An outline for an essay on #Shakespeare’s As You Like It, including an explanation of All The World’s A Stage

Shakespeare then and now. What can we learn from Shakespeare today? (Refer in depth to a Shakespeare play you have studied)
Learning objectives: to develop your essay writing skills, to develop your ability to research, to develop your ‘resilience’: improve your concentration and independent learning skills.

THIS IS YOUR ROUGH DRAFT DOCUMENT. You will paste your boxes together in a NEW DOCUMENT to produce your FINAL essay. You need to write in sentences here, but you can add notes too, using Microsoft Review etc…
Use: https://asyoulikeitreloaded.wordpress.com/ and Google to do research.
You will be ASKED off the computers if you don’t concentrate…
Save this document to your documents in an English folder, calling it As You Like It essay
Upload your essay to the VLE in Hand-in, As You Like It essays.
EXPECTATIONS:
You must do at least THREE boxes in the lesson. And three more for homework…

Introduction
Why study Shakespeare? What does he have to say to us today? Discuss IN DEPTH your own experiences of Shakespeare in school and on film. What have you enjoyed and why? Do some research for this, look online for ideas, using the links on the website. Remind yourself of things you’ve already done.
Now write your answer in this box:

Paragraphs 2
Discuss in DETAIL how you adapted your Shakespeare play for the stage. Explain IN DETAIL how and WHY you changed the NARRATIVE(story/plot) of Shakespeare’s play for your play. Do some research for this, look online for ideas, using the links on the website. Discuss in DETAIL how you updated and modernised the characters. Discuss what they are like in the ORIGINAL play and how you changed them for your play. What were the similarities and differences? Discuss in DETAIL how you updated the settings of Shakespeare’s play. Explain what the ORIGINAL settings were in Shakespeare’s play…FIND QUOTATIONS from Shakespeare’s original play and ANALYSE the quotation, explaining how and why you changed the setting. Do some research for this, look online for ideas, using the links on the website.
Discuss how you updated the THEMES of Shakespeare’s play such as the theme of LOVE, BATTLE of the SEXES, or GENDER DIFFERENCES/SWAPPING. Do some research for this, look online for ideas, using the links on the website.

Paragraph 3
Discuss in DETAIL how and why you changed the language of Shakespeare’s play. FIND TWO or THREE key quotations and explain WHY they are important quotes in the play, explain how you MIGHT have adapted them for your play to IMPROVE it still further, or explain how you took some dialogue and improved it if you did this… Do some research for this, look online for ideas, using the links on the website.

This is an explanation of Duke Senior’s speech about living in the forest:

http://www.showme.com/sh/?h=viL1ZIG

1. Now, my co-mates and brothers in exile,
Hath not old custom made this life more sweet
Than that of painted pomp? Are not these woods
More free from peril than the envious court?
Here feel we not the penalty of Adam,
The seasons’ difference, as the icy fang
And churlish chiding of the winter’s wind,
Which when it bites and blows upon my body
Even till I shrink with cold, I smile, and say
’This is no flattery. These are counsellors
That feelingly persuade me what I am.’
Sweet are the uses of adversity
Which, like the toad, ugly and venomous,
Wears yet a precious jewel in his head;
And this our life, exempt from public haunt,
Finds tongues in trees, books in the running brooks,
Sermons in stones, and good in everything.
(II.i.1–17)

Log onto this video explanation of Jacques discussing about a fool he meets:
http://www.showme.com/sh/?h=M559y8u

2. As I do live by food, I met a fool,
Who laid him down and basked him in the sun,
And railed on Lady Fortune in good terms,
In good set terms, and yet a motley fool.
’Good morrow, fool,’ quoth I. ‘No, sir,’ quoth he,
’Call me not fool till heaven hath sent me fortune.’
And then he drew a dial from his poke,
And looking on it with lack-lustre eye
Says very wisely ‘It is ten o’clock.’
’Thus we may see’, quoth he, ‘how the world wags.
’Tis but an hour ago since it was nine,
And after one hour more ‘twill be eleven.
And so from hour to hour we ripe and ripe,
And then from hour to hour we rot and rot;
And thereby hangs a tale.’
(II.vii.14–28)

