Sylabus

Course Syllabus:

Introduction to the Unit: Many students dislike Shakespeare, and most will admit it's because “Shakespearean language” is not their own. It is dry, funny-sounding, aloof, dead, stupid, boring stuff on a page--a page which looks more intimidating than the last Calculus test they took. But Shakespeare was never meant to be read; his plays are just that: plays. Dramas to be given flesh and blood on a stage (or in a classroom). This unit attempts to address a few of the bard's tragedies and histories to utilize the internet, film, and student presentation to bring Shakespeare back to life in the twenty-first century. (The next unit will address Shakespeare's sonnets as well as other British poetry)

Time Allotment: Five Weeks Texts: Norton's English Literature, H&B's Reading for Writers, Orgel's Vocab List; Macbeth, Much Ado About Nothing (Folger's Additions) Teaching Aids: Folger Library's Shakespeare Set Free series; Ross McDonald's Shakespeare Reread; Davis and Salamone's Teaching Shakespeare into the Twenty-First Century Unit Structure : Week Nine/Ten: Macbeth (online text; texts also available in class) “Shakespeare in the Bush” (RFW p.61) Excerpts from Polanski and Orsen Wells's films Mon: Meet Shakespeare; Intro. to language and structure Tues: “All Hail, Macbeth” Weds: “There to Meet with Macbeth” Thurs: “Blood Will Have Blood” Fri: “Look Like th'Innocent Flower” Mon: AP Writing: Macbeth Soliloquy Tues: “There's Daggers in Men's Smiles” Weds: “Ride You This Afternoon?” Thurs: “Helly Is Murky” Fri: “Out, Out Brief Candle”: Assign. 1 due Week Three: Henry IV Part I (online text ; N. p. 482) Mon: “What Happens in Henry?" Tues: “A Shaken Kingdom” Weds: “The Blood on Henry's Hands” Thurs: “A Usurper's Shaken World” Fri: “Speech Explication" Mon: Henry IV on Sleep Deprivation : AP Writing Week Eleven/Twelve: Group Shakespeare Projects Tues/Weds: Macbeth Presentations Thurs/Friday: Henry IV Presentations Mon-Fri: Excerpts from Kenneth Branaugh's Henry V, Ian McKellen's Richard III; Looking for Richard Read Review of Looking for Richard Mon: Unit Test on Macbeth, Henry IV, Richard III TOP Group Projects; Writing Assignments: *Due Fridays: Assignment 1 is due Friday of Week One, etc. *Vocabulary Requirement: Chart one word in Macbeth and one in Henry IV Part I. Make a list of all the different connotations of this word/image and turn it in on the Friday we finish each play. You may access several online sources to help you trace the word in the play (Trace a Line). The most used words in Henry IV are arms, blood, brother, counterfeit, etc..; try to find a word that changes meaning by the end of the play. *Writing Prerequisites: a. clear thesis (read “The Thesis” by Sheridan Baker RFW p. 142) b. logical organization (read “How to Write Clearly” RFW p. 142; “WritingSuccessful Paragraphs“RFW p.234) c. correct grammar (see Strunk and White Online) d. sound sentence structure (see Strunk and White Online) e. interest (read “How to Write Narration” RFW p. 270 “How to Write a Description” RFW p. 300) *Essay Grading: AP rubric will be used whenever applicable. Relating AP Essays: 1990 Henry IV. II: Sleep; 1992 Elizabeth to her Troops Evaluation: 30%: AP Essays in Class; 30%: Group Projects and Writing Assignments; 20% Unit Test 10% Quizzes and Reading Comprehension; 10% Attitude and Participation TOP

Group Shakespeare Projects You may work in a group of no more than 3 people. To prepare, follow the DIRECTIONS below: 1. Choose one scene from Henry IV or Macbeth. No two groups may choose the same scene; they will be given out on a first-come, first-serve basis. 2. Reread the entire act of the play from which your scene was taken. 3. Give the class a brief summary of this scene including a character sketch; plot synopsis; and the general tone and mood of the scene. Include discussion of one of Harold Bloom's ideas (Shakespeare: The Invention of the Human) as it relates to your scene . CHOOSE 4 OR 5 4. Find a version of the scene on video (from Pine Crest video library : Mr. Williams, Blockbuster, Broward County library). Analyze the director's choice of tones, themes, styles, actors/actresses, costumes etc.. of your scene. OR 5. Practice acting out the scene with your group--when performing for the class, be ready to discuss the actors' motivations, moods, situations, and purposes. 6. Analyze the mood, situation, motivation, purpose, style, syntax, diction, imagery, tone, etc.. of one particular monologue or dialogue in the scene. On the day of your presentation: 1. Give the class a brief summary of the act. 2. Act out the scene (or show the scene) you are presenting. Before acting it out, discuss the character(s)' mood, situation, motivation, and purpose. 3. Analyze the dialogue or monologue's tone, diction, syntax, theme, imagery, irony, and any other literary techniques you may find.