HENRYWHAT’S THE DIFFERENCE BETWEEN A KING AND ANY OTHER MAN?

THEBy Ignace Cornelissen, translated byFIFTH Purni Morell and directed by Ellen McDougall TEACHER RESOURCE PACK FOR TEACHERS WORKING WITH PUPILS IN YEARS 3 - 7 HENRY THE FIFTH - TEACHER RESOURCES CONTENTS

INTRODUCTION 3-5 This section outlines the context of Ignace Cornelissen’s Henry the Fifth and the ways in which it links to Shakespeare’s Henry V. There is also a note from Unicorn Theatre Artistic Director, Purni Morell, who programmed and translated the play.

INTERVIEW WITH DIRECTOR ELLEN MCDOUGALL 6 IMAGES FROM DESIGNER JAMES BUTTON & THE SET MODEL BOX 7 PRODUCTION IMAGES FROM THE SHOW 8

PRACTICAL CLASSROOM ACTIVITIES TIMELINE WHOOSH 9 This activity uses a ‘story whoosh’ structure to introduce the class to the historical period of the play, including the links between France and England and how the role of the monarchy was different in the 15th Century from today. FORTUNATELY / UNFORTUNATELY 13 This activity encourages the participants to play with the power of narration to alter events and develops quick-thinking narrative dexterity. When the class see the play they will recognise how Cornelissen has used a similar device for enabling the character of Katherine to escape. THE WEIGHT OF THE CROWN 15 This activity explores the role of the king in the time of Henry V and uses the information from the Timeline Whoosh as the starting point for a whole class drama game which can be used as a stimulus for a discussion on the responsibilities of kingship. THE YOUNG HENRY 17 This activity asks the class to imagine events in Henry’s earlier life, exploring how someone who is ‘wild, undisciplined and powerful’ might behave. The children are in-role as the king’s advisors, responding to young Henry’s behaviour. It is linked to the work in the previous activity: The Weight of the Crown. WE BAND OF BROTHERS 19 This is an an extended piece of drama work exploring the lead up to the departure of the men who were obliged to fight in Henry V’s army. The activity will explore: the call to arms in the villages, preparation for leaving, the response of families, the hopes and the fears of the men, and the concepts of loyalty, bravery and allegiance. The work includes: teacher in role; whole class role play; improvisation; use of talk in relation to freeze framing; scene making; the importance of reflection as part of drama; writing in role and presentation.

Page 2 HENRY THE FIFTH - TEACHER RESOURCES INTRODUCTION

‘On your imaginary forces work … and eke out our performance with your mind.’ Shakespeare’s Henry V

Welcome to the teacher resource pack for the Unicorn Theatre’s production of Henry the Fifth by Ignace Cornelissen. Taking as a starting point Shakespeare’s play Henry V, Cornelissen has created a modern adaptation for young theatregoers that looks at the ways in which power can lead to conflict, the disasters of war and how one person’s viewpoint never tells the whole story

AIMS AND APPROACHES In these resources the Unicorn sets out to prepare teachers and their classes for their visit to see Henry the Fifth, not by explaining the play, but by engaging with some of the action, characters and background so that their responses to the performance can be expanded and deepened. They set out to enrich children’s learning through purposeful activities that have a meaningful and engaging context. There are links to relevant historical information, in particular the history of the complex connection between England and France and the how the role of the Plantagenet and Lancastrian kings was different to that of the monarchy in the 21st Century.

The activities can be done before or after your visit and use drama, storytelling, and writing as ways of exploring themes and events that are relevant to the play. They do not take an objective led approach; however, teachers will be able to establish links to the relevant curriculum objectives for their particular year group and can adapt them for their particular educational setting.

UNICORN THEATRE - TEACHER CPD These resources will be the focus of the Teacher CPD day on Friday 13 March 2015. This workshop day provides an opportunity for teachers to: experience the activities as participants; understand how to approach and adapt the work for their particular class; discuss and share ideas with other teachers and develop skills, understanding and confidence in working with

HENRY THE FIFTH - AN ADAPTATION Children often encounter intertextual playfulness and postmodern construction in contemporary picture books. Lauren Child, for example, plays with the reader’s previous experience of wolves in traditional stories in The Story Book Wolves; Ahlberg’s Jolly Postman makes his round through a landscape populated with characters from nursery rhymes and traditional stories; the reference to the Beanstalk in the title of Mick Inkpen’s Jasper and the Beanstalk creates an immediate association for the reader with the story of Jack and the Giant. Although such books can be enjoyed without prior experience of traditional stories and nursery rhymes, pleasure and engagement for the reader is heightened when the connections with other texts are recognised.

