Elizabethan Theater Elizabethan Theater is opposite from modern theater in many ways. Here are some differences:

Shakespeare Educational Aids A website, a PowerPoint, a video, lesson plans, and worksheets about William Shakespeare for people all ages. Created by Jessica Mularski and Chantel Lovett Professors Alibrandi & Langran Fairfield University, MD 452, Spring 2011 Abstract In these materials, teachers, students, and families will be able to learn about William Shakespeare s biography, Elizabethan Theater, Shakespearean Sonnets, the Divine Order, Early Modern English, and many more details about William Shakespeare s life and works. There are hands-on activities, videos, a PowerPoint, a quiz, and lesson plans to help students learn about the Bard. There is also a research paper assignment with rubric attached to a pathfinder that contains reliable resources for students to utilize when researching the Globe Theater. All of these activities explore the essential question: Who was Shakespeare, and how does his world compare and contrast to our world? Teachers, parents, and students can decide the materials they would like to view, study, and incorporate from this website. Educators may complete any of the extension activities listed in the lesson plans, and may create their own activities to accompany the research provided. Educators, parents, students, etc. are also encouraged to copy, adapt, and/or modify any of the materials provided on this website to meet the individual needs of their students. Index of Materials 1.) Website: https://sites.google.com/site/shakespearefunfact/- by Jessica Mularski 2.) Shakespeare s Biography- By Jessica Mularski 2.) Elizabethan Theater Webpage- By Jessica Mularski 3.) Elizabethan Language Webpage- By Jessica Mularski 4.) Elizabethan Language Lesson- By Chantel Lovett 5.) Elizabethan Language Lesson Worksheets- By Jessica Mularski and Chantel Lovett 6.) Shakespeare Say What? Powerpoint- By Chantel Lovett 7.) How to Create Elizabethan Word Blocks video and wooden blocks- Created and edited by Jessica Mularski. Filmed by Kate Heintz 8.) Pathfinder- By Jessica Mularski 9.) Globe Theater Research Paper, Outline, and Double Entry Column Notes- By Jessica Mularski with the help of Karen Duhamel and Kate Heintz 10.) Sonnet Webpage- By Jessica Mularski 11.) Sonnet Lesson- By Chantel Lovett 12.) Sonnet Lesson Worksheet- By Jessica Mularski and Chantel Lovett 13.) The Divine Order- Great Chain of Being Website- By Jessica Mularski 14.) Two Truths and a Lie Webpage and Quiz- By Jessica Mularski

William Shakespeare- Fun Facts about His Life There are very few primary sources left that tell us about Shakespeare's life. He never gave an interview nor did he write a biography. Therefore, the most of what we do know comes from a few sources and from studying his works. William Shakespeare was born in Stratford-upon-Avon in England. He was baptized on April 16, 1564. We do not know his exact birth date, but in Shakespeare's time period, babies were typically baptized within a few days of their birth. Therefore, we consider his birth date to be around this date. Shakespeare was middle-class, meaning he was not rich, but he was not poor either. His dad was a glove maker, a leather worker, an alderman (meaning he worked underneath the mayor), and a mayor. His mother was the wealthy Mary Arden. The marriage was good for John because of Mary's higher social status. Because of his writing style and writing content, it is assumed that Shakespeare was well educated although we have no records of where he was actually educated. It is assumed he attended grammar school in Stratford-upon-Avon. Shakespeare was taught Latin and Greek and Roman mythology: we know this because he mentions them a lot in his plays. There is no record of Shakespeare ever attending a university. Shakespeare married Anne Hathaway in 1582 when he was 18. At the time of their wedding, she was pregnant with their first child (which would have been a scandal) and 26 years old (which was very old for a woman to be unmarried.) They lived with his parents in the early years of marriage. The couple had 3 children: Susanna, born in 1583 (William and Anne had been married for six months), and the twins, Judith and Hamnet, born in 1585. Hamnet died from the plague at only eleven years old. His death understandably upset Shakespeare. Between 1585 and 1592, there is little information about his life- these years are called the "Lost Years." However, by 1592, Shakespeare was acting and living in London without his family (who stayed in Stratford-upon-Avon). There must have been a serious reason that caused him to leave his family. Legal and marital troubles have been suggested as reasons for his leaving by scholars. Shakespeare worked as an actor and playwright for the acting troupe called Lord Chamberlain's Men. The troupe was later called the King's Men after they began performing for King James: Shakespeare was a favorite playwright of Queen Elizabeth and her successor, King James. Shakespeare also was a businessman, becoming a part owner of the Globe Theater, a popular theater in London. In 1611, Shakespeare had enough money to buy New House in Stratford-upon-Avon, and move back home. Although he moved back home with monetary comfort, he continued to write plays. Henry VIII was first performed in 1613 at the Globe Theater. In 1616 at the age of 52, William Shakespeare died. The cause of his death is unknown, but his body was buried in the Holy Trinity church in Stratford-upon-Avon. In his will, Shakespeare left Susanna the bulk of his fortune (which may have been part of her dowry). Judith was left a small sum, and Anne, his wife, was left his "second best bed," which probably was their wedding bed. This page was written and created by Jessica Mularski, a Fairfield University Graduate student. Sources: http://shakespeare.palomar.edu/life.htm http://www.globe-theatre.org.uk/

