Download Lesson #2: Introduction to Shakespearean Language

Teacher Candidate: Ken Lewis
Unit Title: Introduction to Shakespeare- A Midsummer Night’s Dream
Essential Question(s): How can a person’s decisions and actions change his/her life and the lives of
others?
Lesson #2: Introduction to Shakespearean Language
Lesson
Title/Number
Lesson Question (s)
State Standards
and Performance
Indicators
What are the differences between languages in the Elizabethan Era as
compared to modern day English?
What resources are available to enhance interpretations into modern
English to understand the text?
Standard 1: Students will read, write, listen and speak for information
and understanding.
Standard 4: Students will read, write, listen and speak for social
interaction.
Performance Indicators:
-Draw conclusions and make inferences on the basis of explicit and
implied information. Make, confirm, or revise predictions.
-Identify missing, confliction, or unclear information.
-Use knowledge of structure, content, and vocabulary to understand
informational text.
Lesson Objectives
(Bloom’s Taxonomy)
-Students will compare Shakespearean language to today’s language
using “No Fear Shakespeare and A Midsummer Night’s Dream Parallel
Text” as a guide to understand passages from different plays.
-Students will compare Shakespearean language in conjunction with
today’s language by cooperative learning in pairs.
---------------------Acceptable
Evidence
-Completion of language comparison worksheet.
(Formative)
-Class participation in cooperative learning group.
(Comparing Shakespeare passages in Shakespearean language and
modern English.)
-Students will define the terms:
Bell Ringer and
Prior Knowledge
Tap – this can be
together or
separate
-Loathed
-Oxlips
-Scorn
- Mewed
-Sojourned - Parlous
The teacher will give the students 2 minutes to find the words and ask
students to share their answers.
_________________ ___________________________________________________________
-Students will get into pre-assigned groups
-Students will choose a passage out of a play of their choice.
-Selection:
a. Hamlet
b. Romeo and Juliet
c. King Lear
-The teacher will issue each group a passage from the play of their
choosing.
-Students will be required to use their cooperative learning roles:
Cooperative Learning Research Based Instructional Strategy
- Group Manager (reporter)- Manages group performance
- Administrative Assistant (reporter)- Maintains Materials
- Checker (reporter)- Makes sure all group members are on task
- Runner (reporter)- Gets supplies for group
- Time Keeper (reporter)- Makes sure group is practicing good time
Procedure –
management.
teacher input,
-Students will have 15 minutes to read each passage as a group.
modeling, guided
-The administrative assistant will record what meanings the group
practice,
suggests about each passage written in Shakespearean language.
independent
-Students will attempt to translate each passage into modern English
practice, and/or
without any help from the parallel text.
activities
-The teacher will provide support by monitoring class discussions and
*Accommodations issuing help to students who struggle to understand certain language.
-Check for understanding ^
for learning
-After 15 minutes, the teacher will hand the translated version of the
modalities are
passage each group chose to use.
required.
-Students will take 15 minutes to compare and contrast what they
translated to the actual rendition of the document using The parallel text.
-Students will present the result of their findings to the class by
describing the outcome of how well their group translated the original
passage. They will also describe the difficulties they had and ways to
overcome misunderstood wording.
-Students will hand in sheet with names and roles assigned to the teacher.
-The teacher will monitor guided and independent practice by working
with groups as a whole and individual members with their roles by
Checks for
having students describe their process and idea’s for the presentation.
understanding –
-Cooperation in group activity will count as participation.
directions,
procedures,
routines, and
content (formative)
Assessment – type
and purpose
Closure
Accommodations
-As a whole group, students must hand in their translated scene in written
format. (Formative)
-Participation in group activity and oral presentation will count as
participation grade. (Formative)
-Students will complete presentations.
-The teacher will talk to students about lesson for tomorrow which is
discussion of Act I.
-The students will be thanked for their participation.
-Homework is to read summary of Act I
-Students are able to use the parallel text as soon as they feel they need
to.
-Partners will be used to help each other and make sure everyone is on
the same page.
Materials
-Computer
-Overhead Projector
-Smart Board
-Worksheet
Duration
1 class period
50 minutes
Group members:________________________________________________________________
Date_________________________
Hamlet: Act 3 Scene 4
Original Text
Enter GERTRUDE and
POLONIUS
POLONIUS
He will come straight. Look you
lay home to him.
Tell him his pranks have been
too broad to bear with,
And that your grace hath
screened and stood between
Much heat and him. I’ll silence
me even here.
Pray you, be round with him.
HAMLET
(within) Mother, mother,
mother!
GERTRUDE
I’ll warrant you. Fear me not.
Withdraw, I hear him coming.
HAMLET
Mother, you have my father
much offended.
GERTRUDE
Come, come, you answer with
an idle tongue.
HAMLET
Go, go, you question with a
wicked tongue.
GERTRUDE
Why, how now, Hamlet?
HAMLET
What’s the matter now?
GERTRUDE
Have you forgot me?
POLONIUS hides behind the
arras
HAMLET
No, by the rood, not so.
You are the queen, your
husband’s brother’s wife,
And—would it were not so!—
Enter HAMLET
you are my mother.
HAMLET
Now mother, what’s the matter?
GERTRUDE
Hamlet, thou hast thy father
much offended.
Modern Text
GERTRUDE and
POLONIUS enter.
POLONIUS
He’ll come right away.
