Secondary teaching resources

Contents

Shakespeare’s language – teacher guide 1Translation worksheet 5Sample translation 6Differentiated translation worksheet 7Shakespearean insult generator worksheet 8

Shakespeare's world – teacher guide 10Label the globe worksheet 14Label the globe (labelled) worksheet 15

If your school is not a subscriber to the Discovery Education Secondary service, you can request access using the following link:

http://www.discoveryeducation.co.uk/trials

Please note: Discovery Education Secondary is not available in the USA or Canada. If you would like to find out more about Discovery Education services in these regions please visit –www.discoveryeducation.com

#ShakespeareVFT

Shakespeare 400

Published by Discovery Education. © 2016. All rights reserved.

The language of Shakespeare collection – Teacher Guide

Visit the collection here.

Learning objectives • To understand the language that was used in Shakespeare’s day • To explore how different audiences’ interpretations of Shakespeare’s language differ

Curriculum links Key Stage 3 Programme of Study for English > Reading > read critically through: knowing how language, including figurative language, vocabulary choice, grammar, text structure and organisational features, presents meaning; recognising a range of poetic conventions and understanding how these have been used Key Stage 4 Programme of Study for English > Reading > understand and critically evaluate texts through: analysing a writer’s choice of vocabulary, form, grammatical and structural features, and evaluating their effectiveness and impact; making critical comparisons, referring to the contexts, themes, characterisation, style and literary quality of texts, and drawing on knowledge and skills from wider reading Keywords: language, Shakespeare, adaptation, conflict, dialogue, duologue, audience, insult Videos

• Macbeth Act I Scene III • Romeo and Juliet: Adaptation • Romeo and Juliet: Language • Sonnet 130: ‘My Mistress’ Eyes’ by

William Shakespeare • Sonnet 130: ‘My Mistress’ Eyes’ –

commentary • Twelfth Night: Malvolio reveals his yellow

stockings

Other resources • A copy of Sonnet 130, ‘My Mistress’ Eyes’ • Translation worksheet • Differentiated translation worksheet • Sample translation • Shakespearean insult generator worksheet • Prologue to Romeo and Juliet • Mini-whiteboards

Prior learning required An awareness and some basic knowledge of Shakespeare. Cross-curricular links Key Stage 3 Programme of Study for history > the development of Church, state and society in Britain 1509-1745 > society, economy and culture across the period: for example, work and leisure in town and country, religion and superstition in daily life, theatre, art, music and literature GCSE History > Elizabethan England GCSE Media Studies > Film adaptation and genre Lesson ideas Notes Starter 1 Give students the transcript of Twelfth Night: Malvolio reveals his yellow stockings (Act III Scene IV) and ask them to read the duologue section between Malvolio and Olivia in pairs. At the end of each line they read, they should repeat the most important word from what their character has said. Repeat for each line.

Differentiation The task could be completed with two students reading and two deciding the words chosen in front of the rest of the class.

Published by Discovery Education. © 2016. All rights reserved.

As a class, discuss what was happening in the dialogue.

Assessment The teacher can informally assess student understanding through observation and questioning. Questions:

• What theme emerges from analysing the language of the two characters?

• Are there any particular words or phrases that stick your mind from this scene?

Starter 2 Give students mini-whiteboards and show them the video Sonnet 130: ‘My Mistress’ Eyes’ by William Shakespeare (provide a copy of the sonnet too). Students should then draw four images from the poem. Referring to the images that students have drawn on their whiteboards, discuss as a class the use that Shakespeare makes of imagery in the poem.

After completing the class discussion, you may wish to watch the video Sonnet 130: ‘My Mistress’ Eyes’ – commentary to see whether the class’s discussion of the poem is reflected in what the critics say. Differentiation Depending on students’ level of ability, they should focus on fewer or more examples of the poem’s imagery. Assessment Ask all students to show their whiteboards and use them to assess the class’s understanding. You could also informally assess students’ responses while leading the class discussion. Questions:

• How does Shakespeare use imagery in this poem? Are the images he draws always flattering to his mistress?

• Which of the images Shakespeare creates do you find most striking?

Starter 3 Watch the video Romeo and Juliet: Language and ask students to write down three ways in which the language of Shakespeare was adapted for a younger audience in this theatre production. In pairs, ask students to choose a play they are studying and consider three ways in which they could adapt the language for a selected audience, perhaps focussing on a particular passage or scene.

Assessment Let the class lead the plenary, and assess informally. Differentiation You could provide the example audience for students if they are unsure. Questions

• Why did the stage writer adapt the language of Shakespeare?

Published by Discovery Education. © 2016. All rights reserved.

Discuss as a class. • How can changing the language help understand Shakespeare’s message?