This is an explanation of Jacques’ All The World’s A Stage speech: http://www.showme.com/sh/?h=wKiTJBo

All the world’s a stage (from As You Like It 2/7)
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. At first the infant,
Mewling and puking in the nurse’s arms.
And then the whining school-boy, with his satchel
And shining morning face, creeping like snail
Unwillingly to school. And then the lover,
Sighing like furnace, with a woeful ballad
Made 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 reputation
Even 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 shifts
Into the lean and slipper’d pantaloon,
With spectacles on nose and pouch on side,
His youthful hose, well saved, a world too wide
For his shrunk shank; and his big manly voice,
Turning again toward childish treble, pipes
And 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.

Paragraphs 4 and 5
Discuss your evaluations of the other plays you saw, and your thoughts on the As You Like It film, providing DETAILED evidence of your points.

Paragraph 6
Shakespeare wrote his plays over 500 years ago, between 1590-1612, for an audience who had NO experience of modern life as we know it. There were no cars, no videos, no computers, no newspapers. Printing books had just started. His plays were shown in the daylight, in the afternoon in London. Although he wrote in a time when 95% of the population were illiterate (couldn’t read and write), his plays were aimed at a very well educated ELITE, very rich people: merchants, courtiers, royal people. People were obsessed by WORD PLAY, puns, rhymes, alliteration, onomatopoeia. They brought up to find real pleasure in WORD PLAY. The closest we get to this now is possibly RAP, which plays with words, using rhythm and rhyme, puns and alliteration to create its effects.

Write in this box how his theatre would have been different from what you have produced.

Paragraphs 7 and 8
You think of something! Think of things you have learned from Shakespeare.

Conclusion
Write a conclusion, discussing the things we can learn from studying Shakespeare, summing up the key thoughts of your essay. How is Shakespearean theatre and film different NOW from how it was in his day? What are the key things you learnt from this project?

Advertisements
Posted in Essay | Tagged , , | Leave a comment

Analysing the language in #Shakespeare’s As You Like It

Listen and watch this video and learn about how you can analyse and write about Shakespeare’s language:

Watch video of analysis of Act 2, Scene 1, Duke Senior’s speech on Show Me.

Watch video analysis of Jacques speech about a funny fool he meets.

Posted in Act 2, Scene 1, Shakespeare's language | Tagged , , , | Leave a comment

#Shakespeare then and now. What can we learn from #Shakespeare today? An essay plan and instructions

Shakespeare then and now. What can we learn from Shakespeare today? (Refer in depth to a Shakespeare play you have studied)

Learning objectives: to develop your essay writing skills, to develop your ability to research, to develop your ‘resilience’: improve your concentration and independent learning skills.

THIS IS YOUR ROUGH DRAFT DOCUMENT. You will paste your boxes together in a NEW DOCUMENT to produce your FINAL essay. You need to write in sentences here, but you can add notes too, using Microsoft Review etc…

Use: https://asyoulikeitreloaded.wordpress.com/ and Google to do research.

You will be ASKED off the computers if you don’t concentrate…

 

Save this document to your documents in an English folder, calling it As You Like It essay

 

Upload your essay to the VLE in Hand-in, As You Like It essays.

 

EXPECTATIONS:

You must do at least THREE boxes in the lesson. And three more for homework…

 

Introduction

Why study Shakespeare? What does he have to say to us today? Shakespeare wrote his plays over 500 years ago, between 1590-1612, for an audience who had NO experience of modern life as we know it. There were no cars, no videos, no computers, no newspapers. Printing books had just started. His plays were shown in the daylight, in the afternoon in London. Although he wrote in a time when 95% of the population were illiterate (couldn’t read and write), his plays were aimed at a  very well educated ELITE, very rich people: merchants, courtiers, royal people. People were obsessed by WORD PLAY, puns, rhymes, alliteration, onomatopoeia. They brought up to find real pleasure in WORD PLAY. The closest we get to this now is possibly RAP, which plays with words, using rhythm and rhyme, puns and alliteration to create its effects.

