ALL SHAKESPEARE

Shakespeare and the Renaissance.

Lecture by Ms. Krasko
World Literature, Grade 10

Title page
 OBJECTIVES OF THIS LECTURE:

q LANGUAGE OBJECTIVE: STUDENTS WILL BE ABLE TO WRITE 4 LINES

OF DIALOGUE EACH IN PROSE  AND VERSE.

q CONTENT OBJECTIVE: STUDENTS WILL BE ABLE TO ARTICULATE

THE CHARACTERISTICS AND DIFFERENCES OF PROSE AND
VERSE, AND HOW SHAKESPEARE USES EACH TOADVANCE
PLOT, ILLUMINATE THEMES, AND DESCRIBE CHARACTERS.

Lecture objectives
 STANDARDS ADDRESSED
q COMMON CORE STATE STANDARD FOR ELA > READING LIITERATURE: CRAFT AND STRUCTURE: CCSS.ELA-LITERACY.RL.9-10.4

q DETERMINE THE MEANING OF WORDS AND PHRASES AS THEY ARE USED IN THE TEXT, INCLUDING FIGURATIVE
AND CONNOTATIVE MEANINGS; ANALYZE THE CUMULATIVE IMPACT OF SPECIFIC WORD CHOICES ON MEANING AND TONE
(E.G., HOW THE LANGUAGE EVOKES A SENSE OF TIME AND PLACE; HOW IT SETS A FORMAL OR INFORMAL TONE).

q COMMON CORE STATE STANDARD FOR ELA > WRITING: TEXT TYPES AND PURPOSES: CCSS.ELA-LITERACY.W.9-10.2.E

q ESTABLISH AND MAINTAIN A FORMAL STYLE AND OBJECTIVE TONE WHILE ATTENDING TO THE NORMS AND CONVENTIONS
OF THE DISCIPLINE IN WHICH THEY ARE WRITING.

q CCSS.ELA-LITERACY.W.9-10.3.B

q USE NARRATIVE TECHNIQUES, SUCH AS DIALOGUE, PACING, DESCRIPTION,REFLECTION, AND MULTIPLE PLOT LINES,
TO DEVELOP EXPERIENCES, EVENTS, AND/OR CHARACTERS.

q CCSS.ELA-LITERACY.W.9-10.3.D

q USE PRECISE WORDS AND PHRASES, TELLING DETAILS, AND SENSORY LANGUAGE TO CONVEY A VIVID PICTURE OF
THE EXPERIENCES, EVENTS, SETTING, AND/OR CHARACTERS 

standards
 PROSE, DRAMA, OR VERSE
TYPES OF WRITING

PROSE: BUILT WITH DRAMA: BUILT WITH

POETRY OR VERSE: BUILT STAGE DIRECTIONS,
SENTENCE OR
WITH LINES AND STANZAS DIALOGUE AND
PARAGRAPH
CHARATCERS

NARRATIVE PROSE

EXPISITORY VERSE

Smart
art
 WHAT KIND OF WRITING IS 12TH
NIGHT?
ON YOUR NOTES,
RECALL THE DEFINITION
OF PROSE AND VERSE.
WHICH IS TWELFTH
NIGHT WRITTEN IN?
WHAT MAKES YOU THINK
THIS? WRITE AT
LEAST 50 WORDS TO
JUSTIFY YOUR IDEAS AND
EXPLAIN YOUR
THOUGHTS TO YOUR
GROUP
Educational hook
 PROSE
/PRŌZ/
NOUN1: WRITTEN OR SPOKEN LANGUAGE IN ITS ORDINARY FORM, WITHOUT METRICAL

STRUCTURE.PROSE IS:

EVERYDAY LANGUAGE

LACKING RHYTHM OR METER IN THE LINE

FORM OF SPEECH USED BY COMMON PEOPLE IN SHAKESPEAREAN DRAMA,

SUCH AS MURDERERS, SERVANTS, AND PORTERS 

*THE MAJORITY OF THE MERRY WIVES OF WINDSOR IS WRITTEN IN PROSE BECAUSE IT

DEALS WITH MIDDLE-CLASS. 