Main activity 1 Analysing word choice in the prologue of Romeo and Juliet. The whole class reads The Prologue from Romeo and Juliet. Small groups use dictionaries and highlighter pens to identify any challenging words and words which might be to do with conflict. Next the groups complete the translation worksheet. Groups then read out their translated modern versions of The Prologue and discuss what is likely to happen in the play and why.

Assessment Students could be assessed informally while they are carrying out their group activity. Differentiation Weaker students could use the differentiated translation worksheet for the prologue translation task. You may wish to help them by giving them some lines from the sample translation. Questions:

• How do we know if a word suggests conflict?

• What do we think will happen in the play?

Main activity 2 Give students the Shakespearean insult generator worksheet. They should create five insults based on the words in the worksheet. Students then choose their top insult and create a poster that best depicts the insult. Students read out their insults. With the class, decide on which is the best insult.

Assessment Assess informally and measure student understanding through questioning. Differentiation You could ask higher-ability students to write an extended ‘rant’ using the insults they have created with the generator. Questions:

• Why do you think Shakespeare created so many insults?

• How do Shakespearean insults differ from the language we use today?

• What can be inferred about Shakespeare’s vocabulary from analysing his insults?

Plenary 1 Ask students to select 10 words from a play they are studying, or a section of text they have explored in the lesson, that they do not know the meaning of. Students discuss the words with other students. For homework, students should then research the meaning of each word and write a definition of it.

Differentiation With weaker students, the teacher may wish to decide the words chosen with the class and write them on the whiteboard. Assessment This is an opportunity to informally assess a class’s understanding of language.

Published by Discovery Education. © 2016. All rights reserved.

Students discuss their definitions at the start of the next lesson.

Questions: • What key words have we used during

the lesson? • What’s the most unusual word you

have used in the lesson?

Plenary 2 Provide students with synopses of films that are based on Shakespeare plays. For example, Forbidden Planet and The Lion King. Ask students to guess which synopsis is related to which play.

Use Imdb.com to find suitable synopses. Students could find other unexpected adaptations for their homework. Assessment Informally assess through questioning and answering. Differentiation Provide the name of the plays next to the synopses – but mixed up.

Published by Discovery Education. © 2016. All rights reserved.

Romeo and Juliet: Translating the prologue into modern English Read the prologue below and suggest a modern English translation for each line. Then explain, based on your choice of words, why you think your translation is appropriate. 1) Two households, both alike in dignity,

2) In fair Verona, where we lay our scene,

3) From ancient grudge break to new mutiny,

4) Where civil blood makes civil hands unclean.

5) From forth the fatal loins of these two foes

6) A pair of star-cross'd lovers take their life;

7) Whose misadventured piteous overthrows

8) Do with their death bury their parents’ strife.

9) The fearful passage of their death-mark’d love,

10) And the continuance of their parents’ rage,

11) Which, but their children’s end, nought could remove,

12) Is now the two hours’ traffic of our stage;

13) The which if you with patient ears attend,

14) What here shall miss, our toil shall strive to mend.

Line Modern English translation I think this is a good translation because… 1

2

3

4

5

6

7

8

9

10

11

12

13

14

Published by Discovery Education. © 2016. All rights reserved.

Romeo and Juliet: Translating the prologue into modern English

Line Modern English translation I think this is a good translation because… 1 There are two families who are similarly

proud.

2 In nice Verona, where the action takes place.

3 New fights have grown out of an old hatred. Ancient means old / mutinies are fights – like on board a ship

4 In a place in which blood makes people dirty and murderers.

Blood can make your hands unclean and dirty

5 From out of the deadly bodies of the parents who are enemies.

‘Forth’ means ‘out of’ / ‘loins’ are where children come from in their parents / ‘foes’ means enemies

6 Come a couple of people whose horoscopes mean they will love and die.

Horoscopes are to do with the stars / if you take your life you die

7 And whose sad deaths. If something is ‘overthrown’, it ends or dies / something sad is ‘piteous’

8 Will put in a grave their families’ hatred of each other.

9 The story of their love, which the stars/horoscope have marked out for death.

If something is ‘death-marked’, it suggests that it is written in the stars or their horoscopes that they will die

10 As well as their families’ continuing anger.

11 That nothing could get rid of apart from the death of the lovers.

‘nought’ means nothing / if you get rid if something you ‘remove’ it

12 Is what will happen in the play.

13 If you listen to the play carefully ‘Patient ears’ suggests listening carefully / to ‘toil’ means to work hard

14 Your hard work will help you understand anything you may have missed in the lines that have just been said.

Ancient means old / mutinies are fights – like on board a ship

Prologue 1) Two households, both alike in dignity,

2) In fair Verona, where we lay our scene,

3) From ancient grudge break to new mutiny,

4) Where civil blood makes civil hands unclean.

