MYP Unit Planner

Unit Title Shakespeare (History of Theater)Teacher (s) ColleenSubject and grade level

Drama Grade 8

Time frame and duration

8 lessons

Stage 1. Integrate significant concept, area of interaction and unit question

Stage 2. Assessment:

What task (s) will allow students the opportunity to respond to the unit question? What will constitute acceptable evidence of understanding? How will students show what they have understood? (Summative assessment)

Small groups will perform excerpts from various Shakespeare plays; identify the passions, demonstrating the common themes with today’s theater and film industry. They will be expected to find at least 2 movies and 2 novels that use the same themes. Groups will present their findings in a power point presentation after their short Shakespeare performance.

Which specific MYP objectives will be addressed during this unit?1.Knowledge and understanding:

Students will be able to place Shakespeare’s work into historical context, and be able to identify his themes that are common to today’s film and theater industry. Students will identify the element of dramatic tension in his plays.

2. Application: Students will be given the opportunity to perform excerpts from various Shakespearean plays,

through their performance they will demonstrate their understanding of dramatic tension and they will identify the themes of passion.

3. Evaluation and reflection. Students will reflect on the process and the performance in their journals. Students will also

receive and give feedback to their peers.4. Awareness and personal Engagement.

Students will be evaluated on their willingness to take risks, and on their motivation and initiative.

Which MYP assessment criteria will be used?

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Area of Interaction FocusWhich area will be your focus and why

have you chosen this?Human Ingenuity: Writing and performing is an art. Man is inspired by life and can create art from it. When art is based on the passions of life it endures.

Significant ConceptsWhat are the big ideas? What do we want

our students to retain for years in the future?

Shakespeare is the father of English theater and his genius scripts are as applicable now as they were 400 years ago. He is fun and contemporary, and passionate about life.

MYP Unit question

What is passion for life?

Criterion B, C, A, D.Assessment tools:See attached rubrics, peer feedback sheets and teacher feedback reports (receipt book)

A.T.L.Gathering information on the Elizabethan era, sorting information to present to the class. Synthesizing scripts in order to identify the passions in the scene and application of all the prior knowledge in the presenting of the short play. Application of knowledge is also evident in the linking of Shakespearean work to modern theater and film

Stage 3: Planning the unit: Working backwards from the final assessment

Teaching strategies Whole class presentations, small group research, small group performances, peer feedback, teacher feedback, constant encouragement in the search for the passions of life

Learning activities Presentation of King Henry the 8th

Small group research on the globe, Elizabethan thinking, and Shakespeare’s life.Present info to the rest of the classView extracts from Elizabeth, and Shakespeare in Love, identify the element of dramatic tension) give them the hand out to use while watching=Glance at the language, play with Shakespeare insults, and words that remain todayRead extracts from R &J, Julius Caesar, Macbeth, Much ado about nothing, Midsummer Nights Dream, Hamlet and Othello, Taming of the ShrewStudents study the piece of their choice and rehearse a performancePerform their piece to the class, and have discussion about the passion of life.Research the themes and link to modern theater and filmPresent power point to classWatch the reduced Shakespeare company. Write new quotes on class walls

Resources DVD. Shakespeare in LoveElizabethThe reduced Shakespeare companyExcerpts from R/J Zeferelli productionExcerpts from In search of Henry VExcerpts from Much ado about nothingExcerpts from MacbethShakespeare for beginners: Brandon ToropovAn Introduction to Shakespeare: Marchette ChuteTop ten Shakespeare stories: Terry Deary

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Shakespeare an introduction:What is passion?

Scheme of Work

Content No of lessons

Assessment

Presentation of Henry the 8th 1 Class participation and observation

Small group research on the globe, Elizabethan thinking, and Shakespeare’s life.

1 Observation

Present info to the rest of the class 1 Peer feedbackTeacher feedback (receipt book)

View extracts from Elizabeth, and Shakespeare in Love,

1

Glance at the language, play with Shakespeare insults, and words that remain today

Observation

Read extracts from R &J, Julius Caesar, Macbeth, Much ado about nothing, Midsummer Nights Dream, Hamlet and Othello, Taming of the Shrew, identify the passion in each

1 Observation, class discussion

Students study the piece of their choice and rehearse for a performance

3 Teacher and peer feedback (receipt book)

Perform their piece to the class, and have discussions about the passion of life.

2 Peer feedbackTeacher assessment using criteria B rubric

Research the themes and link to modern theater and film

2

Present power point to class 1 Criteria C. feedback, and Criteria A. Feedback

Watch the reduced Shakespeare company. 1

Total lessons 14

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Standards and Benchmarks:Standards:PerformStandard 1. Perform a variety of styles of theater and a variety of characters.

Standard 2. Perform and interpret dramatic texts from traditional and non-traditional sources.

Standard 3. Analyze and evaluate own performances

CreateStandard 5. Write, direct and choreograph a variety of scripts

Standard 6. Analyze and evaluate own plays.

RespondStandard 7. Understand the historical contributions and cultural dimensions of dramaStandard 8 Understand the relationships among the arts and disciplines outside the arts

Benchmarks:

Benchmark 2. Use body language to express the character.Benchmark 3. Hold and audience with my performance creating tension, atmosphere and interest.Benchmark 4. Perform in small and large ensembles demonstrating technique, style and stage presence.Benchmark 5. Independently select a piece of theater to perform alone or with others.

Benchmark 2. Experiment with a range of dramatic styles from different parts of the world and different eras.

Benchmark 1. Critique own performances and the performance of peers using appropriate criteria

Benchmark 3. Collaborate with other actors to refine scriptsBenchmark 4. Lead small groups in the planning and executing of dramatic performances.

Benchmamrk3. Compare the effectiveness of own improvisation and performances to other students and professionals.

Benchmark 2. Discuss how theater can reveal universal concepts and truths.

Benchmark 1. Recognize the role of theater, film and other media in daily life.

Stage 4: Personal Reflection:

The design cycle.

