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About Shakespeare CK_5_TH_LA_P001_103.QXD 2/6/06 11:27 AM Page 76 III. Fiction and Drama B. Drama At a Glance The most important ideas for you are: ◗ Drama is a form of literature that is intended to be performed by actors for an audience in a theater. ◗ Plays are divided into acts and scenes. The Romans were the first to divide their plays into acts, and the Roman poet Horace set the number at five. Until the 19th century, the ideal number of acts in a play was five. ◗ Drama includes comedies and tragedies. ◗ William Shakespeare was one of the finest playwrights of the Elizabethan Age (1558–1603). ◗ If possible, students should have an opportunity to participate in and/or attend grade-appropriate dramatic performances as well as study them. What Teachers Need to Know B. Drama Background: Why Study Shakespearean Drama? In Grade 5, students will be introduced to the dramatic works of William Shakespeare. One of the world’s greatest playwrights, Shakespeare wrote comedies and tragedies during the Renaissance that are still performed today. A Midsummer Night’s Dream is a fanciful comedy in which love and magic triumph over adversity. The title alludes to the summer solstice, Midsummer Eve (June 23), which in Shakespeare’s time was marked by holiday parties and tales of fairies. When choosing an edition of the play, you’ll find there are many options: full-length, well-annotated versions, adapted or shortened versions, and mod- ern retellings in prose. You’ll find some of these options listed in the More Resources list at the end of this section. Before reading, be sure to introduce and define the terms tragedy, come- dy, act, and scene. Also, show students pictures of the Globe Theater so that they can visualize where Shakespeare’s plays were performed. Explain that theater was very popular with people of the Elizabethan Age, and, although many theaters at that time allowed only the upper classes to attend, the Globe let in people of all classes. The people who paid the lowest entrance fee stood directly in front of the stage. They were often very boisterous and sometimes Globe Theater threw rotten vegetables at the actors. Studying Shakespearean drama helps students experience the pleasure of reading great works of literature and understand how the plays come to life when performed on stage. Students at this level should be able to read and gen- erally understand condensed or adapted versions of Shakespeare. However, they may need assistance with understanding difficult vocabulary, following a complicated plot with several twists, comprehending stage directions, and keeping track of many different characters. 76 Grade 5 Handbook CK_5_TH_LA_P001_103.QXD 2/6/06 11:27 AM Page 77 Teaching Shakespearean Drama Teaching Shakespeare in Grade 5 is a challenge, but it can be done. Below, we outline a series of steps that may help you teach A Midsummer Night’s Dream with success. This is, of course, only one way of approaching the task. You may wish to use some of these ideas but not others. • Before turning to A Midsummer Night’s Dream, make sure students understand that a drama, or play, is a work of literature that is intended to be performed for an audience. Introduce the distinction between comedy and tragedy. • You might want to begin this unit with a very short and simple play—perhaps a modern, one-act play, and preferably a comedy. While teaching the modern play, you can explain about plays, characters, scenes, dialogue, etc. Then, when you turn to Shakespeare, students will already be familiar with the basic conventions of drama and will not have to learn those while wrestling with Shakespeare’s language. • Before attempting to teach A Midsummer Night’s Dream, read the play at least twice yourself. Get a good school edition, such as the Oxford School Shakespeare edition, and use the glosses and footnotes to help you understand difficult parts. If possible, watch a videotape or two of a performance. You want to be teaching with a solid knowledge base. • Before introducing students to Shakespeare’s text, preview A Midsummer Night’s Dream by reading a short summary of what happens in the play—a prose version like the one in the Text Resources or the one in Tales from Shakespeare, by Charles and Mary Lamb. Discuss whether the play is a comedy or a tragedy. How can students tell? Once students have a general sense of where the play is going, they can devote more attention to the language and the speeches. • Before turning to the text itself, make sure students understand that Shakespeare wrote about 400 years ago. The English language has changed con- siderably since Shakespeare’s time. Therefore, there will be some passages that