Make sure you lay into
him. Tell him his pranks
have caused too much
trouble, and that Your
Highness has taken a lot of
heat for them. I’ll be right
here, silent. Please be blunt
with him.
HAMLET
(offstage) Mother, mother,
mother!
GERTRUDE
Don’t worry, I’ll do what
you say. Now hide, I hear
him coming.
POLONIUS hides behind
the tapestry.
HAMLET enters.
HAMLET
Now mother, what’s this all
about?
GERTRUDE
Hamlet, you’ve insulted
your father.
HAMLET
Mother, you’ve insulted my
father.
GERTRUDE
Come on, you’re answering
me foolishly.
HAMLET
Go on, you’re questioning
me evilly.
GERTRUDE
Hamlet, what, why?
HAMLET
What’s the problem now?
GERTRUDE
Have you forgotten who I
am?
HAMLET
For God’s sake no, I
haven’t. You are the queen,
your husband’s brother’s
wife, and you are my
mother, though I wish you
weren’t.
Group Members________________________________________________________________
Date:________________________________________________
Romeo and Juliet
Original Text
Enter ROMEO and JULIET
aloft
JULIET
Wilt thou be gone? It is not yet
near day.
It was the nightingale, and not
the lark,
That pierced the fearful hollow
of thine ear.
Nightly she sings on yon
pomegranate tree.
Believe me, love, it was the
nightingale.
ROMEO
It was the lark, the herald of
the morn,
No nightingale. Look, love,
what envious streaks
Do lace the severing clouds in
yonder east.
Night’s candles are burnt out,
and jocund day
Stands tiptoe on the misty
mountain tops.
I must be gone and live, or stay
and die.
JULIET
Yon light is not daylight, I
know it, I.
It is some meteor that the sun
exhales
To be to thee this night a
torchbearer,
And light thee on thy way to
Mantua.
Therefore stay yet. Thou
need’st not to be gone.
ROMEO
Let me be ta'en. Let me be put
to death.
I am content, so thou wilt have
it so.
I’ll say yon grey is not the
morning’s eye.
'Tis but the pale reflex of
Cynthia’s brow.
Nor that is not the lark, whose
notes do beat
The vaulty heaven so high
above our heads.
I have more care to stay than
will to go.
Come, death, and welcome!
Juliet wills it so.—
How is ’t, my soul? Let’s talk.
It is not day.
Modern Text:
ROMEO and JULIET enter above the stage.
JULIET
Are you going? It’s still a long time until daybreak. Don’t be afraid. That sound you heard
was the nightingale, not the lark. Every night the nightingale chirps on that pomegranate-tree.
Believe me, my love, it was the nightingale.
ROMEO
It was the lark, the bird that sings at dawn, not the nightingale. Look, my love, what are
those streaks of light in the clouds parting in the east? Night is over, and day is coming. If I
want to live, I must go. If I stay, I’ll die.
JULIET
That light is not daylight, I know it. It’s some meteor coming out of the sun to light your
way to Mantua. So stay for a while. You don’t have to go yet.
ROMEO
Let me be captured. Let me be put to death. I am content, if that’s the way you want it. I’ll
say the light over there isn’t morning. I’ll say it’s the reflection of the moon. I’ll say that
sound isn’t the lark ringing in the sky. I want to stay more than I want to go. Come, death,
and welcome! Juliet wants it this way. How are you, my love? Let’s talk. It’s not daylight.
Group Members:_________________________________________________________________
Date:____________________________________________
King Lear
Original Text
Act 4 Scene 1
Enter EDGAR diguised
.
EDGAR
Yet better thus, and known to
be contemned,
Than still contemned and
flattered. To be worst,
The lowest and most dejected
thing of fortune
Stands still in esperance, lives
not in fear.
The lamentable change is from
OLD MAN
(to GLOUCESTER)
the best;
The worst returns to laughter.
Welcome, then,
Thou unsubstantial air that I
embrace!
The wretch that thou hast
blown unto the worst
Owes nothing to thy blasts.
good at all.
Thee they may hurt.
Enter GLOUCESTER led by
GLOUCESTER
I have no way, and therefore
want no eyes.
an OLD MAN
But who comes here?
My father, poorly led? World,
world, O world!
But that thy strange mutations
make us hate thee,
Life would not yield to age.
O my good lord,
I have been your tenant and
your father’s tenant
these fourscore years.
GLOUCESTER
Away, get thee away. Good
friend, be gone.
Thy comforts can do me no
OLD MAN
Alack, sir, you cannot see your
way.
Modern Text
EDGAR enters in disguise
EDGAR
Still, I’m better off now, as a beggar who is openly hated, than when I was flattered to my
face hated in secret. The lowliest and most dejected creatures live without fear and still
harbor hope. The worst kind of change is when good fortune turns sour. At the bottom, any
change is for the better. So I welcome this wind freely. I’ve sunk as far down as I can go, so
I’ve got nothing more to fear from the weather.
GLOUCESTER enters, led by an OLD MAN.
But who is this? My father, led by a poor peasant? Oh, life is full of surprises! We age and
die because they wear us out.
OLD MAN
(to GLOUCESTER) My good lord, I’ve rented land from you and your father for eighty
years.
GLOUCESTER
Away, get out of here. Leave me, my friend. There’s nothing you can do to help me now,
and being with me puts your life in danger.
OLD MAN
But you can’t see where you’re going, sir.
GLOUCESTER
I don’t have anywhere to go, so I don’t need to see. When I could see, I didn’t always see
clearly.