The idea Identifying the passion in the excerpt of the play and linking it to modern film and theater

Planning Using class time to rehearse and collaborate with the rest of the cast on the PowerPoint presentations

Creating Staging and performing Designing the PowerPoint

Evaluating Journal reflections, teacher and peer feedback

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The assignment.

1. After reading a variety of excerpts from various Shakespeare plays, decide on which piece you would like to perform. Remember do not choose a piece because your friend has chosen it, rather choose something that you can relate to, or find challenging or would like to study in terms of the passion in the piece. Once you have decided this, I will put the casts together.

2. Identify the passion and the dramatic tension in the piece. (Fill in the planning sheet 1.)

3. Rehearse with your cast4. Plan for your performance (fill in planning sheet 2)5. Perform (criterion B rubric)6. As a group (your cast), plan your PowerPoint presentation on the matching

themes of passion in modern film and theater. Remember to identify the dramatic tension in the films you have studied (fill in planning sheet 3)

7. Present your PowerPoint to the class. (Criterion A rubric)8. Reflect in your journal (see planning sheet 4)9. The due date for your performance is

10.The due date for your PowerPoint is

11.The due date for your journal reflection is

All work will be done in class. Your final reflections may need time outside of the class.

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Planning sheet 1.Name. Passion and dramatic tensionCriterion A. Knowledge and understanding

One of the elements of drama is dramatic tension. This is the tension created in the story that keeps the audiences attention throughout, and makes them wonder what will happen next. There are generally 4 ways of creating dramatic tension.

1. The main actors have a relationship problem either with each other or with some person in the story.2. The main character has a personal problem that they have to overcome3. The story starts off so confusing that you don’t know what’s going on, so you keep watching until all the pieces fall into place4. There is always an element of surprise. The most unlikely thing happens to the character that changes the whole story. 5. In the pieces of Shakespeare that we will read together, identify the passion and the dramatic tension in each6. Remember passion is the strong out burst of and emotion or the strong feeling of a specific emotion.

Shakespeare Excerpt Passion(Strong emotion)

Dramatic tension through a relationship problem

Dramatic tension through a personal problem they have to overcome

Dramatic tension through the element of surprise

Dramatic tension through the concept of confusion that becomes clearer as the scene evolves

1. Romeo and Juliet Balcony scene2. Tybalt and Mercutio’s fight3. Romeo and Juliet death scene4. Julius Caesars murder5. Macbeth 3 witches foretelling Macbeth’s future6. Lady Macbeth convincing herself and Macbeth to Murder the King7. Lady Macbeth’s out spot out speech8. Opening Scene of Midsummer nights dream, Egeus, Hermia, Lysander and Demetrius.9. Forrest scene of Puck, Oberon, Helen, Hermia, Lysander and

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Demetrius10. Benedick and BeatriceFrom Much ado about nothing

Planning sheet 2.Name. Planning the performanceCriterion B. ApplicationWork on your own at first and then work with your cast to clarify anything

Piece I have selectedRole I would like to playOther members of the cast and their rolesCostume I will needProps I will needDate by which I will know all my linesMy character displays the passion of … because…My character creates dramatic tension because…My character develops the dramatic tension by… (Acting voice, costume, body language etc)We will be ready top perform on…Does my piece make any reference to the Elizabethan way of thinking (chain of being, wheel of fortune, heavenly bodies and music, superstition)

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Planning sheet 3.Name. Plan for your group PowerPointCriterion A. Knowledge and understanding.

Remember to use appropriate visuals, preferably pictures taken of your own performance. You may choose to do more than these suggested slides.

Slide Who will complete this slide Date due to be completed

1. Title: What is passion in (name of your Shakespeare piece)2. Cast members3. Define and identify the passion in your play4. Define and identify the dramatic tension in your play5. Identify 2 film titles with the same passion. 6. Discuss the first film, and explain the passion and the dramatic tension in the film that is similar to your play7. Discuss the second film, and explain the passion and the dramatic tension in the film that is similar to your play8. Identify two novels or theater pieces with the same passion as your play.9. Discuss the first novel or theater piece, and explain the passion and the dramatic tension that is similar to your play10. Discuss the second novel or theater piece, and explain the passion and the dramatic tension that is similar to your play.11. Conclusion on Shakespeare’s themes of passion and life and its relevance to today

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Planning sheet 4.Journal reflectionsCriterion C. Reflection and evaluation

After completion of your unit, please reflect on the following questions. Don’t forget to keep notes throughout the whole process in your journal. You may want to add additional notes about Shakespeare or about the piece you have studied. Additional images and pictures of you rehearsing would be a great addition.Remember the arts are about the design cycle. That means first you get an idea, then you plan it then you apply it or try it out, then you evaluate it and then you try again or produce the final piece.

1. How did you go about choosing the piece you performed?2. How did your planning go throughout the unit? Could you have made any adjustments?3. What did you think about the feedback you got from your peers or from the teacher?4. How do you think the final performance went?5. How do you think your final presentation went?6. How do you evaluate your self on this unit?7. If you had to chose on y one single thing that you learnt in this unit (anything), what was it.

Criterion C: Reflection and evaluation ( max 8)

Descriptor0 Just didn’t get it done or the dog ate it

1-2 Feedback is minimal and rudimentary: I’ve handed it in but there’s very little there3-4 Provides an evaluation, but some are unrealistic or incomplete: Oops , I didn’t get it all

done or , oops its late, or , I think ‘m great anyway , I don’t need to give feedback on my performance or I am defensive about what others have said about my performance.

5-6 Reflects on work, takes feedback into account, is realistic in the appraisal of the work and clearly identifies areas of improvement. I thought about this carefully and I took into account all the feedback I got from the teacher and my peers. I realize where I could have made some improvements and I recognize my skills.

7-8 Gives a considered response to feedback and provides thorough reflection and evaluation of the process and development. Its accurate and detailed: I thoughtfully reflected on what we did. I included lots of detail and even added extra information. I am realistic about what I have achieved and the shortcomings I may have had. I can clearly see how the skills we were taught here can help me in future assignments inside the drama room and outside.