Through their reading, and through watching film, children are also aware that there can be different versions of narratives where writers bring their particular spin to a story: Roald Dahl’s Rude Rhymes, for example, the confessions of Alexander T Wolf in The True Story of the Three Little Pigs or the many different re-tellings of familiar fairy tales. It is the reader’s awareness of other versions and interpretations that enriches and deepens reading and contributes to young readers’ experience of the way in which cultural texts are interconnected

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and open to different interpretations and reworking, not only in different modalities, but across time and place. Ignace Cornelissen’s Henry the Fifth is a play that works in this intertextual, post-modern way.

It is not a play that sets out to be a ‘know your classics version’ of Shakespeare - there is no reference to Shakespearean language and the play is not set in the Fifteenth Century yet the guiding hand of Shakespeare and the reference to English history are clearly there. It is not Shakespeare’s Henry V but, as the title suggests, it has a connection to it and being aware of the historical setting of Shakespeare’s play can let the audience in on an important layer of meaning.

By the time William Shakespeare wrote Henry V in 1599, King Henry V (1387-1422) had been dead for nearly 200 years but the historical detail of Henry’s life is well documented. The wild and undisciplined time Henry spent as a young man in the taverns of Eastcheap, the complicated argument that supported his claim to the French throne; the details of the siege of Harfleur; the victory at Agincourt and his marriage to Katherine are drawn from Holinshed’s Chronicle and many in the audience at the first performances of the play at the Globe Theatre would also have been familiar with Holinshed’s account of Henry V’s life and times.

But Shakespeare’s play does more than tell the story of a King of England, it raises questions about the responsibilities of kingship; whether being a good ruler and a good person are synonymous; the glorification of war and the power of rhetoric to move people to action. Cornelissen’s play, too, explores privilege, power, responsibility and the impact of war but this time in ways that bring it back to the dynamics of the playground. In Henry the Fifth Cornelissen’s version of the young King Henry is not the warrior prince who went into battle alongside his father at the age of 13 and who led a debauched life in the taverns when he was not much older but a Henry shaped by more contemporary perceptions of childhood that young audiences will recognise.

The character of Katherine, the daughter of the French King, has a central role in Cornelissen’s recasting of the play. In Shakespeare’s play the scenes with Katherine show her learning English so that she can speak with Henry and negotiate her future with him. In Henry the Fifth Katherine is also someone who wants to be heard but this Katherine is a more contemporary construction. Cornelissen not only gives her a voice but when she becomes the narrator, she also has a viewpoint on the action.

In Shakespeare’s Henry V ,the Chorus, who narrates the opening of each act, calls on us, the audience, to use our imaginations as we watch the play and urges us ‘to eke out our performance with your mind’. As in Shakespeare’s time, theatre still depends on the audience’s imaginary force to bring the play into being and we hope these resources will help teachers to fire the imaginations of the young audiences who are coming to see the Unicorn’s production of Ignace Cornelissen’s Henry the Fifth.

‘You do have to use your imagination. You can’t just like get 10,000 people to line up in a 100 lines and charge at each other, it would be too packed and squeezed in. It’s the same with books, you have to close your eyes and your imagine – not literally – you can still watch it – but sometimes you look at stuff and you somehow see something – you can draw lines on it using your brain. I think that’s what you were meant to do. You know the balloon – you could just edit it by using your brain and it might have looked like a man to you, and changed the colour of it because you can tweak it with your brain, so the round bit might have been its face, the thin bit its body.– that’s using your imagination. ‘ Year 5 pupil after watching Henry the Fifth in 2014

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A NOTE FROM PURNI MORELL – UNICORN THEATRE ARTISTIC DIRECTOR

Henry the Fifth is more than an introduction to a Shakespeare play. Playwright Ignace Cornelissen works from two underlying assumptions: first, that the goings-on in the halls of power, which we learn A NOTEabout andFROM call PURNIHistory MORELLor Politics, – are UNICORN actually not THEATRE that different ARTISTIC from theDIRECTOR goings-on in the playground. Both are about power, desire and whether you can get what you want. But second, by telling the story of Henry V rather than of a child in a school, we also see that our actions have tremendous consequences: in Henry’s case the fate of a whole nation depends on his choices. So Cornelissen aims to show two things: that the adults we learn about as great figures are just like us with similar feelings and motivations to us and our classmates and also that the way we treat each other has profound consequences, for even if we are in the playground now where it seems not to matter, we can see what the consequences of our behaviour could be when it is transported into a different context.

