• Outcome:
– 3 PEE paragraphs
RAF3- deduce, infer or interpret information,
ideas or events from a text.
Iceberg example of a PEE
Point
• How does Shakespeare use language to
present the theme of tragedy in the play?
• Write down as many ideas for this as a
group as you can in the top section of your
iceberg
Evidence
• How does Shakespeare use language to
present the theme of tragedy in the play?
• Find and copy out as many tragic quotes
from this scene as you can.
• (remember to say who said it and put
quotation marks around it)
Explanation stage 1
• Choose one Point
• Think of three good and relevant
synonyms for the key Point (use a
thesaurus if needed)
• Write them next to the point
Explanation stage 2
• Find the quote that best reinforces the
Point
• Highlight the key words in the quote
Explanation stage 3
• Combine the synonyms and key points to
explain the effect ON THE AUDIENCE
Example
Shakespeare presents the idea of tragedy early on
in this scene when Demetrius suggests Lysander is
a coward.
This is shown when Demetrius speaks
abruptly to Lysander saying; “ You are a
tame man, go.”
This accusation suggests that Lysander is less of a man as he is
not willing to quarrel. The word “tame” is the most offensive as it
implies that Demetrius thinks Lysander is weak and can therefore
not look after himself, let alone his female company. The tone in
which Demetrius is speaking also sounds authoritative over
Lysander, demonstrating further how Lysander is unable to act
like a man. Shakespeare therefore uses the idea of pride and male
competition through insult to build up to the tragic scene that
follows.
• Femininity
–
–
–
–
Desirability
Lady like
Modest
Beauty
EVIDENCE
“Have you no modesty,
no maiden shame, no
touch of bashfulness?”
Helena to Hermia
Explanation
• The tone is which Helena is addressing Hermia is accusative suggesting
Hermia is not desirable.
• The word “modesty” implies that women in those days had to be quite
reserved and not share their feelings openly in public. This is the opposite to
what Hermia has done in verbally abusing Helena which is seen as very unlady like.
• The phrase “maiden shame” implies that Hermia should speak with more
respect and share less aggressive responses.
• The power of three is completed with the idea that Hermia is also not
“bashful”. This was a desirable personality trait of a female in Elizabethan
days as it suggested they were unassertive.
Reading question
• How does Shakespeare use language to
present the theme of tragedy in the play?
• Outcome:
– 3 PEE paragraphs
First we have to create your success criteria:
RAF3- deduce, infer or interpret information, ideas or
events from a text.
Plenary
• Find a partner aiming for the same level to
check your success criteria against yours.
• What could you improve about their:
– Questions?
– Layout?
– Ability to use as a success criteria?
Shakespearean Insults
LO: Can I devise a script in the style and
genre of text we have studied?
Starter:
Why do we let words offend?
I do desire we may be better
strangers.
As You Like It (3.2.248)
They lie deadly that tell you
you have good faces.
Coriolanus (2.1.59)
More of your conversation would
infect my brain.
Coriolanus (2.1.91)
Frailty, thy name is woman!
Hamlet (1.2.147)
They have a plentiful lack of wit.
Hamlet (2.2.198)
I wonder that you will still be talking.
Nobody marks you.
Much Ado About Nothing (1.1.104)
I shall laugh myself to death at
this puppy-headed monster!
The Tempest (2.2.155)
knave; a rascal; an eater of broken meats; base,
proud, shallow, beggarly, three-suited, hundredpound, filthy, worsted-stocking knave; a lilylivered, action-taking knave….one that wouldst
be a bawd, in way of good service, and art
nothing but the composition of a knave, beggar,
coward, pandar, and the son and heir of a
mongrel: one whom I will beat into clamorous
whining, if thou deniest the least syllable of thy
addition.
King Lear (2.2.14-24)
You’re a lowlife, a rascal who eats leftover
scraps. You’re an ignoble, arrogant, shallow,
vulgar, pretentious, conceited, filthy thirdrate servant who thinks he’s something
special. You’re a cowardly lawyer-loving
bastard; a vain, brown-nosing, prissy
scoundrel who’d pimp himself out to
advance his career; a bag lady. You’re
nothing but a lowlife, a beggar, a coward,
and a pimp, the son and heir of a mutt bitch.