Elizabethan Theater Elizabethan Theater is opposite from modern theater in many ways. Here are some differences: Elizabethan Theater Acting was not a highly paid or highly respected profession. Actors were seen as vagrant troublemakers who promoted hard living and sin. In the 16th century, actors traveled from town to town on a cart, looking for audiences to pay to watch them perform. Playhouses were not constructed in London until 1576. Because acting was not a respected profession, women were not allowed to act until after 1660. Teenage boys who hadn't gone through puberty would play the roles of women. Going to the theater was not considered to be a fancy affair. Plays were often crude (by modern standards). Theaters would compete with other entertainment such as bear baiting (which involved watching and betting on bears killing dogs. Poor people called the groundlings, or penny knaves, were famous their love of plays. They would pay one penny to stand in front of the stage in an area called the open yard. Going to a play was a lively event. Groundlings would frequently talk, yell, and even throw things (think rotten produce, etc.) during the play. If the audience liked or did not like the play or the actors, the groundlings would let everyone in the theater know it. Rich people would even sit on stage and make comments to the audience during the play. The most expensive seats in a theater were the in the top row of the theater, farthest from the audience. The cheap seats were directly in front of the stage, although people in this area stood. Rich people would want to have the most segregated and exclusive seats in the theater, away from the rowdy, poor people. People expected to see a new play everyday in theaters. This meant many actors and playwrights were employed to meet the demands of audiences. Most plays were seen at two o'clock in the afternoon. Modern Theater Acting is a very highly paid profession that many people respect and appreciate. Theater houses are set up in a permanent location. They often stay open for decades and become part of a community. Both men and women are allowed to act on stage or in movies. Men and women may also play opposite gender roles. Going to the theater is considered to be a sophisticated and elegant affair. People often go to a fancy dinner before or after they see a play. Typically going to a play is associated with the wealthy or the intellectual. Tickets are usually considered more expensive for the average person. Going to a play is a more serious event. Audiences are expected to be silent during the viewing of a play. Audiences are reminded several times to be respectful and quiet. Some of the most expensive seats in a modern theater are the orchestra seats, which are directly in front of the stage. The cheapest seats are in the back of the theater because they have the worst view of the stage. A theater will show ("run") the same play for a much longer time. Modern playhouses can run a play for weeks, months, and even years (think Broadway theaters). Although there are afternoon matinees, the popular showings are typically seen at night. This page was written and created by Jessica E. Mularski, a Fairfield University Graduate student. Source: Morley, Jacqueline. A Shakespeare Theater: The Inside Theatre and the First People to Perform Shakespeare's Great Plays. Columbus: Peter Bedrick Books, 2003. Print.

The Divine Order - The Great Chain of Being In Elizabethan times, there was a different way of looking at life. People, including Shakespeare believed in a Divine Order, or Great Chain of Being. The Divine Order was the belief that everything in the universe has a specific place and rank in order of their perceived importance and "spiritual" nature. The more "spirit" a person or object had, the more power he or she had. The more spirit an object was thought to have, the higher they would be in the Divine Order. Here is the example of the Divine Order: Most Amount of Spirit/Highest on the Divine Order - Least Amount of Spirit/ Lowest on the Divine Order- God Angels (seraphim, cherubim) Humans (kings, merchants, men women, etc. Animals (mouse, dogs, lions, etc.) Plants (grass, trees, etc.) Nonliving Objects (rocks, metals, etc.) Within each category there were more specific cataloguing. For example humans were believed to have different amounts of spirits. Below is an example of the Divine Order for humans: Most Amount of Spirit/Highest on the Divine Order - Least Amount of Spirit/ Lowest on the Divine Order- Kings Queens Nobles Merchants Peasants Within families there was even specific cataloguing. Below is an example of the Divine Order for humans: Most Amount of Spirit/Highest on the Divine Order - Least Amount of Spirit/ Lowest on the Divine Order- Father Mothers Sons Daughter Servants What does all of this mean? The more "spirit" the person or object had, the more power it had in its interactions with people or things below in the order. People in Elizabethan England believed that God set up this order and wanted it to be followed. If someone or something were to break the Divine Order by not being obedient to whatever was above it, the person or thing that went against the God's will would be punished. Bigger betrayals of the Divine Order were believed to bring bigger punishments by God, while smaller betrayals would bring about smaller punishments. For example, if a noble overthrew a king, Elizabethan people thought that a natural disaster (an earthquake, a hurricane, etc.) would strike. If a daughter disobeyed her father, Elizabethan people believed the daughter might fall ill. This was a very convenient way for people higher in the Divine Order to maintain their power. What does this have to do with Shakespeare? Good question. Shakespeare sincerely believed in the Divine Order, and many of his plays revolve around this belief. Macbeth, Taming of the Shrew, Romeo and Juliet, and Hamlet are just a few of the plays that reflect Shakespeare's belief in the Great Chain of Being and his desire to maintain God's Order.