*THE SERVANTS FROM TWELFTH NIGHT SPEAK IN PROSE.

animation
 EXAMPLES OF PROSE IN 12TH
 ACT 1 SCENE 3, LINES 43-52
NIGHT
TOBY: ACCOST, SIR ANDREW, ACCOST

SIR ANDREW: GOOD MISTRESS ACCOST, I DESIRE BETTER ACQUAINTANCE.

MARIA: MY NAME IS MARY, SIR.

SIR ANDREW: GOOD MISTRESS MARY ACCOST—

SIR TOBY: YOU MISTAKE, KNIGHT, ‘ACCOST’ IS TO FRONT HER, BOARD HER, WOO HER, ASSAIL

HER.

SIR ANDREW: BY MY TROTH, I WOULD NOT UNDERTAKE HER IN THIS COMPANY.

IS THAT THE MEANING OF "ACCOST"? 
 NOW YOU TRY….
FIND AN EXAMPLE OF
PROSE IN TWELFTH
NIGHT. WRITE IT
DOWN IN YOURNOTES.
CITE THE ACT AND
SCENE NUMBER.
SHARE IT WITH
YOUR PARTNER.

Progress Monitoring Question/

Duel Coding (pic of servants who
 NOW CHECK….

DOES YOUR EXAMPLE HAVE ANY OF THE

FOLLOWING?

RUN ON LINES

NO RHYME OR METRIC SCHEME

THE QUALITIES OF EVERYDAY LANGUAGE

SPOKEN BY A COMMON CHARACTER

progress Monitoring Question/Duel Coding (pic of comedic

characters who speak prose, added to Hamlet for levity)
 VERSE
/VƏRS/
NOUN1. WRITING ARRANGED WITH A METRICAL RHYTHM, TYPICALLY HAVING A RHYME.
IF THE VERSE HAS NO RHYME, IT'S CALLED BLANK VERSE.

MOST OF SHAKESPEARE'S VERSE IS BLANK VERSE.VERSE IS:

SPOKEN BY A MEMBER OF NOBILITY OR UPPER CLASS.

LINES THAT HAVE AN INTERNAL RHYTHM WITH A REGULAR RHYTHMIC PATTERN.

USED AT TIMES OF HEIGHTENED DRAMA FOR MAXIMUM EMOTIONAL IMPACT. 

animation
 EXAMPLE OF VERSE IN 12TH
NIGHT
VIOLA'S SPEECH ACT 2 SCENE 2

VIOLA: I LEFT NO RING WITH HER. WHAT MEANS

THIS LADY? FORTUNE FORBID MY OUTSIDE HAVE
NOT CHARMED HER.SHE MADE GOOD VIEW OF
ME; INDEED, SO MUCHTHAT, SURE METHOUGHT,
HER EYES HAD LOST HER TONGUE,FOR SHE DID
SPEAK IN STARTS DISTRACTEDLY.
 NOW YOU TRY…
FIND AN EXAMPLE OF VERSE IN TWELFTH NIGHT. WRITE IT IN YOUR NOTES. CITE ACT AND
SCENE NUMBER. SHARE IT WITH YOUR PARTNER.

Progress monitoring
 NOW CHECK….
Does your example have?

A SET AND REPEATED RHYTHM

TEN SYLLABLES PER LINE

SPOKEN BY NOBILITY OR A MEMBER OF THE UPPER

CLASS

USED AT A TIME OF HEIGHTENED DRAMA

Progress Monitoring Question/ Duel

Coding (pic of King Lear, a noble man who
HOW DOES SHAKESPEARE USE PROSE
SHAKESPEARE USED PROSE TO:

TELL US SOMETHING ABOUT HIS CHARACTERS 

INTERRUPT THE RHYTHMIC PATTERNS OF THE PLAY.

