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Act 5

Act 5. Be able to interpret and analyse the ending of the play. Elizabethans pronounced ‘nothing’ as ‘noting’. Who notes (or observes) who in the play?. Much Ado about Noting. . Extension Question: How does the theme of ‘noting’ manifest itself in the very fabric of this play?. Act 5.

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Act 5

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  1. Act 5 Be able to interpret and analyse the ending of the play

  2. Elizabethans pronounced ‘nothing’ as ‘noting’.Who notes (or observes) who in the play? Much Ado about Noting... Extension Question: How does the theme of ‘noting’ manifest itself in the very fabric of this play?

  3. Act 5 • Read Act Five of the play. • Think back to the work we have been doing over the past few weeks, especially the work on gender and social order. • What do you think of the ending? • What message is Shakespeare leaving us with? • Is the ending what you would expect from a Shakespearian comedy?

  4. Tuesday 3rd DecemberProse and Verse • Objectives • Know how prose and verse are used in ‘Much Ado…’ • Be able to identify why Shakespeare uses varieties of language in his play.

  5. TO START: COPY THESE OUT & MATCH THE TYPE OF PROSE TO THE CORRECT EXAMPLE. 1. Don John in Act 1 Scene 3 revealing his inner malice and resentment. 2. Dogberry’s incoherence makes it impossible for Leonato to understand him in Act 3 Scene 5. A. Elegant politeness 3. Much of the prose Beatrice and Benedick speak throughout the play generates a sense of two very intelligent minds at work. B. Good natured wit and repartee 4. Leonato, Don Pedro and the Messenger in the opening scene. C. Rigid single-mindedness 5. Beatrice and Benedick ‘s witty exchanges throughout the play. D. Attack and counter attack E. Rambling incoherence 6. Don Pedro, Claudio and Benedick engaging in friendly banter during Act 1 Scene 1. F. Complex and intense dialogue

  6. Answers: A - 4 B - 6 C – 1 D – 5 E – 2 F – 3

  7. Verse & Prose • 3/4 of MAAN is written in the flexible prose style, which may be adapted & changed with each new character & situation. • Although it may seem simpler, Shakespeare’s prose writing is just as structured as his verse (as you can see from your starter, Shakespeare creates a variety of different effects through prose). VERSE – unrhymed iambic pentameter If mu- / -sic be / the food / of love, / play on ba-BUM /ba-BUM/ ba-BUM/ ba-BUM/ ba-BUM

  8. Prose Prose refers to ordinary speech with no regular pattern. Lines of text do not all have the same number of syllables nor is there any discernible pattern of stresses. If you are unsure if a passage is in prose or in blank verse, look for the following visual clue: a long passage in prose is typically printed in your text like an ordinary paragraph.

  9. Verse Is unrhymed iambic pentameter (unstressed / stressed x5) If mu- / -sic be / the food / of love, / play onba-BUM /ba-BUM/ ba-BUM/ ba-BUM/ ba-BUM

  10. Prose and Verse • http://www.youtube.com/watch?v=WAEgwKKYN7M • Watch Dr Laurence Publicoverlecture ‘How does Shakespeare persuade us that his characters are using real speech?‘ • He discusses the use of verse and prose in Shakespeare and explains how noting the difference between the two, adds to meaning. Make notes as you watch. It might be useful to organise your notes in a table: • Why Shakespeare uses prose Why Shakespeare uses verse

  11. Imagery • - Simile • - Metaphor • - Personification • - Classical allusions • Blank verse • - iambic pentameter • - end-stopping • - enjambment • - caesura • Couplets, quatrains and sonnets • (A3S1 lines 105-6) • Songs (A2S3 lines 53-68) • Antithesis • (A4S1 lines 28-37, 50-55, 96-101) • Repetition (A1S1 lines 166-8) • Lists (A3S2 lines 25-8) • Puns and other word play • (A2S1 line 223 and A1S1 lines 23-70) • Malapropisms (A3S3 lines 21-60) Look at Benedick ‘s account of his traumatic masked dance with Beatrice (A2S1 lines 181-97) and analyse his use of imagery. • Read the following examples of blank verse and identify the different effects created. • Claudio’s farewell to Hero (A4S1 lines 93-101 • Leonarto’s grief (A4S1 lines 129-36) • The Friar’s plan (A4S1 lines 203-36) Find the relevant examples and discuss why Shakespeare has employed this particular device here.

  12. Prose and Verse in Much Ado Read through the essay on Prose & Verse in Much Ado. Highlight the key quotes. Complete the grid, looking at examples of prose and verse, and the effect the language has on the audience. (Use the starter form last lesson if you need).

  13. Racist Language in Much Ado • Benedick, Margaret and Claudio refer unflatteringly to the Turks, Ethiops (i.e. Black-skinned people) and Jews (a grudgingly tolerated minority in Elizabethan England, often subjected to verbal abuse). • TASK: Read their words in context (A2S3 line 212, A3S4 line 42 and A5S4 line 38).What do you think about these remarks?

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