sentences. Students should not have this conversation out loud, it should be passed in their notes. They can talk about anything. For example: a. Are you ready for the math test this afternoon? b. I totally forgot!!!!! What am I do? c. Relax, I will explain everything at lunch. d. Is it hard? I did really bad on the last test! Have students hold onto conversations for later. Activity: Shakespeare Sentences Split students into groups of 4, perhaps combine two partnerships from the first activity. Give each group a set of index cards that have each word to a Shakespearean Line written on them. The cards will be purposefully out of order. a. A glooming peace this morning with it brings. b. That handkerchief did an Egyptian to my mother give. c. Thy shape invisible retain thou still. Students should try to put the sentence back together. They can it with you. If they don't have it completely correct have them try again a few times. Before revealing the correct order ask students to tell you what they think their sentence is about. They should be able to decode the main topics or ideas in the sentence. Tell students the correct order. Point out how students were close to interpreting the sentence just by spending time looking at the words and their possible relationships. We can understand difficult passages by examining the words. Discussion What aspects of Shakespearean Language do you find most difficult to understand? Students will probably say things like this: Weird Verb Ending ● Awkward Sentence Structure ● Words like or ● “thee” “thy” Instruction: Language have you heard Shakespearean Language in everyday life? a. Old Texts, Bible, Dr. Faust Old Poetry b. Most Common, Marriage Vows i. "I, Martin take thee, Jane, as my lawful wife." ii. "I, Jane, take thee, Martin, as my lawful husband." Explain Second Person Familiar Pronouns. Singular Pronouns. Write examples on the board. a. Thou Subject: "Thou art my brother." b. Thee Object: "Come, let me clutch thee." c. Thy Possessive Adjective: "What is thy name?"
sentences. Students should not have this conversation out loud, it should be passed in their notes. They can talk about anything. For example: a. Are you ready for the math test this afternoon? b. I totally forgot!!!!! What am I do? c. Relax, I will explain everything at lunch. d. Is it hard? I did really bad on the last test! Have students hold onto conversations for later. Activity: Shakespeare Sentences Split students into groups of 4, perhaps combine two partnerships from the first activity. Give each group a set of index cards that have each word to a Shakespearean Line written on them. The cards will be purposefully out of order. a. A glooming peace this morning with it brings. b. That handkerchief did an Egyptian to my mother give. c. Thy shape invisible retain thou still. Students should try to put the sentence back together. They can it with you. If they don't have it completely correct have them try again a few times. Before revealing the correct order ask students to tell you what they think their sentence is about. They should be able to decode the main topics or ideas in the sentence. Tell students the correct order. Point out how students were close to interpreting the sentence just by spending time looking at the words and their possible relationships. We can understand difficult passages by examining the words. Discussion What aspects of Shakespearean Language do you find most difficult to understand? Students will probably say things like this: ● Weird Verb Ending ● Awkward Sentence Structure ● Words like “thee” or “thy” Instruction: Language have you heard Shakespearean Language in everyday life? a. Old Texts, Bible, Dr. Faust Old Poetry b. Most Common, Marriage Vows i. "I, Martin take thee, Jane, as my lawful wife." ii. "I, Jane, take thee, Martin, as my lawful husband." Explain Second Person Familiar Pronouns. Singular Pronouns. Write examples on the board. a. Thou Subject: "Thou art my brother." b. Thee Object: "Come, let me clutch thee." c. Thy Possessive Adjective: "What is thy name?"