5) From forth the fatal loins of these two foes

6) A pair of star-cross'd lovers take their life;

7) Whose misadventured piteous overthrows

8) Do with their death bury their parents’ strife.

9) The fearful passage of their death-mark’d love,

10) And the continuance of their parents’ rage,

11) Which, but their children’s end, nought could remove,

12) Is now the two hours’ traffic of our stage;

13) The which if you with patient ears attend,

14) What here shall miss, our toil shall strive to mend.

Published by Discovery Education. © 2016. All rights reserved.

Romeo and Juliet: Translating the prologue into modern English Read the prologue below and suggest a modern English translation for each line. Some explanations of difficult expressions are provided for you. Fill in the gaps with your own explanations.

Prologue 1) Two households, both alike in dignity,

2) In fair Verona, where we lay our scene,

3) From ancient grudge break to new mutiny,

4) Where civil blood makes civil hands unclean.

5) From forth the fatal loins of these two foes

6) A pair of star-cross'd lovers take their life;

7) Whose misadventured piteous overthrows

8) Do with their death bury their parents’ strife.

9) The fearful passage of their death-mark’d love,

10) And the continuance of their parents’ rage,

11) Which, but their children’s end, nought could remove,

12) Is now the two hours’ traffic of our stage;

13) The which if you with patient ears attend,

14) What here shall miss, our toil shall strive to mend.

Line Modern English translation I think this is a good translation because… 1

2

3 Ancient means old / mutinies are fights – like on board a ship

4 Blood can make your hands unclean and dirty

5 ‘Forth’ means ‘out of’ / ‘loins’ are where children come from in their parents / ‘foes’ means enemies

6 Horoscopes are to do with the stars / if you take your life you die

7 If something is ‘overthrown’, it ends or dies / something sad is ‘piteous’

8

9 If something is ‘death-marked’, it suggests that it is written in the stars or their horoscopes that they will die

10

11 ‘nought’ means nothing / if you get rid if something you ‘remove’ it

12

13

‘Patient ears’ suggests listening carefully / to ‘toil’ means to work hard

14 Ancient means old / mutinies are fights – like on board a ship

Published by Discovery Education. © 2016. All rights reserved.

Shakespearean insult generator To construct a Shakespearean insult, combine one word from each of the three columns below, and preface it with ‘Thou’:

Column 1 Column 2 Column 3 artless base-court apple-john

bawdy bat-fowling baggage

beslubbering beef-witted barnacle

bootless beetle-headed bladder

churlish boil-brained boar-pig

cockered clapper-clawed bugbear

clouted clay-brained bum-bailey

craven common-kissing canker-blossom

dankish dismal-dreaming clotpole

droning doghearted codpiece

errant dread-bolted death-token

fobbing elf-skinned flap-dragon

froward fat-kidneyed flax-wench

frothy fen-sucked flirt-gill

gleeking flap-mouthed foot-licker

goatish fly-bitten fustilarian

infectious full-gorged haggard

loggerheaded half-faced hedge-pig

lumpish hasty-witted horn-beast

mammering hedge-born hugger-mugger

mewling idle-headed lewdster

paunchy ill-breeding lout

pribbling ill-nurtured maggot-pie

puking knotty-pated malt-worm

puny milk-livered mammet

rank onion-eyed minnow

reeky plume-plucked miscreant

roguish pottle-deep moldwarp

saucy reeling-ripe nut-hook

spleeny rough-hewn pigeon-egg

surly rump-fed puttock

Published by Discovery Education. © 2016. All rights reserved.

unmuzzled sheep-biting ratsbane

vain spur-galled scut

venomed swag-bellied skainsmate

villainous tardy-gaited strumpet

wayward toad-spotted vassal

weedy unchin-snouted whey-face

yeasty weather-bitten wagtail

Published by Discovery Education. © 2016. All rights reserved.

Shakespeare’s world collection – Teacher Guide Visit the collection here.

Learning objectives • To understand what Elizabethan theatre was like during the time of Shakespeare • To be able to explain how the Elizabethan period influenced the work of Shakespeare

Curriculum links Key Stage 3 Programme of Study for English > Reading > understand increasingly challenging texts through knowing the purpose, audience for and context of the writing and drawing on this knowledge to support comprehension Key Stage 4 Programme of Study for English > Reading > understand and critically evaluate texts through drawing on knowledge of the purpose, audience for and context of the writing, including its social, historical and cultural context and the literary tradition to which it belongs, to inform evaluation Keywords: Elizabethan, Shakespeare, Proscenium stage, theatre, hierarchy, biography Videos

