EVERY lesson has a reflection in the last 5 minutes. WHAT - SO WHAT - NOW WHAT?
Welcome to our Shakespearean corner, where the timeless words of the Bard come to life! William Shakespeare, the legendary playwright and poet of the Elizabethan era, needs no introduction. His works, encompassing masterpieces like "Romeo and Juliet," "Hamlet," and "Macbeth," continue to captivate audiences, transporting them through centuries and into the depths of human emotions.
Shakespeare's impact on literature, language, and culture is immeasurable. His legacy has left an indelible mark on the world, inspiring generations of writers, actors, and enthusiasts. To truly understand the genius of Shakespeare is to embark on a journey into a world of intrigue, passion, and artistry.
Shakespeare, Brief and Naughty
A Do Now - Match the term with its definition:
Playwright / A fourteen line poem
Tudor / A person who writes stories to be performed in a theatre
England / The time period Shakespeare lived, named due to the surname of the English Royal family at the time
Character / A country in Europe where Shakespeare was born
Sonnet / A person in a play who is played by an actor
Put two of these terms in a sentence:
__________________________________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________________________________
B Predict some important numbers in Shakespeare’s life:
I think Shakespeare wrote plays. (Pick a number between 30 & 60).
I think Shakespeare wrote sonnets/poems. (Pick a number between 100 – 200)
I think Shakespeare’s wife was years older than him.
I think Shakespeare was when he dropped out of school.
C Finish these sentences:
Shakespeare wrote _________ plays.
Shakespeare wrote _________ sonnets/poems.
Shakespeare’s wife was _________ years older than him.
Shakespeare was _________ when he dropped out of school.
The THREE types of Shakespeare’s plays are …
_______________________
_______________________
_______________________
The names of THREE of Shakespeare’s plays are …
___________________________________________________________________________
D Define these tricky words:
Envy: _________________________________________________________________
Perverse: _____________________________________________________________
Tragedy: ______________________________________________________________
E Word Association:
Word association is when you write down the first idea that comes into your head.
When you hear the word Shakespeare what are the first TEN words you think of?
Kae (FKA Kate) Tempest - My Shakespeare
He’s in every lover who ever stood alone beneath a window,
In every jealous whispered word,
in every ghost that will not rest.
He’s in every father with a favourite,
Every eye that stops to linger
On what someone else has got, and feels the tightening in their chest.
He’s in every young man growing boastful,
Every worn out elder, drunk all day;
muttering false prophecies and squandering their lot.
He’s there – in every mix-up that spirals far out of control – and never seems to end, even when its beginnings are forgot.
He’s in every girl who ever used her wits. Who ever did her best.
In every vain admirer,
Every passionate, ambitious social climber,
And in every misheard word that ever led to tempers fraying,
Every pawn that moves exactly as the player wants it to,
And still remains convinced that it’s not playing.
He’s in every star crossed lover, in every thought that ever set your teeth on edge, in every breathless hero, stepping closer to the ledge, his is the method in our madness, as pure as the driven snow – his is the hair standing on end, he saw that all that glittered was not gold. He knew we hadn’t slept a wink, and that our hearts were upon our sleeves, and that the beast with two backs had us all upon our knees as we fought fire with fire, he knew that too much of a good thing, can leave you up in arms, the pen is mightier than the sword, still his words seem to sing our names as they strike, and his is the milk of human kindness, warm enough to break the ice – his, the green eyed monster, in a pickle, still, discretion is the better part of valour, his letters with their arms around each other's shoulders, swagger towards the ends of their sentences, pleased with what they’ve done, his words are the setting for our stories – he has become a poet who poetics have embedded themselves deep within the fabric of our language, he’s in our mouths, his words have tangled round our own and given rise to expressions so effective in expressing how we feel, we cant imagine how we’d feel without them.
See – he’s less the tights and garters – more the sons demanding answers from the absence of their fathers.
The hot darkness of your last embrace.
He’s in the laughter of the night before, the tightened jaw of the morning after,
He’s in us. Part and parcel of our Royals and our rascals.
He’s more than something taught in classrooms, in language that’s hard to understand,
he’s more than a feeling of inadequacy when we sit for our exams,
He’s in every wise woman, every pitiful villain,
Every great king, every sore loser, every fake tear,
His legacy exists in the life that lives in everything he’s written,
And me, I see him everywhere, he’s my Shakespeare.
1. Circle (or pick out and write) three emotional responses from the list below that might best describe how Kate’s poem made you feel as you listened to it the first time (If you can think of better words to describe how you felt than those listed below, please write them in your work books/documents)
Excited
Captivated
Amazed
Bored
Nervous
Happy
Goosepimply
uninterested
envious
intrigued
Surprised
fascinated
annoyed
bitter
empty
inspiring
2. What do you think Kate means by the title of the poem and the last line of her poem, “My Shakespeare”?
3. Write a short paragraph (2-3 sentences) about what you think Kate’s poem is saying about the relevance of Shakespeare today.
4. How does Kate’s poem speak to the idea that language is powerful and/or beautiful? (2-3 sentences)
5. In what ways does Kate’s language give insight to her values, attitudes and beliefs about language, its power and its history?
Shakespeare suggests ...
Shakespeare provides opportunities
Shakespeare challenges ..
Shakespeare purpose if to .. .
Shakespeare highlights ..
Shakespeare use of[technique] ...
Shakespeare presents ..
Shakespeare explores .. .
Shakespeare has presented
Shakespeare uses his/her text to (convey, challenge. inform, educate, challenge, provoke, suggest, impart. communicate. develop. reveal. provide insight expose. deliberate, construct)
The composer uses his text to portray a view of ...
The composer has used ...
The play suggests ...
The play provides opportunities ...
The play challenges .. .
The play highlights ..
The play provokes .. .
The play indicates ..
The play educates .. .
The context (social, cultural. political, religious, gender, historical, intellectual, personal) is (suggested, exposed, highlighted) through the use of ...
The context has been highlighted through the development of ...
The composer has provided a contextual focus by ...
Contextually the play/Shakespeare suggests ...
The values of the play are conveyed through the use of ...
Shakespeare' values are revealed when ...
Shakespeare' values are revealed by ...
Values of ... are explored through the play ...
The audience is suggested through ...
The audience is suggested by ...
The use of [technique J highlights, suggests, infers, develops understanding, exposes, provokes, informs,
Techniques including ... have been used to (expose, highlight, provoke, suggest, initiate discussion, provide opportunities, inform, educate, develop an understanding of)
The theme of ... is developed through the issue of ...
The theme of ... is highlighted ...
The theme of ... is explicitly stated ...
The theme of ... is implicit rather than explicitly stated using ...
The theme of ... is exposed ...
The issue of ... (is exposed, highlighted, suggested, inferred, paralleled by, implied, intimated, headlined, given priority) through ...
A critical reading of the play suggests ...
A critical analysis of the play provides opportunities to ...
Close reading of the play provides insight into .. .
The responder/audience/ viewer/ understands .. .
The responder/audience/ viewer's/ impression is ..
The responder/audience/ viewer/ is persuaded to .. .
The impact on the responder/audience/ viewer/ reminds us that ...
The responder/audience/ viewer/ becomes convinced of