Transcript The World of WS JE

The World of
William
Unit Objectives
This unit will help you to:
• Distinguish facts from opinions and
theories
• Interpret illustrations
• Imagine what others are experiencing
• Become more aware of changes in
language over time
• Combine information from a range of
sources
Unit 11: Investigating Shakespeare’s World
Learning Outcome
By the end of the lesson I will be able to:
1. distinguish facts from opinions and theories
2. Improve my note-taking skills
Key words
fact, opinion, theory
Facts about William Shakespeare
born
Famous for
Have read
worked
married
other
Know him through
wrote
Investigating Shakespeare’s World.
Finding the Facts
What is fact? What is an opinion?
Why are fact and opinion different?
Why is it important that we know the difference
and use the right one in different situations?
Definitions
FACTS: Can be proven to be true.
OPINION : A point of view.
THEORY : A suggestion using evidence to
show their point of view could be correct.
Copy this into your yellow book
Turn to Page 115
What is an abbreviation?
When researching, it would take too much time to
write down everything you read. An effective way
of just gathering the bits you will need is to use
abbreviations.
An abbreviation is a shortened version of a word or
phrase, for
example, _____________________________.
Distinguishing facts from opinions
and theories.
Biographies do more than give facts. They also provide
opinions and theories about the person. This makes the
biography more interesting to read. The writer often helps
the readers to distinguish between the facts and opinions
and theories.
This extract opens with the sentence:
William Shakespeare is probably the most famous of all
writers.
This statement is based on point of view. It cannot be proved. It is
opinion. The word ‘probably’ alerts the reader to this.
In lines 23-31 the writer offers a theory about how Shakespeare might
have been caught stealing deer from Charlecote Park. This is neither
fact nor opinion. It is an attempt to explain why Shakespeare left Stratford
when he did. The words ‘It seems that’ (line 23), ‘it is said that’ (line 26), and
‘may well have’ (line 29) alert the reader to this.
Task:
Turn to p117
Complete Activity 2,
Your chart will need to look like this:
FACT
OPINION
THEORY
Biographical writing
The main purpose of a biography is to re-tell the events of a persons life. A
biography usually contains:
A lot of factual detail
Opinions and stories
about the person
A theory or two about
how / why they did the
things they did.
Shakespeare’s Life
Learning Outcome
To create a time line which is set out in
chronological order and that shows factual
details.
Key words
Time line
Chronological order
Facts
Starter – Your class is going to create a
‘living’ timeline of Shakespeare’s life!
With your partner look at the card that you have
been given. Each card shows a different event in
Shakespeare’s life.
How could you perform the information on your
card?
• Could you make a freeze frame - with no action?
• Would you prefer to include movement and
action?
• You may decide to include a line or two of
speech.
Position yourselves in date order…
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
1564 – Shakespeare born
1582 – Marries Anne Hathaway
1583 – Susannah born
1585 – Judith & Hamnet born
1587 – Begins acting in London
1590 – Begins writing his plays
1596 – Hamnet dies
1599 – The Globe Theatre is built
1601 – His father dies
1603 – He forms a new company ‘The King’s Men’
1607 – Susannah marries
1608 – His first grandchild is born
1612 – Shakespeare retires to Stratford
1615 – Judith marries
1616 – Shakespeare dies
Main Activity: Creating your time line
Examples:
•
Create a board game:
1. 1564
Shakes
peare
born
2.
3.
4. 1582
Plenary
• Make up a question that you could ask
your class mates about Shakespeare. Use
information from your time line or from the
spider diagram in your exercise books.
Shakespeare in Elizabethan
England
Shakespeare lived from
1564 till 1616. For
most of that time
Queen Elizabeth was
on the throne (she
died in 1603), and so
the that time period is
known as Elizabethan
England.
8Lc Fri 2/3/07
8TB Mon 5/3/07
lesson 3
8Lc Fri 2/3/07
8TB Mon 5/3/07
lesson 3
After she died
After Queen
Elizabeth
popped her
clogs, King
James I
came to the
throne.
King James was also King of
Scotland, and one of his interests
was language…another interest
was…
Witchcraft and magic
8Lc Fri 2/3/07
8TB Mon 5/3/07
lesson 3
In Elizabethan England EVERYONE
believed in witchcraft. That is, everyone
believed that witchcraft was real, that
witches cast spells to make a cow sick, or
to cause a woman to be ugly, or to make a
man’s hair fall out. They believed that most
witches were women, that they had
supernatural powers, and that they could
so things like see into the future, predict
the weather, or kill without being caught.
8Lc Fri 2/3/07
8TB Mon 5/3/07
lesson 3
Witchcraft for people like you and I
So what did it mean to be
accused of being a witch?
Some of you may have heard of
the dunking stool…where
those accused were sat on the
end of a very long stick and
dunked in the local river…if
they survived then they must
have used witchcraft to help
them so they were clearly
guilty…if they drowned they
were cleared of all
charges…but of course, they
were dead, so did it really
matter?
