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To develop my understanding of the way that language has changed through time

Goal:. To develop my understanding of the way that language has changed through time. Starter: “All the world’s a stage and all the men and women merely players.” What technique has Shakespeare used to describe the world and what does it mean?. Write your own metaphor for the world.

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To develop my understanding of the way that language has changed through time

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  1. Goal: To develop my understanding of the way that language has changed through time Starter: “All the world’s a stage and all the men and women merely players.” What technique has Shakespeare used to describe the world and what does it mean?

  2. Write your own metaphor for the world • For example: • All the world’’s a tree and the men and women are merely the leaves and branches. • Now it’s your turn! • All the world’s a

  3. Reading • Read “Jacques” by Shakespeare from the play “As You Like It” • List the 7 ages of man https://www.youtube.com/watch?v=ziXqEX6AwKA All the world's a stage,And all the men and women merely players:They have their exits and their entrances;And one man in his time plays many parts,His acts being seven ages.

  4. ‘As you like it’ At first the infant,Mewling and puking in the nurse's arms.And then the whining school-boy, with his satchelAnd shining morning face, creeping like snailUnwillingly to school. And then the lover,Sighing like furnace, with a woeful balladMade to his mistress' eyebrow. Then a soldier,Full of strange oaths and bearded like the pard,Jealous in honour, sudden and quick in quarrel,Seeking the bubble reputationEven in the cannon's mouth. And then the justice,In fair round belly with good capon lined,With eyes severe and beard of formal cut,Full of wise saws and modern instances;And so he plays his part. The sixth age shiftsInto the lean and slipper'd pantaloon,With spectacles on nose and pouch on side,His youthful hose, well saved, a world too wideFor his shrunk shank; and his big manly voice,Turning again toward childish treble, pipesAnd whistles in his sound. Last scene of all,That ends this strange eventful history,Is second childishness and mere oblivion,Sans teeth, sans eyes, sans taste, sans everything.

  5. ‘As you like it’ At first the infant,Mewling and puking in the nurse's arms.And then the whining school-boy, with his satchelAnd shining morning face, creeping like snailUnwillingly to school. And then the lover,Sighing like furnace, with a woeful balladMade to his mistress' eyebrow. Then a soldier,Full of strange oaths and bearded like the pard,Jealous in honour, sudden and quick in quarrel,Seeking the bubble reputationEven in the cannon's mouth. And then the justice,In fair round belly with good capon lined,With eyes severe and beard of formal cut,Full of wise saws and modern instances;And so he plays his part. The sixth age shiftsInto the lean and slipper'd pantaloon,With spectacles on nose and pouch on side,His youthful hose, well saved, a world too wideFor his shrunk shank; and his big manly voice,Turning again toward childish treble, pipesAnd whistles in his sound. Last scene of all,That ends this strange eventful history,Is second childishness and mere oblivion,Sans teeth, sans eyes, sans taste, sans everything.

  6. Shakespeare’s 7 Ages of Man • Infant • School boy • Lover • Soldier • Justice • Old man (slipper'd pantaloon) • Senility / death (second childishness and mere oblivion)

  7. The seven ages of man TODAY • Are the seven ages of man still the same today? • Write down what you think are the modern seven ages of man and complete the following table.

  8. Modern Animation • https://www.youtube.com/watch?v=-LwAsT76S84

  9. Goal: To create a visual representation of the “Seven Ages of Man” for display purposes. Talk for one minute to your partner about: Shakespeare’s “Seven Ages of Man” Your modern “Seven Ages of Man”

  10. Story-board the seven ages of man

  11. Share your poster and explain your choices

  12. Boagey • Pronunciation and Insults

  13. This speech is said by Lord Capulet to his daughter Juliet. She has refused to obey her father’s wishes. He wants her to marry a gentleman called Paris who she does not love. Romeo and Juliet: Act 3 Scene 5 Hang thee, young baggage, disobedient wretch!I tell thee what: get thee to church a' Thursday,Or never after look me in the face.Speak not, reply not, do not answer me!My fingers itch. Wife, we scarce thought us blestThat God had lent us but this only child,But now I see this one is one too much,And that we have a curse in having her.Out on her, hilding! Try to say the speech as if his anger is: • quiet and still • loud and aggressive

  14. Goal: . To explore Shakespeare’s use of pronouns. To create your own language Starter: What is a pronoun?

  15. A pronoun is • A pronoun replaces a noun and makes a sentence less cumbersome and repetitive. • For example: • He, she, them, you, they.

