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					William Shakespeare
The Globe Theatre and William Shakespeare
    Shakespeare’s Globe Theatre




                                      www.nosweatshakespeare.com/shakespeare_globe




www.onlineshakespeare.com/globe.jpg
The Globe
Location, location, location
   Not in central London
     Why you ask? The theatre was outside the jurisdiction of a
       disapproving central London bureaucracy...
   That means it was in a “bad” part of the city across the Thames
    River called Southwark.
   It attracted everyone including Queen Elizabeth even though it was
    “illegal.”
   The Globe opened in 1599 with Julius Caesar.
   In 1644, the Puritans tore it down and burned the foundation. Plays
    were considered “evil.”
The Globe
   To watch the show, it cost anywhere from a penny to six pence
     One penny= yard (ale and beer)
     Two pennies=seat in high gallery
     Three pennies=better view in seat
     Six Pence= near or on the stage
   Lord Chamberlain's Men
     Actors…boys and men only. Boys played women parts because
      their voices haven’t changed.



• Tiered galleries around the open area
accommodated the wealthier patrons who could afford
seats, the lower classes aka 'groundlings' stood around
the platform stage during the performance of a play.
    Today’s Shakespeare’s Globe

                                                             www.db.dk/as/Globe_aud.jpg




http://londontheatredirect.com/large/ShakespearesGlobe.jpg
        The Globe
http://londontheatredirect.com/large/ShakespearesGlobe.jpg
Top 10
1- Hamlet
                      6- Merchant of Venice
2- Julius Caesar
                      7- The Tempest
3- Romeo and Juliet   8- Twelfth Night
                      9- A Midsummer Night’s Dream
4- Othello
                      10- King Lear
5- Macbeth
 Romeo and Juliet
Shakespeare took the idea of Romeo and Juliet from an
  Italian poem
The whole play is centered around young love.
     was so successful
   It
R and J was written in 1594
Takesplace in Verona, Italy, in 1302
Romeo is about 17 and Juliet is about 13
Romeo and Juliet
In  one of Shakespeare's most memorable scenes, Romeo
  steals into the garden and professes his love to Juliet, who
  stands above on her balcony. The two young lovers, with the
  aid of Friar Laurence, make plans to be married in secret.

With the famous balcony scene underway… the rest is
 history…
    William’s Timeline…
   1564.         Born at Stratford-upon-Avon, about 100 miles from
    London.

   1582.         Marriage to Anne Hathaway, 8 years his senior.

   1585-1592. "The Lost Years." No official records of Shakespeare
    exist, but several legends claim it was during this period that he
    was caught in a poaching incident. This incident evidently forced
    him to flee to London where his career took off.

   1592-1593. Theatres in London close due to the plague.
    Shakespeare appears to have written poetry and sonnets during this
    period

   1594           Lord Chamberlain’s Men is formed. Shakespeare is a
    company actor as well as its full-time playwright. It becomes
    London’s premier acting company.
…Timeline ConTinued
   1594-1599. A very productive period. Shakespeare wrote
    prolifically, prospered financially and made a real estate
    investment in his hometown of Stratford.

   1599.       Made a principal shareholder in the Globe
    playhouse, the prestigious public playhouse in London.

   1603.         Lord Chamberlain’s Men becomes the King’s Men,
    receiving royal patronage from England’s new King – James I
    (formerly James IV of Scotland)

   1607.         The King’s Men is granted permission to take over
    the indoor theatre, the Black friars. The tone of Shakespeare’s
    plays switches from the dark and somber mood of his tragedies
    to a lighter mood of magic and romance.

   1616           His death from an illness, the nature of which is
    uncertain.
William in a “nuT shell”
 Wrote  sonnets
 Wrote plays
 Was an actor himself performing at The
  Globe
 His plays weren’t always written right
  away
  They were always meant to be
   performed, not read.
  Only men were allowed to perform
       Young boys= women
If a adult knows an young person is heading
  for serious trouble he or she has an
  responsibility to tell their person’s
  parents.

