Shakespeare often uses a situation where the characters want to speak about themselves but deflect the talk on to someone else or onto 'a friend'- this means that they don't talk plainly, there are hints and implications that the audience is aware of but the characters on the stage are talking at cross purposes.
Discuss what the advantages are of this kind of conversation, what are the dangers and how Shakespeare uses it to further the plot or increase tension.
Thursday, 29 September 2011
Similarities and differences
identify two key speeches in the play that is being studied. Give students a chance to make an analysis of the two speeches.
Start the discussion by saying something that the two speeches have in common e.g. the use of similes.
The next person to speak (and it may be fairer to do this by the spillikin method where each person's name is on a stick which can then be drawn at random) must say in what way the speech is different e.g. The similes follow the same theme but the emotion expressed is different.
You can either nominate similarities, differences or leave it in the hands of the students.
Start the discussion by saying something that the two speeches have in common e.g. the use of similes.
The next person to speak (and it may be fairer to do this by the spillikin method where each person's name is on a stick which can then be drawn at random) must say in what way the speech is different e.g. The similes follow the same theme but the emotion expressed is different.
You can either nominate similarities, differences or leave it in the hands of the students.
Its in the words.
Many of Shakespeare's speeches don't rely on rhyme but on rhythm. Ask student to rehearse a specific speech and to video record or make an audio of it, Ask them to identify what they think is different about the words when they see them and hear them - there should be a greater sense of 'wholeness'.
Ask them to revisit the role of punctuation and to explain what use the punctuation has and also to discuss what other factors impact on the pace and intonation of their chosen video.
Now ask them to write it up as a constructive criticism as though a director is giving notes to an actor about to undertake the role.
Ask them to revisit the role of punctuation and to explain what use the punctuation has and also to discuss what other factors impact on the pace and intonation of their chosen video.
Now ask them to write it up as a constructive criticism as though a director is giving notes to an actor about to undertake the role.
Prioritisation
Create a set of strips of card with a key event or exchange on each card.
Ask students to prioritise the cards in order of importance for the outcome of the play and justify their responses.
Ask students to prioritise the cards in order of importance for the outcome of the play and justify their responses.
Monday, 26 September 2011
Recipe for a tragedy.
This is for younger students who are also looking at other audiences and purposes.
Study recipes - their format and the kind of language they use. This is a reading activity.
Now ask students to create a recipe for a tragedy. It should identify the ingredients and then the method should demonstrate an understanding of the way in which the plot develops.
The same can be done for other genre styles.
Study recipes - their format and the kind of language they use. This is a reading activity.
Now ask students to create a recipe for a tragedy. It should identify the ingredients and then the method should demonstrate an understanding of the way in which the plot develops.
The same can be done for other genre styles.
Essay writing
Model the process of writing an essay by having the group write an essay by sharing their ideas and then break the essay down into paragraphs and have students write the separate paragraphs in pairs. Then when they are joined up to form an essay ask the whole class to work on providing better links and editing.
Sunday, 25 September 2011
Psychology characteristics
Provide students with a picture of the character and a very large thought bubble. Add all the characters traits into the bubble so that you end up with an overview of the character.
This can be done alone or in groups. Ask them to draw arrows to join up conflicts and other links that are apparent inside the character's mind through what they say and what they do.
This can be done alone or in groups. Ask them to draw arrows to join up conflicts and other links that are apparent inside the character's mind through what they say and what they do.
Saturday, 24 September 2011
New Beginnings
This is creative. Ask students to choose a character- create a mind map showing what they know about that character. Now ask them to decide how they could help that character escape into a different story or their own story depending on whether it is a major or minor character they have chosen.
Ask students to work on their own and then in pairs to share ideas. Feedback and then let them loose with their imaginations.
Ask students to work on their own and then in pairs to share ideas. Feedback and then let them loose with their imaginations.
Friday, 23 September 2011
Fishbowl discussion.
Ask the class to discuss an important issue e.g. Macbeth's fatal flaw is ambition. Love does not conquer all. etc.
Half the class should sit in a circle to discuss the topic while the other half sit outside the circle, observe and take notes on what they hear. It may help to match the students in pairs.
Part way through the roles are switched.
The listening students have focus and hear more points of view rather than simply focusing on their own ideas.
Half the class should sit in a circle to discuss the topic while the other half sit outside the circle, observe and take notes on what they hear. It may help to match the students in pairs.
Part way through the roles are switched.
The listening students have focus and hear more points of view rather than simply focusing on their own ideas.