8Lc Fri 2/3/07
8TB Mon 5/3/07
lesson 3
Witchcraft, King James, and a play
called ‘The Tempest’.
FACT: King James was on the throne when
Shakespeare wrote The Tempest.
OPINION : We know The Tempest is a very good
play because people still go and see it be
performed 400 years after it was written.
THEORY : Shakespeare included lots of magic
and some witchcraft in ‘The Tempest’, because
he wanted to please King James and he knew
King James would enjoy seeing the magic of
Prospero and Ariel, and the witchcraft of
Sycorax in the play.
TASK…
Using the worksheet, complete the CLOZE
activities in your best handwriting onto lined
paper. These tasks will be the beginning of
your year 9 Shakespeare SAT’s project so it
is very important that your work is
presented well.
a) The Life of William Shakespeare, (Page 1)
b) Shakespeare Cultural background,
Witchcraft. (Page 2)
You can use a separate piece of lined paper for
each CLOZE activity.
Elizabethan Theatres
Learning Outcome
By the end of the lesson I will have
interpreted illustrations and be able to say
how they help me understand Elizabethan
theatre.
Key words
Elizabethan theatres
GETTING INFORMATION FROM PICTURES
Although not much is known about Shakespeare, a great deal is
known about the times in which he lived and the theatres where his
plays were performed. One picture provides a valuable source of information.
In 1596 a Dutchman, Johannes de Witt made a sketch of the Swan Theatre in
his diary and this was later copied by his friend Arend Van Buchell. It is the only eyewitness picture of the inside of an Elizabethan theatre.
7
Activity
1. On plain paper draw the picture of the
Elizabethan theatre on pg119
2. Complete Activity 3, pg 118 and label
your drawing. Use one colour for the
Latin labels and a different colour for
the English meanings.
3. Write on the back of your drawing the
true statements in activity 3.2.
Thurs 8/3/07
lesson 4
Task: Activity 4
Turn to p120
Using the A4 worksheet,
1) label each part of the theatre, neatly. Make
sure your writing stays level.
2) On the back of the worksheet, answer part 2
in full sentences.
Fri 5/3/07
lesson 5
Elizabethan Theatres
Lesson Outcomes
By the end of the lesson I will have an
understanding of the Elizabethan theatre
experience.
Thurs 8/3/07
lesson 4
Starter
1) On lined paper put your name on the left
and today’s date on the right.
2) Put the title
William Shakespeare: A biography
3) Put the sub-heading
Shakespeare’s Personal Life
4) Write a paragraph using the research you
have gathered for homework.
Homework
Remember that you are going to write an Introduction to Shakespeare.
You have already written details about various aspects of his life.
Your next task is to write:
1) a paragraph about Elizabethan theatre
2) a paragraph about one (or more) of Shakespeare’s plays.
The following websites are useful:
http://www.bardweb.net/words.html
http://www.pegasus51.org/awtew/language.htm
Also, there is information in the library. Aim to write at least 100 words for each
subheading. The following may help you:
Title of the play
Characters in the play
Themes in the play, for example, love, hate, war, power.
Plot
Type of play (comedy, tragedy, history for example)
Stage design
theatre location
theatre name
why male actors
cost of going to see the play
who went to see the play
the Elizabethan experience of going to the theatre
Fri 5/3/07
lesson 5
Cinema or theatre? which would
you choose?
Thurs 8/3/07
lesson 4
Have you been to the theatre or the
cinema? Think about the experience. Why
is the cinema different to the theatre?
Who hasn’t been to the theatre? Why not?
Not cool? No opportunity? Too expensive?
Not interested?
Comparing Shakespeare’s theatres with theatres today
Thurs 8/3/07
lesson 4
Shakespeare’s theatres Modern theatres have…
had…
1. No roof, so sometimes it rained in the theatre.
2. Daylight was the only lighting.
3. No special lighting effects so the audience had to
imagine, E.g. a storm.
4.No stage make-up to help the actors disguise
themselves.
5. Individual actors had their own costumes.
6. No scenery; the stage always looked the same.
7. Only a few props that actors could carry on stage
8. No female actresses; men played women’s parts
and boys played girls’ parts.
9.Most of audience (the groundlings) stood around
the stage, very near to the actors. This was the
cheapest way to see a play, costing one penny.
10. Audiences could be noisy if they didn’t like the
play, shouting, hissing, booing, and sometimes
throwing rotten vegetables,
Thurs 8/3/07
lesson 4
11. Some of the audience paid 2 pennies to sit
on benches in the galleries. Cushions cost one
extra penny.
12. During the intervals, audiences could buy
bread, fruit and beer inside the theatre.
13. A flag would be flown from the roof of the
theatre to show that a play was due that
afternoon.
14. A trumpet would be played to announce the
start of the play.
15. Audiences had to listen carefully to know
what the play was about and where the scene
happened.
Now match the modern information…
A. Powerful electric
lighting to light up
the stage.