Now write your answer in this box:

 

 

 

 

 

 

 

 

 

 

 

Paragraph 1

Explain how things are very different now.

Discuss IN DEPTH your own experiences of Shakespeare in school and on film. What have you enjoyed and why? Do some research for this, look online for ideas, using the links on the website. Remind yourself of things you’ve already done.

Now write your answer in this box:

 

 

 

 

 

 

 

 

 

 

Paragraph 2

Discuss in DETAIL how you adapted your Shakespeare play for the stage. Explain IN DETAIL how and WHY you changed the NARRATIVE(story/plot) of Shakespeare’s play for your play. Do some research for this, look online for ideas, using the links on the website.

 

 

 

 

 

 

 

 

 

 

 

 

Paragraph 3

Discuss in DETAIL how you updated and modernised the characters. Discuss what they are like in the ORIGINAL play and how you changed them for your play. What were the similarities and differences?

 

 

 

 

 

 

 

 

 

 

 

 

Paragraph 4

 

Discuss in DETAIL how you updated the settings of Shakespeare’s play. Explain what the ORIGINAL settings were in Shakespeare’s play…FIND QUOTATIONS from Shakespeare’s original play and ANALYSE the quotation, explaining how and why you changed the setting. Do some research for this, look online for ideas, using the links on the website.

 

 

 

 

 

 

 

 

 

 

Paragraph 5

 

Discuss in DETAIL how and why you changed the language of Shakespeare’s play. FIND TWO or THREE key quotations and explain WHY they are important quotes in the play, explain how you MIGHT have adapted them for your play to IMPROVE it still further, or explain how you took some dialogue and improved it if you did this… Do some research for this, look online for ideas, using the links on the website.

 

 

 

 

 

 

 

 

 

 

 

Paragraph 6

 

Discuss how you updated the THEMES of Shakespeare’s play such as the theme of LOVE, BATTLE of the SEXES, or GENDER DIFFERENCES/SWAPPING. Do some research for this, look online for ideas, using the links on the website.

 

Paragraph 7 and 8

You think of something! Think of things you have learned from Shakespeare.

 

Conclusion

Write a conclusion, discussing the things we can learn from studying Shakespeare, summing up the key thoughts of your essay.

 

Posted in Essay | Tagged , , | Leave a comment

Dramatising Shakespeare’s play #As You Like It…

As You Like It – Dramatising the play

 

Learning Objectives: you will learn about the way in which Shakespeare STRUCTURES his work; the way he creates interesting characters; and how to present his work dramatically; you will learn about working in a group, and using discussion and reflection to improve your work…

 

Your task: In mixed groups of four or five, you are going to produce a 5 minute version of the play, using a narrator, sound effects, and good dramatic action.

  1. Read as a group through the character list, and then the summary.
  2. PUT AWAY THE SUMMARY. No reading allowed after you’re familiar with the play. Decide upon the key events to dramatise. Discuss why you will dramatise them. Don’t worry about leaving details out.
  3. Use a narrator to say who each character is
  4. Write your own INDIVIDUAL script for homework in your books, include detailed stage directions.

Roles:

A narrator and actor: They will tell the story in the form of a rap. Make it interesting.

A theatre director (also actor): Motivate the whole group so that it is doing good work.

A choreographer (also actor): Think about movement on stage, using stage fighting, slow motion fighting,

A ‘character’ coach (also actor): Getting people to behave in role.

As You Like It :: Characters

As You Like It Characters

Duke Senior was exiled to the Forest of Arden when his younger brother usurped his throne.

Duke Frederick Duke Frederick is a usurper (means “thief”), who took the throne from his brother and banished him from the land.

Amiens Amiens is a lord attending on the exiled Duke.

Jaques Jaques is a lord in Duke Senior’s party, a man who affects melancholy and whose name sounds the same as another word for ‘chamberpot.’

Le Beau Le Beau is a courtier of Duke Frederick’s.

