Twelfth Night teacher's guide - California Shakespeare Theater

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ADDITIONAL RESOURCES Teaching Shakespeare: www.folger.edu www.pbs.org/shakespeare/educators/ http://parallel.park.uga.edu/Courses/F97/433G/group5/page.html Davis, James E., ed. Teaching Shakespeare Today: Practical Approaches and Productive Strategies. Urbana, Ill: National Council of Teachers of English, 1993. Crystal, David, and Crystal, Ben. The Shakespeare Miscellany. The Overlook Press, Peter Mayer Publishers, Inc. Woodstock and New York, 2005. Crystal, David, and Crystal, Ben. Shakespeare’s Words: A Glossary and Language Companion. Penguin Books, The Penguin Group. London, 2002. Papp, Joseph and Elizabeth Kirkland. Shakespeare Alive! New York, New York: Bantam Books, 1988. Epstein, Norrie. The Friendly Shakespeare: A Thoroughly Painless Guide to the Best of the Bard. New York, New York: Penguin Books, 1993 Asimov, Isaac. Asimov’s Guide to Shakespeare. New York, New York: Random House, 1970. Shakespeare for Elementary Students: www.pbs.org/shakespeare/educators//elementary Bender, Michael. All the World’s a Stage: a Pop-Up Biography of William Shakespeare. San Francisco: Chronicle Books, 1999. Foster, Cass and Lynn G. Johnson. Shakespeare: To Teach or Not To Teach. Grades 3 and Up. Scottsdale, AZ: Five Star Publications, 1992. Garfield, Leon. Shakespeare Stories. Boston: Houghton Mifflin Company, 1998. Morley, Jacqueline and John James. Shakespeare’s Theatre: the Inside Story. East Sussex, London: Simon and Schuster Young Books, 1994. Web Resources: Tudor and Elizabethan Times: http://www.snaithprimary.eril.net/ttss.htm Life in Elizabethan England: http://renaissance.dm.net/compendium/ Shakespeare Resource Center - Elizabethan England: http://www.bardweb.net/england.html Clothing Laws in England: http://www.elizabethan-era.org.uk/elizabethan-sumptuary-laws.htm PAGE 44
CALIFORNIA CONTENT STANDARDS This guide was created as a supplement for teachers preparing students to see the Cal Shakes production of Twelfth Night. Worksheets are designed to be used individually or in conjunction with others throughout the guide depending on time and focus. While we recognize that no aspect of this guide fully outlines a course for meeting certain standards, discussion questions and topics are devised to address certain aspects of California state content standards. Specific English, History and Theater standards are listed below. ENGLISH LANGUAGE STANDARDS GRADES K-8 GRADE STANDARD READING 6 5 4-8 5-8 4-8 7 5 8 7 1.2 1.5 2.0 2.3 3.0 3.3 3.4 3.4 3.6 Vocabulary and Concept Development Identify and interpret figurative language and words with multiple meanings Understand and explain the figurative and metaphorical use of words in context Comprehension and Analysis Generate & respond to essential questions; make predictions; compare information in age-appropriate text. Describe and connect essential ideas, arguments and perspectives. Discern, connect and clarify main ideas and concepts in texts, and identify and assess supporting evidence Literary Response and Analysis Read and respond to, increasingly complex literature. Distinguish between the structural features of the text and the literary terms or elements (theme, plot, setting, characters). Clarify ideas and connect them to other literary works. Analyze characterization as delineated through character’s thoughts words, speech patterns, and action; the narrator’s description; and the thoughts, words and actions of other characters Understand and recognize themes Analyze the relevance of the setting (place, time, customs) to the mood, tone and meaning of the text Contrast points of view (1st & 3rd person, limited and omniscient, subjective and objective) in narrative text and explain how they affect the overall theme of the work WRITING 4 1.7 Strategies Use various reference materials as writing aids 4-8 2.2-2.5 Writing Applications Write responses to literature that demonstrate careful reading and understanding of the work. Draw inferences and support judgments. 4-8 2.0 Speaking Applications Using speaking strategies in section 1.0, above, students make narrative presentations, informational presentations, oral summaries, poems, soliloquies or dramatic dialogues that establish situation, plot, point of view and setting. Show rather than tell. 8 2.2 Deliver oral responses to literature that interpret and provide insight that connect the students’ own responses to the writer’s techniques and specific textual references. Draw supported inferences about the effects of a work on the audience. PAGE 45
Page 1 and 2: TEACHER’S GUIDE September/October
Page 3 and 4: Our Mission We strive for everyone,
Page 5 and 6: WHAT TO EXPECT AT THE BRUNS AMPHITH
Page 7 and 8: TWELFTH NIGHT: Synopsis by Cathleen
Page 9 and 10: WHO’S WHO in Twelfth Night Cast F
Page 11 and 12: CHARACTER MAP ANTONIO SEA CAPTAIN C
Page 13 and 14: ELIZABETHAN CULTURE: Some of the Ba
Page 15 and 16: WHAT IS THIS PARTY? Twelfth Night B
Page 17 and 18: MAKING AN ENTRANCE: Viola/Cesario
Page 19 and 20: THE LIFE OF THE PARTY: Feste the Cl
Page 21 and 22: NOT ON THE GUEST LIST: Malvolio “
Page 23 and 24: TWELFTH NIGHT in film Twelfth Night
Page 25 and 26: Our Mission We strive for everyone,
Page 27 and 28: shakesbook Olivia, Countess of Illy
Page 29 and 30: Create Your Own Comic Book Overview
Page 31 and 32: Create Your Own Twelfth Night Tablo
Page 33 and 34: Shakesbook News Feed lesson plan Ov
Page 35 and 36: Character Backstory: What Makes a P
Page 37 and 38: Status One Through Ten (PAGE 1 of 2
Page 39 and 40: People Pictures Overview: Participa
Page 41 and 42: -Adapted from the Folger Shakespear
Page 43: YOU’RE THE CRITIC: CAL SHAKES PLA
Page 47 and 48: GRADE 9-10 1.14 11-12 2.3 11-12 2.5
Page 49: GRADE STANDARD ARTISTIC PERCEPTION:

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