Draw it!
This activity is for younger students or those with a visual learning style.
Working in groups, ask students to draw a specific scene. They should draw but also incorporate as many appropriate quotes as possible. - e.g. a cloud bearing the quote- 'in thunder, lightening and in rain." In drawing and labeling the scene students should become more aware of the imagery and the language that Shakespeare uses to evoke a scene.
Working in groups, ask students to draw a specific scene. They should draw but also incorporate as many appropriate quotes as possible. - e.g. a cloud bearing the quote- 'in thunder, lightening and in rain." In drawing and labeling the scene students should become more aware of the imagery and the language that Shakespeare uses to evoke a scene.
Thursday, 22 September 2011
Annotation post-it challenge.
Annotating text is an important skill. Photocopy a scene or an important passage from the play that you want learners to study in detail. Ask students to use post-its to sign post important information (one colour); language features (another colour); things they're unclear or uncertain about (a third colour).
You should have a large copy of the text available at the front or on the interactive white board. Students should then place their post its in the correct place on the large text. Discuss where there are similarities, go through the things that learners are unclear about using question and answer technique.
You should have a large copy of the text available at the front or on the interactive white board. Students should then place their post its in the correct place on the large text. Discuss where there are similarities, go through the things that learners are unclear about using question and answer technique.
Friday, 16 September 2011
Macbeth- prophesy and prediction 2.
How far do the witches trick Macbeth with their prophecies?
Provide learners with a list of the prophecies. Ask them to find the quotes with the exact words.
Then ask them to decide what interpretation Macbeth gives to the prophecies and what the consequences of his beliefs are for him and for the people around him. Then ask them to identify how the prophecies are really fulfilled. What elements of supernatural are there in the way the prophecies come true?
This can all be completed on a matrix so that learners can see how the plot strands progress. ideally they should have a quote to accompany the way in which the prophecies come true and also the interpretation that Macbeth gives them and their consequences.
Once the matrix is complete they can discuss whether the witches trick Macbeth or whether he is self-deluded.
Provide learners with a list of the prophecies. Ask them to find the quotes with the exact words.
Then ask them to decide what interpretation Macbeth gives to the prophecies and what the consequences of his beliefs are for him and for the people around him. Then ask them to identify how the prophecies are really fulfilled. What elements of supernatural are there in the way the prophecies come true?
This can all be completed on a matrix so that learners can see how the plot strands progress. ideally they should have a quote to accompany the way in which the prophecies come true and also the interpretation that Macbeth gives them and their consequences.
Once the matrix is complete they can discuss whether the witches trick Macbeth or whether he is self-deluded.
Thursday, 15 September 2011
Macbeth- prophesy and prediction.
Ask learners to identify the prophecies and predictions in the play.
How far do the prophecies cause Macbeth to act as he does?
Create a PNI table. P stands for positives, N for negatives and I for implications.
Positive: Macbeth is not ambitious until he hears the prophecies on the way home from the battle.
Negative: He does not believe the witches until he is made Thane of Cawdor - a position that he has won on his own merits.
Implications: Macbeth chooses to believe the witches when one element of the prophecy comes true. This suggests that there is latent ambition in his personality.
How far do the prophecies cause Macbeth to act as he does?
Create a PNI table. P stands for positives, N for negatives and I for implications.
Positive: Macbeth is not ambitious until he hears the prophecies on the way home from the battle.
Negative: He does not believe the witches until he is made Thane of Cawdor - a position that he has won on his own merits.
Implications: Macbeth chooses to believe the witches when one element of the prophecy comes true. This suggests that there is latent ambition in his personality.
Monday, 12 September 2011
Quiz
Ask students to create a multiple choice quiz on some aspect of the play that they are studying.
These should then be shared with the rest of the class.
These should then be shared with the rest of the class.
Sunday, 11 September 2011
Macbeth
The role of women in Macbeth
1) Identify the female characters.
2) Identify their roles.
Draw a female shape. Ask students to fill in facts, quotes and opinions about the females in the play - in appropriate places e.g. out damn spot would be best on the hands; MacDuff's wife's comments should be near the heart.
What do they learn about the way Shakespeare portrays women?
1) Identify the female characters.
2) Identify their roles.
Draw a female shape. Ask students to fill in facts, quotes and opinions about the females in the play - in appropriate places e.g. out damn spot would be best on the hands; MacDuff's wife's comments should be near the heart.
What do they learn about the way Shakespeare portrays women?