Throughout this unit I will be observing you to see how you responded in class and how you participated in the activities and the discussions. This is how you will be graded.

Criterion D: Artistic Awareness and Personal Engagement ( max 8 points )

Descriptor0 Just didn’t do anything

1-2 Participates to some extent, yet shows little interest and personal engagement. So you thought this was boring and you really would rather be somewhere else. You often kept others from their work because you weren’t into it. Sometimes when you felt like it you did a little.

3-4 Participates and shows some self –discipline and motivation. Some of the time you joined in and contributed some ideas, although I had to remind you to stay on task. Once you were reminded, you did focus again and actually had some good ideas.

5-6 Fully engaged and shows a willingness to develop further. You really tried everything. You followed instructions and when suggestions were made, on how to improve the performance or presentation, you were very willing to try to improve. You never wasted any time of your own and didn’t keep others out of their work.

7-8 High Level of Interest shows initiative, enthusiasm, and commitment. Wow! You really tried your best at everything we did. You were great at getting the others to be involved too. You were on time for all the lessons and really excited about the project, and you really wanted this to work for you all.

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Criterion B. Application (max 10 points ) Performance

Descriptor0 Just didn’t get it done

1-2 Limited abilities to use skills and strategies. Poor quality work. Very little time was used effectively in class to develop the scene. You have not identified the dramatic tension or the passion accurately if at all. Costumes and props were not used or were inappropriate.

3-4 Success with some basic skills and strategies. The work reaches a point of realization and shows some proficiency in techniques. You have a basic understanding of how to use your stage space, face and body and voice but all these skills need to be developed. While the audience did not easily identify the passion and dramatic tension you have worked through the piece. You knew your lines and you are starting to show improvement in voice projection and confidence. More effort could have been put into the use of prop and costumes.

5-6 Applies skills and strategies needed to produce creative work showing reasonable proficiency in techniques. You have a good understanding of how to use your face, body and stage space; You identified the passion and dramatic tension but were not consistent in maintaining the tension. Your character was believable most of the time. Costumes and props were used were used with some effect. Little thought was given to the Elizabethan way of thinking. You worked with the rest of the cast.

7-8 Shows competence in applying skills and strategies. Shows creativity and proficiency in techniques. You accurately identified the dramatic tension and the passion of the piece. Your performance was convincing and you creatively used the performance space. You used, face, body, space and voice effectively to portray the theme and the dramatic tension. While your performance was good it was not always convincing. Your costumes and props were appropriate. You worked well with other members of the cast. You were aware of the Elizabethan way of thinking but did not treat these aspects differently in the performance.

9-10 Highly competent in choosing and applying a range of skills and strategies for the realization of work. The process reflects a high level of proficiency and creativity. You accurately identified the dramatic tension and the passion of the piece. You wowed the audience with your ability to use face, body, space and voice in building the tension and keeping the audiences attention. Your character was convincing and believable. You used levels and stage positioning effectively. You have a good understanding of the Elizabethan way of thinking and so emphasized anything that was linked to the chain of being, the wheel of fortune or the heavenly bodies and music. Your costumes and props were effective in contributing to the dramatic tension or the theme. You interacted well with the other members of your cast and paid a lot of attention to detail.

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Criterion A. Knowledge and understanding ( max 8 points ) PowerPoint presentation.

Descriptor0 Just didn’t get it done

1-2 The student has acquired limited theoretical knowledge and little understanding of the topic under consideration. Your participation in the research process was very limited. Your part of the presentation has some information but it needs further work for it to explain the questions properly. You have a vague idea about dramatic tension, and how your dramatic piece relates to the themes in the movies/theater pieces your group has chosen.

3-4 The student shows a basic acquisition of theoretical knowledge and understanding of the topic under consideration. The student uses some subject specific terminology to show critical awareness. You are able to define dramatic tension. You are not clear on identifying it in the films/theater pieces you have selected. You are able to define what the passion is in your film/theater piece. Your slides are consistent with the others. You have few or no images appropriate to what you are discussing on your slide

5-6 The student shows a broad understanding of the topic under consideration and applies theoretical knowledge and subject specific terminology to identify some of the complexities of the materials studied. You have accurately defined dramatic tension and you have accurately identified it in the films/theater pieces your group has chosen. You have defined passion and identified it in the additional material your group has chosen. Your slides are consistent with the others and you have used appropriate images to convey your information.

7-8 The student shows a thorough understanding of the topic under consideration; the student confidently applies theoretical knowledge and subject specific terminology to identify clearly the complexities of the materials studied. You have accurately defined dramatic tension and you have accurately identified it in the films/theater pieces your group has chosen. You have defined passion and identified it in the additional material your group has chosen. You examples are thoroughly explained. Your images are appropriate and support everything you say on your slides. You have used a variety of images to support your argument and some of them are of the class members during rehearsals or during their performances.

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Peer feedback on performances (Criterion B. Application)

Name of evaluator

Name of actor you are evaluating

Role they are playing

Comment on their use of voice (do they express the passion)

Comment on their use of body language (does it support what they are saying and feeling)

Comment on their use of stage space. Do they interact with the other actors and does the movement support the message they are trying to conveyOther comments

Peer feedback on performances (Criterion B. Application

Name of evaluator

Name of actor you are evaluating

Role they are playing

Comment on their use of voice (do they express the passion)

Comment on their use of body language (does it support what they are saying and feeling)

Comment on their use of stage space. Do they interact with the other actors and does the movement support the message they are trying to conveyOther comments

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Adapted Shakespeare ExcerptsRomeo and Juliet balcony Scene. Act 2 Scene 2

Act 2 Scene 2Romeo comes out of hiding and looks up to the balconyRomeo But soft! What light through yonder window breaks