I’ll beat you until you whine and cry if you
deny the least bit of this.
Your mission…
• Pair up with someone you do not
normally work with.
• write a 30-line/ 2min max skit.
Your skit must…
•Have 2 characters
•Depict a disagreement or fight where the
characters insult each other. Come up with a
back story for your skit. Otherwise, if you
and your partner are just calling each other
names, it gets super boring. (Examples)
•Include insults.
(Continued) Your skit must…
•Be set in a school appropriate setting
•Be written in as close to Shakespearean
English as you can get
•You will be performing these skits in front of
the class, so think about some readily
available props you could use to aid your
performance. Also, you will hand in your
scripts after you perform, so make them easy
to read!
On the day of presentations, you will turn in
the following:
•A copy of your typed script. This should be
labeled with the correct heading and “script”
at the top.
•Your back story. Please label this “back
story”
Sonnets
LO: Can I make predications based on the
rules of a sonnet?
Starter:
What poetic devices do you know?
What about love???
• In Elizabethan England, upper class people did
not usually marry for love
• If you belonged to a rich family then your
choice of husband or wife would be more
about money and power
HOWEVER – Love was still a major theme in the
poetry of the time. Sonnets were, traditionally,
love poems. They could be used to chat up a
potential wife!
What are sonnets?
• Usually (but not always) about love
• Has 14 lines
• Rhyme scheme
A,B,A,B C,D,C,D E,F,E,F GG
• Iambic pentameter is used throughout
te tum te tum te tum te tum te tum
In that case… what do you think the
missing words are…?
SONNET 18
Shall I compare thee to a summer's day?
Thou art more lovely and more temperate:
Rough winds do shake the darling buds of May,
And summer's lease hath all too short a date:
Sometime too hot the eye of heaven shines,
And often is his gold complexion dimm'd;
And every fair from fair sometime declines,
By chance or nature's changing course untrimm'd;
But thy eternal summer shall not fade
Nor lose possession of that fair thou owest;
Nor shall Death brag thou wander'st in his shade,
When in eternal lines to time thou growest:
So long as men can breathe or eyes can see,
So long lives this and this gives life to thee.
Mmm… what about this one then?
My mistress' eyes are nothing like the sun;
Coral is far more red than her lips' red;
If snow be white, why then her breasts are dun;
If hairs be wires, black wires grow on her head.
And yet, by heaven, I think my love as rare
As any she belied with false compare.
Hmmmm!
Does this surprise you in any way? Why?
Extension: What do you think the real message of this poem is?
Have a chat…
Iambic pentameter is the rhythm that is most like
Your last
our natural way of speaking.
holiday
It is amazingly easy to talk in this rhythm in
informal situations… Have a go! What you think of
Wills Shakespeare
Count the syllables in each sentence as you talk
about any of these ideas. Emphasis the beats
It gets easier with practise!
What you want for
dinner tonight
Write the Script
Now have a go at writing a short script in iambic
pentameter. Shakespeare used to do this all the
time and some of his most famous speeches are
written in this metre.
Here are some ideas for titles…
The First Day
Bungee Jump
The Black Cat
The Hold-up
The Holiday
When It All Went Wrong
Performing the script
• Don’t forget our classroom Code of
Conduct!
The Prologue
Romeo and Juliet
LO: Can I make predictions about the play
from the prologue?
Starter:
AIMS:
To recognise a metre in the
prologue
To bring the prologue to life
To make predictions about the play
from its beginning
The Prologue: What do we learn?
•
•
•
•
•
•
•
•
You will be given a letter. You must find
the other people in your letter group and
answer your particular question on the
paper provided.
Plot? A
Feedback in 5 minutes.
You must be ready to tell everyone what
Characters? B
words in The Prologue gave you the idea!
Warnings? C
Setting? D
Also think about…
How the play ends? E
Where have you seen
this ‘shape’ before???