Rules:
  An vs. A
  Comma for clause
  Pronoun…their vs. that
April 13, 2010
Objectives: 1.1, 2.1, 3.4, 4.3, 5.1, 5.2, 6.1, 6.2

MUG  shots
vocabulary
Anticipation Guide
Mini-lesson: Prologue
Defining terms
Some things are fated to happen, and we have no
control over them.
Why do you agree or disagree with this statement?
Family feuds only harm the families involved.
Who else could they harm as well? How about innocent
bystanders who happen to get in the way of violent
conflict?
Love at first sight is possible.
If you say yes, give me some examples of “instant loves”
that have lasted and stood the test of time. (Try and go
beyond peers and celebrities and maybe look at your
parents’ or grandparents’ generations that started with “love
at first sight” experiences.
Men should be ruled by their passions.
Do they think the way women think?
When it comes to matters of love, trust your feelings.
Do you trust your instincts? Do you trust your brain “says”
or your heart “says?” If you do, why? If you don’t, why?
MUG shots

Skool is coming to a end and my
student’s are starting to act like
they lived in a jungle.

Rules:
   Apostrophe
   Spelling
   A vs. An
 EOC: grammar
 Vocabulary exercise four
 Journal one for Romeo and Juliet
 Review: Prologue
 Read Act I
    Go over characters
    Summarizing as go along
 Do  Romeo’s feelings for Juliet seem to be
  different from his feelings for Rosaline?
  How?
 (at least four sentences)
 MUG   shots
 Journal
 Vocabulary: fill-in-the-blank
 Terms
   definitions
   Examples
 Newspaper article- partner work
 Read/Finish Act I
   Review summary
   movie
 Foil-character who has qualities that are in
  sharp contrast to another character
     Mercutio versus Romeo
 Diction-   the style of words or speech
     Almost poetic like speeches instead of
      “everyday” informal speaking
 Monologue- a long speech by one character,
 but all others can hear on stage
    Prince’s speech
    Nurse’s ramblings with Juliet’s age
 Hyperbole-    obvious exaggeration.
    Romeo’s love for Rosaline in Act I, Scene i
          conversation between two or more
 Dialogue-
 characters
    Sampson and Gregory in Act I, Scene i
MUG shots
I tryed to speak Spanish, my
 friend tryed to speak french.

Rules:
     Spelling, Run-on, capitalization
Journal
 Tellme about a relationship you have been in
  whether it was/is with a friend or significant
  other. Do you friends like them? Do you
  parents like them? Explain.
MUG shots
Jessica   plays soccer, sandria likes
 to sing



Rules:

      Run-on sentence
      End punctuation
       a character revealing his or her true
 Aside-
 thoughts or feelings in a brief remark that is
 unheard by other characters.
     Romeo- Act II, scene ii, line 37
 Soliloquy-a lengthy speech in which a
 character, usually alone on stage, expresses
 his or her thoughts or feelings. It is unheard
 by other characters.
     What purpose do they serve?
         Juliet- Act II, Scene v
         Friar Lawrence-
         Romeo-
     a play on words with similar sounds but
 Pun-
 more than one spelling and meaning
    “That shall she, marry” meaning she will marry
     and I swear…the nurse to Juliet
 Metaphor- comparison between things that
 are truly unalike.
    “But soft, what light through yonder window
     breaks? It is the east and Juliet is the sun.”
 Imagery-   pictures that appeal to the five
 senses
    Romeo- “With love’s light wings did I o’erperch
     these walls”
A literary letter:

I want you to take the role of the friar. The friar knows
   Romeo and Juliet should take this slowly. In a letter, I
   want you to adopt his persona and write a letter to Romeo
   or Juliet explaining to them why they should take this
   relationship slow and the effects it could have on their
   families and the city. Why should Juliet protect herself?
   Why should Romeo watch his back? Use the text as a guide
   with specific examples.
Remember, this is a quiz. You have 30-40 minutes. This
   needs to be written accordingly and well-constructed
   letter. Standard English and sentence fluency please…
To cite from the play:
   “She had/A heart- how shall I say? – too soon made glad,
   /Too easily impressed; she liked whate’er/She looked on,
   and her looks went everywhere” (II.iii.21-3).
April 27, 2009
Objectives: 1.1, 3.1, 3.4, 4.3, 5.1, 5.2, 6.1, 6.2
MUG   shots
Satire!!
Themes
Act I
   Look at Characters
   Go over terms
Journal
Mini-lesson:Meters
Look at Sonnet 29
Various Themes:
 Love vs. Lust
 Light imagery
 Darkness
 Nature/fate
 Hate
 Child vs. Adult Conflict
 Maturity
Write a description of Romeo based on what
you have learned about him so far. Use
specific quotes from the play to support your
writing.