Charles Charles is the Duke’s wrestler. An honorable fellow, he comes to dissuade Oliver from letting Orlando participate in the wrestling the next day.

Oliver Oliver is the eldest son of Sir Rowland de Boys, and his heir. 

Orlando Orlando is the youngest son of the deceased Sir Rowland de Boys.

Adam Adam is an old servant of Sir Rowland’s, who greatly affections Orlando. 

Dennis Denis is Oliver’s servant. He brings in Charles the wrestler.

Touchstone Touchstone is Duke Frederick’s jester, and so fond of Celia that he is willing to abandon the court to follow her to the forest, for all that he does not enjoy rural life.

Sir Oliver Martext Sir Oliver Martext is a country vicar who is not considered likely to do his job well, which is the very reason Touchstone hopes to use him rather than another for his marriage to Aubrey.

Corin Corin is an old shepherd in the Forest of Arden. He does not own the sheep he tends, as he is another man’s worker.

Silvius Silvius is a young shepherd, desperately in love with Phoebe and unwilling to believe that the aged can possibly understand his torment. 

William William is a countryman in love with Audrey.

Hymen Hymen is the God of Marriage.

Rosalind Rosalind is the Old Duke’s daughter. When Duke Frederick took power, he did not exile her, and she and her cousin Celia soon became inseparable friends.

Celia Celia is Duke Frederick’s daughter. When the latter took power, she became acquainted with her cousin Rosalind, and they were soon inseparable.

Phebe Phebe is a dark-featured, black-haired, large-eyed shepherdess beloved by Silvius.

Audrey Audrey is a goatherd Touchstone lusts after, and perhaps even loves.

Jaques De Boys Jaques de Boys is the second son of Sir Rowland.

As You Like It Summary from Shmoop

How It All Goes Down

Sir Rowland de Boys has recently died, leaving behind sons Oliver and Orlando. Since Oliver’s the eldest son, he’s inherited just about everything. This includes the responsibility of making sure his little bro finishes school and continues to live the kind of lifestyle he’s become accustomed to as the son of a nobleman. (By the way, this lifestyle looks like a sixteenth-century version of MTV’s Teen Cribs.)

Oliver, however, treats his little bro like a servant – he refuses to pay for Orlando’s education and never gives the kid any spending money. Also, he tells the local court wrestler it would be a good idea to snap Orlando’s neck, but Orlando doesn’t know about this. Naturally, Orlando is ticked off that Oliver treats him so badly and he’s ready to “mutiny” against his older bro. Instead, he channels all of his pent up anger into a wrestling match, where he beats the court wrestler to a bloody pulp.

Orlando’s wrestling skillz catch the eye of a local girl named Rosalind, who has her own family drama to worry about. (Ros is the daughter of Duke Senior, who used to rule over the French court but was overthrown by his snaky, backstabbing brother, Duke Frederick. Because Rosalind’s dad is living in exile in the Forest of Arden, Rosalind has been crashing at the palace with her BFF/cousin, Celia. Did we mention that Celia is the daughter of snaky, backstabbing Duke Frederick? And you thought your family had issues…)

Rosalind thinks Orlando is the dreamiest boy she’s ever laid eyes on and Orlando feels the same way about her. The two fall in love faster than you can make Ramen noodles. Rosalind gives Orlando her necklace, which means the two are officially an item.

Things go downhill from there. Orlando finds out that his big brother Oliver is planning to burn his house down (with Orlando in it), so he runs away to the Forest of Arden. Since he’s broke he takes his old family servant Adam along for the adventure. This is a good thing because Adam ponies up his entire life savings to help cover the costs of the road trip.

Meanwhile, Duke Frederick decides that he doesn’t like the fact that Rosalind is more popular than his daughter, Celia. So, Duke Frederick 86’es his niece from his court.