are hard to understand. Students shouldn’t worry about not understanding every sin- gle word. Encourage them to raise their hands when they get confused. Tell them that even adults sometimes get confused when watching or listening to Shakespeare. • Instead of asking students to read the play themselves at first, have them lis- ten to the play on audiotapes and follow along in a printed version. This is much easier than reading Elizabethan language from the page. Audiotapes are widely available in bookstores and online. As you listen, stop every so often to make sure students are following the plot and getting the gist of the speeches. Explain diffi- cult passages as needed. • If you don’t have time to study the whole play, do just selected scenes. • Don’t try to do too much in a given day. Divide the play into chunks and lis- ten to one or two scenes each day to avoid overwhelming students. Allow plenty of class time in which to discuss each section. Encourage students to ask ques- tions about what they do not understand, and have them answer specific ques- tions about plot, setting, and characters. • Assist students with difficult vocabulary. Using an edition that has glosses and annotations (such as the Oxford School Shakespeare edition) will reduce prob- lems with difficult vocabulary. Language Arts 77 CK_5_TH_LA_P001_103.QXD 2/6/06 11:27 AM Page 78 III. Fiction and Drama B. Drama Name Date • If students have problems with the word order of Elizabethan English, show The Globe Theater them how to rephrase a sentence in subject-verb-object order. Here is an exam- Study the diagram. It shows you what the inside of the old Globe Theater probably looked like long ago. Use the diagram to complete the statements below. ple: original wording: “Thou hast by moonlight at her window sung with feign- ing voice verses of feigning love.” reordered: “Thou hast sung verses of feigning love, with feigning voice, at her window by moonlight.” • Explain to students that Shakespeare sometimes wrote in verse and some- times in prose, and that he did this to show differences in class. Usually, charac- ters speaking in verse have a high social status. • While discussing the play, briefly introduce students to iambic pentameter, 1. Like most theaters of the time, the Globe Theater had three levels and was open at the top. which was the rhythm typically used by Shakespeare. Each line generally has 10 2. At each level was agallery , where spectators sat on benches to watch the show. syllables made up of five clusters of two syllables each. In each cluster, the stress 3. Actors performed on themain stage , a large platform that jutted out into the pit. is on the second syllable, like a heartbeat (da-DUM, da-DUM, da-DUM). Read a 4. On the theater’s narrow rooftop was a hut , where machines were used to produce sound effects. e Knowledge Foundation line aloud as students beat out the rhythm on their desks. Purpose: To view and interpret a diagram of the old Globe Theater Copyright ©Cor • Once students have listened to the play read by actors and studied it a little, Master 10 Grade 5: Language Arts choose one or more scenes and assign students roles. Have students read aloud Use Instructional Master 10. and/or act out these scenes using simple props. • To help students visualize the Globe Theater where Shakespeare’s plays were performed, use Instructional Master 10, The Globe Theater, and show them pic- Name Date tures. Explain that this Elizabethan playhouse was built in London in 1599 by The Language of Shakespeare Richard and Cuthbert Burbage. The permanent home of Shakespeare’s company, Read the sentences from A Midsummer Night’s Dream. Rephrase each sentence in subject-verb-object order. the Globe became London’s most popular theater. 1. Thou hast by moonlight at her window sung with feigning voice verses of feigning love. Thou hast sung verses of feigning love, with feigning A Midsummer voice, at her window by moonlight. • After studying the play, play a recording of Felix Mendelssohn’s 2. From Athens is her house removed seven leagues. Night’s Dream. Ask students whether they think the music suits the mood or tone Her house is removed seven leagues from Athens. of the play, and why. 3. In that same place thou hast appointed me, tomorrow truly will I meet with thee. I will meet with thee, truly, tomorrow in that same place thou hast appointed me. • If possible, have students view a live performance of Shakespeare or show 4. In the wood, where often you and I upon faint primrose beds were wont to lie, emptying our bosoms of their counsel sweet, there my Lysander and myself shall meet. them a film adaptation of the play (Warner Home Video, 1935).
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