Lesson Plan Title: Language is Power Subject: William Shakespeare Author: Chantel Lovett Worksheet Authors: Jessica Mularski and Chantel Lovett Grade Level: Middle School - High School Time Duration: 58 minutes Standard 1: Students read a wide range of print and non-print texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works. Standard 2: Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics). Standard 4: Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes. Standard 5: Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes. Standard 12: Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information). Overview: One of the common complaints of students reading the works of William Shakespeare is the difficulty they find in the language. The following lesson gives students an opportunity to go through a series of exercises where they have opportunities to interact with Elizabethan language. Once a student gains confidence in interpreting language used, he or she will be able to look past the difference in language and be free to analyze and critically dive into the text and the stories being told. Objective: Students will be able to:
-use a variety of Elizabethan words with modern language sentences. -associate words from old and words of new. -understand that many of the words used today have evolved from words used in Shakespeare’s time. Materials: Internet Access
William Shakespeare Say What? PowerPoint
Shakespearean language word squares (laminate for multiple uses) Smartboard (if accessible) Projector Activities and Procedures: 1.) As an introduction lesson to Elizabethan language students should, if possible, watch the William Shakespeare Say What? PowerPoint presentation. While watching the video, teachers should probe students to realize that many of the words we use today were created by William Shakespeare. 2.) Teacher should read the Elizabethan word and translation as it appears on the screen and a student can read the word used in a sentence as it appears, 3.) While students watch the presentation, they should notice that there is a combination of two different types of language being displayed. However they should also see the ease at which they are used together. Students may inevitably laugh at some points in the slide. Encourage students to discuss what it is that they find funny (the sentence, the combination of words etc..) Students may also point out that although the sentence looks and sounds different, the meaning and integrity of the sentence remains intact. 4.) Following the PowerPoint, students will be given either a few word cards or translation cards. Have students play a game where they don’t speak, but they have to find the classmate that has the card that matches theirs. For example if student A has art they must go around and find the student who has in their hand the word are. 5.) After playing the game, students will be given an opportunity to practice making their own sentences using the “Translation Practice” worksheet. In this activity, students will take what they understand the given word to mean in Elizabethan language and create a modern day sentence using that word. Extra Activities: For a fun and interactive activity using language and definition view the following YouTube video: http://www.youtube.com/watch?v=mooRZLFadYQ For homework ask students to research commonly used words in sonnets or plays of William Shakespeare and have them choose 10 or more words, use them in a sentence, and introduce them to the class the next day.
Name: _________________________________
Translation Practice
Use each Elizabethan word correctly in a modern day sentence. Underline the word used. Thither- There Hither- Here Whence- From where Wherefore- why Hence- There Hath/Hast- have Canst- can Wilt- will Shalt- shall Mayst- may Stay-wait Wouldst- would Doth/dost- does Hie- go quickly, hurry Soft- Quiet! Beseech- beg Thee- you (object) Thou- you (subject) Ere- before Ne’er- never Hark- listen
The ice cream man is over thither.
Thou
You (informal/ subject)
Hath/Hast
Have
Thine
Your (before words that start with vowels)
Canst
Can
Thou
You (informal/ subject)
Wilt
Will
Thee
You (informal/put in the predicate)
Stay
Wait
Thy
Your (before words that start with consonants)
Wherefore
Why
Thither
There
Hence
There
Hither
Here
Whence
From where
Shalt
Shall
Hie
Go quickly, Hurry
Mayst
May
Soft
Quiet!
Wouldst
Would
Beshrew
Curse
Doth/dost
Does
Go to
Come now
Beseech
Beg
Ne’er
Never
Tis
It is
O’er
Over
‘twere
It were
Ere
Before
Ta’en
Taken
Withal
With
Oft
Often
Betwixt
Between
Knave
Tricky dishonest fellow
Sirrah
Sir (inferior) (name)
Bard
Poet
Wench
Working class girl
Lacking skill or knowledge
Aye
Yes
Bootless
Useless
Nay
No
Fain
Gladly
Forsooth
Indeed, truly
Good Morrow
Good morning
Anon
Later, in a moment
Hark
Listen
Zounds
Exclamation
Artless
Alas!
Ho
Exclamation
Honest
Honorable
Saucy
Sassy
By your leave
Excuse me
Wonted
Ordinary
Prithee
Please
Gentle
Soft, tender kind
Fie
Ugh! (A curse)
Marry
An exclamation of shock
Alack