Rosalind decides to run away to the Forest of Arden, which, apparently, is the destination of choice for exiles. To avoid being the target of rapists and thieves, Rosalind decides that she’ll dress as a boy and call herself “Ganymede.” KEY QUOTE:

ROSALIND
Were it not better,
Because that I am more than common tall,
That I did suit me all points like a man?
A gallant curtle-axe upon my thigh,
A boar spear in my hand; and- in my heart
Lie there what hidden woman’s fear there will-
We’ll have a swashing and a martial outside,
As many other mannish cowards have
That do outface it with their semblances. (1.3.18)

(The fact that Rosalind can pose as a “man” by dressing like one and carrying weapons suggests that masculinity is merely a role to be played, rather than something that’s inherent to one sex or the other.  Yet, when Rosalind says she’ll hide her “woman’s fear,” she seems like she subscribes to the idea that women are naturally fearful.  At the same time, Rosalind also admits that there are many “mannish cowards” who merely pretend to be brave.  So, fear is not limited to women alone, and thus bravery might not be limited to men alone.)

CELIA
What shall I call thee when thou art a man?
ROSALIND
I’ll have no worse a name than Jove’s own page;
And therefore look you call me Ganymede.
But what will you be call’d? (1.3.19)

(NOTE: The name “Ganymede” would have been particularly significant to an Elizabethan audience because, in the 16th century, “Ganymede” was a slang term for a boy in a sexual relationship with another (older) man.  This alerts us to the possibility that Orlando may be attracted to “Ganymede” as well as Rosalind. )

Cousin Celia is so devoted that she decides to run away too and she disguises herself as “Ganymede’s” sister, “Aliena.” (As in Celia is now alienated from her father.) Just for kicks, the girls decide to invite the court fool, Touchstone, along with them.

Cut to the Forest of Arden, where we meet Rosalind’s dad, Duke Senior. He’s a pretty happy-go-lucky guy for being a banished duke, and he tells us that Arden is a lot like the garden of Eden (except for the fact that Arden is lot colder and windier).

Meanwhile, Orlando and his servant Adam are starving because they forgot to watch Man vs. Wild and have no idea how to find food in the forest. Adam passes out and Orlando promises to find him some dinner. Luckily, Orlando stumbles upon Duke Senior and his band of “merry men” sitting down to a mouth-watering banquet. Orlando crashes the party and threatens to kill everyone if they don’t give him something to eat, like, right now. The Duke is all “chill out, and bring Adam, too.” Orlando and Adam make a ton of new friends at the banquet, including “melancholy” Jaques.

On the cross-dressing front, things are good for Rosalind/Ganymede as she settles into the Forest of Arden. She meets a shepherd, Corin, who gives Rosalind a hot real estate tip about a cottage that comes with its own flock of sheep and plenty of land for grazing. Rosalind/Ganymede and Celia/Aliena don’t waste any time going country – they buy the cottage and make friends with the locals. Among their new rustic pals are a lovesick shepherd named Silvius and the woman he loves, Phoebe. (By the way, Phoebe hates Silvius.)

Yet, love is definitely in the air. Rosalind discovers poems (stuck to trees) that a mysterious lover has penned – about her! The poems are pretty awful and they’re full of silly clichés about love, but Rosalind doesn’t care when she finds out the poems have been written by none other than dreamy Orlando.

Before we know it, Rosalind bumps into Orlando in the forest. Instead of coming clean about her true identity, she stays in her “Ganymede” disguise and becomes pals with Orlando. (That way, she can pump Orlando for information about how he really feels about her.)

KEY QUOTE: ROSALIND
Alas the day! what shall I do with my doublet and
hose? What did he when thou sawest him? What said
he? How looked he? Wherein went he? What makes
him here? Did he ask for me? Where remains he?
How parted he with thee? and when shalt thou see
him again? Answer me in one word. (3.2.19)

(NOTE: OMG! Rosalind can’t wait to hear what Orlando’s been up to when she finds out that he’s not only in the forest, but that he’s also been tagging up all the trees with poetry about her.  Like we’ve said, even Rosalind, who’s usually a calm and collected girl, is laid flat by love. )

Orlando confesses to “Ganymede” that he’s head over heels for Rosalind. “Ganymede” then generously offers to pretend to be Rosalind, so that Orlando can practice all of his best moves in the romance department. Orlando, who has no idea “Ganymede” is actually the girl he loves, takes the bait and even participates in a pretend wedding. Aww.