The themes? F
The mood? G
The families and the feud? H
Two households, both alike in dignity,
In fair Verona, where we lay our scene,
From ancient grudge break to new mutiny,
Where civil blood makes civil hands unclean.
From forth the fatal loins of these two foes
A pair of star-cross’d lovers take their life;
Whose misadventured piteous overthrows
Do with their death bury their parents’ strife.
The fearful passage of their death-mark’d love,
And the continuance of their parents’ rage,
Which but their children’s end, nought could remove,
Is now the two hours’ traffic of our stage;
The which if you with patient ears attend,
What here shall miss, our toil shall strive to mend.
Two households, both alike in dignity,
In fair Verona, where we lay our scene,
From ancient grudge break to new mutiny,
Where civil blood makes civil hands unclean.
Two households, both alike in dignity,
In fair Verona, where we lay our scene,
From ancient grudge break to new mutiny,
Where civil blood makes civil hands unclean.
From forth the fatal loins of these two foes
A pair of star-cross’d lovers take their life;
Whose misadventured piteous overthrows
Do with their death bury their parents’ strife.
From forth the fatal loins of these two foes
A pair of star-cross’d lovers take their life;
Whose misadventured piteous overthrows
Do with their death bury their parents’ strife.
The fearful passage of their death-mark’d love,
And the continuance of their parents’ rage,
Which but their children’s end, nought could remove,
Is now the two hours’ traffic of our stage;
The fearful passage of their death-mark’d love,
And the continuance of their parents’ rage,
Which but their children’s end, nought could remove,
Is now the two hours’ traffic of our stage;
The which if you with patient ears attend,
What here shall miss, our toil shall strive to mend.
The which if you with patient ears attend,
What here shall miss, our toil shall strive to mend.
Two households, both alike in dignity,
In fair Verona, where we lay our scene,
From ancient grudge break to new mutiny,
Where civil blood makes civil hands unclean.
Two households, both alike in dignity,
In fair Verona, where we lay our scene,
From ancient grudge break to new mutiny,
Where civil blood makes civil hands unclean.
From forth the fatal loins of these two foes
A pair of star-cross’d lovers take their life;
Whose misadventured piteous overthrows
Do with their death bury their parents’ strife.
From forth the fatal loins of these two foes
A pair of star-cross’d lovers take their life;
Whose misadventured piteous overthrows
Do with their death bury their parents’ strife.
The fearful passage of their death-mark’d love,
And the continuance of their parents’ rage,
Which but their children’s end, nought could remove,
Is now the two hours’ traffic of our stage;
The fearful passage of their death-mark’d love,
And the continuance of their parents’ rage,
Which but their children’s end, nought could remove,
Is now the two hours’ traffic of our stage;
The which if you with patient ears attend,
What here shall miss, our toil shall strive to mend.
The which if you with patient ears attend,
What here shall miss, our toil shall strive to mend.
Freeze!
You will be working in groups of 3 or 4
One person reads your groups’ lines from the prologue
The others form a freeze frame of those lines
As a class we can represent the prologue as a whole
Let’s perform it so that we can really
hear that iambic pentameter…
Two households, both alike in dignity, (TURN!)
We will be moving in a circle. At the end of every
line, turn 180 to your left.
Chant out those words and emphasise the right
syllables!
Act 3 - Conflict
LO: Can I develop knowledge and
understanding of how Act 3 develops theme
and plot?
Starter:
In tragedies/ horrors/ thrillers that you
have watched in the past, what do you
often notice about the weather?
Act III, scene i
Act III, scene i is the
second violent scene
in the play. As in Act
I, scene i the action
takes place on the
streets of Verona but
this time the
consequences are
much more serious.
Act III, Scene i
Read the following lines:
SCENE I. A public place.
Enter MERCUTIO, BENVOLIO, Page, and Servants
BENVOLIO
What is Benvolio’s
I pray thee, good Mercutio, let's retire:
advice to Mercutio?
The day is hot, the Capulets abroad,
And, if we meet, we shall not scape a brawl;
For now, these hot days, is the mad blood stirring.