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Production image

Page 5 HENRY THE FIFTH - TEACHER RESOURCES INTERVIEW WITH THE DIRECTOR ELLEN MCDOUGALL

We interviewed Ellen in June 2013 about her preparations for directing the play. The process of putting together a creative team, thinking about the central themes in the play, deciding on a design concept and how the set, costumes, lighting and sound will help tell the story all needs to be thought about well in advance of rehearsals. When the director and the actors come together in the rehearsal room key decisions will already have been made about the feel and look of the production. Ellen answered some questions for us at the early stages of thinking about how to approach the production.

WHAT DO YOU FEEL IS THAT HEART OF IGNACE’S VERSION OF HENRY THE FIFTH? WHAT WILL YOU WANT TO DRAW OUT IN REHEARSALS? There are two particular elements of the play that I’m particularly drawn to. The first is the exploration of war. Shakespeare’s version of the play can be read as both pro- and anti-war, and Henry is characterised by Shakespeare as a charismatic and inspiring leader. Ignace’s version questions Henry’s motives for going to war in the first place: he sees the beautiful French castle and decides he wants it for himself.

He seems to be allowed to do this simply because he is the King, rather than because he makes a very inspiring speech and gets the whole country to back his plans to invade France.

By the end of Ignace’s version (spoiler alert!) the fighting has completely destroyed the beautiful castle and both Henry and the French King are left wondering whether it was all worth it in the end. I think both of these things raise very pertinent questions about the wars currently being fought and entered into today, and the way we view our political leaders.

The second element is the portrayal of Katherine. In Shakespeare’s version we see her learning to speak English, and then accepting marriage to him largely because it was her father’s wish. In this version, she actively protests to the Narrator about being sidelined in the plot, and then refuses to marry Henry at the end, suggesting instead that he and the French King tidy up the mess they have made in their fight. This to me feels a more appropriate portrayal of a woman for young people today.

HOW WILL YOU PREPARE FOR REHEARSALS IN THE AUTUMN? I am reading and watching other versions of Shakespeare’s play: it’s very interesting to look at the other ways Henry has been imagined as a character in recent history: to better understand the alterations Ignace Cornelissen has made to his version.

I’m also thinking about the way we will rehearse the play - there is an element of the performances that require the actors to be both themselves, and the characters they are playing on stage, so I’m thinking about the ways to rehearse to bring that out in the most useful and natural way.

I’m speaking to James (the set designer) and Emma (the sound designer) about how we might incorporate live sound onto the stage - there is a gong and balloons for the war - and perhaps we’ll add some more of these moments so the actors create the soundscape of the scenes in Henry.

I’ll also meet some actors and cast them in the roles.

Page 6 HENRY THE FIFTH - TEACHER RESOURCES THE DESIGN BY JAMES BUTTON

IMAGES OF THE SET MODEL-BOX

PHOTOS FROM THE DESIGNER’S SKETCHBOOK

Page 7 HENRY THE FIFTH - TEACHER RESOURCES PRODUCTION SHOTS OF THE SHOW IN 2014

Cast for 2015 production may change

Page 8 HENRY THE FIFTH - TEACHER RESOURCES PRACTICAL ACTIVITIES ACTIVITY ONE TIMELINE WHOOSH INTRODUCTION A whoosh is a playful way of enabling young audiences to become familiar with the relationships between characters and with the sequence of events in complex narratives. This Timeline Whoosh gives the class an overview of English history in the time leading up to Henry V’s war with France which is the major event at the heart of Cornelissen’s Henry the Fifth. There is an introductory narrative to the whoosh that helps to create the historical context and gives a picture of how the role of the King of England in the 14th and 15th Centuries was very different from today. TIME The Timeline Whoosh will take 20-30 minutes. ORGANISATION A space big enough for the class to form a circle. RESOURCES Teachers will need to print out the Timeline Whoosh resource (page 6) and become familiar with it before beginning the activity. A crown is a useful prop for this activity as it will help the class to keep track of who is taking the role of the King of England. There are four kings in the period of this time line: Edward III, Richard II, Henry IV and Henry V. RUNNING THE ACTIVITY • Organise the class into a circle and introduce how the play relates to the Timeline Whoosh. • Remind them about how to create a freeze frame and emphasise that the Whoosh will mean participants have to create the moments as quickly as they can. • Teachers might like to practice this by asking the whole class to work in pairs to show one of the moments simultaneously, such as: ‘Richard was crowned King of England’. • Start by building the whole class image of Henry leading his men into war, using the stages outlined on the following page. When you have looked at the image, ask everyone to sit back in their place in the circle. • Then read/discuss the teacher narration which sets the scene and introduces historical information leading up to the reign of Edward III, the great-great-grandfather of Henry V. • Then start the ‘whoosh’ (page 11) - read each of the events and, with each historical event, ask the children to make a freeze frame representation of the moment, showing what is happening. • Before the narration moves on the group is ‘whooshed’ out of the way and then the next part of the narrative is portrayed as a freeze frame by the next children in the circle.

