Why Shakespeare?

People who have studied Shakespeare:

Have a broader view of the world in general.Have little trouble in other literature classes.Do well in logic and philosophy.Appreciate other art forms as well: music, drama, art, costume,

writing.Have an easier time grasping the concepts of character, plot, irony,

universaltruth, advanced vocabulary, etc.Usually go on to college studies; can better judge what is a good

book.Understand concepts in clear speaking.Have a broader view of important historical events.Have a greater understanding of human nature (greed,

faithfulness, love, power,gentleness, poor choices, honesty, integrity, popularity, danger,

patriotism,selfishness, self-sacrifice, etc.)

http://www.txclassics.org/Why%20Study%20Shakespeare.pdf

How far can you go?

5th grade students at Sommer perform at the UT Shakespeare Festival

http://www.utexas.edu/cola/progs/winedale/Outreach/Media.php

First, analyze the script...

Online script is available at http://shakespeare.mit.edu/

Edit script before giving it to students.

Students use the right half of the page to show their thinking.

http://rrisd-sommershakespeareans.wikispaces.com/

Differentiation

Content- summaries, timelines, web quests, research

Process- using reading strategies and Bloom’s Taxonomy

Product- Showing through the multiple intelligences that student understands the topic

Content Differentiation

Summaries of Acts or Scenes

Timelines

Web Quests (see Wiki)

Research on Shakespeare’s life, Globe Theatre, Renaissance period, Queen Elizabeth I, the story behind the play, etc.

Process Differentiation

Knowledge- summarizes, rereads Comprehension- makes personal

connections, creates mental images Applications – identifies themes, draws

generalizations Analysis – identifies figures of speech,

analyzes characters Evaluation/ Synthesis – compares and

contrasts texts

Figurative language – higher level differentiation

AlliterationOnomatopoeiaSimileMetaphorPunOxymoronParadox Euphemism

ApostrophePersonificationUnderstatementHyperboleIronyAnaphoraSynecdocheAllusions

Examples from Macbeth...

Figure of Speech

Example

Simile “Your face, my thane, is as a book where men/ May read strange matters.”

Metaphor “I have no spur/To prick the sides of my intent”

Paradox “Lesser than Macbeth, and greater”

Personification “Was the hope drunk/ Wherein you dress'd yourself? hath it slept since?

Understatement “A little water clears us of this deed: How easy is it, then!”

Allusion “Till that Bellona's bridegroom, lapp'd in proof”

Hyperbole “Will all great Neptune's ocean wash this blood/ Clean from my hand? No, this my hand will rather/ The multitudinous seas in incarnadine,/ Making the green one red.”

Questions to ask when discussing analysis...

What reading strategies did you use?

How are emotions portrayed?

How is language used to differentiate between characters? (Prose vs. Poetry vs. Verse)

How do you know what actions should be used on stage? (Movement, facial expression, etc.)

On to acting!How to choose parts...

Allow students choose parts to memorize.

For the next scene, students with minor roles get the major roles.

Break up a big speech into manageable sections and have multiple students memorize it.

Do NOT allow acting until parts are completely memorized.

Practice delivery of words and acting...

Study Iambic pentameter. Read in complete sentences. Sometimes,

words wrap around to the next line. Allow free interpretation of intonation,

inflection, and emphasis on words. Last word is the loudest in a sentence. Students should practice with a partner

and provide suggestions.

Product Differentiation

Acting Creating backdrops Creating brochures and bills Making costumes Blogging Talk Like Shakespeare Day (April 23) Writing thank-you notes to Shakespeare Creating kid-friendly books about the plays Reflecting

Special Needs Students How can you accommodate their needs?

Do not assume they cannot understand or memorize Shakespeare. They can!

Shakespearean works can be modified to fit their level of learning.

Provide a copy of the script to the teachers working with them.

Pair them up with a fellow student to provide support.

Opportunities for Performance Shakespeare at Winedale Outreach

(http://staging.laits.utexas.edu/shakespearekids/winedale/outreach_index.php)

UT Festival of Play Your school (work with the specials team) Community events (retirement homes,

etc.) School district gatherings PTA meetings

Organization and Classroom Management Determining number of lines Each student has a Shakespeare folder Memorization checklist Enlist parent help Sample Timeline:

Memorization begins before winter breakBy Spring Break, memorization is completeActing practice starts after spring breakWinedale and UT Shakespeare festival - 1st week of

MaySchedule school performance.

Possible Starter Works

Sonnet 18 (14 lines) “All the world’s a stage,”-As You Like It

(28 lines) “Friends, Romans, countrymen,”-Julius

Caesar (35 lines) Complete plays- Macbeth, Julius Caesar,

Hamlet, Romeo and Juliet

Sample scene

Resources

Wiki (http://rrisd-sommershakespeareans.wikispaces.com/)

Texts (Simply Shakespeare, Shakespeare Made Easy, etc.

Use United Streaming to show segments of plays

People to contact:

Revathi Balakrishnan Clayton Stromberger

Grants for Field Trips and Resources Target PTA

Plan your Shakespeare Class!

Do you have to sell this idea to your principal?

Will it be a one-time, week-, month-, nine-week period-, or year-long project?

Will you work with someone in your school? Do you want to work on a single play or

small scenes from various plays? Are you just going to analyze the play or are

you also going to act? Set a date for your first Shakespeare class –

if possible within the first month of school.