MERCUTIO
Thou art like one of those fellows that when he
enters the confines of a tavern claps me his sword
upon the table and says 'God send me no need of
thee!' and by the operation of the second cup draws
it on the drawer, when indeed there is no need.
BENVOLIO
Am I like such a fellow?
What mood is
Mercutio in?
MERCUTIO
Come, come, thou art as hot a Jack in thy mood as
any in Italy, and as soon moved to be moody, and as
soon moody to be moved.
BENVOLIO
And what to?
MERCUTIO
Nay, an there were two such, we should have none
shortly, for one would kill the other. Thou! why,
thou wilt quarrel with a man that hath a hair more,
or a hair less, in his beard, than thou hast: thou
wilt quarrel with a man for cracking nuts, having no
other reason but because thou hast hazel eyes: what
eye but such an eye would spy out such a quarrel?
Thy head is as fun of quarrels as an egg is full of
meat, and yet thy head hath been beaten as addle as
an egg for quarrelling: thou hast quarrelled with a
man for coughing in the street, because he hath
wakened thy dog that hath lain asleep in the sun:
didst thou not fall out with a tailor for wearing
his new doublet before Easter? with another, for
tying his new shoes with old riband? and yet thou
wilt tutor me from quarrelling!
According to
Mercutio, what
things have caused
Benvolio to fight in
the past?
Who do you think
Mercutio is really
talking about here?
BENVOLIO
An I were so apt to quarrel as thou art, any man
should buy the fee-simple of my life for an hour and a quarter.
MERCUTIO
The fee-simple! O simple!
BENVOLIO
By my head, here come the Capulets.
MERCUTIO
By my heel, I care not.
Enter TYBALT and others
What is Mercutio’s
reaction when the
Capulets approach?
How is tension created when
Tybalt and Mercutio speak to
each other?
TYBALT
Follow me close, for I will speak to them.
Gentlemen, good den: a word with one of you.
MERCUTIO
And but one word with one of us? couple it with
something; make it a word and a blow.
How does Tybalt’s
tone differ from that
of Mercutio here?
TYBALT
You shall find me apt enough to that, sir, an you
will give me occasion.
MERCUTIO
Could you not take some occasion without giving?
TYBALT
Mercutio, thou consort'st with Romeo,--
How does Tybalt
provoke Mercutio?
MERCUTIO
Consort! what, dost thou make us minstrels? an
thou make minstrels of us, look to hear nothing but
discords: here's my fiddlestick; here's that shall
make you dance. 'Zounds, consort!
BENVOLIO
We talk here in the public haunt of men:
Either withdraw unto some private place,
And reason coldly of your grievances,
Or else depart; here all eyes gaze on us.
MERCUTIO
Men's eyes were made to look, and let them gaze;
I will not budge for no man's pleasure, I.
What is Benvolio
suggesting?
What does this tell
the audience about
Mercutio?
Act III - The first scene
Complete the following sentences:
1.
2.
3.
4.
5.
6.
In Act III, scene I the weather is…..
Benvolio suggests….
Mercutio is feeling….
The friends are talking about…..
Tension is created when….
Tybalt is looking for Romeo
because…
Act III - The first scene
Complete the following sentences:
1.
2.
3.
4.
5.
6.
In Act III, scene I the weather is…..
Benvolio suggests….
Mercutio is feeling….
The friends are talking about…..
Tension is created when….
Tybalt is looking for Romeo
because…
The Fight
LO: Can I analyse how tension is created in Act III,
scene i?
Starter:
What devices do you know that build up tension?
How do you feel when tense? How do you show it
to others?
• Scene 6
• Romeo, excited about what has just happened to him,
goes to find his friends Mercutio and Benvolio. But, just
as he finds them, Tybalt appears. Tybalt is angry that the
Montague boys turned up at the Capulet party, and
wants to fight. Romeo refuses to fight, but Mercutio,
light-heartedly, challenges Tybalt. Mercutio is only playfighting, but Romeo tries to split them up. Just as Romeo
gets in between them, disaster strikes – Tybalt, aiming
for Romeo, kills Mercutio with his sword. Angry at the
death of his best friend, Romeo kills Tybalt.