As part of the work, teachers can encourage reflection on the information and relationships being portrayed but, in general, the whoosh is a strategy that requirespace as well a playful approach.

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BUILDING THE GROUP IMAGE WITH THE CLASS: • We are going to begin with King Henry V of England leading his army into France. • Henry is on horse-back with his Barons and Knights beside him. Flags fluttering in the breeze. • There is a small standing army of expert combatants, carrying their longbows with them. • There are mercenaries; professional soldiers who fight for a small wage and a share in the spoils of war. • And alongside them hundreds of men from the villages - farmers carrying basic weapons who have never been to war before. • What has brought Henry V to declare war on France?

TEACHER NARRATION OR DISCUSSION TO GIVE HISTORICAL CONTEXT: We probably need to think back to 1066 when King Harold of England was defeated at the battle of Hastings by William the Conqueror who had invaded from Normandy. This was the beginning of a long period in History when the borders between England and France moved backwards and forwards. At times large parts of what we now think of as France were ruled by English Kings, but then again, some English kings, like William the Conqueror were French. It was also a time when marriage between English and French royalty and aristocracy was very common and it was difficult to say exactly where and who was French or English.

In those days the king had more power than today. The word King meant ‘he who had the last word’. The King had the final say on everything, it was the King who made the law.

The King could decide to raise taxes from the people if he needed to. The people gave money to the landowners; the land owners gave the money to the King.

It was the King who could decide to raise an army and go to war.

When Kings got married it was often in order to make an alliance which would make the King more powerful; and when they married the King would then get all the land and titles that went with his bride.

Sometimes the King and his bride wouldn’t meet until after the agreement had been made - maybe they would see a small portrait of each other. Often they couldn’t speak the same language.

We’re going to pick up our story about 250 years after the Battle of Hastings and about 90 years before our image of Henry going to war:

Page 10 HENRY THE FIFTH - TEACHER RESOURCES RESOURCE - TIMELINE WHOOSH

• In 1327 King Edward III was crowned King of England. King Edward wanted to become ruler not just of England but of Scotland and Wales too and to make a United Kingdom. • Edward also made a claim to be the rightful King of France so he got an army of soldiers together. They sailed across the channel to begin a war with France that was to become known as the Hundred Years War. WHOOSH

• Fifty years later, two boy cousins are playing at sword-fighting; Henry is 10 and Richard is 9. They are cousins and both the grandsons of King Edward III. WHOOSH

• When Richard is 9 his father, who is the heir to the throne, dies. Richard becomes heir to the throne. • A year later King Edward III dies and Richard, aged 10, is crowned King Richard II of England. His cousin Henry looks on. WHOOSH

• When King Richard is 14, he is thought of as an extravagant and unjust King by the people. He demands more and more taxes from them, they don’t like it. Eventually some peasants, led by Wat Tyler, march to London to protest at the way the King rules. WHOOSH

• Many years later Richard agrees to marry Isabella of France. Isabella sails across the channel and arrives in England with her dowry – big caskets of jewels which King Richard now owns. It was hoped that the marriage would bring peace between England and France and an end to the Hundred Years War. WHOOSH

• Cousin Henry is also a man now. King Richard and Henry fall out and Richard banishes him from England, he is forced to go to France but he leaves his son, young Henry, behind with Richard. King Richard takes all of his cousin Henry’s money, lands and titles. WHOOSH

• While Henry is in France he becomes angry. He thinks Richard is not fit to be King. He gets an army together, sails across the channel back to England, battles with King Richard’s men and seizes the crown. • Richard is taken and imprisoned in Pontefract Castle. Where he dies soon after – it is said he dies of hunger. WHOOSH

• In 1399 Henry is crowned King Henry IV. And his son young Henry becomes heir to the throne aged 13. • Isabella returns to France taking her jewels and her wealth with her. • Henry IV has the crown, but not everybody is happy with it. He has taken the crown but now he has to hold on to it.

