The eNotes Blog How to Teach Shakespeare for the FirstTime

How to Teach Shakespeare for the FirstTime For many English teachers, the prospect of teaching one of William Shakespeare’s plays for the first time is daunting. Shakespeare’s language and allusions are often difficult to understand, and the settings and cultures depicted in his plays are often unfamiliar. However, following these strategies in approaching the text with students will help you teach any Shakespearean play with confidence.   1) Read some literary criticism. Survey some literary analysis of the play. Knowing what critics have said about the play will enhance your understanding of it. Literary analysis will often direct your attention to key elements in the play- such as characterization, conflicts, and themes- to include in instruction. Literary analysis also often situates the play in literary or historical context or in the context of Shakespeare’s other plays, which is helpful background knowledge to provide for students.   Our study guides for Shakespeare’s works include high-quality critical essays and other types of literary analysis. Visit the â€Å"Critical Essays† section of each study guide to access this material.   2) View a film version of the play in class.   Plays are written to be acted on a stage and  seen by an audience. Since Shakespeare’s stage directions are brief, the action can be difficult to visualize just by reading the text. Watching a film of the play helps students understand the setting of each scene and how the play can be staged according to Shakespeare’s directions and the director’s interpretation. Students can draw inferences about the plot and characters from the actors’ body language and tone when delivering dialogue. Also, in pacing instruction, you can use film clips in directing students’ attention to particular acts or scenes, giving them (and yourself) a break from lectures and discussions. 3) Listen to a recording of the play in class.   As students listen to actors dramatize the dialogue, have them follow along in the text. Hearing the dialogue in dramatic context enhances students’ understanding of Shakespeare’s words and phrasing, and after a while, his language will seem less foreign to them. Similar to watching a film version, listening to a recording scene by scene will help to pace and break up the lesson. As you listen and follow the text with your students, note passages you will want to discuss with them later.   4) Provide students with a modern translation.   Use a parallel text that has Shakespeare’s language on one side of the page and a modern translation on the other. A parallel text translates Shakespeare’s colloquialisms, allusions, vocabulary, and sentence constructions, increasing students’ comprehension of challenging passages.   Check out  How to Understand Shakespeares Language  for our ten reading strategies that will help you better understand the Bards language. 5) Study the annotations.   Many texts feature annotations that will not only provide students with definitions of obscure words in the text but will also explain allusions. Shakespeare’s plays are filled with allusions to history, mythology, biblical texts, geography, superstitions, and cultural beliefs and practices in his English society. Additionally, annotations may offer critical insights, pointing out characters’ motivations or literary devices used in text passages.  Ã‚   Annotated texts are available here at  Ã‚  for several plays:  A Midsummer Night’s Dream,  Hamlet,  Julius Caesar,  Macbeth,  Othello,  Romeo and Juliet,  The Merchant of Venice, and  The Tempest. 6) Introduce the rhythm of iambic pentameter.   Explain to students that in Shakespeare’s plays, the lines do not generally rhyme, but they do have meter, or a pattern of rhythm. Each line in Shakespeare’s plays has five unstressed syllables or beats and five stressed, a rhythm that mimics the sound of a heartbeat. This is called â€Å"iambic pentameter†: â€Å"iambic,† referring to the pattern of unstressed followed by stressed syllables , and â€Å"pentameter,† referring to the five beats per line- though some Shakespeare lines only follow this meter generally, not perfectly. Read some passages aloud for students, encouraging them to focus on the rhythm of the lines. Follow up by having students read passages aloud to feel the rhythm of the iambic pentameter. 7) Focus on the relevance of Shakespeare’s themes.   Students may ask why they should read Shakespeare, doubting that what he wrote centuries ago could relate to their lives in any way. Explain that Shakespeare’s themes deal with aspects of being human that everyone can relate to: love and death, jealousy and betrayal, cruelty and kindness, greed and generosity, joy and sorrow. While studying a Shakespearean play with your students, connect these universal themes to their lives and to current events. As you teach a Shakespearean play for the first time, including these seven strategies in your lessons will make the experience more satisfying for you and for your students. They will help you teach more effectively and with more confidence as you guide students through the text into Shakespeare’s world. For more step-by-step guides on teachings, reading, and writing, visit ’  How To Series.