What were they thinking?
What is going through the minds of these
characters in the fight scene?
Tybalt
Romeo
Benvolio
Mercutio
Building Tensions
How do the following quotes build tension in Act III, scene i?
Quote
if we meet, we shall not
scape a brawl;
For now, these hot days,
is the mad blood stirring
I will not budge for no
man's pleasure, I.
thou art a villain
A plague o'
both your houses!
I beg for justice, which
thou, prince, must give;
Romeo slew Tybalt,
Romeo must not live
Meaning
Effect
Who said what?
LO: Can I consider Act III, scene i in the wider
context of the whole play?
Who said what?
Match up the quote with the
character
A plague o’both your houses!
I am fortune’s fool
This day's black fate on more days
doth depend; This but begins the
woe, others must end
Thou, wretched boy
Changing Times
Read up to the end of Act 3, scene 1. The
deaths of Mercutio and Tybalt have
dramatically altered the plot and tone of the
play. How have things changed and why?
The Prince’s
Speech
Objectives:
• To develop understanding of how Shakespeare
uses language for effect in the Prince’s speech
• To learn how to use P.E.E. when writing about
the text.
The Prince’s Speech
Below is the Prince’s speech of Act One Scene One. Look at how Shakespeare
uses language here to convey the hatred that exists between the families.
Rebellious subjects, enemies to peace,
Profaners of this neighbour-stained steel –
Will they not hear? What, ho! you men, you beasts,
That quench the fire of your pernicious rage
With purple fountains issuing from your veins,
On pain of torture, from those bloody hands
Throw your mistemper'd weapons to the ground,
And hear the sentence of your moved prince.
Three civil brawls, bred of an airy word,
By thee, old Capulet, and Montague,
Have thrice disturb'd the quiet of our streets,
And made Verona's ancient citizens
Cast by their grave beseeming ornaments,
To wield old partisans, in hands as old,
Canker'd with peace, to part your canker'd hate:
If ever you disturb our streets again,
Your lives shall pay the forfeit of the peace.
Check your understanding
Complete the questions below to convey your understanding of The
Prince’s Speech.
1. What is the Prince’s name?
2. What does the Prince call the men when they will not stop
fighting?
3. What technique is used in lines 5 and 6 to convey the anger
and bloodshed that the feud has caused in Verona?
4. How many times has fighting happened recently?
5. Who is the speech addressed to?
6. What threat does the Prince make if fighting breaks out
again in the city?
7. Who does he ask to speak to at the end of the speech?
When does he wish to see him?
A Closer Look
Rebellious subjects, enemies to peace,
Profaners of this neighbour-stained steel –
Will they not hear? What, ho! you men, you beasts,
That quench the fire of your pernicious rage
With purple fountains issuing from your veins,
On pain of torture, from those bloody hands
Throw your mistemper'd weapons to the ground,
And hear the sentence of your moved prince.
Three civil brawls, bred of an airy word,
By thee, old Capulet, and Montague,
Have thrice disturb'd the quiet of our streets,
And made Verona's ancient citizens
Cast by their grave beseeming ornaments,
To wield old partisans, in hands as old,
Canker'd with peace, to part your canker'd hate:
If ever you disturb our streets again,
Your lives shall pay the forfeit of the peace.
The Prince’s speech conveys a strong sense of anger. With a partner
highlight words or phrases which convey the Prince’s anger and the
violence and hatred that exists between the Montagues and Capulets.
Anger and Hatred
Rebellious subjects, enemies to peace,
Profaners of this neighbour-stained steel –
Will they not hear? What, ho! you men, you beasts,
That quench the fire of your pernicious rage
With purple fountains issuing from your veins,
On pain of torture, from those bloody hands
Throw your mistemper'd weapons to the ground,
And hear the sentence of your moved prince.
Three civil brawls, bred of an airy word,
By thee, old Capulet, and Montague,
Have thrice disturb'd the quiet of our streets,
And made Verona's ancient citizens
Cast by their grave beseeming ornaments,
To wield old partisans, in hands as old,
Canker'd with peace, to part your canker'd hate:
If ever you disturb our streets again,
Your lives shall pay the forfeit of the peace.
