Watch this short clip & consider:
- How does hearing Shakespeare "performed" aloud differ from merely reading it?
- Why might oral recitation allow for stronger comprehension?
Stratford Upon Avon
Queen Elizabeth I - Patroness of the Arts
Poetry Jump Start: "Decoding Shakespeare"
The easiest way to acclimate to anything is through small steps. With that in mind, let's stick our collective toes in the pool of Shakespearean poetry. You and your "expert" group will be assigned one of the poems by WS. Your task is as follows:
1. Read piece aloud, being sure to focus on the enjambment.
2. Discuss initial impressions and cite reasons.
3. Reread and annotate - look for imagery & literal meanings. What do you see?
4. Continue with discussion and annotation - now look for figures of speech, tone, allusions, etc.
What deeper meaning is at play here? What is the theme of this piece?
5. Be ready to share findings with your "home" group once time ends.
Who was Billy Shakes?
Shakespearean monument in Westminster Abbey
Please complete this short reading about the Bard and view the linked film; record bulleted Cornell Notes to bring to class (record due date as given)
Locate five intriguing facts about the Elizabethan era, the Globe Theatre, and/or Stratford-upon-Avon by using Britannica.
Record (as directed) and be prepared to share!
My Pre-Shakespeare Concerns...
After completing the Decoding Shakespeare poetry activity and pre-play background articles and videos, please respond to the two "bubble-in" questions. Finally, leave a comment in response to this question:
What are your pre-play concerns about reading Shakespeare?
Response should include first name, hour, and brief commentary; mine might look like this (melissa/4/i am wondering...)