Understanding Shakespeare: The Power of Footnotes and Paraphrase Objectives: The students will… 1. Compare Shakespeare’s language to a moderately familiar foreign language. 2. Apply the techniques of reading a foreign language to reading Shakespeare.
3. Translate Shakespeare’s English into modern English by means of class discussion, teamwork and individual study. Methods: The teacher begins by presenting an identifiable text to the students in a foreign language. The students are to identify this text through the use of prior knowledge and footnotes. The teacher then guides the students to summarize the text in modern English. The teacher connects this exercise to how students should approach Shakespeare’s language.
The students then work on a worksheet with a partner where they apply foot notes and careful reading to decipher the Shakespearean Insults handout. The students share their work with the rest of the class. If not all of the quotes were covered during class, the students will translate the quotes at home as homework. Materials: SS Overhead projector Transparency sheet of foreign languages SS Overhead pen (optional) SS Copies of Shakespearean Insults handout Outline: Translation of identifiable text 3 minutes Lecture comparing foreign text to Shakespeare 4 minutes Pair translation 2 minutes Wrap up and summary of material 2 minutes Evaluation: The teacher will evaluate the students’ comprehension of the lesson through the participation of the students in the class discussion, the quality of student responses to the paired translation exercise, and from the homework of the remaining passages to translate which were not discussed in class. Shakespearean Insults 1. Make thy sepulcher , And creep into it far before thy time.
Sepulcher: tomb 2. Polonium: I will most humbly take my leave of you. Hamlet: You cannot, sir, take from me anything that I will not More willingly part withal. 3. What fool hath added water to the sea, Or brought a faggot to bright-burning Troy? Faggot: a bundle of sticks used for kindling 4.
Do you amend thy face, and I’ll amend my life. 5. Thou wilt be as valiant as the wrathful dove, Or most magnanimous mouse. Magnanimous: brave, courageous 6. Her beauty and her brains go not together. 7.
Do not Show me the steep and thorny way to heaven, Whiles like a puff’d and reckless libertine Thyself the primrose path of dalliance treads. Libertine: an immoral person Primrose path: easy and care-free Dalliance: to waste time, dawdle 8. Thou wast not wont to be so dull. Wast: was or were Wont: habit, used to 9. You should be women, And yet your beards forbid me to interpret That you are so. 10.
Were I like thee I’d throw away myself. Throw away: discard 11. You show yourself highly fed and lowly taught. Prom eto leal tad a la bander a de los Estados Unidos de Am ” erica, y a la rep’ para la coal est’a parade: un nazi ” on del dies, indivisible, con libertad y justicia para to dos. flag Je met’s en gage l’all’ au drape au des Etats-Unis d’Am’e rique, et ‘a la R’e publique laquelle il repr’e sente: un nation sous Dieu, indivisible, avec la liberty’e et la justice pour tous. flag.