Shakespearean Sonnets In Shakespeare's time, theaters were often being closed as a result of the black plague, the Puritans, or the government. Whenever theaters were closed, writers had to make livings in other ways. Sonnets were one of those ways. Sonnets were considered to be a high art form through which artists showed off their talents. Shakespeare was paid to write sonnets for patrons, who are wealthy people who pay for artwork. Here are some definitions you need to know about Shakespearean sonnets: Important Poetic Definitions Stanza- A grouping of lines in a poem (think like a paragraph in prose), which has two or more lines and might have a common pattern of meter, rhyme, number of lines, and/or meaning within the poem. Quatrain- A stanza or poem containing four (4) lines. Octave- A stanza or poem containing eight (8) lines. Sestet- A stanza or poem containing six (6) lines. Couplet- two (2) paired, consecutive lines that rhyme (Ex. g g); they usually have the same meter and relate to the same topic. Iambic Pentameter five iambic FEET per line. Foot two or more syllables that together make up the smallest unit of rhythm in a poem (Ex. iamb a foot that has two syllables, one unstressed followed by one stressed) Iambic foot- an unstressed syllable followed by a stressed syllable, usually denoted as [ ^ / ] or [ - / ]. Shakespearean Sonnet- A type of sonnet made famous by William Shakespeare, which is composed of three quatrains and an ending couplet. The meter of a Shakespearean sonnet is iambic pentameter and it has a rhyme scheme: abab cdcd efef gg. This type of sonnet may also be called an Elizabethan sonnet or an English sonnet. Petrarchan or Spenserian sonnets are two popular sonnet forms other than the Shakespearean sonnet. Qualities of a Shakespearean Sonnet Now that you have the important definitions, let's look at the important qualities of a Shakespearean sonnet. QUALITY 1.) COMPOSITION- A Shakespearean sonnet contains 14 lines. Sonnets contain 3 quatrains and 1 couplet. QUALITY 2.) RHYME SCHEME- the 14 lines follow an ABAB CDCD EFEF GG rhyme scheme. **The rhymes may be end rhymes or eye rhymes. An end rhyme is one that rhymes in sound, e.g. shines and declines ; an eye rhyme is one that rhymes by sight, e.g. compare and are (not in sonnet above).

QUALITY 3.) METER- Each line is written in iambic pentameter- which means is composed of five iambic feet. (An iambic foot contains one unstressed syllable followed by a stressed syllable, (^ -). You can see this happens in words like divine (di VINE), caress (ca RESS), bizarre (bi ZARRE), and delight (de LIGHT) [the capitalized letters are the syllable that is stressed or emphasized when pronounced]. It sounds sort of like a heartbeat: dadum, dadum, dadum. The "pentameter" part means that this iambic rhythm is repeated five times. QUALITY 4.) VOLTA- The turning point of a sonnet. The volta signals when the meaning of the poem changes or a solution or resolution to the problem in the poem is given. Every sonnet has one. A volta is often signaled with the words But or Yet." In a Shakespearean Sonnet, the volta is mostly (but not always) found at the beginning of the 9th or 13th lines. QUALITY 5.) THEMES- There are many themes attributed to Shakespearean sonnets. Shakespeare s sonnets may be divided into four categories: I. Sonnets 1-17- It is believed that sonnets 1-17 were written to a young, beautiful, and wealthy young man. These sonnets mostly highlight the young man's beauty and tell him to reproduce so that his beauty may live on. There are many suppositions about who the young man actually is. The most convincing guesses are either the Earl of Pembroke or the Earl of Southampton. However, Sir Robert Dudley (1574-1649), who was the Duke of Northumberland and son of the Earl of Leicester, is another candidate as well. II.) Sonnets 18-126- These sonnets are mostly written to the young man. However, they deal with many topics such as the demise of Shakespeare's relationship with his patron, a rivalry with another poet, the intricacies of the noble life, art, poetry, nature, sex, fate, love, aging, death etc. In these sonnets, Shakespeare is a little more pained, conflicted, and anxious. III.) Sonnets 127-152- The subject of these sonnets is shifted away from the young man and is dedicated to a "Dark Lady." Shakespeare declares his love and lust for this beautiful and interesting older woman; however, he declares that she is false, adulterate, and evil. She will not be faithful to Shakespeare, yet he cannot bring himself to leave her because his desire for her is too strong. In these sonnets, Shakespeare is full of passion, lust, and anger. IV.) Sonnets 153-154- These last two sonnets use images from Greek mythology to express Shakespeare's inextinguishable love for a woman (probably still the dark lady.)

Red= Quatrain 1 Green= Quatrain 2 Pink= Quatrain 3 Blue= Rhyming couplet Sonnet 18 Shall I compare thee to a summer's day? A Thou art more lovely and more temperate: B Rough winds do shake the darling buds of May, A And summer's lease hath all too short a date: B Sometime too hot the eye of heaven shines, C And often is his gold complexion dimm'd; D And every fair from fair sometime declines, C By chance or nature's changing course untrimm'd; D * But thy eternal summer shall not fade E Nor lose possession of that fair thou owest; F Nor shall Death brag thou wander'st in his shade, E When in eternal lines to time thou growest: F So long as men can breathe or eyes can see, G So long lives this and this gives life to thee. G * marks the volta Source Definitions from: http://www.answers.com/topic/shakespearean-sonnet www.thefreedictionary.com/stanzahttp://www.infoplease.com/ipa/a0903237.html http://www.infoplease.com/ipa/a0903237.html Qualities from: http://www.geocities.com/athens/troy/4081/sonnets.html