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WHOOSH

• Meanwhile young Henry, aged 13, is not behaving like a future King at all; out with his friends he is wild, undisciplined and powerful. WHOOSH

• It is now 1413, 13 years later and King Henry IV dies after years of trying to hold onto his crown and young Henry, now a man, is crowned King Henry V. • England is not as wealthy as he thought it was; Henry V looks into the coffers and sees they are running out of money. • Henry seizes on an old law book which shows that because his great great grandfather’s wife was daughter of King Philip IV he can lay claim to parts of France (that happens to be quite rich). • Henry gets an army together and they prepare to leave for France. (Whole class image).

Page 12 HENRY THE FIFTH - TEACHER RESOURCES ACTIVITY TWO FORTUNATELY / UNFORTUNATELY INTRODUCTION This activity encourages the participants to play with the power of narration to alter events and develops quick thinking narrative dexterity. When the class sees the play they will recognise how Cornelissen has used a similar device for enabling Katherine to escape her fate.

In conventional narratives with a third-person narrator, one of the narrator’s roles is to keep a story heading in the direction it set off on at the start so that the reader, or in this case the audience, can keep track of what is happening. At the start of Henry the Fifth the narrator’s role follows that convention, but there comes a moment in the play when the narrator finds himself becoming part of the action and who is telling the story changes and alters what the audience experiences.

Katherine is locked in the tower by her cousin Nigel who wants to marry her. He has to go and defend the castle against Henry who is attacking. ‘Make sure she doesn’t run off’ he says to the narrator. The narrator is left with Katherine who wants to leave. What follows is a scene where Katherine challenges the power of the narrator to control the action and make her escape.

TIME Once the class know how to play ‘Fortunately – Unfortunately’ it can be played for 10 minutes as a starter to a lesson or as an end of the day activity. ORGANISATION This activity works best in pairs. But teachers can adapt and organise it to suit the particular need of their class. It is important, however, to maintain the playful quick-thinking aspect. Model the activity first with the whole class. RUNNING THE ACTIVITY • Introduce the activity and tell the class the connection it has to their visit to see Henry the Fifth. • Start by asking everyone to imagine that they are inside a locked room at the top of a castle tower. Imagine what the room is like: what sort or windows there are, what is outside the windows, what the furniture is like. • This could be done as a whole class so that everyone contributes to creating the room or you could ask the pairs to share their image of the room with each other. • Ask each pair to decide who is A and who is B. • Explain that the activity begins likes this: You are both inside the room you have imagined. A wants to leave; B wants to keep A in the room. • The activity starts with A who says: ‘I have to get out of here’. B then responds with ‘unfortunately the door is locked’. • A now has to invent some way of getting round that e.g: ‘fortunately I have another key’.

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• B then has to invent a way of making sure the key isn’t used eg: ‘unfortunately when you put the key in the lock it snaps in two’. A then tries another way: ‘fortunately… ‘. B prevents their suggestion working: ‘Unfortunately …’ • A always starts their response with ‘fortunately’ and B always starts their response with ‘unfortunately’. • Finish after 4-5 moves and try to end on an escape from the room. As the class get more expert they can play for longer. • Teachers might want to get pairs who have had a particularly enjoyable ideas to share them with the class.

Narrator The door is locked. Katherine Ah, but I have a back-up key. Narrator Katherine put the back-up key in the lock, but it was so old and worn that it broke. Katherine Oh come on.

The narrator shrugs his shoulders, helpless.

Katherine Fine. Katherine looked around the room and saw a large axe, which one of the carpenters had accidentally left lying around. She took the axe – Narrator And began to hack away at the door. She battered the door with all her might, until finally the door fell away into splinters. Katherine Ha! Narrator And then her heart sank because behind the door, she saw there was a large metal plate. Katherine Seriously? Narrator Against which her axe was quite useless. Katherine But, Katherine had an idea. She ran to the window and opened it - Narrator - only to find a thirty foot drop. Katherine Sheets. I’ll knot sheets together, then I’ll be able to climb down. Narrator (sadly) But the sheets were too short – Katherine Not if I use the curtains as well.