Narrative report on yes for peace Essays

Narrative report on yes for peace Essays Narrative report on yes for peace Essay Narrative report on yes for peace Essay Bananas Para as Japanning 2013 The more we sweat in peace, the less we bleed in war. This is according to Vagina Alkalis Bandit. YES FOR PEACE Banning Para As Japanning 2013, is a campaign that aims to encourage at least 10 Million peace-loving Filipinos, 10 years and older to speak as one to provide a democratic peoples mandate for the comprehensive peace process particularly the permanent cessation of hostilities between the government and all rebel groups in 2013. The earnest implementation of agreed upon programs and projects for the attainment of a Just, comprehensive and lasting peace within the term of the current administration. This is per Duped Advisory No. 177, s. 2012 re: Additional Information to Duped Memorandum No. 277, s. 2011- (Yes For Peace- Banning Para as Japanning). Wake National High School Annex administers the YES FOR PEACE campaign to their students. The campaign was integrated to Railing Panamanian. The students were told to write an essay, create a poster and slogan and present a role play that hows the thought of the campaign. March 4, 2013, poster and slogan making for YES FOR PEACE was started. Every year level pours out all their creativity and imagination in their drawings. As they display their output, different ideas and different interpretations were drawn that really suits to their advocacy. The next day, March 5, 2013, the students were making their essays. Each student had varied ideas and opinions regarding the topic. Some asked why peace is elusive? and some are Just merely expressing their thoughts. Different ideas were eared, different opinions were shared as they write their essays, but still the main topic of each output is to achieve peace which serve as the common factor of the students. It takes them an hour of silence before they gave their papers to their teacher. The activity showed the serious participation of the students regarding the advocacy. Hence, due to the campaign, the whole school community was now peace lover. Prepared by: VIVE T. JUDICIAL Railing Panamanian Coordinator GLORIA M. PARAGUAY Principal 1 PICTORIAL Poster and Slogan Making

Article Review - Educational Instructional Practices, Programs, and Essay - 1

Article Review - Educational Instructional Practices, Programs, and Strategies - Essay Example The research centered on a large urban school district with special emphasis on high –need schools. Specifically, the study focused on the success of the no child left behind government policy. To succeed, the government introduced the Adequate Yearly Progress program to ensure the decline in the number of uneducated children. The instructional strategy/program AND the research that assessed its effectiveness is based on surveys. The findings indicate that missing school has a direct destructive effect on the teacher’s strive to increase the students’ academic performance. Likewise, the prolonged absences trigger a persistent negative relationship between excessive absences from class lessons to performance. The research focused on the academic performance of elementary school students. The research centered on the focused on setting up drastic school measures to address the decline in the student’s academic performances. Further, the study focused on the relationship between absences and academic performance. First, the study tracked five cohorts of elementary school children for a period of six consecutive years. The study centered on the siblings’ progress over a period of six consecutive years. The six years included elementary, middle school, and high school. The policy implications on absence behavior could be derived in terms of which data –based decisions. Second, the research zeroed in on both math and reading standardized tests. The research determined the effects of absences on the students’ noncognitive areas such as behavior issues. The study showed that the absentee students feel alienated from their classmates when they enter the classroom. In addition, several absentee students feel the presence of a gap between themselves and the teachers. The concept of the research was very good. The researchers

Molar Mass of a Volatile Gas Lab Report Example | Topics and Well Written Essays - 500 words

Molar Mass of a Volatile Gas - Lab Report Example The atmospheric pressure, which was assumed to be equal to the pressure of the volatile gas, was also measured and recorded. When all the liquid had evaporated, cold water was run over the flask to facilitate the cooling of the vapor. The mass of the flask, aluminum foil as well as the condensed vapor was then determined. It was assumed that the mass of the condensed fluid was equivalent to the vapor that filled the flask. The molar mass of the gas was then computed using the ideal gas law. The number of moles in the unknown sample was calculated from the formula n=PV/RT where n was the number of moles, P was the pressure of the gas, V was the volume of the gas, R was the gas constant (8.21x10-2 L atm mol-1 K-1), and T was the temperature in Kelvin (Slowinski, Wosley and Rossi 55). The experimental molar mass was lower than 32, which was the actual molar mass of the unknown gas. The low experimental value could be due to experimental errors. For example, it was possible that there was condensed vapor in the foil cover, which interfered with the accuracy of the measurements. One other possibility that led to the disparities in the experimental molar mass of the unknown gas and the actual value was deviations from the ideal gas law. It was possible that the gas did not behave as described by the ideal gas law hence leading to the disparities in the two values. It was also possible that excess vapor escaped from the flask leading to an underestimation of the mass of the condensed liquid and the subsequent molar mass. Overall, the experiment gave an estimation of the molar mass of the unknown gas using the ideal gas law. Therefore, it was concluded that the ideal gas law was a useful equation in describing the behavior of

Apple Essay Example | Topics and Well Written Essays - 1750 words

Apple - Essay Example Apple leverages on its strong leadership and ability to beat stiff competition, in order to remain significant and overcome challenges such as the death of its co-founder Steve Jobs (Fowler & Vascellaro 1) and major ethical and managerial challenges. This analysis focuses on Apple’s unique culture and work environment, how the leadership style and organizational structure contribute to its growth, ethical challenges and how the company manages its internal and external conflicts. The paper asserts that Apple’s success is attributed to strong and efficient management of organization behavior and positive response to environmental challenges that offset the balance in organizational behavior. Apple has a unique culture driven by passion for new products with no end to challenges and opportunities. Apple is the pioneer of ‘work hard play hard’ ethic that advocates for maintenance of strong work ethics. However, although Apple’s work environment is often casual and relaxed, there is strong commitment to meeting deadlines. Thus, the work culture is fun yet demanding. Apple’s workers have great autonomy and independence of work as they work in a challenging and creative work environment. The company adopted a style that is neither too formal nor hierarchical and result-driven approach to work. The culture at Apple encourages creativity within the formal structure of product development and launches ((Fowler & Vascellaro 1). Apple is ‘an army’ everyone has a role in the product development cycle and is responsible for results in that role. The culture emphasizes on work ethics, workers’ autonomy and independence in their work. Th e culture also idolizes product development and a sense of continuous improvement. Apple has a unique work environment that focuses on organizational behavior. Human behavior at Apple is characterized by opportunities that give workers