DISTINGUISH LOW CLASS CHARACTERS FROM THE

HIGHER-CLASS, VERSE-SPEAKING CHARACTERS. 
FOR EXAMPLE: HAMLET
ONE OF HAMLET’S MOST POIGNANT 
SPEECHES IS DELIVERED ENTIRELY IN PROSE, EVEN
THOUGH HE IS A PRINCE. IN THE FOLLOWING
EXAMPLE, 
SHAKESPEARE INTERRUPTS HAMLET’S 
VERSE WITH A HEARTFELT REALIZATION  ABOUT
THE BREVITY OF HUMAN EXISTENCE. THE
IMMEDIATENESS OF THE PROSE MAKES US
REALIZE HAMLET IS GENUINELY THOUGHTFUL  AND
SOLEMN. IT ALSO HUMANIZES HIM  AND MAKES HIM
MORE RELATABLE. 
 LETS WATCH THE CRASH
COURSE ON HAMLET…
https://www.youtube.com/watch?v=My14mZa-eq8

Duel coding
 EFFECTS OF PROSE
TO MAKE DIALOGUE MORE REALISTIC
MANY SHORT, FUNCTIONAL LINES LIKE “AND I, MY LORD,” AND “I PRAY YOU LEAVE ME”
ARE WRITTEN IN PROSE TO GIVE THE 
PLAY A SENSE OF REALISM. IN SOME LONGER SPEECHES, SHAKESPEARE USED
EVERYDAY LANGUAGE TO ALLOW THE  AUDIENCE TO IDENTIFY WITH HIS CHARACTERS.

TO CREATE COMIC EFFECT

SOME OF SHAKESPEARE’S LOW
-CLASS COMIC CREATIONS ASPIRE TO SPEAK IN THE FORMAL LANGUAGE OF
THEIR SUPERIORS, BUT DO NOT HAVE THE INTELLIGENCE TO ACHIEVE THIS AND
THEREFORE BECOME OBJECTS OF RIDICULE. FOR EXAMPLE, THE UNEDUCATED
DOGBERRY IN MUCH ADO ABOUT NOTHING ATTEMPTS TO USE MORE FORMAL
LANGUAGE BUT KEEPS GETTING IT WRONG. IN ACT 3, SCENE 5, HE INFORMS LEONAT
O THAT “OUR WATCH, SIR, HAVE INDEED COMPREHENDED TWO AUSPICIOUS PERSONS.”
HE MEANS “APPREHENDED” AND“SUSPICIOUS”.

TO SUGGEST A CHARACTER’S MENTAL INSTABILITY

IN KING LEAR, LEAR’S VERSE DETERIORATES INTO PROSE AS THE PLAY U
NFOLDS TO SUGGEST HIS INCREASINGLY ERRATIC MENTAL CONDITION. 
 NOW YOU TRY…
USING YOUR PREVIOUS
EXAMPLE OF PROSE, EXPLAIN
IN YOUR NOTES WHAT YOU
THINK SHAKESPEARE WAS
TRYING TO  ACHIEVE BY
USING COMMON LANGUAGE.
WRITE AT LEAST
THREE SENTENCES TO
JUSTIFY YOUR THOUGHTS.
WHEN YOU ARE
DONE, SHARE WITH YOUR
Progress Monitoring Question/Duel Coding (pic of
PARTNER.
servants and commoners who speak prose, often used for
comedic effect)
 IAMBIC PENTAMETER
In a line of poetry, an iamb is a foot or beat consisting of an unstressed syllable followed by
a stressed syllable, or a short syllable followed by a long syllable. For example, deLIGHT, the
SUN, forLORN, one DAY, reLEASE. English is the perfect language for iambus because of the
way the stressed and unstressed syllables work. Interestingly enough, the iamb sounds a
little like a heartbeat.
Pentameter is simply penta, which means 5, meters. So a line of poetry written in
pentameter has 5 feet, or 5 sets of stressed and unstressed syllables. In basic iambic
pentameter, a line would have 5 feet of iambs, which is an unstressed and then a stressed
syllable. For example ‘Shall I compare thee to a summer’s day?’ from 
Shakespeare’s sonnet 18.

shall I   | compARE |  thee TO  |  a SUM  | mers DAY?

da DUM |   da DUM   | da DUM | da DUM | da DUM
A video explaining iambic pentameter further
https://www.youtube.com/watch?v=I5lsuyUNu_4
Duel coding
 LET’S TRY TOGETHER

SOME OF SHAKESPEARE'S MOST FAMOUS LINES ARE IN IAMBIC PENTAMETER. ON

YOUR NOTES, CIRCLE THE SYLLABLES IN THE FOLLOWING LINES THAT ARE STRESSED,
THEN TURN TO YOUR PARTNER AND SPEAK EACH LINE OUT LOUD USING AN
EXAGGERATED IAMBIC PENTAMETER. 