(my suggestion…look through the text first
and make a list of everything that is said
about Romeo or what he says about himself)
“Little Song”
A fixed verse form of 14 lines that
 are typically five-foot iambics
 rhyming according to a scheme.
There are fourteen lines in a sonnet. The first
  twelve lines are divided into three quatrains
  with four lines each.
In the three quatrains the poet establishes a
  theme or problem and then resolves it in the
  final two lines, called the couplet.
The rhyme scheme of the quatrains is abab
  cdcd efef.
The couplet has the rhyme scheme gg.
Iamb
      : A metrical foot consisting of one short
 followed by one long syllable OR of one unstressed
 syllable followed by one stressed

      : An example of an iamb would be good BYE. A
 line of iambic pentameter flows like this:

baBOOM / baBOOM / baBOOM / baBOOM / baBOOM.
SONNET 29
When, in disgrace with fortune and men's eyes,
I all alone beweep my outcast state
And trouble deaf heaven with my bootless cries
And look upon myself and curse my fate,
Wishing me like to one more rich in hope,
Featured like him, like him with friends possess'd,
Desiring this man's art and that man's scope,
With what I most enjoy contented least;
Yet in these thoughts myself almost despising,
Haply I think on thee, and then my state,
Like to the lark at break of day arising
From sullen earth, sings hymns at heaven's gate;
For thy sweet love remember'd such wealth brings
That then I scorn to change my state with kings.
Here are some examples from the sonnets:

When I / do COUNT / the CLOCK / that TELLS /
  the TIME (Sonnet 12)
When IN / dis GRACE / with FOR / tune AND /
  men’s EYES
  I ALL / a LONE / be WEEP / my OUT/ cast STATE
  (Sonnet 29)
Shall I / com PARE/ thee TO / a SUM / mer’s DAY?
  Thou ART / more LOVE / ly AND / more TEM /
  per ATE (Sonnet 18)
   BELL RINGER!! REWRITE THE SENTENCES
      AND THEN EDIT THEM CORRECTLY.

If your willing, we can leave early in the morning.


A row of trees was planted in front of the house.


At the picnic the young children behaved very good.


Don't get to close to the fire!
1.EOC sentences
2.Journal
3.Mini-lesson:
  sonnet…English/Shakespearean
4.Finish Act I
Journal
How will Romeo and Juliet respond
to their love and its problem that it
will present? How will their families
react?
(at least 6 sentences)
 May 12, 2008
 Objectives: 1.1, 2.1, 4.3, 5.1, 5.2
Journal
Vocabulary set 23
Perform parody (1st period)
Go over character sheet
Act II scenes 3-5
HW: Vocabulary test on Friday,
EOC/MUG shots test on Wednesday
      Vocabulary 23
1.    Anticipation- realization in advance of an event
2.    Fluctuate- to change or vary irregularly
3.    Headlong- reckless
4.    Imminent- likely to happen immediately
5.    Laboratory- a place where investigations or
      experiments are carried out
6.    Lever- a bar or handle used to work a machine
7.    Merge- to blend together
8.    Scaffolding- a raised platform or system of
      platforms
9.    Thud- a dull sound from a heavy blow or fall
10.   Velocity- the rate of motion of a moving object;
      speed
  March 31, 2009
  Objectives:1.1, 2.1, 5.1, 5.2, 6.1. 6.2
 MUG   shots
 Pass out work
 (2) vocabulary quiz
 Journal- free write
 (2) Finish Act II
 (3) Watch Acts I-II



HW: Vocabulary Quiz Friday, renew books if
 needed!!, progress reports signed by
 Friday
Journal
Free  write
(at least 10 sentences)
 TheAnasazi left more (than, then) one artifact
 behind at Mesa Verde.

      A. Poe often (sit, set) his stories in eerie
 Edgar
 houses, catacombs, or dungeons.

       baby brother has to (sit, set) in a
 Deric's
 highchair.

 Thetiny, determined ant collected more food
 (than, then) the grasshopper.
Journal
 How  is Juliet changing?
(at least 4 sentences)
 Yes, we would like to (sit, set) at the table
  by the window.

I  had to (sit, set) in the rear of the
  auditorium because there were no seats in
  front.

 Christopher  Columbus and his men (sit, set)
  sail from Lisbon, Portugal.

