Some students struggle with the concept of iambic pentameter.
It can be explained as making a di-dum, di-dum, di-dum, di-dum, di-dum sound.
Provide students with a couple of lines that fit exactly into iambic pentameter. Its important to remember that Shakespeare didn't stick to it all the time, espcially where he was using sound patterns to create different meanings.
Use the lines you have given students to model the warm up activity. You might say di-dum, di-dum, di for example and students must identify the syllable or word that you have stopped on.
Do this a couple more times. Then divide the group up into pairs. Give person A one set of lines and person B another set of lines. The pairs should complete the same activity that you have modelled and which they have completed as a group but testing one another.
In effect you are using this activity as a reminder of the way in which iambic pentameter works and checking student understanding. Briefly feed back with a discussion about what is easy and difficult about iambic pentameter. Also ask closed questions about the structure of imabic pentameter and its effect on the dialogue.
No comments:
Post a Comment