B. Actors wear stage
make-up, sometimes
to disguise
themselves.
C. The lights dim to
show that the play is
starting.
D. Plays are advertised
on posters and in
newspapers.
E. In the intervals,
audiences leave the
auditorium to buy drinks
and ice-cream.
F. Theatres are shut
in without any light
getting in from the
outside.
G. Lighting is used to
create special effects
on the stage.
H. All the costumes are
designed by one artist.
I. Many props are used to
make the stage look as
real as possible.
J. Scenery is used to
create a picture on
stage.
K. Men or boys play
male parts and
women or girls play
female parts, except
in pantomimes.
L. All the audience sit on
comfortable seats in
rows facing the stage.
M. Audiences listen quietly
and don’t clap much if
they don’t like the play.
N. The cheapest
seats are high up at
the back of the Circle.
O. Audiences usually
buy a programme
which explains the
story and where each
scene takes place.
Reading with Empathy
Lesson Outcomes
By the end of the lesson I will have imagined
what it feels like to be someone else and
to see things from their point of view.
Key words
Empathy
groundling
Describe in detail a visit to the theatre
Complete Activity 5 using the
information on pages 121-122
You are a groundling
http://www.shakespearesglob
e.com/about-us/virtual-tour
what you do
what you see when you
look around you
Reasons for
being at the
theatre
The different kinds of
people around you
things you like
most about it
things you
like least
about it
You are a groundling in the World of William
Shakespeare
1. What is your name?
2. How do you earn a living?
3. Do you have friends? Family?
Describe in detail a visit to
the theatre
You can do this in one of the following ways:
1. Write a letter to a friend or relative
2. Write a diary entry
3. Write out an interview with a groundling
Reading with empathy, Activity 6 page 123
Interview with an Actor
• Interviewer: What do you enjoy about Shakespeare’s plays?
• Actor:
Well, I think the characters are interesting to play and…..
• Interviewer: What was it like going on stage for the first time?
• Actor:
Scary. The stage is very large and bare. I noticed that the
audience was….(lines33-39)
• Interviewer: How did it effect you having no lighting on the stage?
• Actor: Well, it meant that……(lines37-39)
• Interviewer: How did the audience behave when you were acting?
• Actor: (lines39-44)
• Interviewer: How did the rich people behave when they were watching?
• Actor: (lines45-47)
• Interview with a Groundling
• Why do you like going to the theatre?
• Where are Shakespeare’s plays set?
• What kind of scenery is there?
• What kind of people stand and watch the plays?
• Do you think it would be better if you could afford to pay more? Why?
• How do you and the other groundlings treat the actors?
Fri 16/3/07
Lesson 7
Lesson 7
Lesson Objectives
To examine Elizabethan language.
Lesson Outcomes
By the end of the lesson I will be able to
understand some Elizabethan words, and figure
out how to understand any I don’t know.
Fri 16/3/07
Lesson 7
The language of Shakespeare
Language changes all the time. Think of all the new words we have that
have developed alongside technology…computer, interface,
modem…and in our fast paced, throwaway society, cheeseburger,
coke, disposable nappies.
In pairs, make a list of 5 words you think Shakespeare would have to ask
what they meant, if he suddenly appeared from the past?
Unbelievable facts:
Some people spend all their time looking at Shakespeare's texts. From
these scholars we can learn that Shakespeare added at least 3000
words to our language, his vocabulary was HUGE….he knew at least
17,000 words, and over 7,000 of them he used only once!
Page 124
So let’s try getting our head’s round the language of
Shakespeare:
Fri 16/3/07
Lesson 7
Match these Elizabethan words to their definitions:
iant
An ungenteel man, a
bookseller
dimense
Stale urine used to
strengthen beer
zouch
Solitary, lonely
unked
A space measured out
Fri 16/3/07
Lesson 7
Matched them correctly?
iant
Stale urine used to
strengthen beer
dimense
A space measured out
zouch
An ungenteel man, a
bookseller
unked
Solitary, lonely
Fri 16/3/07
Lesson 7
Task
Heading: Understanding language from the past:
Activity 7
Copy these words in a list down your page: (Complete this on lined paper)
 Destroying
 A quick mind
 Deadly
 Die
 A form of entertainment
 Blocked up
 Worthy structure
 Abandoned
 Roof made from straw
 Burnt
 Grilled
 Trousers
Then, when you read the extract from Fire at the Globe p124, write the correct
Elizabethan word next to our modern version.
Homework Due in Tuesday 14th March
You are going to write an Introduction to Shakespeare.
Using the information gathered about Shakespeare so far, your
homework is to write a 200 word biography on William
Shakespeare. This will be the beginning of your Introduction.
Include information about some of the following information:
Birth
Marriage
Death
Parents
Children
Why he went to
London
Lived
Worked
Famous
Names of plays
His other job
Anything else of
interest
Extension Task
 Underline where you have used FACTS ? OPINIONS and
THEORIES.
Mon 19/3/07
Lesson 8