Extract from Henry the Fifth script

Page 14 HENRY THE FIFTH - TEACHER RESOURCES ACTIVITY THREE THE WEIGHT OF THE CROWN INTRODUCTION The Timeline Whoosh introduces the class to a concept of monarchy that differs from the more ceremonial role of the current royal family with which they will be familiar. This activity explores the role of the King in the time of Henry V using the information from the Timeline Whoosh as the starting point for a whole class drama game that provides the starting point of a discussion on the responsibilities of kingship. TIME The practical drama work with reflective discussion will take 40 minutes. The writing, which leads on from the discussion, and the making of the crown books will take 2 further minute sessions. ORGANISATION Whole class, small group and independent work. A large space is needed for the drama work but the rest of the activity can be classroom based. A crown. RUNNING THE ACTIVITY Stage 1 - The Role of the King • Tell the class that they are going to be exploring the life of the young Prince Henry and that this begins with thinking about what it is to be a king. Remind the class of the kings that were part of the Timeline Whoosh and ask them to think about the different roles those kings had. Discuss these with the class. • Explain that they are going to begin by moving around the space as if they are a king and that you will ask them to freeze to show these different roles. • Ask the class to stand as if they are a King of England and then walk around the space, acknowledging each other in their kingly role. • Let the class establish their focus and then say, for example: ‘when I say freeze become the king leading the army into battle: Freeze!’, ‘When I say freeze get into threes and become the king talking to his advisors. Freeze!’, ‘When I say freeze get into a group of four and become a group of ordinary people being introduced to the king, Freeze!’. • Teachers can comment briefly on what they see and then ask the class to ‘relax’ and to move around the room again until the next ‘freeze’. • What does the King do in his private moments – away from the public eye? In groups of 4 show The King - a private moment. • Ask the children to be an audience for each other’s images. • This is an opportunity to question or thought-track the children in-role as the king (and other characters).

Stage 2 - Development into writing • Working from paired talk to whole class discussion, discuss with the class what makes a king different from an ordinary man, eg: What are the obligations? What are the responsibilities? What are the advantages? What are the qualities a king needs to have? Is a king just an ordinary person? • Discuss with the class how once the crown goes on his head all this power and responsibility comes with it.

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• With the class sitting in a circle, pass the crown around. As each child holds the crown, they complete one of the following sentences – When I wear the crown I am… I need… I have… Without the crown I am… I need… I have … • Ask the class to work independently to write a list of the things that they consider to be the most important with a sentence or two to explain why. • Incorporating this writing into a crown that opens up into a little book is a way of developing presentation skills and ensuring that the writing has a purpose and audience beyond the teacher.

Page 16 HENRY THE FIFTH - TEACHER RESOURCES ACTIVITY FOUR THE YOUNG HENRY ‘WILD, UNDISCIPLINED AND POWERFUL’

INTRODUCTION In Shakespeare’s Henry IV Parts 1 and 2, the young Henry (Prince Harry) is depicted as wild and undisciplined, consorting with commoners in the drinking houses of Eastcheap and generally doing as he pleased. In Holinshed’s Chronicle he is described as ‘carousing with pickthanks and rabble-rousers’.

Cornelissen’s Henry the Fifth’s Henry retains this image of a young king whose youthful behaviour was unruly. From the beginning of the play King Henry is portrayed as more boy than man but his actions show that he knows that he has power over people because of his royal status.

This activity asks the class to imagine events in Henry’s earlier life that show how someone who is wild, undisciplined and powerful might behave. It is linked to the work in the activity: ‘The Weight of the Crown’.

TIME The practical drama work: What the advisors saw; and preparing evidence for the King are both 40-50 minute sessions. Writing the letter and working on its presentation will take two further sessions. ORGANISATION Whole class, small group, teacher in role and independent work. RUNNING THE ACTIVITY Stage 1 - What the advisors saw • Tell the class that they are going to be exploring the life of the young Henry. Now his father has become King Henry IV he is concerned that the young Henry is not behaving appropriately for someone who is a future king. • Start by discussing the line from Holinshed that is used to describe the young Henry: ‘wild, undisciplined and powerful’. This activity is not about historical accuracy but a way of encouraging the class to consider what the description of Henry’s behaviour means to them. What would it mean, for example, if someone’s behaviour in the playground at break time was described as being ‘wild and undisciplined’? • Ask the class to imagine that they are the King’s advisors who have been asked to keep an eye on the young Henry, spying on his behaviour, and then to report back to the King. Ask the class to work in small groups to create a freeze frame of a moment that the King’s advisors have seen that shows the young Henry being ‘wild, undisciplined and powerful’. • These freeze frames are going to provide the evidence that the King’s advisors are going to present to the King in order to let him know how his son is behaving. • When the class are the audience for each other’s freeze frames ask them to watch what is being presented in-role as advisors to the King and to respond to what they see. What is it that would concern the King’s advisors? Remind the class of the work they have done in The Weight of the Crown activity which they can draw on.

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• Discuss the responses of the advisors to what they see as a whole class. If it wasn’t the young Henry behaving in this way, would the behaviour matter? How does being a future king affect what you can and can’t do?