Anger, Violence & Hatred
Rebellious subjects, enemies to peace,
Profaners of this neighbour-stained steel –
Will they not hear? What, ho! you men, you beasts,
That quench the fire of your pernicious rage
With purple fountains issuing from your veins,
On pain of torture, from those bloody hands
Throw your mistemper'd weapons to the ground,
And hear the sentence of your moved prince.
Three civil brawls, bred of an airy word,
By thee, old Capulet, and Montague,
Have thrice disturb'd the quiet of our streets,
And made Verona's ancient citizens
Cast by their grave beseeming ornaments,
To wield old partisans, in hands as old,
Canker'd with peace, to part your canker'd hate:
If ever you disturb our streets again,
Your lives shall pay the forfeit of the peace.
Writing about texts
When writing about Romeo and Juliet use the P.E.E
formula. Make a point, find some evidence and then
explain the evidence in detail.
Don’t forget to explain yourself
Use the information from your tables to write about how
Shakespeare uses language in the Prince’s Speech. Do not
forget to use the P.E.E structure in your writing.
For example
In the first line of the Prince’s
speech Shakespeare describes
the Montagues and Capulets as
‘enemies to peace,’ This opening
line gives the audience an
immediate insight into the
Prince’s feelings…
Plenary
Read out your work to the rest of
the group.
Discuss how you used the P.E.E
formula when writing about the
Prince’s speech.
Insults lesson
Out dog! Out cur!
I am sick when I do look on thee.
Get you gone, you dwarf! You minimus!
Thou art as loathsome as a toad!
A fleshmonger, a fool and a coward!
Thou whoreson, obscene, greasy tallow-catch!
Thou art like a toad; ugly and venomous!
Thy tongue outvenoms all the worms of the Nile!
You scullion! You rampallian! You fustilarian! I’ll tickle your catastrophe!
You starveling! You eel-skin! You dried-neat’s tongue! You bull’s-pizzle!
Peace, ye fat guts!
Thou art unfit for any place but hell.
Your brain is as dry as a remainder biscuit after a voyage.
Your virginity breeds mites, much like a cheese!
Thine face is not worth sunburning!
Thy sin’s not accidental, but a trade.
Thou dost infect mine eyes!
Thou lump of foul deformity!
Thou spleeny, ill-nurtured, giglet!
Thou puking, ticke-brained bum!
Thou spongy, ill-dreeding jolthead!
S and L
• Scenario suggestions:
– Tybalt did not die
– Romeo tells Tybalt that he married his cousin
– Juliet appears at the scene
– If R and J did not die at the end, how would
the “brawls” continue?
– [your suggestion, has to be confirmed first]
how does the plot change?
Criteria
• Max of 4 people in a group
• Each performance is max of 4 mins
• You should not change the timeframe or setting during
your performance
• You can use props
• You should try not to use a script when performing (this
does not mean memorize the script word for word, you
should have a strong idea of what you are meant to say
and make sure your fellow actors can follow your idea
according to what you have rehearsed.)
• Cannot be mixed genre. i.e. should not include Comedy
S and L AF
AF3
• Deduce, infer or interpret information, events or
ideas from a text
Task 1
• In your group, write out your success criteria for
ALL levels your group are aiming to achieve.
• These should be in the form of questions and in
a layout that means you can tick it off when you
add it to your script.
Task sheet
•
•
•
•
Assessment criteria
Script
Acting suggestions
Props
Seven Ages
In As You Like It, a character called
Jaques talks about a person’s life
being the seven ages of man.
• With a partner, decide how a person’s life
could be divided in this way. What do we do at
different stages of our life?
• Bullet point the stages ie, schooldays etc
• Compare your version with another pair – are
there similarities and differences?
Seven Ages is full of
simile and metaphor
Remind me… what do these two
words mean?