 If you want to catch a rabbit, (sit, set) very
  still and make a noise like a carrot!
 How would it feel to be buried alive? What
 fears would you have? What thoughts would
 occur?
 Christopher   knows how to build a campfire,
  (sit, set) up a tent, and make pancakes.

 Ifthere'll be more sales after Christmas, I'll go
  shopping (than, then).

 The applicants had to (sit, set) and fill out
  forms for the job opening.

 To Kill a Mockingbird was (sit, set) in the small
  Southern town of Maycomb, Alabama.

 Turn   off the light and (than, then) go to bed.
   Describe a time when you experienced
    miscommunication, reported inaccurate
    information, or received information that was
    not true/accurate. What were the effects of the
    miscommunication? How did you correct the
    situation? Could it have been prevented?
They’re, their, there

   Because Tamara and Casey are always smooching in their car,
    __________ friends expect them to arrive at least fifteen minutes
    late to dinners and movies.

   2. "Don't touch those cookies!" warned Mrs. Patterson. "__________
    made with termites and honey for Freddie, my pet anteater."

   3. Mom was furious when she arrived home from work. __________
    were muddy paw prints on the new white sofa, a huge grape juice
    stain on the carpeting, and a message from the high school wanting
    to know why my little brother George wasn't in class.

   4. The Mitchells cut __________ grass so infrequently that early in
    the morning, you can find wild rabbits feasting on the long green
    shoots.
Journal
You  work for the Verona Times.
 Write an obituary for Juliet,
 Romeo, Mercutio, or Tybalt.
 Include all relevant facts and word
 it in such a way that it will not
 disturb the newly created truce
 between the families.
MUG shots
The southern part is home to
 about 650,000 Greeks the
 northern part is home too about
 90,000 turkish.

Rules:
 Run-on sentence
 Capitalization
 Too vs. to vs. two
MUG shots
I was told that it was good for me, but
 I wasnt convinced Prelutsky said.

Rules:

     Apostrophe
     Quotations
     comma
May 4, 2009
Objectives: 1.1, 2.1, 5.1, 5.2, 6.1, 6.2
 MUG   shots
 Journal
 Going over Act II
 Watching Acts I and II
 Mini-lesson: soliloquies, monologues, asides
HW: Vocabulary 1 and 2, Quiz on Friday,
  literary responses due next Thursday/Friday
MUG shots
      is national poetry month. Its a
 April
 time when kids’ can enjoy the fun of
 verse.

Rules:
 Capitalization
 Its vs. it’s
 Apostrophe
April 2, 2009
Objectives: 1.1, 2.1, 5.1, 5.2, 6.1, 6.2
 Mug  shots
 Vocabulary exercises
 Journal
 Tyler’s group project (2)
 Watch Acts I-II (2)
MUG shots
          poet Jack Prelutsky
 Children’s
 remember how one of his teachers
 made him feel that poetry was like
 liver

Rules:
  End punctuation
  Subject-Verb Agreement
April 3, 2009
Objectives: 1.1, 2.1, 5.1, 5.2, 6.1, 6.2
 MUG  shots
 Journal
 Vocabulary Quiz
 Mini-lesson: Act III
 Read Act III
May 5, 2009
Objectives: 1.1, 2.1, 5.1, 5.2, 6.1, 6.2
 Check  vocabulary
 Finish Acts I and II (movie)
 MUG shots
 Journal
 Mini-lesson: parody
Parody
A parody uses humor to mock the
 characteristics of a piece of writing. Write a
 parody of the famous balcony scene in
 Romeo and Juliet. The following chart will
 help you decide what elements of the scene
 you could make light of.
Original Element
                       How can I make light of this element?


Setting



Characters



Dialogue



Outcome of the scene
MUG shots
      later he written some lines of
 Years
 poetry to go with drawings he maid of
 imaginary animals.

Rules:

  Spelling
  Comma
  Subject-Verb Agreement
April 7, 2009
Objectives: 1.1, 2.1, 5.1, 5.2, 6.1, 6.2
 MUG  shots
 Journal
 Mini-lesson:
 Read Act V
MUG Shots
 Thoselines of poetry become the first of his
 entertaining poems four children.



Rules:


    Become vs. became
    Four vs. for
April 9, 2009
Objectives: 1.1, 2.1, 3.4, 4.3, 5.1, 5.2, 6.1, 6.2

Romeo and Juliet Test!!