As it turns out, though, Orlando is very, very soppy, thinking love is all about spouting silly love poems and saying ‘I love you’, so Rosalind/Ganymede has got her work cut out for her. She rolls up her sleeves and teaches Orlando how to be a good boyfriend/future husband without ever revealing her true identity.

Meanwhile, the local shepherdess, Phoebe, has fallen in love with “Ganymede” and wants to marry “him.” Also, Touchstone has managed to find a not-so-bright country girl, Audrey, who is willing to get hitched.

The action comes to a head when Rosalind/Ganymede bumps into Orlando’s mean brother, Oliver, in the forest. We learn that Oliver came to the forest to kill his little bro, but, when Orlando saved his life from a ferocious lion, Oliver repented and decided not to kill his kid brother. This is good news, because Oliver and Celia fall in love, about two minutes after meeting. (What? Things happen fast in Arden.)

Seeing Oliver and Celia so happy makes Orlando sad. Even though it’s been fun pretend-romancing “Ganymede,” Orlando says he can’t live another day without the real Rosalind. “Ganymede” takes pity and promises Orlando that he’ll get to marry his girl the very next day. Then “Ganymede” promises that all the lovesick characters will be getting hitched tomorrow.

The next day, everyone gathers around in the forest. “Ganymede” enters and makes Silvius, Phoebe, and Orlando promise to do whatever he says: Orlando must swear to marry Rosalind if Ganymede can produce her; Phoebe must promise to marry Silvius if she decides she doesn’t want to marry Ganymede; Silvius must swear that he will marry Phoebe if Phoebe will have him. When Rosalind whips off her “Ganymede” costume and reveals her true identity (surprise!), her plan falls neatly into place.

Before all of the couples get a chance to smash wedding cakes into each others’ faces, Orlando’s brother, Jaques de Boys (not to be confused with melancholy Jaques) shows up with news that Duke Frederick has decided to give back Duke Senior’s dukedom. Apparently, Frederick entered the forest ready to kill his brother, but met a “religious man” along the way and experienced a sudden conversion. (Like we said, things happen fast in Arden.)

Duke Senior can’t wait to return to court and promises to restore all the exiles to their proper social stations – including his new son-in-law, Orlando, who will inherit his dukedom. For now, though, he says that everyone should party like it’s 1599.

And they all live happily ever after. (Except for melancholy Jaques, who decides to hang out by himself in a cave.

ARE THESE THE MOST FAMOUS LINES EVER WRITTEN?? JACQUES SAYS THEM IN THE PLAY…

And one man in his time plays many parts,
His acts being seven ages. At first the infant,
Mewling and puking in the nurse’s arms.
And then the whining school-boy, with his satchel
And shining morning face, creeping like snail
Unwillingly to school. And then the lover,
Sighing like furnace, with a woeful ballad
Made 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 reputation
Even 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 shifts
Into the lean and slipper’d pantaloon,
With spectacles on nose and pouch on side,
His youthful hose, well saved, a world too wide
For his shrunk shank; and his big manly voice,
Turning again toward childish treble, pipes
And 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. (2.7.9)

Jaques’ famous speech suggests that our lives are nothing more than a series of transformations: 1) puking infant; 2) whining school boy; 3) young, sighing lover; 4) the soldier; 5) the “justice” or upstanding leader; 6) silly old man who thinks he’s still young (“pantaloon”); 7) super-old man, toothless, blind, and as helpless as a baby.  Is this an accurate or even useful way to sum up human life?