• With a partner, compose three similes and
three metaphor
Now, let’s have a look at
Jaques speech…
All the World's a Stage monologue
All the world's a stage,
And all the men and women merely players:
They have their exits and their entrances;
And one man in his time plays many parts,
His acts being seven ages. At first, the infant,
Mewling and puking in the nurse's arms.
And then the whining school-boy, with his satchel
And shining morning face, creeping like snail
Unwillingly to school. And then the lover,
Sighing like furnace, with a woeful ballad
Made to his mistress' eyebrow. Then a soldier,
Full of strange oaths and bearded like the pard,
Jealous in honour, sudden and quick in quarrel,
Seeking the bubble reputation
Even in the cannon's mouth.
And then the justice,
In fair round belly with good capon lined,
With eyes severe and beard of formal cut,
Full of wise saws and modern instances;
And so he plays his part. The sixth age shifts
Into the lean and slipper'd pantaloon,
With spectacles on nose and pouch on side,
His youthful hose, well saved, a world too wide
For his shrunk shank; and his big manly voice,
Turning again toward childish treble, pipes
And whistles in his sound. Last scene of all,
That ends this strange eventful history,
Is second childishness and mere oblivion,
Sans teeth, sans eyes, sans taste, sans everything
Cut it Out!
• On your copy of the speech, mark out the
seven ages using //. The first one has
been done for you.
HOMEWORK
Find, draw or print off an image for each of
the stages. Cut out the words and the image
and stick them together to create a pictoral
representation of the speech.
All the World's a Stage monologue
All the world's a stage,
And all the men and women merely players:
They have their exits and their entrances;
And one man in his time plays many parts,
His acts being seven ages. // At first, the infant,
Mewling and puking in the nurse's arms. //
And then the whining school-boy, with his satchel
And shining morning face, creeping like snail
Unwillingly to school. And then the lover,
Sighing like furnace, with a woeful ballad
Made to his mistress' eyebrow. Then a soldier,
Full of strange oaths and bearded like the pard,
Jealous in honour, sudden and quick in quarrel,
Seeking the bubble reputation
Even in the cannon's mouth. And then the justice,
In fair round belly with good capon lined,
With eyes severe and beard of formal cut,
Full of wise saws and modern instances;
And so he plays his part. The sixth age shifts
Into the lean and slipper'd pantaloon,
With spectacles on nose and pouch on side,
His youthful hose, well saved, a world too wide
For his shrunk shank; and his big manly voice,
Turning again toward childish treble, pipes
And whistles in his sound. Last scene of all,
That ends this strange eventful history,
Is second childishness and mere oblivion,
Sans teeth, sans eyes, sans taste, sans everything
All the World's a Stage monologue
All the world's a stage,
And all the men and women merely players:
They have their exits and their entrances;
And one man in his time plays many parts,
His acts being seven ages. // At first, the infant,
Mewling and puking in the nurse's arms. //
And then the whining school-boy, with his satchel
And shining morning face, creeping like snail
Unwillingly to school. And then the lover,
Sighing like furnace, with a woeful ballad
Made to his mistress' eyebrow. Then a soldier,
Full of strange oaths and bearded like the pard,
Jealous in honour, sudden and quick in quarrel,
Seeking the bubble reputation
Even in the cannon's mouth. And then the justice,
In fair round belly with good capon lined,
With eyes severe and beard of formal cut,
Full of wise saws and modern instances;
And so he plays his part. The sixth age shifts
Into the lean and slipper'd pantaloon,
With spectacles on nose and pouch on side,
His youthful hose, well saved, a world too wide
For his shrunk shank; and his big manly voice,
Turning again toward childish treble, pipes
And whistles in his sound. Last scene of all,
That ends this strange eventful history,
Is second childishness and mere oblivion,
Sans teeth, sans eyes, sans taste, sans everything
The Witches’
Brew
Witches
During Shakespeare’s time, an audience woud have been
terrified of witches. The King himself was terrified of them!
Witches were thought to be wild women; women who lived
on the outskirts of society. Anyone accused of witchcraft
would have suffered a terrible fate. Do you know any stories?