Good Luck!! (get a pencil and
 paper ready. Clear your
 desks.)

Turn in journals!!
Dramatic Irony
 ironythat is inherent in speeches or a
 situation of a drama and is understood by the
 audience but not grasped by the characters
 in the play.
Comic Relief
 anamusing scene, incident, or speech
 introduced into serious or tragic elements, as
 in a play, in order to provide temporary relief
 from tension, or to intensify the dramatic
 action.
Pun
 thehumorous use of a word or phrase so as
 to emphasize or suggest its different
 meanings or applications, or the use of words
 that are alike or nearly alike in sound but
 different in meaning; a play on words.
Act V
 Get out a sheet of paper. We have three
  terms to discuss: motive, tragedy, and tragic
  hero.
 We also have three questions to write and
  answer.
Tragedy
 Centralcharacter of noble structure meets
 disaster or great misfortune.
    Fate
    Serious character flaw
    Some combination of both
Tragic Hero
a man of noble stature. He is not an ordinary
 man, but a man with outstanding quality and
 greatness about him. His own destruction is
 for a greater cause or principle.
    He is doomed from the start, he bears no
     responsibility for possessing his flaw, but bears
     responsibility for his actions.
    He has discovered fate by his own actions, and
     not by things happening to him
Motive
 Important   element of a tragic hero’s
  character.
 The reason for their thoughts.
 In Shakespeare tragedies, hero’s motives are
  good, but misguided.
    Questions:
   Recall: In Act V, Scene i, what causes Romeo to
    exclaim, “Then I defy you, stars”? Connect: In
    what way are Romeo’s words consistent with what
    you know of his character?
   Recall: Identify at least three events that cause the
    Friar’s scheme to fail. Analyze: Why is it not
    surprising that the scheme fails?
   Recall: How does the relationship between the
    feuding families change at the end of the play?
    Draw Conclusions: Were Romeo and Juliet’s deaths
    necessary for this change to occur? Explain. Make
    Better Judgment: Is the end of long-term violence
    between their families a fair exchange for the
    deaths of Romeo and Juliet? Explain.
EOC  review
Journal
Mini-lesson: Act V
Act IV/Act V
Chart IV/V
Character Review
HW: Test next Wednesday, Characters/Terms
Quiz on Friday
Tell me about a relationship with a parent,
  grandparent, boyfriend, girlfriend, pet, etc.
  How was the love? How was the situation?
  End badly? Still together? Could you change
  anything about the past or the relationship
  to make it “better” or work out?
(at least 8 sentences)
 EOC  review
 Act I quiz
 Character/Terms sheet
 Newspaper articles (for literary responses)
 Act II outline (fill out as read)
 Act II


 HW: Quiz Acts II-III, literary responses
Stealing Love Letters

Choose one of the sonnets discussed in class and
  transform it into a love letter. The letter should
  be written in prose and may be addressed to a
  boyfriend, girlfriend, parent, relative, or pet.
  The new version should include as many images
  and themes from the original sonnet as possible;
  however, you may change the wording and
  situation to fit contemporary circumstances.

At the end of the love letter, explain which sonnet
  you paraphrased and how you mimicked the
  content of the sonnet in your love letter.
 EOC  review
 Mini-lesson: soliloquy vs. monologue
 Act II-Act III
 Continue working on Act II outline,
  character/terms sheet
 Act III-V charts
 Mini-lesson:   Sonnet
 Journal
 Act II-Act III
 Continue working on Act II outline,
  character/terms sheet
 Act III-V charts
 Mini-lesson: Ode vs. Ballad vs. lyric
 Journal (activity)
 Act III
Blank Verse: not exactly in stanza form, but rather a
series of lines of unrhymed iambic pentameter.
In blank verse, verses are employed to indicate natural
breaks in the flow of the poem.

Of course, how a person scans a single line or an entire
poem depends on the reader's natural rhythms and
inclinations, and, while there may be better ways to
scan a poem, there is not always a single correct scan.
 Response  or reaction to the article
   (4 sentences)
 Anyone you know to ever do this because
  parents/school/society do not approve?
  Could this happen to anyone in this school,
  town, country, decade? (3 sentences)
 What would you do if your parents didn’t
  approve of your boyfriend/girlfriend?
  (3 sentences)

				
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