1. MARCH 3 (A) AND MARCH 4 (B) Switch your homework poems. Mark each other’s iambic pentameter.

2. SHAKESPEARE An Introduction to Shakespearean Language

3. Quick-Write  Write a short scene of a play about any topic of your choosing.  The short scene should contain 4 lines (or more) of dialogue between two characters.  SKIP LINES (We will be revising.) The content is less important than the words and sentences themselves! Be sure your sentences are grammatically correct. The following activity will be easiest if you keep to short, simple sentences!

4. Shakespearean Language  Differences from Modern English we use today Meter, esp. iambic pentameter Inverted Sentence Structure Interrupting Phrases Word Omission Pronouns Verb Inflection Coined Words  All examples in this presentation are taken from Romeo and Juliet.

5. Inverted Sentence Structure Modern English: Subject – Verb – Object I ate the sandwich. Shakespearean Language: Object – Subject – Verb The sandwich I ate. Or: Subject – Object – Verb I the sandwich ate. Note: This inverted structure can also occur with predicate adjectives and nouns.

6. Inverted Sentence Structure People in Shakespeare’s time did not really speak this way. Why, then, did Shakespeare write this way? Create a specific poetic rhythm Emphasize a certain word Give different characters different speech patterns (method of characterization) Create rhyme scheme

7.  Label the sentence structure of the following lines from Romeo and Juliet. Then, rewrite the sentences to fix the inverted word order. A glooming peace this morning with it brings. In the instant came the fiery Tybalt. Black and portentous must this humor prove. Of honorable reckoning are you both.  Look back to your short scene. Label the subject (S), verb (V), and object (O) for each sentence that has a transitive verb. You will invert the structure later. Inverted Sentence Structure

8. Interrupting Phrases Separated Sentence Elements and Long Interrupters  Sometimes subjects will be separated from their verbs or verbs will be separated from their objects by long, delaying interruptions Again, Elizabethans did not speak like this. So, why do it?  Interruptions often provide important background details  Separation of basic sentence elements requires the reader to attend to those supporting details

9. Interrupting Phrases What is the true subject and verb of the following lines? Underline all that interrupts it. Three civil brawls bred of an airy word By thee, old Capulet, and Montague, Have thrice disturbed the quiet of our streets.  Look back to your short scene. Pick one line to add more details to by adding an interrupting phrase between a subject and verb or between a transitive verb and its direct object.

10. Word Omissions For the sake of the rhythm and rhyme, Shakespeare often left out letters, syllables, and whole words. We do the same thing in our informal speech every day. Formal English: Have you been to class yet?Formal English: What is up with that? Informal English: Been to class yet? Informal English: Wha’sup wi’that? A few examples of Shakespearean omissions/ contractions… ‘tis = it isi’ = ine’en = even ope = opene’er = everne’er = never o’er = overoft = oftena’ = he

11. Word Omissions What words do you think are being omitted from the following lines? Were you ‘by? And gladly shunned who gladly fled from me.  Look back to your short scene. Make the following omissions: At least one word At least one letter (add an apostrophe as Shakespeare would have

12. Pronouns Modern EnglishShakespearean Language SubjectYou “You are my friend” Thou “Thou art my friend.” ObjectYou “I give you my love.” Thee “I give thee my love.” Possessive Adjective Your “Here is your sword.” Thy “Here is thy sword.” Possessive NounYours “This medal is yours.” Thine “This medal is thine.” Plural SubjectYou (you all) “You are all mighty lords.” Ye “Ye are mighty lords.”

13. Pronouns Replace the pronouns in the following lines with its Modern English counterpart. …Upon thy life I charge thee, Whate’er thou hearest or seest, stand all aloof And do not interrupt me in my course.  Look back at your short scene. Replace all pronouns accordingly.

14. Verb Inflection Shakespeare conjugated verbs by adding an “-est” or “-st” suffix with 2nd person pronouns (you). Occasionally, a “-th” ending would replace an “s”. Modern English: You lie. Shakespearean Language: Thou liest. Modern English: What did you see? Shakespearean Language: What didst thou see? Modern English: Why can’t you see the difference? Shakespearean Language: Why canst thou not see the difference?

15. Verb Inflection Underline the verbs in the following lines: And yet no man like he doth grieve my heart. If though art moved, thou runnest away.  Look back at your own skit. Inflect any action verbs that come after “you.”

16. Shakespeare’s Words Shakespeare is credited with inventing over 1700 new words. He used several strategies to make this happen: 1.Adding a prefix of suffix on to a pre-existing word 2.Combining two pre-existing words into one, new compound word 3.Changing the part of speech of pre-existing words 4.Creating it from scratch! Invented Words: Words Shakespeare Coined-Folger Shakespeare LibraryWords Shakespeare Coined-Folger Shakespeare Library

17. Coined Words Guess which two words in the following lines from Romeo and Juliet were coined for the first time here: And yet, I warrant, it had upon its brow A bump as big as a young cockerel’s stone And in his needy shop a tortoise hung, An alligator stuff'd, and other skins And shake the yoke of inauspicious stars. Sure wit, follow me this jest now till thou hast worn out thy pump  Look back at your short scene. Add at least three new words you created.  Add a footnote. For each word’s footnote, state the definition and the strategy used to create your words.

18. Revise Your Script  Re-write your scene completely applying all relevant elements of Shakespearean Language, including: Iambic pentameter Inverted Sentence Structure Interrupting Phrases Word Omission Pronouns Verb Inflection Coined Words

19. Just for Fun: Idioms! Many of our common idioms come from Shakespearean plays. Here are some examples from Romeo and Juliet. How many do you recognize? What do they mean?  Star-crossed lovers  Parting is such sweet sorrow  A plague on both your houses  Violent delights have violent ends  What's in a name? A rose by any other name would smell as sweet.  Wild-goose chase

20.  Read the prologue aloud together.  Complete the worksheet individually. Use everything you have learned up to this point to help you complete the questions on the worksheet.  From Shakespeare in Love:  From Romeo and Juliet (1968):  From Romeo + Juliet (1996): Romeo and Juliet: The Prologue

21. Romeo and Juliet: Synopsis and Character Chart