IF MU-/ -SIC BE / THE FOOD / OF LOVE, / PLAY ON ("TWELFTH NIGHT")

BUT, SOFT! / WHAT LIGHT / THROUGH YON / DER WIN / DOWBREAKS? ("ROMEO AND
JULIET")

Duel coding
 LETS LISTEN TO AN EXAMPLE…
• https://www.youtube.com/watch?v=Jg1qTs5pdeM
•

Duel coding
 VERSE EFFECTS
• TO MAKE THE DIALOGUE SOUND MORE FORMAL
• VERSE WAS THE LANGUAGE SPOKEN BY THE NOBILITY AND UPPER CLASS INSHAKESPEARE'S DRAMAS. MOST OF 
• SHAKESPEARE'S PLAYS ARE WRITTEN ABOUT THESE CHARACTERS. THE HISTORIES AND TRAGEDIES WRITTEN BY 
• WILLIAM SHAKESPEARE WERE WRITTEN IN VERSE TO CONVEY A FORMAL ANDSERIOUS TONE. VERSE, EVEN WITHOUT RHYME HAS
A MAJESTIC QUALITY TO IT.
•
• TO DRAW THE AUDIENCE IN AT KEY MOMENTS
• BLANK VERSE COMMANDS THE LISTENER'S ATTENTION. THE AUDIENCE MUSTLITERALLY, PHYSICALLY LEAN IN TO 
• CONCENTRATE AND UNDERSTAND THE MEANING BEHIND THE LINES. BECAUSETHE WORDS ARE SO SPECIFICALLY, SO 
• JUDICIOUSLY CHOSEN, THE READER OR LISTENER IS MEANT TO INDULGE IN THE FEELING OF THE WORDS, MUCH LIKE THE
CHARACTERS THEMSELVES. 
•
• TO HEIGHTEN DRAMA
• VERSE IS MOST OFTEN USED IN LONG STRETCHES OF DIALOGUE CALLED MONOLOGUES OR SOLILOQUIES AT TIMES OF 
• GREAT EMOTION FOR CHARACTERS. CHARACTERS USE VERSE TO PROCESS THEIR FEELINGS OF JOY, LOVE, LOSS, 
•  ANGER AND FEAR. THIS GIVES THE READER OR LISTENER AN INDICATIONTHAT WHAT THE CHARACTERS ARE EXPERIENCING IS
CRUCIAL TO THE STORY. 
 NOW YOU TRY

• USING YOUR PREVIOUS EXAMPLE OF VERSE, EXPLAIN

IN YOUR NOTES WHAT YOU THINK SHAKESPEARE
WAS TRYING TO ACHIEVE BY USING VERSE. WRITE
AT LEAST THREE SENTENCES TO JUSTIFY YOUR
THOUGHTS. WHEN YOU ARE DONE, SHARE WITH
YOUR PARTNER.

Progress Monitoring Question/Duel

Coding (pic of very dramatic scene
 RECALL
• WITHOUT LOOKING BACK AT YOUR NOTES, TURN TO
YOUR PARTNER AND RECALL THE DEFINITIONS OF
PROSE AND VERSE. GIVE AN EXAMPLE OF THE TYPES
OF CHARACTERS WHO WOULD SPEAK EACH, AND
THE REASON SHAKESPEARE USEDTHAT LANGUAGE. 

Culminating Activity
 MAKE IT YOUR OWN WAY
• NOW THAT YOU ARE ALL EXPERTS ON PROSE AND
VERSE. WRITE A SHORT SCRIPT OF DIALOGUE THAT
INCLUDES AT LEAST FOUR LINES IN VERSE, AND
FOURLINES IN PROSE. KEEP IN MIND THE
CHARACTERISTICS OF EACH, AND FOR
WHICH PURPOSE THEY ARE USED. 

Culminating Activity