Posted in Act 1, Act 2, Act 3, Act 4, Act 5, Scene 1, Scene 1, Scene 1, Scene 1, Scene 1, Scene 2, Scene 2, Scene 2, Scene 2, Scene 2, Scene 3, Scene 3, Scene 3, Scene 3, Scene 3, Scene 4, Scene 4, Scene 5, Scene 5, Scene 5, Scene 6, Scene 6, Scene 7 | Tagged , , , | Leave a comment

Writing to imagine, entertain and explore: “The people in the wild wood” — write a modernised version of As You Like It

Pupils to write a story in their books which contains some of the elements of As You Like It:

• It contains a character who has to change their gender in order to escape being persecuted like Rosalind
• Who escapes from the city to the forest and has to live in the forest, surviving off hunting etc, but who finds a new community of people there…
• It should be called: “The People in the Wild Wood”

Pupils should PLAN the story, brainstorming their ideas and the characters involved, and make sure the story is descriptive, using the 5 senses and dialogue. It could be written in DIARY FORM, or a third person narrative. Pupils should feel free to invent their own details.

FINISH FOR HOMEWORK in their books. They can type it up if they wish.

EXTENSION: Writing to inform and describe: Write an article for students about why Shakespeare is still important to us today.

Posted in Modern version | Tagged , , , , , , | Leave a comment

Presentation and comprehension schedule for 91 “As You Like” in computer room

Learning Objectives: to develop your knowledge of Shakespeare’s language, dramatic action and characters; to develop your ICT skills and research skills using Google; to develop your blogging skills.

 

EXPECTATIONS:

You have TWO lessons to do this, PLUS a homework.

You MUST answer all the questions on the blog on your ACT. To do this, click on the Act in Categories, read the questions and then open a WORD document, SAVE IT with a proper file name, then answer the questions. When you have finished, paste your answers into the REPLY section of the blog. If necessary use Spark Notes, Cliff Notes etc to help you (see links section) Please PRINT OUT and stick in your book as well.

You MUST then do a GOOD and DETAILED PowerPoint on your Act. For this PowerPoint you MUST:

Say clearly WHAT HAPPENS in the Act (FOUR SLIDES minimum)

WHO is INVOLVED and WHAT THEY DO and SAY: name the characters and provide PICTURES/PHOTOGRAPHS from internet of important characters. Go to Google images, type in “As You Like, Rosalind” and see what comes up. OR find your own Google image of what you imagine a character to be like. (Four slide minimum)

Have a section on IMPORTANT LINES from your ACT (use SPARK NOTES to help you) and IMPORTANT DRAMATIC ACTION from your ACT. (Four slide minimum)

Include PICTURES and DESCRIPTIONS of the different SCENERY, eg the Forest of Arden. (Four slide minimum)

Please PRINT OUT and put in your book. YOU MUST DO THIS BY YOURSELF!

OPTIONAL: write a MODERNISED script of your act, using a narrator, and SPARK NOTES etc to help you.

 

PRESENTATION SCHEDULE

 

Leon All questions on Act 2 plus PowerPoint on Act 2, (script extension)
William All questions on Act 2 plus PowerPoint on Act 2, (script extension)
Ashleigh All questions on Act 2 plus PowerPoint on Act 2, (script extension)
Nicole All questions on Act 3 plus PowerPoint on Act 3, (script extension)
Abbie All questions on Act 3 plus PowerPoint on Act 3, (script extension)
Daniel All questions on Act 3 plus PowerPoint on Act 3, (script extension)
Alfie All questions on Act 3 plus PowerPoint on Act 3, (script extension)
Ben All questions on Act 3 plus PowerPoint on Act 3, (script extension)
Nathan All questions on Act 3 plus PowerPoint on Act3, (script extension)
Kirsten All questions on Act 4 plus PowerPoint on Act 3, (script extension)
Eleanor All questions on Act 2 plus PowerPoint on Act 2, (script extension)
Eloise All questions on Act 4 plus PowerPoint on Act 4, (script extension)
Edward All questions on Act 4 plus PowerPoint on Act 4, (script extension)
Oscar All questions on Act 5 plus PowerPoint on Act 2, (script extension)
Elsa All questions on Act 1 plus PowerPoint on Act 1, (script extension)
Cameron All questions on Act 2 plus PowerPoint on Act 2, (script extension)
Thomas All questions on Act 4 plus PowerPoint on Act 4, (script extension)
Connor All questions on Act 1 plus PowerPoint on Act 1, (script extension)
Jiwon All questions on Act 4 plus PowerPoint on Act 4, (script extension)
Lucy All questions on Act 3 plus PowerPoint on Act 3, (script extension)
Alistair All questions on Act 5 plus PowerPoint on Act 5, (script extension)
Abigail All questions on Act 5 plus PowerPoint on Act 5, (script extension)
Amber All questions on Act 1 plus PowerPoint on Act 1, (script extension)
Harry All questions on Act 3 plus PowerPoint on Act 3, (script extension)
Joshua All questions on Act 4 plus PowerPoint on Act 4, (script extension)
Ellie All questions on Act 1 plus PowerPoint on Act 1, (script extension)