Friday, 9 September 2011
Culpability
Who is most culpable for the events.
Write the different names on pieces of card.
Learners should rank these in order of importance and be prepared to justify their responses.
Write the different names on pieces of card.
Learners should rank these in order of importance and be prepared to justify their responses.
Macbeth 4
Ask students to write their views/opinions about the role of the witches in the play.
This could be done as a snow ball activity.
Then create a table.
Have a number of columns.
1) Witches contribute to the plot.
2) Witches create an atmosphere of evil.
3) Witches used to show that natural order has been destroyed and chaos reigns.
Fill in the students ideas in the row section of the column and decide which of the columns their ideas apply to.
Ask students to provide quotes to back up their ideas.
This could be done as a snow ball activity.
Then create a table.
Have a number of columns.
1) Witches contribute to the plot.
2) Witches create an atmosphere of evil.
3) Witches used to show that natural order has been destroyed and chaos reigns.
Fill in the students ideas in the row section of the column and decide which of the columns their ideas apply to.
Ask students to provide quotes to back up their ideas.
Thursday, 8 September 2011
Macbeth 3
This would work well for any play.
Explore the importance or influence of power of different people.
Prepare cards with different size circles.
Make a list of all the different people involved.
Ask learners to choose the best sized circle to represent each person or group of people on the list.
Then ask the learners to place the circles different distances from one another to show their different relationships and relative importance.
Explore the importance or influence of power of different people.
Prepare cards with different size circles.
Make a list of all the different people involved.
Ask learners to choose the best sized circle to represent each person or group of people on the list.
Then ask the learners to place the circles different distances from one another to show their different relationships and relative importance.
Wednesday, 7 September 2011
Macbeth 2
Card cluster:
Is Macbeth a tragic hero.
Learners write their responses and the reasons for their responses on individual cards- one per card. These individual cards can then be sorted into categories.
This is a good starter for a discursive essay.
Is Macbeth a tragic hero.
Learners write their responses and the reasons for their responses on individual cards- one per card. These individual cards can then be sorted into categories.
This is a good starter for a discursive essay.
macbeth 1
This activity requires you to have identified a problem: Why does Macbeth want to be king?
This question is the trunk of your tree.
The roots are the causes of the problem. Ask students to add on their own roots e.g. the witches prophecy, heroism in battle etc.
The branches are the solutions to Macbeth's problem -e.g. kill Duncan but there are lots of other factors too - think of Banquo and the role of Lady M.
Then there are the fruits. What are the fruits of Macbeth's desire to be king? This can be produced as a diagram on the board. Students can work together to produce their own trees.
This question is the trunk of your tree.
The roots are the causes of the problem. Ask students to add on their own roots e.g. the witches prophecy, heroism in battle etc.
The branches are the solutions to Macbeth's problem -e.g. kill Duncan but there are lots of other factors too - think of Banquo and the role of Lady M.
Then there are the fruits. What are the fruits of Macbeth's desire to be king? This can be produced as a diagram on the board. Students can work together to produce their own trees.
Monday, 5 September 2011
Romeo and Juliet 5, opposites
This could be a matching or sorting exercise or a worksheet based exercise. Draw a broken heart. Place one of each of the opposites in each half of the heart e.g. Montagues and Capulets, night and day, love and hate.
Alternatively provide students with half the completed heart and ask them to fill in the other half.
A follow me exercise- Create cards. Each card has a question and an answer to a different question. The first person asks their question and this is answered by the person who has the answer on his or her card. They then ask the question on their card etc until everyone has had their turn.
Alternatively provide students with half the completed heart and ask them to fill in the other half.
A follow me exercise- Create cards. Each card has a question and an answer to a different question. The first person asks their question and this is answered by the person who has the answer on his or her card. They then ask the question on their card etc until everyone has had their turn.
Friday, 2 September 2011
Romeo and Juliet 4, love and hate
Romeo and Juliet is a play about love because...
Go around the class room asking students to finish off the sentence. They should identify that there are different kinds of love demonstrated in the play. Encourage the more able students to use Shakespeare's language to exemplify why the play is about love.
Then ask students to complete a snowball exercise, a mind map or a list to show that it is a play about hate.
1. Weighing activity- use a set of scales to balance out what is about love and what is about hate. The scales should be the balancing variety. Ask students to decide the merits of each action and see whether the play is about love or hate and which is stronger.