It is the east and Juliet is the sunArise fair sun and kill the envious moonIt is my lady, oh it is my loveSee how she leans her cheek upon her handOh that I were a glove upon the handThat I might touch that cheek

Juliet Ay meRomeo She speaks

Oh speak again bright angelJuliet O Romeo, Romeo, wherefore art thou Romeo

Deny thy father and refuse thy nameOr if thou wilt not, be but sworn my loveAnd ill no longer be a Capulet

Romeo Shall I hear more or shall I speak at thisJuliet ‘Tis but thy name that is my enemy

What’s in a name? That which we call a roseBy any other word would smell as sweetOh Romeo doff thy name And for thy name, which is no part of theeTake all myself

Romeo I take thee at thy wordHence forth I never will be Romeo

Juliet My ears have not yet drunk a hundred words of thy tongues uttering, yet I know the soundArt thou not Romeo and Montague

Romeo Neither fair maid, if either thee dislikeJuliet How cam’st thou hither?Romeo With loves light wings did I over perch these wallsJuliet If thou be seen they will murder theeRomeo I have nights cloak to hide me from their eyesJuliet By whose direction found’st thou this placeRomeo By love that first did prompt me to inquireJuliet O gentle Romeo, If thou dost love, pronounce it faithfullyRomeo Lady, by yonder blessed moon vow…Juliet O swear not by the moon, the inconsistent moonRomeo What shall I swear by?Juliet Do not swear at allNurse calls from withinJuliet Oh sweet good night

This bud of love, by summers ripening breathMay prove a beauteous flower when next we meet. Good night good night

Romeo No exchange, thy loves faithful vow for mineJuliet I gave thee mine before thou didst request itNurse calls from withinJuliet Anon good nurse

Three words dear Romeo, and good night indeedIf that thou bent of love be honorable Thy purpose marriageSend me word tomorrow

Nurse callsJuliet I come

But if thou meanest not wellI do beseech thee, to cease thy strifeAnd leave me to my griefA thousand times good night.

Romeo Sleep dwell upon thine eyes, peace in thy breastsWould I were sleep and peace so sweet to restHence I will to my ghostly Friars cellHer help to crave and my dear hap to tell.

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2. Tybalt and Mercutio’s fight. Act 3 Scene 1

Act 3 Scene 1Romeo and Juliet and Friar freeze while 8th grade choir performs. As they leave so Mercutio, Benvolio and Tybalt enterBenvolio Good Mercutio, the day is hot and Capulets are abroad, and if we meet we shall not escape a

brawl.Here come the Capulets

Tybalt Gentleman, 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 blowTybalt You shall find me apt enough to that sir.

Mercutio, thou consortest with RomeoMercutio Consort? What dost thou make us minstrels?Benvolio Come, withdraw into some private placeEnter RomeoTybalt Ah. Here comes my man!

Romeo, the love I bear thee, can afford no better term than this!Thou art a villain!

Romeo Tybalt, villain I am none.Therefore, farewell, I see thou knowest me not.

Tybalt This shall not excuse the injuries that thou hast done me. Therefore turn and drawRomeo I do protest. I never injured thee.Mercutio O calm dishonorable, vile submission.

Tybalt you rat catcher, will you walk.Tybalt I am for youRomeo Gentle Mercutio, put up thy sword

Draw Benvolio, beat down their weaponsFor shame!Hold! Tybalt, Mercutio!

Romeo tries to hold Mercutio and Tybalt apart. Tybalt thrusts his sword under Romeos arm, killing MercutioMercutio I am hurt

A plague on both your houses, I am spedRomeo Courage, man, the hurt cannot be too much.Mercutio Ask for me tomorrow and you shall find me a grave man.

A plague on both your housesHelp me into some house, Benvolio, Or I shall faint,They have made worms meat of me.

Benvolio Oh Romeo, Romeo. Brave Mercutio is dead.Here comes the furious Tybalt back again.

Romeo Now, Tybalt take the ‘villain’ back again., for Mercutio’s soul is but a little way above our headsStaying for thine to keep him company.

Romeo and Tybalt fight until Tybalt fallsBenvolio Romeo, away be gone.

Stand not amazed, the prince will doom thee death.Be gone away!

Romeo O I am fortunes fool!Exit Romeo enter citizens and princePrince Where are the vile beginners of this fray?Benvolio Oh noble Prince,

There lies the man, slain by young RomeoThat slew thy kinsman brave Mercutio.

Lady Capulet Tybalt! My cousin!Oh prince, oh husband, o blood is spilled of my dear kinsman

Prince Benvolio, who began this bloody fray?Benvolio Tybalt here slain,Lady Capulet He is a kinsman of the Montegues

Affection makes him falseI beg for justiceRomeo slew Tybalt, Romeo must not live

Lady Montague

Not Romeo prince. He was Mercutio’s friend. His fault concludes but what the law should end,The life of Tybalt

Prince And for that offence, immediately we do exile him hence.Let Romeo hence in hasteElse when he is found, that hour is his last

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3. Romeo and Juliet death scene. Act 5 Scene 1

A messenger comes on and looks at the scene, he runs to upstage right where Romeo is waiting he whispers

Romeo shouts in agony while all others freeze. Bell toll againAct 5 Scene 1Romeo Then I defy thee stars!

Hast thou no letter from the friar?Messenger No my good lordRomeo No matter, get thee gone

Well Juliet I will lie with thee tonight (move in slow motion to Juliet while the following dialogue happens

Friar John Holy friar?Friar This would be the voice of friar John

What says our Romeo of the new plansFriar John My speed to Mantua was stayed!Friar Who gave the letter to Romeo?Friar John It was not sent (Freeze)Romeo Give me my torch

Give me those flowers. Here take this letter. Early in the morning, see thou deliver it to my mother.Do as I bid thee, go!