Lesson Plan Title: A Modern Sonnet Subject: William Shakespeare Lesson Author: Chantel Lovett Worksheet Authors: Chantel Lovett and Jessica Mularski Grade Level: Middle School or High School Time Duration: 58 minutes National Standards: Standard 2: Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics). Standard 4: Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes. Standard 5. Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes. Standard 6. Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and non-print texts. Objective: By lessons students will be able to read and interpret a Shakespeare Sonnet as it was originally written as well as use a teacher created worksheet to infer the meaning of the Sonnet line by line and paraphrase it in modern language. Materials: Paraphrase It Worksheet Sonnet 18 Sonnet selection made by teacher Activities and Procedures: 1.) Prior to the lesson, students should be given an overview of what a sonnet is and why they were created. (See website page entitled Sonnets for background information.) 2.) Select a sonnet of your choice (Sonnet 29 and Sonnet 130 are two good options) that will serve as a class model. 3.) Make enough copies of the selected sonnet for each student, and, if possible, have a copy of the sonnet made for an overhead projector or Smartboard. 4.) As a class, identify the poetic elements of the sonnet.

5.) Read the sonnet aloud and encourage students to make notes as to what they believe each line is referencing. Explain to students the difference between using an author s words as their own and paraphrasing. Model for students orally the thought process to go through while trying to paraphrase Shakespeare. Help students gain insight into the references and inferences made while paraphrasing a sonnet. 6.) Have students pair up and paraphrase the Sonnet 18 line by line on the Paraphrase It worksheet. Assessment: Paraphrase It Worksheet and a dictionary (preferably online but hard copy will work.) 1.) Class should be split into groups of 4 or 5. 2.) Each member of the group should be given a copy of the Paraphrase It worksheet as well as copy of Sonnet 18. 3.) Each group will read Sonnet 18 in its original form and discuss the meaning. To aid in this process they will use the Paraphrase worksheet in order to analyze line by line. 4.) When the assignment is complete, students will recite the original Sonnet and then their paraphrase to the class. Extra Credit: *Give students the opportunity to use music during their presentations. Allow students to rap, sing or use comedy. The more fun you allow your students to have with the assignment, the better the experience for the children. *Videotape the performance and skits and post them to the class webpage for parents to see (make sure you have parent permission). *Begin a class blog so students may have continuous discussions about the performances, lessons, and activities. (Be sure to review criteria for students as to what is acceptable in conversations and what is not. Be sure to monitor appropriateness of tone and conversations). Resources PBS: Shakespeare in the classroom http://www.pbs.org/shakespeare/educators/ Dictionary.com: http://www.dictionary.com The Literature Network: http://www.online-literature.com/shakespeare Lycos: http://www.lycos.com AltaVista: http://www.altavista.com

Name: ParaphraseIt Worksheet Directions:ReadthefollowingsonnetbyWilliamShakespeareashewroteit.Thenpairupandproceedtocomplete theactivityonthebottomofthepage. Sonnet#18 ShallIcomparetheetoasummer'sday? Thouartmorelovelyandmoretemperate: RoughwindsdoshakethedarlingbudsofMay, Andsummer'sleasehathalltooshortadate: Sometimetoohottheeyeofheavenshines, Andoftenishisgoldcomplexiondimmed, Andeveryfairfromfairsometimedeclines, Bychance,ornature'schangingcourseuntrimmed: Butthyeternalsummershallnotfade, Norlosepossessionofthatfairthouow'st, Norshalldeathbragthouwand'restinhisshade, Whenineternallinestotimethougrow'st, Solongasmencanbreatheoreyescansee, Solonglivesthis,andthisgiveslifetothee. Directions:AnalyzeShakespeare ssonnet18linebyline.paraphrasethesentencetomakeitmodernwithoutlosingthe overallmeaningthatshakespearehadintended.havefunwithitanbecreative.youmaylookupanywordsthatyou don tknow.(s=sonnet/shakespeare,y=youthereader.) 1.)S ShallIcomparetheetoasummer sday? Y 2.)S Thouartmorelovelyandmoretemperate: Y 3.)S RoughwindsdoshakethedarlingbudsofMay, Y 4.)S Andsummer'sleasehathalltooshortadate: Y

5.)S Sometimetoohottheeyeofheavenshines, Y 6.)S Andoftenishisgoldcomplexiondimmed, Y 7.)S Andeveryfairfromfairsometimedeclines, Y 8.)S Bychance,ornature'schangingcourseuntrimmed: Y 9.)S Butthyeternalsummershallnotfade, Y 10.)S Norlosepossessionofthatfairthouow'st, Y 11.)S Norshalldeathbragthouwand'restinhisshade, Y 12.)S Whenineternallinestotimethougrow'st, Y 13.)S Solongasmencanbreatheoreyescansee, Y 14.)S Solonglivesthis,andthisgiveslifetothee. Y