2. Love is... based on the old cartoons. e.g. Love is climbing up onto a balcony.
3. Ask students to compose a verse for a Valentine's Day card using some of the imagery they encounter in the play.
4. It is said that love and hate are flip sides of the same coin. Create a coin with love on one side and hate on the other. Ask students to flip the coin and say what love or hate is in their own words.
Go around the class room asking students to finish off the sentence. They should identify that there are different kinds of love demonstrated in the play. Encourage the more able students to use Shakespeare's language to exemplify why the play is about love.
Then ask students to complete a snowball exercise, a mind map or a list to show that it is a play about hate.
1. Weighing activity- use a set of scales to balance out what is about love and what is about hate. The scales should be the balancing variety. Ask students to decide the merits of each action and see whether the play is about love or hate and which is stronger.
2. Love is... based on the old cartoons. e.g. Love is climbing up onto a balcony.
3. Ask students to compose a verse for a Valentine's Day card using some of the imagery they encounter in the play.
4. It is said that love and hate are flip sides of the same coin. Create a coin with love on one side and hate on the other. Ask students to flip the coin and say what love or hate is in their own words.
Romeo and Juliet 3, light and dark
"What light at yonder window breaks?"
Shakespeare uses the theme of light and dark throughout Romeo and Juliet.
Ask students to snow ball what they associate with light and what they associate with darkness in terms of experiences and emotions e.g. the sun is associated with warmth and summer - with life.
Depending on the age of the students ask them to find references and place in two separate columns. If the students are younger ask them to find the references and add on to a spider diagram in the form of a sun and a moon.
Who and what are associated with light?
Who and what are associated with darkness?
Why is this helpful for the audience?
Literature- How does Shakespeare use the theme of light and dark to extend our understanding of the play?
Creative Writing - Write a piece using light or dark images to describe a memory. Remind students that they should not write about anything that they don't wish to share with anyone else.
Shakespeare uses the theme of light and dark throughout Romeo and Juliet.
Ask students to snow ball what they associate with light and what they associate with darkness in terms of experiences and emotions e.g. the sun is associated with warmth and summer - with life.
Depending on the age of the students ask them to find references and place in two separate columns. If the students are younger ask them to find the references and add on to a spider diagram in the form of a sun and a moon.
Who and what are associated with light?
Who and what are associated with darkness?
Why is this helpful for the audience?
Literature- How does Shakespeare use the theme of light and dark to extend our understanding of the play?
Creative Writing - Write a piece using light or dark images to describe a memory. Remind students that they should not write about anything that they don't wish to share with anyone else.
Thursday, 1 September 2011
Romeo and Juliet 2
The role of the chorus.
A device used in ancient Greek plays- helps to set the set and directs audience about what to think.
Ask students to look at the opening scene and the speech made by the chorus.
What do they learn about the play and its characters?
What is the effect on the audience of giving them this information before they meet the main characters?
Why do you think Shakespeare uses a device found in classical plays?
A device used in ancient Greek plays- helps to set the set and directs audience about what to think.
Ask students to look at the opening scene and the speech made by the chorus.
What do they learn about the play and its characters?
What is the effect on the audience of giving them this information before they meet the main characters?
Why do you think Shakespeare uses a device found in classical plays?
Specific plays_ Romeo and Juliet
"A pair of star crossed lovers."
Ask students to explain what they think this quote means.
Do they believe in fate?
Queen Elizabeth I believed in astrology. John Dee drew up her astrological chart.
Where do we find astrology today? Ask students to shower this- magazines, radio, phone lines etc.
1. Literature- ask students to find other references to the stars. Draw a flow chart for the plot and fit these references to the stars and fate to the plot. How closely does Shakespeare link events to fate and how much does the plot have to do with chance and poor communication. This could be an academic essay.
2. creative writing- Ask students to write a brief summary of Juliet's star sign for a magazine. You may want to analyse content before setting students on with this task. Better students should incorporate quotes.
Ask students to explain what they think this quote means.
Do they believe in fate?
Queen Elizabeth I believed in astrology. John Dee drew up her astrological chart.
Where do we find astrology today? Ask students to shower this- magazines, radio, phone lines etc.
1. Literature- ask students to find other references to the stars. Draw a flow chart for the plot and fit these references to the stars and fate to the plot. How closely does Shakespeare link events to fate and how much does the plot have to do with chance and poor communication. This could be an academic essay.
2. creative writing- Ask students to write a brief summary of Juliet's star sign for a magazine. You may want to analyse content before setting students on with this task. Better students should incorporate quotes.
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