Stage 2 - Preparing evidence for the King • Explain to the class that you are now going to take on the role of the King’s chief advisor. They will be in role as the advisors who have been asked to prepare to meet with the King to tell him what has been happening. Teachers might want to wear a garment of some sort that signifies when they are in role. • In role, gather the ‘advisors’ together in an appropriate way. Tell the advisors that you are going to organise a presentation to the King about the young Henry. As some of the things they have to say are critical of his son’s behaviour they need to make sure that they are well prepared. This is an opportunity for them to rehearse what they will do when they are invited to present their evidence to the King. • In role, ask the advisors to work in their pairs to prepare what they will say. What evidence do they have? What is the talk on the streets? Are there other witnesses? Are they sure they know how to talk appropriately to the King? • Give the advisors time to prepare and intervene when necessary to develop the work, still maintaining the role of chief advisor. • Organise for the advisors to present their evidence to the chief advisor, who will respond in the way he/she thinks the King will, so that the advisors can rehearse their presentation. Tell the class that, as the chief advisor, you want to make sure that everyone knows exactly how to present their evidence to the King in an appropriate way. This double framing enables teachers to comment on what is being presented and to encourage the use of formal language; persuasive argument; awareness of status; clarity of expression.

Stage 3 - The King’s letter

The work in Stage 1 and 2 prepares the class for the writing of a letter on behalf of the King to the young Henry in which he expresses his concern. The King has asked the advisors to write to Henry on his behalf.

• In role as the chief advisor, tell the class, that the King has taken the evidence that they presented very seriously. He has now commanded that his advisors write a letter to the young Henry reminding him of his duty; his future role as King of England and persuading him to behave in a more kingly way. • In role as the advisor, discuss with the class what they think needs to be included in the letter. How are they going to tell the young Henry that his behaviour has to change? Are they going persuade or command? What do they think would be the most successful approach? It’s important to remind the class of the events that they created that showed how Prince Henry had been behaving and to use this in their writing. • Teachers might decide to compose the letter as a shared writing. Or after the discussion the ‘advisors’ could work in pairs to compose a letter, using oral rehearsal to enable them to explore the best use of language and tone for the purpose.

Page 18 HENRY THE FIFTH - TEACHER RESOURCES ACTIVITY FIVE WE BAND OF BROTHERS CALLED TO SERVE THE KING

INTRODUCTION In order to wage war in the time of Henry V an army had to be gathered together. There was a small standing army of specialist combatants such as the longbow men who were so important at the battle of Agincourt. There were also mercenaries, who fought for a small wage and a share in the spoils of war. But the majority of the troops were men who were obliged to become soldiers in the King’s army because of the way the feudal system operated: ownership of land in return for military service. In the 14th century land was owned by the Barons who, as part of their show of allegiance to the King, were duty bound to provide soldiers for the King’s army. One of the ways peasant farmers paid for their right to farm the land was to go to war to fight for the King when they were needed. These men were neither trained soldiers nor volunteers but ordinary peasants who were obliged to serve in the army and had only their farm tools and additional daggers or spears provided by the Baron as weapons. This activity focuses on the experience of such men. ACTIVITY This activity asks the class to imagine what life might have been like for peasants in the time of Henry V who worked the land and looked after animals without the sort of machinery that farmers might use in contemporary times. The work draws on images of farming life from a range of relevant sources. It goes on to explore the impact of being obliged to go to war with Henry V and the responses of the men and their families as the ships depart for France. TIME This activity is two 50-60 minutes sessions. Additional time will be necessary to redraft and present the written work that takes place in role. ORGANISATION Whole class improvisation; Teacher in Role; small group work. RESOURCES Images of medieval life from paintings and illuminated manuscripts; Breughel’s painting Peasant’s Wedding, message from the King. RUNNING THE ACTIVITY We Band of Brothers: called to serve the King - part 1 • Tell the class that they are going to be exploring what it was like to be a peasant in the time of Henry V. Look at the images of life in the Middle Ages and the sort of jobs that had to be done to grow crops and keep animals. Talk a little about the feudal system and the relationship between the peasants (villeins), the baron and the king. During the discussion draw particular attention to the peasant’s farm tools – axes, scythes, sticks, pitchforks etc - the people are using and the difference between these and contemporary machinery. In addition, discuss what harvest might mean to people at this time and what might need to be done. • Tell the class that they are going to be working in role as peasants at harvest time who are getting their farm tools in good working order for the day’s work on the harvest. Ask the class to work in pairs or threes and to decide what job they are going to be doing as part of the harvest and what needs to be done to make sure