Pathfinder Objective: This pathfinder will be useful in helping students research and learn information about Shakespeare and the Globe theater during the Elizabethan era using reliable sources. Key Search Words/Terms When searching for information about the Globe Theater, some good phrases you can type into the search box are The Globe Theater, The Elizabethan Theater, Globe Theater Facts, and Shakespeare's Theater. *Please also note that the British spell theater, "theatre."* You may also use the British spelling when looking up the key words listed above or type in Theat* to search both American and British spellings. You may search using quotations marks around the key words if you want to find sources that contain the exact word or word phrase. You do not have to use quotation marks in your search. Browsing Areas In any library that uses the Dewey Decimal System, call numbers that deal with the Elizabethan theater are 792.094 and 942. When looking in the Library of Congress archive, you will find resources in PN2695 Elizabethan Playhouses, PR2920 Globe Theater, PR3095 Shakespeare and the Stage, PR2894 Biographies about Shakespeare, and Z8811 Bibliographies about Shakespeare. Indexes and Abstracts ICONN Grolier Online Encyclopaedia Britannica Online School Edition EBSCO HOST Research Databases Library Catalogs LOLHS's library catalog Connecticut State Library Catalog WorldCat Global Library Catalog Key Resource This is the Globe Theater's official website. It has some good pictures to show what the present-day theater looks like and what the Elizabethan era theater looked like. Use the "find it" box to search for more images and information. (For example, you can type in the word "history" to find more articles about the history of the theater. Feel free to look around the website.) The Official Globe Website - http://www.shakespeares-globe.org/ Encyclopedia Encyclopedia articles give good, brief overviews of the topic. Some available resources are: "Globe Theatre." Encyclopædia Britannica. Encyclopædia Britannica Online School Edition. Encyclopædia Britannica, 2011. Web. 21 Feb. 2011. <http://school.eb.com/eb/article-9037049>.

"theater." Compton's by Britannica. Encyclopædia Britannica Online School Edition. Encyclopædia Britannica, 2011. Web. 21 Feb. 2011. <http://school.eb.com/all/comptons/article-208879>. Beckerman, Bernard. "Globe Theatre." Encyclopedia Americana. Grolier Online, 2011. Web. 21 Feb. 2011. Books Here are some good books to check out: Morley, Jacqueline. A Shakespeare Theater: The Inside Theatre and the First People to Perform Shakespeare's Great Plays. Columbus: Peter Bedrick Books, 2003. Print. This resource is a highly informative picture book. Some page layouts can be a little confusing and disorganized (some of the pages have cartoon-like information balloons placed along the sides of the pages), but if you read all of the text and look at all of the pictures on every page, you will be very well-informed. The pictures are very helpful and interesting to view. Currie, Stephen. An Actor on the Elizabethan Stage. San Diego: Lucent Books, 2003. Print. This resource is easy to read and has a clear, linear layout. Most of the information relates to the life of an Elizabethan actor, the art of acting in Elizabethan times, and the production details of performing on the Elizabethan stage. This book has an index at the end of the book to help with accessing important information. Gurr, Andrew and John Orrell. Rebuilding Shakespeare's Globe. New York: Routledge/Theatre Arts Books, 1989. Print. This book requires a more advanced reading level, but it contains a lot of valuable information. There are a few graphics, but this book is mostly text. It presents a more academic and scholarly view of the Globe. It also has an index at the back of the book for quick reference questions. Smith, Irwin. Shakespeare's Globe Playhouse. New York: Charles Scribner's Sons, 1956. This book has more than enough good information about the Globe. The text can be a little dense, but it is very informative. It has good pictures, drawings, and scales of the theater. There is an easy to use index in the back of the book. Woog, Adam. Elizabethan England: A History of the Elizabethan Theater. San Diego: Lucent Books, 2003. Print. This book is very easy to read with carefully organized and clearly delineated chapters. There are illustrations to accompany important information. There is an easy to use index in the back of the book. Websites Here are some good websites to peruse: Herbst, Karl. "Clemson Shakespeare Festival XVI 2007." Clemson University. Clemson University, 2007. Web. 21 Feb. 1011. http://virtual.clemson.edu/caah/shakespr/vrglobe/index.php Take a virtual tour of the Globe theater on this website. Spear, Hilda D.. "The Elizabethan Theatre." Universität zu Köln. Universität zu Köln, 1989. Web. 21 Feb. 2011. http://www.uni-koeln.de/phil-fak/englisch/shakespeare/. This is a college professor's lecture that has been posted on the web. Be sure to click on the slides to view

large images. It discusses theater and acting more than the Globe specifically, but it still contains helpful historical and contextual information. Alchin, Linda. "Globe Theatre." Globe Theatre. Alchin, L.K., 16 May 2005. Web. 21 Feb. 2011. http://www.globe-theatre.org.uk/. This website has a staggering amount of information, timelines, etc. The subheadings within the subheadings hold all of the important information. Once you get the hang of navigating this website, you'll have more than enough information and images. Images Please visit the "Photo Gallery" on the left sidebar to view more images that are in the public domain. Here are more images that you can find on ICONN: "The Globe Theatre (by Visscher).". Discovering Collection. Web. 21 Feb. 2011. Document URL http://find.galegroup.com/gps/infomark.do?&contentset=gsrc&type=retrieve&tabid=t005&prodid=ips &docid=ej2210022912&source=gale&srcprod=disc&usergroupname=s0003&version=1.0 Gale Document Number:EJ2210022912 "View of London and the Globe.". Discovering Collection. Web. 21 Feb. 2011. Document URL http://find.galegroup.com/gps/infomark.do?&contentset=gsrc&type=retrieve&tabid=t005&prodid=ips &docid=ej2210022829&source=gale&srcprod=disc&usergroupname=s0003&version=1.0 Gale Document Number:EJ2210022829 Video Please click the "Videos" on the left sidebar to view an embedded Youtube video. The following videos are also good resources: "The Globe, with Andrew Gurr.". Discovering Collection. Web. 21 Feb. 2011. Document URL http://find.galegroup.com/gps/infomark.do?&contentset=gsrc&type=retrieve&tabid=t005&prodid=ips &docid=ej2260022929&source=gale&usergroupname=s0003&version=1.0 "The Globe and Other Playhouses.". Discovering Collection. Web. 21 Feb. 2011. Document URL http://find.galegroup.com/gps/infomark.do?&contentset=gsrc&type=retrieve&tabid=t010&prodid=ips &docid=ej2260022926&source=gale&usergroupname=s0003&version=1.0 Globe Theatre. Video. Encyclopædia Britannica Online School Edition. Web. 21 Feb. 2011. <http://school.eb.com/eb/art-146029>. Scholarly Articles Here are some good scholarly articles to read: Bellinger, Martha Fletcher. Elizabethan Playhouses, Actors, and Audiences. TheatreHistory.com, 2002. Web. 22 February 2011. http://www.theatrehistory.com/british/bellinger001.html Boyce, Charles. "Elizabethan theatre." Critical Companion to William Shakespeare: A Literary Reference