Romeo Oh my love, my wifeDeath that hath sucked the honey of thy breathHath had no power yet upon thy beauty.Ah dear Juliet,Why art thou yet so fair?Oh hear will I set up my everlasting breathEyes look your lastArms take your last embraceAnd lips, oh you The doors of breath, seal with a righteous kiss(Drink)Oh true apothecaryThy drugs are quick. Thus with a kiss I die

Juliet Where is my LordI do remember well where I should be, where is my Romeo…(gasp)Poison, I see hath been his timeless endOh churl drunk all and left no friendly dropTo help me after I will kiss thy lips Haply some poison yet doth hang on them (kiss)Thy lips are warm…. (Pause and hear the sounds outside)Yea noise, then I’ll be briefO happy daggerThis is thy sheath. There rust and let me die(Fall across Romeo)

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4. Julius Caesar.

Act 3 Scene 1 :52Brutus I kiss thy hand, but not in flattery, Caesar;

Desiring thee that Publius Cimber mayHave an immediate freedom of repeal.

Caesar What, Brutus.Cassius Pardon, Caesar, Caesar pardon:

As low as to thy foot doth Cassius fall.To beg enfranchisement for Publius Cimber.

Caesar I could be well moved, if I were as you;If I could pray to move, prayers would move me;But I am constant as the northern star,Of those true fixed and resting qualityThere is no fellow in the firmament.The skies are painted with unnumbered sparks,They are all fire and every one doth shine;But there’s but one in all doth hold his place.So in the world; tis furnished well with menAnd men are flesh and blood, and apprehensive;Yet in the number I do know but oneThat unassailable holds on his rank,Unshaken of motion; and that I am he,Let me a little show it even in this, That I am constant, Cimber should be banished,And constant do remain to keep him so.

Cinna O CaesarCaesar Hence! Wilt thou lift up Olympus?Decius Great CaesarCaesar Doth not Brutus bootless kneel?Casca Speak hands for me!

All stab CaesarCaesar Et tu Brute? Then fall Caesar

He diesCinna Liberty! Freedom! Tyranny is dead!

Run hence, proclaim, cry it about the streets.Cassius Some to the common pulpits, and cry out,

Liberty, freedom and enfranchisement!Brutus People and Senators, be not affrighted.

Fly not, stand still. Ambitions debt is paid

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5. Macbeth’s 3 Witches

Act 1 Scene 1Narrator A fierce and salty wind came from the sea, covering the already bleak Scottish heath

with a stinging dampness. Forks of lightning exposed how barren the place was. There was no sign of life anywhere.

First witch When shall we three meet againIn thunder, lightning or in rain

Second witch When the hurly-burly’s doneWhen the battle’s cost and won

Third witch That will be ere the set of sunFirst Where the place?Second Upon the heathThird There to meet with MacbethFirst I come grimalkinSecond Paddock callsThird AnonAll Fair is foul and foul is fair

Hover through the fog and filthy airAct 1 Scene 3Narrator Meanwhile, Macbeth, the brave soldier was traveling with his companion Banquo from

Fife to Forres. The country was rough and the weather wild. Thunder rumbled impatiently in the sky. A flash of lightning illuminated the desolate heath they were now crossing. Again the thunder drummed upon the charcoal clouds

Third witch A drum, a drum, Macbeth doth come.All The weird sisters hand in hand

Posters of the sea and landThus do go about aboutThrice to thine and thrice to mineAnd thrice again to make up nine

Enter Macbeth and BanquoMacbeth So foul and fair a day I have not seenBanquo How far is it called to Forres? What are these,

So withered and so wild in their attire,That look not like the inhabitants of the earth,And yet are on it? Live you? Or are you aughtThat man may question? You seem to understand me

By each at once her choppy finger laying upon her skinny lips. You should be women;And yet your beards forbid me to interpret That you are so

Macbeth Speak if you can, what are you?First witch All hail, Macbeth, Hail to thee, Thane of GlamisSecond witch All hail, Macbeth, Hail to thee, Thane of CawdorThird witch All hail, Macbeth, that shalt be king hereafterBanquo Good sir, why do you start, and seem to fear

Things that doth sound so fair? In the name of truth,Are ye fantastical?If you can look unto the seeds of timeAnd say which grain will grow and which will not,Speak then to me, who neither beg nor fearYour favours nor your hate.

First witch You shall be lesser than Macbeth and greater.Second witch Not so happy, yet much happierThird witch Thou shalt get kings, though thou be none.

So all hail, Macbeth and BanquoFirst witch Banquo and Macbeth all hail!

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6. Lady Macbeth convinces herself and Macbeth to do the deed of killing the King Act 1 Scene 5

Act 1 Scene 5 Narrator In Macbeth’s Castle at Inverness, Lady Macbeth reads the letter her husband has sent her after having

met the three weird sisters. He tells her of their prophecies and of the impending visit of the King to their castle. She paces the room with mounting excitement and ambition

Lady Macbeth (She reads) They met me on the day of success: and I have learned by the perfectest report that they have more in them than mortal knowledge. When I burned in desire to question them further, they made themselves air into which they vanished. Whilst I stood rapt I wonder of it, came missives from the king, who all ‘hailed me thane of Cawdor, by which title before these weird sisters saluted me., and referred me to the coming on of time with ªhail King that shalt be! This have I thought good to deliver thee, my dearest partner of greatness, that thou mightst not lose the dues of rejoicing, by being ignorant of what greatness is promised thee. Lay it thy heart, and farewell.

Lady Macbeth Glamis thou art. And Cawdor; and shalt be what thou art promised:Yet I do fear thy natureIt is too full of the milk of human kindnessTo catch the nearest way:Thou wouldºst be great;Art not without ambition, but withoutThe illness should attend it:

Enter messengerLady Macbeth What is your tidings?Messenger The King comes here tonightLady Macbeth Thou art mad to say it:

Is not thy master with him?Messenger So please you it is true; our thane is coming; (exit)Lady Macbeth He brings great news

The raven himself is hoarseThat croaks the fatal entrance of DuncanUnder my battlements.Come you spiritsThat tens on mortal thoughts,Unsex me here,And fill me from the crown to the toe top fullOf direst cruelty! Make thick my blood;Stop up the access and passage to remorse,That no compunctious visiting s of natureShake my fell purpose, nor keep v betweenThe effect and it! Come to my women’s breasts,And take my milk for gall, Come, thick night,And pall thee in the dunnestSmoke of hell,That my keen knife see not the wound it makes,Nor heaven peep through the blanket of the dark,To cry Hold, Hold!