• History with Dan Snow: The theatre in Elizabethan England

• Shakespeare discoveries • New era for Shakespeare theatre

Images • Illustration of Elizabethan theatre • A performance of one of Shakespeare's

plays • Shakespeare's mother's home at

Stratford-upon-Avon

Other resources • Hangman PowerPoint • Label the Globe worksheet

Prior learning required An awareness and some basic knowledge of Shakespeare. Cross-curricular links Key Stage 3 Programme of Study for history > the development of Church, state and society in Britain 1509-1745 > society, economy and culture across the period: for example, work and leisure in town and country, religion and superstition in daily life, theatre, art, music and literature AQA GCSE History 2016 > Elizabethan England, c1568–1603 > The historic environment of Elizabethan England OCR GCSE History B 2016 > The Elizabethans, 1580–1603 > London: theatres and other pleasures Edexcel GCSE History 2016 > Early Elizabethan England, 1558–88 WJEC Eduqas GCSE History 2016 > The Elizabethan age, 1558-1603 > Popular entertainment Lesson ideas Notes Starter 1 Students draw a picture of the Globe theatre and label it with the following terms:

• Proscenium stage • Galleries • Pit • Balcony

Differentiation Provide students with a pre-drawn Globe worksheet.

Published by Discovery Education. © 2016. All rights reserved.

Students watch the New era for Shakespeare theatre video clip and decide how similar the new Royal Shakespeare Company theatre is to an Elizabethan theatre.

Assessment Students can peer assess the labelling of the drawing. Questions:

• In your opinion, how similar is the new Royal Shakespeare Company Theatre to an Elizabethan theatre?

• Where would you like to watch the performance from if you were in the audience in an Elizabethan theatre? Why?

Starter 2 Ask students to draw a hierarchy triangle depicting the structure of Elizabethan society. It should include the following groups:

- The devil - The working class - The nobility - Criminals - God - Landowners

Sort the list into the right order and discuss the class’s choices with them. As a group, discuss where you think each group would sit in an Elizabethan theatre.

The correct order from the top of the triangle: God, the nobility, landowners, the working class, criminals, the devil. Differentiation Provide students with a pre-drawn triangle worksheet. Assessment Students can peer assess the labelling of the diagram. Questions:

• Why do you think Elizabethan society was structured this way?

• Where do you think Shakespeare belonged in the structure?

Main activity 1 Students watch History with Dan Snow: The theatre in Elizabethan England and make notes about what theatre was like in the Elizabethan era. Students then use the notes to write a descriptive piece of writing about an imagined visit to see a Shakespeare play performed during Elizabethan times.

Assessment Students could use the school’s mark scheme for writing to describe at KS3 or KS4 and peer assess one another’s work. Differentiation For weaker students, you could lead a thought shower to encourage them to think about the types of things they might have encountered

Published by Discovery Education. © 2016. All rights reserved.

Students then peer assess their texts and read out a few selected examples.

at the theatre. The students could also write a sentence for each of the five senses. Questions:

• How was going to the theatre in the Elizabethan era different from today?

• What role did the theatre play in Elizabethan society?

Main activity 2 Put students into groups of four. Ask them to research and then create their own timeline of Shakespeare’s life that includes key personal milestones and major events that took place during the Elizabethan era. Students explain their timelines to the class upon completion.

For homework, students could watch the videos suggested in this content collection to help improve their understanding before undertaking this activity. Assessment Ask one member of each group to go to another group and analyse their timeline. They should then feed back to the class. Differentiation Mix the groups so they contain students of various abilities. You may want to ask more able students to focus on events from the Elizabethan era. Questions:

• What were the key events in Shakespeare’s life?

• Do you know of any important events that took place while Elizabeth I was on the throne?

Plenary 1 Students engage in a class game of hangman using terms relevant to the lesson or to a video they watched earlier.

You could use the Hangman PowerPoint instead of drawing on the board. You could start the game off but then give students control by allowing the winner of each round to select the term to use in the next. Differentiation You may wish to pre-select words that students have used during the lesson to encourage students to think about them. You could prepare a short list to hand to students with correct spellings of key terms.

Published by Discovery Education. © 2016. All rights reserved.

Assessment This is an opportunity to informally assess a class’s understanding of key terms. Questions:

• What key words have we used during the lesson?

• What’s the most unusual word you have used in the lesson?

Plenary 2 Draw the learning! Students take it in turns to sketch a representative drawing of something that has been discussed in the lesson, for example the Globe theatre. The class guesses what it is and then hands on to the next student.

Assessment Let the class lead the plenary, and assess informally. Differentiation More able students should be encouraged to attempt more complex concepts.

Published by Discovery Education. © 2016. All rights reserved.

Label the Globe theatre – Worksheet

Published by Discovery Education. © 2016. All rights reserved.

Label the Globe theatre – Worksheet

Balcony Pit

Proscenium stage

Galleries