This packet contains:

Shakespeare Scavenger Hunt with answer key

Group project ideas for a play or novel

Reading log for a Shakespeare play

Persuade Me—a video project for students to persuade

why we should or should not learn about Shakespeare

Lesson on Shakespeare’s puns and sentence order

Soliloquy Buster (lesson from Janet Field-Pickering from the site:

http://www.pbs.org/shakespeare/educators/language/casestudy2.html

Slang dictionary and language actvities

Resource page with more links to lessons and top sites for

Shakespeare information.

1. The name of Shakespeare’s acting troupe. _________________________

2. Find and copy a list of words that Shakespeare invented. Need 100 words or

more. Attach to this paper and label as #2

3. What did Shakespeare leave in his will for his wife, Anne Hathaway?

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4. Ask any adult if they think learning about Shakespeare is important. Why or why

not? Summareis their answer here and ask them to sign: _________________

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5. Sonnet 130 is a love poem. What is Shakespeare saying in this poem?

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6. How many sonnets are attributed to Shakespeare?

7. How many words were assumed to be in Shakespeare’s vocabulary?

8. What is the vocabulary of an average person?

9. Find and write five quotes that are often taken from Shakespeare. Describe their

meaning, why they are used.

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10. Find an allusion, a reference, to Shakespeare in print today. Attach

11. Where in the school can you find and image or reference to Shakespeare

BESIDES our class or the library?

12. Name two people who have been named as possible identities in the Authorship

debate. _______________________________________________

13. How many times does suicide occur in Shakespeare’s plays? ______

14. What play has been lost to modern readers? ______________________

15. Who said Shakespeare was “not of an age, but for all time?” ________________

16. How many people could fit in Shakespeare’s Globe Theatre? _____________

17. Print a picture of the original and the new Globe theatre. Attach

18. What is a pun? ________________________________________________

Find a Shakespearean pun and write here. ________________________________

19. Why were London theatres closed in 1593-1594?

20. Briefly describe England during the Elizabethan Era.

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Answers To Shakespeare Scavenger Hunt 1. Lord Chamberlain’s Men’s 2. Attached paper of 100+ words created by Shakespeare 3. His “second best bed” 4. Answers vary- should have summary and signature 5. Basically that the author loves his “mistress” for her rare and natural beauty

which is not the image of perfection many others claim. 6. 154 7. 29,000 8. 4,000 9. Answers vary 10. Attached example of Shakespearean allusion 11. Answers vary according to school 12. 2 names from: Edward De Vere, Christopher Marlowe, Sir Francis Bacon,

Derby, Queen Elizabeth 13. 13 times 14. Cardenio 15. Ben Johnson 16. 3000 17. Attach two pictures of the old and new Globe theatres. 18. Answers vary 19. Outbreak of the Black Plague 20. Answers vary: Source for nice summary http://www.bardweb.net/england.html

Group Projects

___ points for project ___ points for participation

Be prepared to bring in necessary items to work on your project.

1. Make a timeline of the events. Tape paper together and make it legible and artistic.

Show the key events throughout the play with significant quotes relating to each.

2. Character sketches of the main characters. Each main character has their own paper.

Write 3 adjectives for each, 1 quote that defines their character, 1 actor/picture to play

them, other pictures to show who they are, their personality traits, etc.

3. Literary devices. Use one sheet of paper for each device: Simile, metaphor, pun,

alliteration, allusion, personification, imagery, oxymoron. Title the paper clearly. Write a

definition of the device and give an example from the book. Design in a way that shows

the connection to the quote.

4. 100 question test about the play. Include T/F, Matching, short answer, multiple

choice, and one short essay question. Answer all. This must be typed with a separate

answer key. All group members are responsible for typing up a different section.

5. Historical reference: Create a 5 minute presentation with visual (powerpoint, movie,

speech) about the historical references in the play. What was happening during the

author’s time that influenced this piece of work?

Participation

Write the names of your group members on the lines below and rate them on their level

of participation in your group. This averaged grade will determine the points possible.

This will remain completely confidential. Rate yourself on the first line

Names 0 (didn’t do anything)-10 (did all that was required.)