Enter MacbethLady Macbeth Great Glamis! Worthy Cawdor!

Greater than both, by the all hail hereafter!Macbeth My dearest love,

Duncan comes here tonightLady Macbeth And when goes hence?Macbeth Tomorrow as he purposesLady Macbeth O, never

Shall sun that morrow see!|Your face, my thane, is as a Act where men May read strange matters.To beguile the time,Look like the time;Bear welcome in your eyeYour hand, your tongue: look like the innocent flower,But be the serpent under it.

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7. Lady Macbeths Out spot out !

Act 5 Scene 1Narrator In a room in Macbeths castle, a doctor and a gentlewomen spend another night

crouched in a corner of the room, observing Lady MacbethDoctor Tell me now what is it that she does?Gentlewoman Since his majesty went to war, I have seen her rise from her bed, write a letter, read it,

seal it, and return to bed again, yet she does all this whilst asleepDoctor Does she say anything?Gentlewoman That sir, which I will not repeat

Looks hear she comes.Watch her but stay hidden

Doctor How came she by the light?Gentlewoman From her nightstand. Her orders are to have light continuallyDoctor Her eyes are open but she does not see

What is it she does now? Look how she rubs her hands.Gentlewoman It is and accustomed action

With her, to seem thusWashing her hands; I have known her to continue in this quarter of an hour

Lady Macbeth Yet here’s a spotDoctor Hark! She speaks:Lady Macbeth Out, damned spot! out, I say! One two; why then, tis time to do it.

Hell is murky! Fie my lord, fie, a soldier and afeard? What need we fear who knows it, when none can call our power to account… Yet who would have thought the old man to have so much blood in him?

Doctor Do you mark that?Lady Macbeth The thane of fife had a wife:

Where is she now?What will these hands never be clean?.. No more of that my lord, no more of that;You mar all with this starting

Doctor Go to. Go to. You have known what you should not.Gentlewoman She has spoke what she should not. Heaven knows what she has knownLady Macbeth Here’s the smell of blood still:

All the perfumes of Arabia will not sweeten this little hand. Oh, oh, oh!Doctor What a sigh is there! The heart is sorely charged.Lady Macbeth Wash your hands, put on your nightgown; look not so pale… I tell you yet again,

Banquoºs buried; he cannot come out on’s graveDoctor Even so?Lady Macbeth To bed, to bed! There’s knocking at the gate,

Come, come, come, come,Give me your hand. What’s done cannot be undone..To bed, to bed, to bed!

Doctor Will she go now to bed?Gentlewoman Directly

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8. Opening scene of A midsummer Nights dream

Act 1Scene 1 The Palace of Theseus in Athens(Enter EGUES, and his daughter HERMIA, LYSANDER and DEMETRIUS)

Agues Happy be Theseus, our renowned Duke!

THESEUS Thanks, good EGUES what’s the news with thee?

THESEUS What say you, Hermia? Be advis’d, fair maid.To you your father should be as a god;Demetrius is a worthy gentleman.

HERMIA So is Lysander.

THESEUS In himself he is;But, in this kind, wanting your father’s voice,The other must be held the worthier.

HERMIA I would my father look’d but with my eyes.

THESEUS Rather, your eyes must with her judgment look.

HERMIA I do entreat your grace to pardon me.I know not by what power I am made bold,But I beseech your grace that I may know what may befall me if I refuse to marry Demetrius.

THESEUS Either to die, or you can endure the livery of a nun.

HERMIA So will I live or die my lord, I yield myself unto his worship.

THESEUS Take time to pause, and by the next moon,The sealing day betwixt my love and me,Upon that day either prepare to die for disobedience to your father’s will,Or else, to wed Demetrius, as he would, Or to live the austerity of a single life.

DEMETRIUS Relent, sweet Hermia;And, Lysander, yield thy crazed title to my certain right.

LYSANDER You have her father’s love Demetrius;Let me have Hermia’s.Do you marry *him

EGUES Scornful Lysander: True he hath my love,And what is mine, my love shall render him;And *she is mine,And all my right of HERMIA I do estate unto Demetrius

LYSANDER I am my lord, As well derived as he*, As well possessed. My love is more than his.My fortunes, every way as fairly ranked, If not with vantage, as Demetrius.And which is more, I am beloved of beauteous Hermia.Why should I not prosecute my right. Demetrius, has loved Helena, and won her soul, and she, sweet lady, dotes, upon this inconstant man

THESEUS I must confess that I have heard as much, but my mind did lose it.But Demetrius come, and come EguesYou shall go with me.For you fair Hermia,

(*Pointing to father)

(*Pointing to Hermia)

(*To Demetrius)

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Look you arm yourself;To fit the fancies of your father’s willCome, *I must employ you in some business.

Egues With duty and desire we follow you.

(Exit all but LYSANDER and HERMIA)LYSANDER How now my love?

Why is your cheek so pale?How chance the roses there do fade so fast?

HERMIA Belike for want of rain which I could well,Besteem them form the tempest of my eyes.

LYSANDER Ay Me,The course of true love never did run smooth,Hear me Hermia,I have a widow aunt, a dowager’Of great revenue, and she hath no child,And she respects me as her only son,From Athens is her house remote,Seven leagues.

There, gentle Hermia, may I marry thee,And that place, the sharp Athenian law,Will not pursue us.

If thou lov’st me,Steal forth from thy fathers house tomorrow night,And in the wood, Where I did meet thee one with Helena,there will I wait for thee.