Per Clausewitz’s On War Essay Example for Free

Per Clausewitz’s On War Essay Per Clausewitz’s On War focal points on how victory can be achieved, reader see a keen interest in how to disarm the enemy using reciprocal and proportionate â€Å"efforts to his powers or resistance. † This implies that to win a war you might use all means, strength, and resources within your power to deliver the best strategy possible. Using â€Å"calculation of probabilities† victory can achieved by fully knowing what is at stake and how to attack at the right time. Being aware of the political agenda and reasoning behind a war allows for more awareness of political and military alliances in order to achieve victory in war. In addition, by understanding that there are tactics and strategy which must be used in war a victory can be acquired (website, Handel). To Clausewitz this means that â€Å"preparations for War† and the â€Å"War itself† must be seen as distinct entities. By preparing for the War you are acquiring all needed provisions and equipment, and comprehending the enemy and terrain in which the battles might be fought (Clausewitz Book 6). Sun too indicates that preparation for War is strongly required, and that without it practicality of strategy is lost. This would include any tactics to be used, calculations which can done, deriving rules or â€Å"even systems for the conduct of war†, and understanding that knowledge can be â€Å"converted into real power†. Clausewitz considers that â€Å"war is science when mere knowing; art, when doing. † This law of action must include strategy. This in turn â€Å"links together the series of acts which are to lead to the final decision† or finality of victory. Because these strategic elements are key to achieving victory, this author insists that the â€Å"use of engagements†¦. be classified into: moral, physical, mathematical, geographical, and statistical† aspects. This elements manifest within the process and act of War, and encompass the idea that strategic assembly of forces enables victory. Clausewitz indicates that the use of battle leads to the destruction of the enemy’s military, and that a great results is achieved by battle (KLINGER 79-89).

Differential Reinforcement Essay -- essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  Differential Reinforcement is defined to occur when behavior is reinforced by being either rewarded or punished while interacting with others (Siegel, 2003). With this said, the theory was developed as a way of labeling both positive, as well as negative aspects of individual action. This idea of reinforcement is a branch of the infamous Differential Association theory presented by Edwin H. Sutherland in 1939. Another commonly used term for this theory of reinforcement is called differential conditioning (Siegel, 2003). As mentioned, the types of reinforcement are either positive or negative, and operate on the results of specific crimes or random acts. Rewarding behaviors plainly urges such action to be repeated, while punishment often deters those offenders from repeating their same mistakes. Parenting practices, social groups, schools, television, and the community are just a few of the examples that are linked to this theory. According to Ronald Akers (1966), each behavior a person commits is a learned behavior, meaning some type of outside force paved the way to this various knowledge. This theory goes hand in hand with the ideology that he argued in his studies, but focuses on the after effects (or results), rather than prevention or control. This theory does not help support the effectiveness of deterrence, but it does give us a little insight on why people decide to engage in criminal activity. Perhaps the most influential group in shaping someone’s behavior is their peer group. Take for example, gang activity. Street gangs, though usually found in highly urbanized areas, still exist and even thrive throughout most of the United States. It is the safety, security, and power that effects these members with faulty, risky and distant thinking, which usually ends up in some type of negative reinforcement. Guilt is often by association, as well as socialization. Purely, this relationship dominates the theory of crime as a learned b ehavior. No one is born with the general knowledge of how to break the law or to simply be criminal by nature, but through life experiences and perceptions of the events that surround them, the criminal activity is learned. Use the professional art of safe (or vault) cracking, for example. To perform such a trick, one must be taught how to do it. Such information is never provided at birth, or thr... ... strategies to govern the influences these gangs have on crime and society.   Ã‚  Ã‚  Ã‚  Ã‚  Between gangs, youth and WWC/CV (white collar crime/corporate violence), criminologists have their hands full with analyzing the behavior of individuals. When punishments outweigh the benefit of criminal activity, most crimes are never actually committed. But if the threat of punishment is too weak, or ineffective then proper action is usually avoided and a crime gets committed. Criminologists search for a way to make connections by associating these theories with new cases reported each year. One problem is the discretion of police and the lack of crimes actually reported to police. Regardless, it is very easy to see the truth behind these concepts. For example, thieves that are safecrackers must have been taught to be able to do that trade. However, with the available data and records criminologists do have, there is tons of drawn out information supporting this theory of DR. Without doubt, differential reinforcement is a two-way street with human activity. One will always affect the other and it is up to the individual to reach for the positive, instead of the negative.