Score

1.________________________ ___ Comments:

2. ________________________ ___ Comments:

3. ________________________ ___ Comments:

4. ________________________ ___ Comments:

5. ________________________ ___ Comments:

Reading Log for Shakespearean Play

Act and

Scene(s)

Question(s) from the teacher

include line #’s where applicable

Language Devices: Make note of

important puns, allusions, figurative

language include line #’s

Comments-- include line #’s where

applicable Clarification-- include line #’s

Write question(s) or comment(s) you

have about this scene so far.

Words that are

still confusing

after list,notes,

and context do not

help

Reflection: Your personal thoughts about the play.

One of the most often asked question in English classes is “Why do we have to learn

this?” It is a great question. Your job is to find reasons WHY we should or should not

learn about Shakespeare, and WHY we should or should not read his plays. Convince me

one way or the other with strong EVIDENCE.

You will provide a 3 minute MOVIEMAKER or PHOTOSTORY presentation to the

class on why we should learn Shakespeare. Remember, this is like any other persuasion

assignment—you need to look carefully at both sides to have the most convincing

argument. Opinions are not as important here as facts.

Be creative and HAVE FUN with this.

Presentation must include:

□ Credits: Your name / Date / Teacher name

□ Title of presentation

□ Opinion backed by factual information and sources

□ Photos and music related to the persuasion

□ Creativity in design and ideas

□ Works cited - NOTE: Grade will be an automatic 0 without this page

Use pictures from your camera as well as from the web Download sounds and songs- make sure to cite them Record interviews on video Make a mini movie Do a skit Involve other people Make it funny Try claymation Animate the movie

TIP: Make sure you save all items that are in the movie in a separate file folder on the

computer. When you are finished creating the movie, make sure you choose: FINISH

MOVIE to turn it from a project into a movie.

Extra Credit

We will view these in class and vote on the top 3.

Those top 3 will receive extra credit..

Handout 2Ordering Shakespeare AroundWord order in Shakespearean Writing

When Shakespeare wrote his prose, he often used a slightly different word order than we are used to. The subject, verb, and object did not always follow in a 1, 2, 3 order. Look at the following sentence. Rewrite the sentence four times, changing the word order each time. Put one word on each blank provided below the original sentence.

Original Sentence: I lost my homework.

Rewrite #1: _________ _________ _________ _________.

Rewrite #2: _________ _________ _________ _________.

Rewrite #3: _________ _________ _________ _________.

Rewrite #4: _________ _________ _________ _________.

Look at each of your rewritten sentences above. Has the meaning of the original sentence changed? No matter how you word it...you're toast if your homework is lost!

Now, think about how Yoda spoke in the Star Wars Movies. We understood exactly what he was saying, even though the word order was slightly different than what we are used to hearing. It's your turn to makeup a short sentence like the one above and rewrite it several different ways. Does the meaning change with the rewrites? Share your sentences with your teacher and classmates.

Original Sentence: ________________________________________________.

Rewrite #1: ________________________________________________.

Rewrite #2: ________________________________________________.

Rewrite #3: ________________________________________________.

Rewrite #4: ________________________________________________.

HandoutSoliloquy BusterNote: It is vital do all the steps, in sequence, for the best results.

1. Read the soliloquy around in a circle, stopping and changing readers at every punctuation mark.

Question: What do you notice about the pattern of the lines?

2. Rock 'em, Sock 'em Shakespeare: Read the lines aloud while moving in a straight line, changing directions with an abrupt, full-body turn at every punctuation mark.

Questions: How does the piece "move"? Is there a pattern emerging?

3. Stand in two equal lines, facing each other. Alternate speaking the lines, as two groups, switching sides each time you come to a punctuation mark.

Questions: Does the soliloquy work as a dialogue? How does this exercise make you feel about Mark Antony's feelings?

4. Repeat step four, but this time, start out by speaking the lines very softly, gradually increasing the volume until you are almost shouting the last line.

Question: Now, how do you feel?

At this point, pause and review what the group has discovered about the soliloquy by going through steps 1-4.

5. Break into small groups of five. Identify as many figures of speech as possible, paying particular attention to imagery.

Questions: How do they work in the soliloquy? How do they add meaning?