HERMIA My good Lysander,I swear to thee by Cupid’s strongest bow,By his best arrow with the golden head,In that same place thou hast appointed me,Tomorrow truly I will meet with thee

LYSANDER Keep promise love, look here comes Helena

(Enter Helena)HERMIA God Speed, Fair Helena.

HELENA Call you me fair? That fair again unsay.Demetrius loves your fair,O happy fair.O teach me how you look,And with what art you swayThe motion of Demetrius’s heart

HERMIA I frown upon him, Yet he still loves me.

HELENA O, that your frowns would teach my smiles such skill.HERMIA I give him curses,

Yet he gives me love

HELENA O, that my prayers could such affection move.

HERMIA The more I hate, the more he follows me

(*Turning to Egues)

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HELENA The more I love, the more he hateth me.

HERMIA His folly, Helen, is no fault of mine.

HELENA None, but your beauty, Would that fault be mine.

HERMIA Take comfort. He no more shall see my face. Lysander and myself will fly this place.

LYSANDER To you our minds we will unfold,Tomorrow night, through Athens’s gatesHave we devised to steal.

HERMIA And in the wood.There my Lysander and myself shall meet.And thence from Athens turn away our eyes.Pray thou for us,And good luck grant thee thy Demetrius Helena Adieu

9: Forrest scene with Puck and Oberon. (all confusion after the poison has been placed in the wrong persons eyes)

Act 2 Scene 1OBERON Hast thou the flower?

PUCK Ay, There it is.

OBERON I pray thee give it meI know a bank where the wild thyme growsThere sleeps Titania sometime of the night with the Juice of this I’ll steer her eyes, And make her full hateful fantasiesTake thou some of it and seek through the groveA sweet Athenian lady is in love with a disdainful youth.Anoint his eyes, But, do it when the next thing heSpies may be the lady look thou meet meEre the first cock crow

PUCK Fear not my lord, Your servant shall do soAct 2 Scene 2PUCK Through the forest have I gone,

But Athenian found I none.Who is here? This is he my master said!

And here the maiden sleeping soundOn the dark dirty groundChurl, upon thy eyes I throwAll the power this charm doth owe

(He drops the juice on LYSANDER’S eyes)

I must now to Oberon Act 2 Scene 2 cont…HELENA Stay, though thy kill me, sweet Demetrius

DEMETRIUS I charge thee hence and do not haunt me this,Stay on thy peril, I, alone will go

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(Exit DEMETRIUS

HELENA Oh, I am out of breath in this fond chaseHappy is HERMIA For she hath blessed and attractive eyes,How come her eyes are oftener was than hers

(Look into Pond)HELENA

(Continued) No, no, I am as ugly as a bearFor beasts that meet me run with fearBut who is here?Lysander? On the ground?Dead or asleep?I see no blood no woundLysander, good Sir, awake

LYSANDERAnd run through fire I will for thy sweet sakeWhere is Demetrius

(Jump up and draws his sword)Oh how fit a wordIs that vile name to perish on my sword

HELENA Do not say so, LysanderHermina still loves you there be content

LYSANDER Content with Hermia, No, I do repentThe tedious minutes I with her have spentNot Hermia but Helena I love

HELENA Wherefore was I to this mockery born?When at your hands did I deserve this scorn?Oh, that a lady of one man refusedShould of another be abused!

(Exit HELENA in shock)

LYSANDER (Turns to Hermia)She still sleepsSleep thou thereAnd never may thy come Lysander nearI honor Helen and would be her knight

(Exit LYSANDER casing after HELENA)

HermiaHelp me Lysander, Help me!Ay, me, what a dream was here LysanderWhat removed?

Lysander out of hearing?No sound, no word?Where are you? No?

The I perceive you are not nigh (Exit HERMIA)

Act 3 Scene 2HERMIA If thou hast slain Lysander in his sleep,

Then kill me tooWhere is Lysander?

DEMETRIUS I am not guilty of Lysander’s blood,Nor is he dead for aught that I can tell

HERMIA A privilege never to see me moreAnd from thy hated presence part I so,See me no more, whether he be dead or no!(Exit)

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DEMETRIUS There is no following her in this fierce veinHere therefore for a while I will remain.(He lies down and sleeps)

OBERON What hast thou done? Thou hast mistaken quite, and laid the love juice on some loves sight.About the wood go, swifter than the wind, and Helena of Athens look thou find.By some illusion, loving her hereI’ll charm his eyes against she do appear.

PUCK I go, I go, look how I go. (Exit)OBERON Flower of this purple dye

Hit with Cupid’s archery (Squeeze juice on eyes)(Re-enter PUCK)

PUCK Captain of our fairy bandHelena is here at hand

OBERON Stand aside (Enter HELENA followed by LYSANDER)

LYSANDER Why should you think that I should woo you in scorn?HELENA You do advance your cunning more and more

Your vows are Hermia’s.LYSANDER I had no judgment when to her I swore

HELENA Now none, in my mind, now you give her o’er.LYSANDER Demetrius loves her, and he loves you not.DEMETRIUS O Helen, goddess, nymph, perfect, divine!

To what, my love shall I compare thine eyne?O, let me kissThis princess of pure white, this seal of bliss!

HELENA O, spite! O, Hell! I see you all are betnTo set against me for your merriment.If you were men, as men you are in show,You would not sure a gentle lady so:Your both are rivals, and love Hermia;And now both rivals, to mock Helena.

LYSANDER Demetrius;In Hermia’s love I yield you up my part.And yours of Helena to me bequeath,Whom I do love and will do till my death.

HELENA Never did mockers more idle breath.DEMETRIUS Lysander, keep thy Hermia I will none.

Look where thy love comes; yonder is thy dear.(Enter HERMIA )

HERMIA Lysander! Why unkindly didst thou leave me so?LYSANDER Why should he stay whom love doth press to go?

HERMIA What love could press Lysander from my side?LYSANDER Why seeks’t thou me?

Could not this make thee known the hate I bare thee made me leave thee so?

HERMIA You speak not as you think; it cannot beHELENA Lo, she is one of this confederacy!

