1. Shakespeare’s Language

2. Objective To feel more comfortable with Shakespeare's language, sentence structure, verb forms, and pronouns

3. Silent Conversation  Find a partner and push your desks together  Take out one of your comp books and a pencil  Have a normal conversation, but instead of talking, write down what you want to say by passing the comp book back and forth  For example: --What do you want to do after school? --I don't know. Do you want to come to my house? --OK. Do you have an X-box? --Yeah, we can definitely play some games. --Etc.  Continue this without speaking until each of you has written five sentences (so, ten sentences total in your conversation)

4. Second Person Pronouns (you, your, etc.)  you (subject) = thou: "Thou art my brother."  you (object) = thee: "Come, let me clutch thee."  your = thy: "What is thy name?“  yours = thine: “My heart is thine.”  you all = ye: "Ye shall know me.“ Your turn: Erase every you and your and yours in your conversation and replace them with thou, thee, thy, thine or ye -- make sure to use the correct one!

5. Verbs Elizabethan English often added -est or –st to verbs. For example:  "Thou liest, malignant thing."  "What didst thou makest?"  "Why canst thou not seest the difference?” Your turn:  Add –est or –st to the verbs in your conversation. Also:  Change “are” to “art”  Change “it is” to “tis”  Change “it was/it were” to “twas/twere”  Change “have/has” to “hath”  Change “will” to “wilt”  Change “do/does” to “dost” Remember: Every sentence has a verb! It’s the “action” word!

6. Troublesome Words  Review the list of 80 Troublesome Words  Insert at least three of these troublesome words into your conversation (you might have to rewrite a few lines of your conversation a little bit)

7. 125 Odd Words  Review the list of 125 Odd Words  Insert at least two of these odd words into your conversation (you might have to rewrite a few lines of your conversation a little bit)

8. Sentence Structure  Rearrange the cards to create a sentence that makes the most sense.

9. "A glooming peace this morning with it brings." (Romeo and Juliet)Romeo and Juliet "That handkerchief did an Egyptian to my mother give." (Othello)Othello

10. Sonnet

11. Shakespearean Sonnet  14 lines  Meter: Iambic pentameter  Rhyme scheme: abab cdcd efef gg  Three quatrains  One couplet

12. Iambic Pentameter https://www.youtube.com/watch?v=I5lsuyUNu_4

13. Rhyme Scheme  The pattern of rhyme in the poem – in other words, which lines rhyme with which other lines.  Rhyme scheme of Shakespearean sonnets: abab cdcd efef gg  Three quatrains  One couplet

14. Figurative Language  “Figurative” is the opposite of “literal”  Literal language means exactly what is said.  Figurative language has a deeper meaning, beyond the surface of the words.  You must be conscious of the difference, otherwise a poem may make no sense at all, or you may miss additional/deeper readings of a poem.

15. Major Types of Figurative Language  Simile  Metaphor  Personificatio n

16. Simile A comparison between two unlike things, usually with the words like or as or other connectors. The comparison suggests a similarity. Examples:  He eats like a pig.  Your fingers are like sausages.

17. Metaphor A comparison between two unlike things. The comparison implies that the two things have something in common. Examples:  He is a pig.  Your fingers are sausages.

18. Personification A figure of speech which gives the qualities of a person to an animal, an object, or an idea. Examples:  “The wind howled outside.”  “The grey-eyed morn smiles on the frowning night.”