6. Still in small groups, cut the soliloquy to half its original length. Tell them that they can cut half a line or phrase-the key is to cut the piece in half. Circulate around the room, checking in with each group periodically. This could take up to 10 minutes, but don't let them drag the process out.

7. Then decide how to turn your cut soliloquy into a script for all five members of the group. The rules for this performance: everybody participates; everybody has lines. Present each group's soliloquy-scene for the entire class, 2 or 3 at a time.

Questions: Comment on the staging and performance-what was particularly inventive or creative about each performance? Then compare cuttings. Compare what the groups left in or cut out of the soliloquy. Are some lines vital to an understanding of the soliloquy-scene? Are some lines dispensable?

Slang Dictionary Ever hear this when teaching Shakespeare: “Why doesn’t he just say it—say what he means?” My response has always been “Why don’t you?” Before we even begin Shakespeare I have the students create a slang dictionary and we talk about language. Here are the instructions for the slang dictionary: 1. Provide a working definition of slang.

Slang is a set of highly informal words and expressions that are not considered standard in the speaker's dialect or language. Slang is often highly regional, specific to a particular territory or subculture. Slang words and expressions can spread outside their original arena, and some may even lose their slang status and become accepted as a standard language. Often, the widespread adoption of a slang term by mainstream culture will cause the subculture it originated in to create a new, less recognized term. From <http://www.newworldencyclopedia.org/entry/Slang>

2. Take five (or your preference) sheets of paper and fold in half (landscape) to make a small

booklet.

3. On the right side of each opened page write a word or phrase that is a colorful use of language in pop culture. Include a definition and possible picture and part of speech if applicable. These will be shared with the class. Remember to be school appropriate.

4. As we read Shakespeare you will write down your favorite examples of his colorful use of language. These will go on the left side.

5. When complete create a cover that uses colorful language for the title of your slang dictionary. In other words, do not call it The Slang Dictionary.

6. The back cover is to be completed last. This is your personal reflection about the use of language in Shakespeare’s works as well as modern culture and what you noticed as similarities.

Additional lessons on language: The following two lessons are excellent lessons to use from the NYTimes. Both discuss the use of language and its shifts. http://www.nytimes.com/2009/07/05/magazine/05FOB-medium-t.html Consider using this New York Times article which talks about the UrbanDictionary and use of slang. http://learning.blogs.nytimes.com/2007/09/20/the-living-words/ "Students share thoughts about the cultural nuances inherent in different languages. They then document words and phrases unique to their own generation, region and culture. Learning is synthesized by updating a 16th century English text into contemporary American-English."

Shakespeare Resource Page Best Lessons on the web: http://www.folger.edu/edulesplandtl.cfm?lpid=844: This lesson involves students in groups researching the relevancy of studying a Shakespeare play for today’s students. http://www.pbs.org/shakespeare/educators/handouts/lng-lp_punny2.pdf Excellent lesson on puns. http://learning.blogs.nytimes.com/2008/12/18/a-tale-full-of-sound-and-fury-signifying-everything Another of my favorites, NYTimes Learning Network provides this lesson where “students will learn about the enduring use of phrases that come from Shakespeare’s work, apply quotations from his plays to life today, and determine the meaning of ‘Shakespearean’ as a contemporary label.” Resource List http://www.folger.edu/education/teaching.htm - Folger Shakespeare Library Education site http://www.folger.edu/edulesplanarch.cfm On the Folger Library- This page has all the hundreds of excellent archived lessons http://shakespeare.palomar.edu/ Mr. William Shakespeare and the Internet http://shakespeare.mit.edu/ All works online. http://www.pbs.org/shakespeare/locations/location153.html Shakespeare's England http://www.pbs.org/shakespeare/players/player21.html Elizbaeth I http://www.utsystem.edu/ogc/intellectualproperty/copypol2.htm Fair Use Guidelines http://www.shakespeares-globe.org/ Shakespeare’s Globe Must-have Books from the Folger Library, the Setting Shakespeare Free books for the following plays: Volume One: Teaching Romeo and Juliet, Macbeth, and A Midsummer Night's Dream Volume Two: Teaching Hamlet and Henry IV, Part 1 Volume Three: Teaching Othello and Twelfth Night