Now, I perceive they have conjoined all threeTo fashion this false sport in spite of me.Injurious Hermia! Most ungrateful maid!Have you conspir’d have you with these contriv’dTo bait me with this foul derision?

HERMIA I am amazed at your passionate words;I scorn you not; it seems that you scorn me.

HELENA Have you not set Lysander, as in scorn,To follow me and praise my eyes and face?And made your other love, Demetrius,Who even but now did spurn me with his foot,To call me goddess, nymph, divine and rare,Precious, celestial? Wherefore speaks he thisBut by your setting on, by your consent?

HERMIA I understand not what you mean by this.HELENA Ay, do! Persevere, counterfeit sad looks,

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Make mouths upon me when I turn my back.But fare ye well; ‘tis partly my own fault,Which death, or absence, soon shall remedy.

LYSANDER Stay, gentle Helena; hear my excuse;My love, my life, my soul, fair Helena!

HELENA O, excellent!HERMIA Sweet, do not scorn her so.

DEMETRIUS If she cannot entreat, I cannot compel.LYSANDER Thou canst compel no more than she entreat;

They treats have no more strength than she entreat;Thy threats have no more strength than her weak prayersHelen, I love thee, by my life I do.

DEMETRIUS I say I love thee more than he can do.LYSANDER If thou say so, withdraw, and prove it too.

DEMETRIUS Quick, come.HERMIA Lysander, whereto tends all this?

LYSANDER Away, you Ethiope!DEMETRIUS No, no, he will

Seem to break loose! Present that he would follow’But yet come not. You are a coward! Go!

LYSANDER Hang off, thou cat, thou burr; vile thing, let loose,Or I will shake thee from me like a serpent.

HERMIA Why are you grown so rude? What change is this, Sweet love?LYSANDER Thy love! Out, tawny Tartae, out!

Out, loathed med’cine! O hated potion, hence!HERMIA Do you not jest?HELENA Yes, sooth; and so do you.

LYSANDER Demetrius, I will keep my word with thee.DEMETRIUS I’ll not trust your word.LYSANDER What, should I hurt her, strike her, kill her dead?

Although I hate her, I’ll not harm her so.HERMIA What! Can you do me greater harm than hate?

Hate me! Wherefore? O me! My love!Am not I Hermia? Are not you Lysander?

LYSANDER Ay, by my life!Be certain, nothing’s truer; ‘tis not jestThat I do hate thee and love Helena.

HERMIA O me! You juggler! You cankerblossom!You thief of love! What! Have you come by night,And stol’n my love’s heart from him?

HELENA Fine, i’ faith!Have you no modesty, no maiden shame?Fie, fie! You counterfeit, you puppet you!

HERMIA “Puppet!” why so? Ay, that way goes the game.Now I perceive that she hath made compare Between our statures!And are you grown so high in his esteemBecause I am so dwarfish and so lowHow low am I, thou painted maypole? Speak.How low am I? I am not yet so lowBut that my nails can reach into thine eyes.

HELENA I pray you, though you mock me, gentlemen,Let her not hurt me.Let her not strike me.

Good Hermia, do not be so bitter with me,You will let me quiet go.To Athens will I bear my folly,Back, and follow you no furtherLet me go

HERMIA Why get you gone.LYSANDER Be not afraid, she shall not harm thee, Helena.

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HELENA O, when she is angry, she is keen and shrewdShe was a vixen when she went to school,She is fierce

HERMIA Why will you let her flout me thusLet me come to her

(She rushes to attack Helena)LYSANDER Get you gone! (drags Hermia away – addressing DEMETRIUS)LYSANDER Now follow, if thou dar’st to try

whose right is fit for Helena(Exit LYSANDER, DEMETRIUS, with swords drawn)

(Exit girls in different Directions

10. Much ado about Nothing: Beatrice and Benedick

Act 1 Scene 1Narrator Our play is set on Sicily, where Don Pedro, prince of Aragon has recently

defeated his half brother Don John in a military engagement. They return to Messina as guests of the Governor Leonato

Messenger Don Pedro is approachedBeatrice (to Benedick) I wonder that you will still be talking, Signor,

Nobody marks youBenedick What my lady Disdain! Are you yet living?Beatrice Is it possible , disdain should die while she hath such food to live on as Signor

Benedick?Courtesy itself must convert to disdain if you come in her presence

Benedick Then is courtesy a turncoat. But I am loved of all ladies only you excepted. And I wonder I could find in my heart that I had not a hard heart, for truly I love none

Beatrice A dear happiness to women. They would else have been troubled with a pernicious suitor. I had rather hear my dog bark at a crow that hear a man swear he loves me.

Benedick Well you are a parrot -teacherBeatrice A bird of my tongue is better than a beast of yoursBenedick I would my horse had the speed of your tongue.Act 2 Scene 1 (masked ball )Beatrice Will you tell me who you are?Benedick Not nowBeatrice Do you know signor Benedick said I was disdainfulBenedick Who is he?Beatrice I am sure you know him well enoughBenedick Not I , believe meBeatrice Did he never make you laugh?Benedick I pray you, what is he?Beatrice Why he is the Price’s jester, a very dull fool.Benedick When I know the gentleman I will tell him what you say.Beatrice Do (exit)Don Pedro Now Signor Benedick, the lady Beatrice hath a quarrel to you?Benedick Oh she misused me past the endurance of a rock. She told me, not thinking I had

been myself, that I was the Prince’s jester, that I was duller than a great thaw, hurling jest upon jest with such impossible conveyance upon me that I stood like a man at a mark, with a whole army shooting at me. She speaks poniards and every word stabs. If her breath were as terrible as her terminations, there would be none living near her.

Don Pedro Look here she comesBenedick Will your grace commend me any service to the world’s end. I will fetch you a

tooth- picker from the furtherest inch of Asia, rather than hold three words with this harpy. You have no employment for me?

Don Pedro None but to desire your good company.

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