A regular classroom teacher can easily teach this lesson without any additional help.
Optional: A drama teacher, drama specialist, or a professional or amateur actor from the local community could provide some tips to the students on how to do pantomime. Key Skills
Connecting to History and Culture
Critical Thinking and Problem Solving
Many words and phrases that we use every day were coined by Shakespeare. He is credited with inventing over 2,000 words and expressive phrases. In this exciting etymology lesson, student teams compete through drawing and pantomime to identify and analyze some of Shakespeare's words and phrases. Individual students then write a story using the Bard’s words, lines, and phrases. Truly creative classes can take the challenge to add a new word to our language. A handful of dictionaries, some paper and pencils and a sense of humor will get you going on this fun lesson on the power of words.
Identify words invented by William Shakespeare
Interpret the meaning of words through drawing
Identify words by interpreting drawings
Analyze the meaning of a line or phrase
Pantomime to communicate the meaning of a line or phrase
Interpret pantomime to identify a line or phrase
Write a short story using Shakespeare invented words, lines, and phrases
Simulations and Games
Determined by Teacher
What You'll Need
Teacher should have read the book
Shakespeare Stealer by Gary Blackwood Prior Student Knowledge
Students should have read a copy of
Shakespeare Stealer by Gary Blackwood Students should have some knowledge of
pantomime. Some knowledge of Shakespearean England
(see notes in Geo-reference section) Physical Space
Teachers may want to push desks aside for these lessons to make room for team games.
Prior to class, prepare individual index cards of approximately 60 words invented by Shakespeare.For reference see the 'A Word from the Bard' handout located within the Resource Carousel included in this lesson and the book
William Shakespeare and the Globe by Aliki. Or consider the following list: Mountaineer Fortune-teller Bandit Watch-dog Schoolboy Football Worm hole Horn-book Shooting star Moonbeam Dew-drop Glow Dawn Alligator Lady-bird Luggage Eyeball Love-letter Puppy-dog Farmhouse Bedroom Birthplace Fairy land Worthless Long-legged Pale-faced Hot-blooded Flea-bitten Green-eyed Upstairs Downstairs
For the drawing game, the student who is drawing will need wall space or an easel at which to draw.Team members will need to gather around the drawing student to watch the drawing as it progresses.
For the pantomime game, each student team will need an area to huddle to plan and perform their pantomime.
Take a copy of the Shakespearean Lineshandout and cut the handout into strips or write individual lines on index cards for each group.
Students with physical disabilities may need modified movements.
Resources in Reach
Here are the resources you'll need for each activity, in order of instruction.
1. Talk with the students about why words are important. We call the study of words, etymology. Words have power. Chosen carefully they not only communicate concepts, facts and beliefs, but can affect behavior and relations between people and nations. They can move us to tears, or to laugh out loud. Consider the phrase; “them’s fightin’ words,” from Gullible’s Travels. Point out that fighting words are excluded from the protection of freedom of speech in the First Amendment. Solicit ideas from students about how powerful words can be. Other examples of powerful words to consider:
Yes We Can
I love you
Sample student responses might be:
I thought freedom of speech meant I can say whatever I want
Students might suggest popular slang words or phrases from songs or TV commercials
Its hard/easy to say I love you
2. Put some new words from Merriam-Webster’s
new word You can use any of the words suggested below or choose from the list on their web site listed in the resource section below. list
on the board and ask if anyone can define that word and use it in a sentence.
(a teenager who is knows a lot about the internet) Meatspace
(a physical reality as opposed to a virtual reality) Mondegreen
(a mishearing or a misinterpretation of a phrase in a song or poem that gives it a new meaning) for ex: “Scuse me while I kiss this guy” instead of “Scuse me while I kiss the sky.” Cardioprotective (serving to protect the heart) Physiatry (physical medicine and rehabilitation)
3. Teach the students that new words are created all of the time. Language is a living thing, words come into being and go out of fashion all of the time. Some ways in which new words come into the language are:
New technology and industry
New cultural experiences
Attaching new meanings to old words
Borrowed or adapted
Optional: You may want to provide dictionaries from different decades, if available, for students to search for words whose meanings have changed, were born, or went out of use.
4. Explain to students that many of the ordinary words and phrases we use today were invented by William Shakespeare. Shakespeare is credited with introducing some 2000 words to the English language through his poetry and plays, more than any other person in its history. Words like:
5. Briefly review concepts covered so far, checking for student understanding.
Words are created and go out of use continually
Meanings of words can change over time
Words are used to communicate with others
New words can come from a variety of sources such as industry, culture, other languages and creative thinkers
William Shakespeare has contributed some 2000 words to the English language
6. Recite the following words and ask the class if they can finish the sentence:
“To Be or_________
“ O Romeo, Romeo, wherefore__________
“Friends, Romans, countrymen,_______
Now ask the class how many of them have actually seen or read Hamlet, Romeo and Juliet, or Julius Caesar. These quotes, arguably some of the most famous quotes in the English language, are so embedded in our language and culture that many people who have never even seen or read Shakespeare’s plays know them. For fun, suggest that students try this exercise with their friends and family.