to His Life and Work, Critical Companion. New York: Facts On File, Inc., 2005. Bloom's Literary Reference Online. Facts On File, Inc. http://www.fofweb.com/activelink2.asp?itemid=we54&sid=5&ipin= Gffazshak0636&SingleRecord=True (accessed February 24, 2011). Butler, Colin. "Face to Face." The English Review 10.2 (Nov 1999): 6. General OneFile. Gale. High School. 21 Feb. 2011 http://find.galegroup.com/gps/start.do?prodid=ips&usergroupname=s0003 "Shakespeare, William." In Heims, Neil, ed. William Shakespeare, Bloom's Classic Critical Views. New York: Chelsea House Publishing, 2010. Bloom's Literary Reference Online. Facts On File, Inc. http://www.fofweb.com/activelink2.asp?itemid=we54&sid=5&ipin= CCVWS02&SingleRecord=True (accessed February 24, 2011). **Please click on the attachments below if you would like to have your students write a research paper about William Shakespeare s Globe Theater using this pathfinder. Please feel free to use, print, copy, and/or modify any of the assignment's parameters to meet the needs of your class.

Globe Theater Research Paper In conjunction with our unit on Shakespeare and his writing, you will write a research paper about William Shakespeare s Globe Theater. Your term paper must: 1. have information from at least THREE DIFFERENT sources from the pathfinder provided. 2. be submitted with an outline and double-column entry worksheet filled out for each source. 3. have a completed outline for this paper. 4. be at least 5 paragraphs (including an introduction and conclusion paragraph) 5. follow correct MLA formatting including heading, page numbers, etc. 6. have proper in-text citations and a proper works cited (again following MLA guidelines) 7. have a MAXIMUM of three (3) direct quotations to prove your points. CT Reading Standards Address in this assignment CT.9-12.1.2.b Interpret information that is implied in a text. CT.9-12.1.1.f Make and justify inferences from explicit and or implicit information. CT.9-12.1.1.c Select and organize relevant information from text to summarize. CT Writing Standards Address in this assignment CT.9-12.3.2.d Research information from multiple sources for a specific purpose. CT.9-12.3.2.c Revise texts for organization, elaboration, fluency and clarity. CT.9-12.1.4.a Respond to the ideas of others and recognize the validity of differing views. CT.9-12.4.3.b Demonstrate proficient use of proper mechanics, usage and spelling skills.

Research Report: Globe Theater Teacher Name: CATEGORY 4 3 2 1 Parenthetical Citations Paraphrasing Requirements /MLA Format Content Organization All information derived from a source includes a citation. The citation correctly follows MLA format. It is obvious that EVERY piece of information has been synthesized and put into student's own words. Paper strongly reflects the student's original and authentic voice. Paper includes all of the following elements: a correct MLA heading, page numbers, point 12 readable fonts, doublespaced, correct MLA margins, and correct Works Cited. Since the most important and relevant information about Shakespeare's Globe Theater is included. Reader has a clear understanding of important elements of the Elizabethan Theater and the Globe Theater. Paper follows a logical order. There are effective transitions between sentences. Paper has a sophisticated flow. Student Name: Most information derived from a source includes a citation. The citation mostly follows the correct MLA format. While it is obvious that the student has paraphrased most of the information, some paraphrasing could be more authentic. Paper does not fully reflect the student's original voice. Paper is missing one of the following elements: a correct MLA heading, page numbers, point 12 readable fonts, doublespaced, correct MLA margins, and correct Works Cited. While a lot of information is present, some important and relevant information about the Globe Theater might be missing. The paper conveys a clear understanding of Shakespeare's time period and the Globe Theater. Paper follows a logical order. There are some transitions between sentences; however, some information could have a smoother connection. Paper has a good flow. Not enough information includes citations. Many citations are incorrect according to MLA format. While some information has been paraphrased, student has not done so enough. The paper does not reflect the student's original voice. Paper is missing two of the following elements: a correct MLA heading, page numbers, point 12 readable fonts, doublespaced, correct MLA margins, and correct Works Cited. There is an adequate amount of information in the paper; however, not all information is relevant or important information is missing. Paper doesn t convey a strong understanding of Shakespeare's time period and the Globe Theater. Paper follows a somewhat logical order. More transitions are needed between sentences. Paper reads a little choppy. Little to no information includes citation. Any citations are incorrectly formatted. This paper is considered plagiarism and needs to be rewritten to receive credit. Little if any information has been correctly paraphrased. There is no student voice. This paper is considered plagiarism and needs to be rewritten to receive credit. Paper is missing three of the following elements: a correct MLA heading, page numbers, point 12 readable fonts, double-spaced, correct MLA margins, and correct Works Cited. There is not an adequate amount of information. Paper conveys limited or no understanding of Shakespeare's time period and the Globe Theater. Paper may or may not follow logical order. Few if any transitions are present. Paper is hard to read. Total Points: / 20 Final Grade:

