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