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the equipment is going to be up to the job. Ask the class to play their roles, improvising how they prepare whatever tools and equipment they are going to be using. Continue the dramatic play by asking the class to play peasants bringing in the harvest. • Ask the groups to decide on a freeze frame from the work that show the moment they will always remember from this year’s harvest time. Ask the groups to give their frame a title. • Divide the class into 2 groups and present the freeze frames briefly – one group presenting and one group responding. Ask the class to think about what sort of feeling there might be in the village at this time of year and discuss the responses as a whole class. • Tell the class that every year the harvest ends with a harvest supper to celebrate. Look at Breughel’s Peasant Wedding to get a feel of the atmosphere that might be present at the harvest celebration. • Ask the class to work in groups to make a freeze frame of the harvest supper. These groups can be combined to make a whole class representation of the harvest supper. Bring the whole frame to life for a moment to get a feel of what the celebration might have been like. • Bring the image back to stillness and tell the class that you are going to walk around the scene and when you click you fingers above a group that group will come to life for a moment so that the whole group can hear a little of the conversations that are going on. • Tell the class that as is the custom the Baron himself will be coming to the harvest supper to give his thanks to the villagers for the produce that they will be giving to him as part of the payment they give every year for the privilege of living on his land. Tell the class that you will be playing the role of the Baron. Discuss how the people at the harvest might behave towards the Baron when he arrives to speak to them. • Teacher in role preparation: These are the points the teacher in role as the Baron needs to make: king Henry V has declared war on France; the men of the village are going to become soldiers in Henry’s army; they are to prepare to leave for France in the next couple of days, bringing with them whatever weapons they can manage to find; there can be no argument as the Baron is obliged to send men to serve the King when asked - it should be considered an honour to be called to fight for king and country. • Play the scene and read out the message from King Henry, responding in role to the questions and comments from the villagers. As a final instruction to the villagers, tell them that when they assemble for the journey to Southampton to board the ship for France they are to swear the oath of allegiance to the King. • Out of role: Discuss the responses of the villagers and what similarities and differences there might today. • As a whole class compose the oath of allegiance to the King. Start by asking the class to work in talk partners to decide what they think these villagers would have to agree to and why.

We Band of Brothers: called to serve the King - part 2 • Gather the class together and tell them that the men who are now part of Henry V’s army are about to leave the village to board the ship for France. Soon they will be on the battlefield. They have got their weapons with them. Some are carrying spears or daggers that the Baron has given them; others have pitchforks and scythes that they use in the fields; others have got sticks that they have sharpened to a point. • Ask the class to get into groups of 4 and show how they have been practising to prepare for what is to come. They may have been practising how to march like soldiers, how to attack the enemy with stealth, or how to deal with wounds; for example. Ask the class what other things these new soldiers might have had to practice. Give the groups time to rehearse what their ‘band of brothers’ have been doing ready to show the Baron. • Teacher in role: as the Baron call the ‘band of brothers’ together and ask them to show that they can stand together as an army fit to serve the King. Tell the soldiers that it is time to swear the oath of allegiance to King Henry. Read out what has been agreed and ask the soldiers repeat it and to agree. Tell them that they are now ready to say their final goodbyes to their families and friends. • Out of role discuss with the class about what they think might be the thoughts and feelings of the soldiers at this moment.

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• Ask the class to work in groups of 4 and to create two freeze framed moments. One shows what they are leaving behind that they will miss. The second frame shows what they are dreading about going to war. • Look at each of these in turn and discuss what is being shown. Acknowledge the range of responses and ideas shown and take the opportunity to ‘thought track’ some of the characters to get a sense of how actions and responses might run in contrast to each other. • Tell the class that they are now going to write a letter and that they have a choice of whose perspective they want to adopt. They can either write the letter that one of the soldiers who is leaving writes to leave behind for a member of his family or a friend; or the letter a member of the family or a friend writes for one of the soldiers to take with him to read when he is in France. Ask everyone to start by thinking who is writing and to whom. For example: from a mother to her son or from a soldier to his younger brother who has been left behind. • Give the class paper and envelopes to choose from and time to write. • When the writing is finished gather the class together and redistribute the letters. Ask each child to rehearse reading one of the letters out loud. • Share the letters with the class.

Page 21 HENRY THE FIFTH A Unicorn production CREATIVE TEAM Written by Ignace Cornelissen Translated by Purni Morell Directed by Ellen McDougall Designed by James Button

Resource pack written by Susanna Steele Developed with Catherine Greenwood and Ella Macfadyen

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