  16. Log onto your computer. • Access VLE 7R/En • Resources • Pronouns (link) • Read the fact sheets. • Complete the test. • Play the game http://www.bbc.co.uk/skillswise/words/grammar/interestsentences/pronouns/quiz.shtml

  17. Thou, thine, thee • Don’t get too hung up over Shakespeare’s use of thee, thy, thine and thou. • Although these words were used in Shakespeare’s times these words have now been replaced with words: • Thou, thine – you, yours • Thee - you (to a friend)

  18. Here are some more words that you will come across. canst - can hath - has doth - does ist - is it durst - dare to wilt - will betwixt - between quoth- says twain- two yon, yonder- there, over there

  19. Read through list of words that you will come across. • Select four words from your list and write them into a modern sentence.

  20. Inventing words • Shakespeare invented words to suit his writing, the tone and context of his plays. • For example, he invented a mock Russian in ‘All’s Well that Ends Well’ Lord Dumaine: Throcamovousus, cargo, cargo, cargo Soldiers : Cargo, cargo, cargo, villianda par corbo, cargo

  21. He also made up nonsense words that seemed to make sense in context. • For example: • Skimble-skamble, hugger-mugger, hurly burly, kickiewickie, michingmallecho

  22. He made verbs out of adjectives • For example: • happies, bolds, gentle , pale • And making verbs out of adjectives: • ‘he childed as I fathered’

  23. He added prefixes • For example: • uncaught, unhair, undeaf, unfathered, unpeople, behowl, bespeak.

  24. Now create your own! • Invent FOUR nonsense words. • Now write these words into TWO sentences. • Invent FOUR new words by adding prefixes. • Now write these words into TWO sentences.

  25. Homework: • Write these sentences in 17th century English • Honestly, I think that your face has the look of a drawn out horse. • Go away! I have had enough of you two fighting. • Truly, I cannot drink this horrible orange juice.

  26. Shakespeare and Shakespeare’s Globe

  27. Horrible Histories • https://www.youtube.com/watch?v=Amp_Pf-vQMI

  28. http://www.bbc.co.uk/schools/primaryhistory/famouspeople/william_shakespeare/http://www.bbc.co.uk/schools/primaryhistory/famouspeople/william_shakespeare/

  29. To familiarise myself with the plot of Hamlet • Starter: “Something is rotten in the state of Denmark.” What language device is used? What are its connotations/ what do you think this famous quotation from Hamlet means?

  30. Hamlet plot • http://www.bbc.co.uk/schools/gcsebitesize/english_literature/dramahamlet/

  31. BBC Animation • https://www.youtube.com/watch?v=j-S0M1PkNcQ&list=PLE2E5D997E00E171C • Watch the following and complete a 5-6 point summary (bullet point the ‘big ideas’)

  32. Reading and performing the play

  33. http://www.slideshare.net/jvanengen/hamlet-lion-king-comparisonhttp://www.slideshare.net/jvanengen/hamlet-lion-king-comparison

  34. John Marsden’s Hamlet Goal: to become familiar with the traditional plot of Hamlet

  35. Starter: what do the following have in common?

  36. What do we know about…. HAMLET SHAKESPEARE

  37. Watch http://www.youtube.com/watch?v=J_AgDHC6jBE How does Marsden describe Hamlet? What genre is the novel? What does Marsden want from his readers?

  38. Hamlet: extraordinary character, passionate, intense, hard to understand, is he mad or simply pretending? Genre: tragedy, romance, ghost story, thriller,

  39. Reflection • What have you learnt about Hamlet today? • Rate your understanding of the plot (1VL -5VH)

  40. Goal to develop our understanding of characters • Starter: Do you believe in ghosts? Why/not

  41. What distinction does Hamlet make about belief in ghosts? What does this reveal of his character?

  42. “false spring” • What is a false spring? (think Tuesday) • What is significant about this?

  43. What do we learn about Claudius on page 10?

  44. Goal: to continue to develop our understanding of characters • Starter: The door “whinged and groaned” Is an example of: • Simile • Metaphor • Personification

  45. What senses are drawn on in the ghost scene?

  46. 21-22, 24 Hamlet’s Father Killed by brother dignified

  47. Aim: to continue developing our knowledge of characters • Starter: • What does red traditionally symbolise? • What does white traditionally symbolise?

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