Research Paper Outline Directions: After reading research articles and taking notes on your double entry worksheets for each source, now it is time to create an outline for your paper. Please follow the steps below to help you write the paper. STEP 1: After reading your research, please write any facts or your opinions about Shakespeare and the Globe Theater that will fit into the introductory paragraph. You should write paraphrased information onto this outline. YOU MAY ONLY USE THREE DIRECT QUOTATIONS IN YOUR PAPER. Failure to paraphrase will result in a 0 and disciplinary action. You must write an in-text citation [example ( Shakespeare s Biography paragraph 12)] after each fact you learned from the article. You MUST WRITE AT LEAST SIX FACTS or OPINIONS, but you may write more.) Paragraph 1: A brief introduction to Shakespeare and an introduction to the Globe Theater. Facts/Opinions Citation 1.) 2.) 3.) 4.) 5.) 6.) 7.) 8.) 9.) 10.) Step 2: Now write any facts and/or opinions from the articles about an important element relating to the Globe Theater (for example: the Globe s audience, the Globe s construction, performing a play at the Globe, other competing entertainment, etc.). Don t forget the citations! You MUST WRITE AT LEAST SIX FACTS or OPINIONS, but you may write more.

Paragraph 2: Topic related to the Globe Theater (you choose from your research). Topic 1: Facts/Opinions Citation 1.) 2.) 3.) 4.) 5.) 6.) 7.) 8.) 9.) 10.) Step 3: Now write any facts and/or opinions from the articles about a DIFFERENT important element relating to the Globe Theater that you haven t mentioned before. Don t forget the citations! You MUST WRITE AT LEAST SIX FACTS or OPINIONS, but you may write more. Paragraph 3: A new topic related to the Globe Theater (you choose from your research). Topic 2: Facts/Opinions Citation 1.) 2.) 3.) 4.) 5.)

6.) 7.) 8.) 9.) 10.) Step 4: Now write any facts and/or opinions from the articles about a DIFFERENT important element relating to the Globe Theater that you haven t mentioned before. Don t forget the citations! You MUST WRITE AT LEAST SIX FACTS or OPINIONS, but you may write more. Paragraph 4: A new topic related to the Globe Theater (you choose from your research). Topic 3: Facts/Opinions Citation 1.) 2.) 3.) 4.) 5.) 6.) 7.) 8.) 9.) 10.) Step 5: Please write any facts or your opinions about Shakespeare and the Globe Theater that will fit into the concluding paragraph. Please remember NO NEW INFORMATION should be added in the concluding paragraph. You MUST WRITE AT LEAST SIX FACTS or OPINIONS, but you may write more. Paragraph 5: Conclusion about Shakespeare and the Globe Theater

Facts/Opinions Citation 1.) 2.) 3.) 4.) 5.) 6.) 7.) 8.) 9.) 10.) STEP 6: Now begin to write your paper. Remember to paraphrase all information except for direct quotes (you can only have 3 direct quotes in the paper). Failure to paraphrase will be considered plagiarism and will result in a zero for the assignment and disciplinary action. If you have questions about paraphrasing, see me BEFORE you hand in the paper.

Lesson Plan Title: Language is Power Subject: William Shakespeare Author: Chantel Lovett Worksheet Authors: Jessica Mularski and Chantel Lovett Grade Level: Middle School - High School Time Duration: 58 minutes Standard 1: Students read a wide range of print and non-print texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works. Standard 2: Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics). Standard 4: Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes. Standard 5: Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes. Standard 12: Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information). Overview: One of the common complaints of students reading the works of William Shakespeare is the difficulty they find in the language. The following lesson gives students an opportunity to go through a series of exercises where they have opportunities to interact with Elizabethan language. Once a student gains confidence in interpreting language used, he or she will be able to look past the difference in language and be free to analyze and critically dive into the text and the stories being told. Objective: Students will be able to: -use a variety of Elizabethan words with modern language sentences.