1. Teach the students that Shakespeare not only invented many words but also put phrases into our language that we still use today. Examples of word combinations made famous by him are:
“Too much of a good thing”
(Rosalind - As You Like It) “Good riddance”
(Patroclus - Trolius and Cressida) “In my mind’s eye”
(Hamlet - Hamlet)
2. Write several Shakespeare phrases on the board and enlist a student volunteer to pantomime one of them for the class. Have the class guess the phrase that is being depicted. They may include:
“Every inch a king,”
(King Lear - King Lear) “Not budge an inch,”
(Christopher Sly -Taming of the Shrew) “Wild-goose chase,”
(Mercutio - Romeo and Juliet) “Sweets to the sweet.”
(Queen - Hamlet)
1. Tell students that they will now play some games in which they must "draw” or “act out” Shakespeare's invented words and phrases. The instructions are as follows:
A. Game number one: Quick draw Shakespeare. You will use the previously prepared index cards with Shakespeare’s words for this game.
Select a time-keeper from the class. He/she will keep time and record the team points on the board.
Divide the class into two to four groups.
(For tips on dividing into groups see resource section below if needed) Select a person from each group who will be responsible for putting a hand up when the team has figured out a word. This person will be able to look at the word being drawn in advance, but he/she MAY NOT give hints about the word to others on the team, nor tell the player who is drawing how to draw the picture.
Have teams count off to see who will go first, second, third, etc.
Post large sheets of newsprint paper and markers in each team’s area. Or use an easel or whiteboard if available.
Give one member from each team a word to draw from your stack of index cards with Shakespeare’s words. Show the word on the card or quietly say the word in the player’s ear. All teams get their word at the same time. They will have 45 seconds in which to draw and guess their word.
The first team to guess correctly gets a point for the word.
Give the next player from each team the next word. Repeat until each person has had one or two turns.
NOTE: If you wish to simplify the game for younger students or to save time, record the full list of words to be drawn on the board or distribute a list to each team. Students will search for, rather than guess, the word that is being drawn.
B. Game number two: Play it don’t Say It. Distribute the Shakespearean Lines handout located within the Resource Carousel to the class or write the dialogue lines on the board. Assign each group a line from the 'Shakespearean Lines' handout. If you prefer, you can use the Shakespearean Lines with Characters and Plays handout also located within the Resource Carousel which cites the play from which the line comes and who spoke it. You may:
Cut the handout into strips and assign one line per group
Write individual lines on index cards for each group
Distribute the handout and assign a line to each group by number
Direct the students to interpret their lines and create a pantomime to present it to the class. Give the students a few minutes to brainstorm their pantomime concept. The objective is to make the meaning of the Shakespeare line obvious to others.
Teach the students that in pantomime, normal actions are exaggerated to make the meaning clear. As in the game of charades, students can act out each word one at a time, or create a mini drama that tells the story of the quote. Allow each group to pantomime the line, and have the class guess which line is being performed.
1. Direct students to record some words from the game and identify their meanings. Make sure there is a selection of Dictionaries and Thesaurus’ available for the student’s use in this segment of the lesson
2. Ask students to imagine our language without some of these words. We use many of these words every day without much thought, as if they have always been in existence. What if we didn’t have the word “lonely?” How would we describe that condition?
3. Distribute the Explain to the students that the italicized word in each sentence is attributed to Shakespeare. Shakespear Sentence Exercises to the students.
4. Have the students rewrite the sentences without Shakespeare’s invented word, while keeping the meaning of the sentence the same. If possible, students should do this without adding more words to the sentence. Encourage the students to consider how Shakespeare must have felt. Did he invent so many words because he was longing for precision in expression?
5. Discuss with the students what they learned about Shakespeare and his linguistic inventions. Consider the following questions or make up your own discussion starters:
How did drawing the words and pantomiming the lines force the students to search for meaning?
Are they inspired to create words of their own in their language and writing?
In what ways did this exercise make words seem ordinary or extraordinary.
Ask students do they look at words differently now, and if so how?
Sample student responses might be:
It was fun/frustrating to not be able to talk
I had to think more about how others understand what I mean
I didn’t know Shakespeare made so many words
I wonder where other words have come from
6. For homework, assign each student to write a short story using a sampling of Shakespeare’s words, phrases, and lines meaningfully. Have the student underline the Shakespearean words, phrases, or lines used within the story. Consider the following writer’s guidelines for the student writing, or use guidelines of your own:
Stories should be between 500 and 800 words
There should be at least one Shakespearean word, phrase or line in each paragraph
Specific details and descriptions make for interesting settings and believable characters
Quality stories include the following characteristics:
An opening with an engaging “hook”
A body that twists and turns in surprising ways.
Main plot and sub plot lines are drawn to a conclusion at the end.
The reader is left wanting a little more.
7. Distribute the Students can work on this handout as a time filler, for fun or as a quiz. Shakespeare Phrase Match Up handout located within the Resource Carousel.
Throughout the nation, standards of learning are being revised, published and adopted. During this time of transition, ARTSEDGE will continually add connections to the Common Core, Next Generation Science standards and other standards to our existing lessons, in addition to the previous versions of the National Standards across the subject areas.
The Arts Standards used in ARTSEDGE Lessons are the 1994 voluntary national arts standards. The Arts learning standards were revised in 2014; please visit the
National Core Arts Standards ( http://nationalartsstandards.org) for more. The Kennedy Center is working on developing new lessons to connect to these standards, while maintaining the existing lesson library aligned to the Common Core, other state standards, and the 1994 National Standards for Arts Education.
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