Posted in Uncategorized | Tagged , | Leave a comment

Final diary entries — characters summing up their thoughts

Write a final diary entry for one of your characters and post a reply to this post, providing the diary entry.

Your diary needs to be DETAILED; your characters needs to discuss their thoughts and feelings in DEPTH. They should comment upon:

What’s happened to them
Who they like and dislike
Their thoughts and feelings about the other characters
Their thoughts and feelings about the Forest of Arden

Posted in Final diary | Tagged , | 6 Comments

Analysing and reviewing the plot of ‘As You Like It’

Firstly, outline what happens in ‘As You Like It’, highlighting the fascinating, surprising and predictable things that happen in it.

How successful is ‘As You Like It’ as a story? What are the exciting elements of the story? What are the surprising plot twists?

Why is the play called a comedy? What are the funny scenes in the play?

Who are the interesting characters in the play? Why are they interesting? How do the characters contribute towards making As You Like It a fascinating story?

How could you update the story?

Posted in Analysis of narrative | Tagged , , | Leave a comment

Diary entries on the characters —

Post your diaries in reply to this post.

Describe the thoughts and feelings of the characters in depth. Improve the diaries in your books, write up your diaries, post in reply to this post, print out and stick in your book as well…

Make sure you label your diary…

Posted in Homework | Tagged , , | 17 Comments

The Rosalind rap: learning how to rap using grammatical terms.

Learning Objectives: to learn about nouns, verbs, adjectives and adverbs; to learn how to rap.

Preparation exercise:

Firstly, write down all the NOUNS (person, place or thing) associated with being a STEREOTYPICAL woman. For example, you could write:

“dolls”; “frills”; “dresses”; “skirts”;

Think about nouns associated with: cars, clothes, shoes etc…

Secondly, write down all the verbs (doing words) which are associated with being a stereotypical woman/girl. For example, you might write:

“listening”; “helping”; “caring”; “mothering” etc…

Think about the adjectives associated with being a stereotypical woman. You might write:

“pink”; “girly”; “pretty”; “spiteful”;

Think about the adverbs associated with a stereotypical woman. You might write:

“prettily”; “spitefully”;

Now do the same thing for boys/men. Write down the nouns/verbs/adjectives/adverbs associated with being a stereotypical man/boy.

Firstly, write down all the NOUNS (person, place or thing) associated with being a STEREOTYPICAL man. For example, you could write:

“jeans”; “beard”; “axe”; “fist”;

Think about nouns associated with: cars, clothes, shoes etc…

Secondly, write down all the verbs (doing words) which are associated with being a stereotypical man/boy. For example, you might write:

“shouting”; “yelling”; “punching”; “kicking” etc…

Think about the adjectives associated with being a stereotypical woman. You might write:

“tough”; “rugged”; “ugly”; “massive”; “proper”;

Think about the adverbs associated with a stereotypical woman. You might write:

“rigidly”; “stupidly”; “moronically”; “violently”;

Main task:

Now use all these lexis/words to turn into a rap about CHANGING from a woman into a man, imagining your Rosalind and have to stop “act all girly” and “get with the hood” etc…You can MODERNISE it etc…

Use this video to help you with learning how to rap:

 

Post your raps below and PRINT out and put in your book.

Posted in Adjectives, adverbs, Nouns, Verbs | Tagged , , , , | 4 Comments