-associate words from old and words of new. -understand that many of the words used today have evolved from words used in Shakespeare s time. Materials: Internet Access William Shakespeare Say What? PowerPoint Shakespearean language word squares (laminate for multiple uses) Smartboard (if accessible) Projector Activities and Procedures: 1.) As an introduction lesson to Elizabethan language students should, if possible, watch the William Shakespeare Say What? PowerPoint presentation. While watching the video, teachers should probe students to realize that many of the words we use today were created by William Shakespeare. 2.) Teacher should read the Elizabethan word and translation as it appears on the screen and a student can read the word used in a sentence as it appears, 3.) While students watch the presentation, they should notice that there is a combination of two different types of language being displayed. However they should also see the ease at which they are used together. Students may inevitably laugh at some points in the slide. Encourage students to discuss what it is that they find funny (the sentence, the combination of words etc.) Students may also point out that although the sentence looks and sounds different, the meaning and integrity of the sentence remains intact. 4.) Following the PowerPoint, students will be given either a few word cards or translation cards. Have students play a game where they don t speak, but they have to find the classmate that has the card that matches theirs. For example if student A has art they must go around and find the student who has in their hand the word are. 5.) After playing the game, students will be given an opportunity to practice making their own sentences using the Translation Practice worksheet. In this activity, students will take what they understand the given word to mean in Elizabethan language and create a modern day sentence using that word. Extra Activities: For a fun and interactive activity using language and definition view the following YouTube video: http://www.youtube.com/watch?v=moorzlfadyq For homework ask students to research commonly used words in sonnets or plays of William Shakespeare and have them choose 10 or more words, use them in a sentence, and introduce them to the class the next day.

Name: Translation Practice Use each Elizabethan word correctly in a modern day sentence. Underline the word used. Thither- There The ice cream man is over thither. Hither- Here Whence- From where Wherefore- why Hence- There Hath/Hast- have Canst- can Wilt- will Shalt- shall Mayst- may Stay-wait Wouldst- would Doth/dost- does Hie- go quickly, hurry Soft- Quiet! Beseech- beg Thee- you (object) Thou- you (subject) Ere- before Ne er- never Hark- listen

Thou You (informal/ subject) Hath/Hast Have Thine Your (before words that start with vowels) Canst Can Thou You (informal/ subject) Wilt Will Thee You (informal/put in the predicate) Stay Wait Thy Your (before words that start with consonants) Wherefore Why Thither There Hence There

Hither Here Whence From where Shalt Shall Hie Go quickly, Hurry Mayst May Soft Quiet! Wouldst Would Beshrew Curse Doth/dost Does Go to Come now Beseech Beg Ne er Never

Tis It is O er Over twere It were Ere Before Ta en Taken Withal With Oft Often Betwixt Between Knave Tricky dishonest fellow Sirrah Sir (inferior) (name)

Bard Poet Wench Working class girl Artless Lacking skill or knowledge Aye Yes Bootless Useless Nay No Fain Gladly Forsooth Indeed, truly Good Morrow Good morning Anon Later, in a moment Hark Listen Zounds Exclamation

Alack Alas! Ho Exclamation Honest Honorable Saucy Sassy By your leave Excuse me Wonted Ordinary Prithee Please Gentle Soft, tender kind Fie Ugh! (A curse) Marry An exclamation of shock

Two Truths and a Lie Each question listed below has two truths and one lie About Shakespeare. After looking through the information on this website, please identify which of the three options is a lie. You may either write the answers or enter them into your personal response system. 1.) a.) Shakespeare's father was a glove maker b.) Shakespeare's father was a musician c.) Shakespeare's father was an mayor. 2.) a.) In Elizabethan times, rich people sat closer the stage. b.) In Elizabethan times, poor people sat in an area called the open yard. c.) Plays were performed at 4 in the afternoon. 3.) a.) "Thou" is used as a subject of a sentence. b.) "Thou" is used as an object in a sentence. c.) "Thee" is used as an object in a sentence. 4.) a.) God is at the top of the Divine Order. b.) Both living and nonliving objects are in the Divine Order. c.) A peasant is at the bottom of the Divine Order. 5.) a.) Shakespeare's acting troupe was called Lord Chamberlain's men. b.) Shakespeare's Acting troupe was called Queen Elizabeth's men. c.) Shakespeare's Acting troupe was called King James' men. 6.) a.) In Elizabethan times, going to a play was a fancy affair. b.) In Elizabethan times, rich people sat on stage during the performance. c.) In Elizabethan times, actors were looked down upon. 7.) a.) A father had more spirit than a mother in the Divine Order. b.) A bird was above a rock in the Divine Order. c.) A merchant was above a noble in the Divine Order. 8.) a.) A Shakespearean sonnet has 15 lines. b.) A Shakespearean sonnet has 3 quatrains. c.) A Shakespearean sonnet has one sestet and two octaves. 9.) a.) Shakespeare was part owner of the rose theater. b.) Shakespeare wrote plays for Queen Elizabeth. c.) Shakespeare died in London.

10.) a.) In Shakespeare's time, boys played the female roles. b.) In Shakespeare's time, theaters might put on a new show everyday. c.) In modern times, playhouses put on a new show everyday. 11.) a.) An eagle was above a sparrow in the Divine Order. b.) The king was above God in the Divine order. c.) Water was above a rock in the Divine Order. 12.) a.) A Shakespearean sonnet usually contains a volta in the fifth line. b.) A Shakespearean Sonnet usually ends with a rhyming couplet. c.) All Shakespearean sonnets have a set rhythm. 13.) a.) Anon means right now. b.) Ere means before c.) Wherefore means why. 14.) a.) Shakespeare wrote most of his sonnets to a beautiful young man. b.) Shakespeare wrote many sonnets for his children. c.) Shakespeare wrote his last sonnets to a dark lady. 15.) a.) Anne Hathaway was 11 years older than Shakespeare. b.) Anne Hathaway was pregnant when she was married. c.) Anne Hathaway and Shakespeare had two girls This quiz was created by Jessica Mularski, a graduate student at Fairfield University.