In Macbeth, Shakespeare uses witches to foretell the future
and to create an unholy atmosphere. They wielded an
almighty power and could use spells to change people’s lives
– sometimes with tragic consequences…
ACT I SCENE I
A desert place. Thunder and
lightning.
[Thunder and lightning. Enter three Witches]
First Witch
Second Witch
Third Witch
First Witch
Second Witch
Third Witch
First Witch
Second Witch
Third Witch
ALL
When shall we three meet again
In thunder, lightning, or in rain?
When the hurleyburley’s done,
When the battle's lost and won.
That will be ere the set of sun.
Where the place?
Upon the heath.
There to meet with Macbeth.
I come, greymalkin!
Paddock calls.
Anon!
Fair is foul, and foul is fair:
Hover through the fog and filthy air.
You will either be an
AB C
,
or
Find someone else with the same letter as you – you are working
together on this task…
You must think of words that could fit the gaps…
Each line as 8 beats
There is rhyme
You must use things that would have been around at the time to
make your spell.
Witch 1: Round about the
go;
In the poison'd entrails
.
, that under the cold stone,
Days and nights hast thirtySwelter'd venom sleeping got,
Boil thou first i' the charmed
!
All: Double, double toil and
Fire
and caldron bubble.
;
Witch 2: Fillet of fenny
,
In the caldron
and bake;
Eye of
, and toe of frog,
of bat, and tongue of
,
Adders'
, and blind-worms sting,
‘s leg, and howlet's
,
For a charm of powerful trouble,
Like a hell-broth boil and
.
A
All: Double,
Fire,
B
toil and trouble,
; and, caldron bubble.
Witch 3:
of dragon, tooth of
Witches' mummy, maw and gulf
Of the ravin'd salt-sea
,
Root of hemlock, digg'd i' the dark,
Liver of blaspheming Jew,
of goat, and slips of yew
Sliver'd in the moon's
,
Nose of Turk, and Tartar's lips,
of birth-strangl'd babe,
Ditch-deliver'd by a drab,
Make the gruel
and slab;
Add thereto a tiger's chauldron,
For the ingredients of our
.
,
C
All: Double, double toil and
,
, burn; and, caldron bubble.
Witch 2: Cool it with a baboon's
Then the charm is
and good.
Enter Hecate to the other three Witches:
O, weel done! I commend your pains,
And
shall share i' th' gains,
And now about the caudron
Like
and fairies in a ring,
Enchanting all that you put in.
Witch 2: By the pricking of my thumbs,
Something wicked this way
.
,
Witch 1: Round about the caldron go;
In the poison'd entrails throw.
Toad, that under the cold stone,
Days and nights hast thirty-one
Swelter'd venom sleeping got,
Boil thou first i' the charmed pot!
All: Double, double toil and trouble;
Fire burn and caldron bubble.
Witch 2: Fillet of fenny snake,
In the caldron boil and bake;
Eye of newt, and toe of frog,
Wool of bat, and tongue of dog,
Adders' fork, and blind-worms sting,
Lizards's leg, and howlet's wing,
For a charm of powerful trouble,
Like a hell-broth boil and bubble.
All: Double, double toil and trouble,
Fire, burn; and, caldron bubble.
Witch 3: Scale of dragon, tooth of wolf,
Witches' mummy, maw and gulf
Of the ravin'd salt-sea shark,
Root of hemlock, digg'd i' the dark,
Liver of blaspheming Jew,
Gall of goat, and slips of yew
Sliver'd in the moon's eclipse,
Nose of Turk, and Tartar's lips,
Finger of birth-strangl'd babe,
Ditch-deliver'd by a drab,
Make the gruel thick and slab;
Add thereto a tiger's chauldron,
For the ingredients of our caldron.
All: Double, double toil and trouble,
Fire, burn; and, caldron bubble.
Witch 2: Cool it with a baboon's blood,
Then the charm is firm and good.
Enter Hecate to the other three Witches:
O, weel done! I commend your pains,
And everyone shall share i' th' gains,
And now about the caudron sing
Like elves and fairies in a ring,
Enchanting all that you put in.
Witch 2: By the pricking of my thumbs,
Something wicked this way comes.