Source:Lori Porter has taught for four years at Douglas High School <strong>in</strong> Wyom<strong>in</strong>g. She teachesn<strong>in</strong>th through twelfth grades at different ability levels. Some of her students enter college;just as many choose a trade school or enter directly <strong>in</strong>to <strong>the</strong> work force.Classroom ActivitiesElementary School1. Draw a picture of Kate <strong>and</strong> Petruchio when <strong>the</strong>y first meet. Draw a picture of <strong>the</strong>m at<strong>the</strong> end of <strong>the</strong> play. Make sure <strong>the</strong> pictures show how <strong>the</strong>ir feel<strong>in</strong>gs about one ano<strong>the</strong>rhave changed.2. The <strong>Utah</strong> Shakespeare Festival’s 2010 education tour<strong>in</strong>g production of The Tam<strong>in</strong>g of <strong>the</strong>Shrew was set <strong>in</strong> <strong>the</strong> Wild West. Its 2008 ma<strong>in</strong> stage production was set <strong>in</strong> 1948 Italy.50<strong>Utah</strong> Shakespeare Festival351 West Center Street • Cedar City, <strong>Utah</strong> 84720 • 435-586-7880
Discuss o<strong>the</strong>r places <strong>and</strong> times you could set <strong>the</strong> play. As a class draw pictures of what<strong>the</strong> set for <strong>the</strong> open<strong>in</strong>g scene would look like <strong>in</strong> a medieval castle, <strong>in</strong> a big modern city,or <strong>in</strong> ancient Ch<strong>in</strong>a.3. As a class create, or f<strong>in</strong>d <strong>in</strong> <strong>the</strong> text, one l<strong>in</strong>e from <strong>the</strong> beg<strong>in</strong>n<strong>in</strong>g, one from <strong>the</strong> middle,<strong>and</strong> one from <strong>the</strong> end of <strong>the</strong> play that sums up each of <strong>the</strong> ma<strong>in</strong> character’s attitudesdur<strong>in</strong>g that section of <strong>the</strong> play (three l<strong>in</strong>es for Kate, Petruchio, Baptista, Bianca,Lucentio, <strong>and</strong> Hortensio). Have students <strong>in</strong> <strong>the</strong> class speak <strong>the</strong> l<strong>in</strong>es aloud <strong>in</strong> order toexpress <strong>the</strong> various attitudes.Middle School1. The play is full of colorful <strong>in</strong>sults. Make a list of those you can f<strong>in</strong>d with<strong>in</strong> <strong>the</strong> text.Examples <strong>in</strong>clude m<strong>in</strong>ion, foolish knave, rascal, horeson villa<strong>in</strong>, twangl<strong>in</strong>g jack, <strong>and</strong>beetle-headed, flap-ear’d knave. Have students create <strong>the</strong>ir own <strong>in</strong>sults us<strong>in</strong>g animal,pop-culture, <strong>and</strong> even technological imagery. Have <strong>the</strong>m share <strong>the</strong> best examples <strong>the</strong>ycome up with.2. Exam<strong>in</strong>e <strong>the</strong> fight scene between Bianca <strong>and</strong> Kate. Do you get <strong>the</strong> feel<strong>in</strong>g this isn’t<strong>the</strong> first time this has happened? Look for clues about <strong>the</strong> roots of <strong>the</strong>ir arguments.Bra<strong>in</strong>storm ideas on how <strong>the</strong>y could overcome <strong>the</strong>ir differences <strong>and</strong> become friends.Explore <strong>the</strong> power of match<strong>in</strong>g words <strong>and</strong> action by hav<strong>in</strong>g students read <strong>the</strong> scenealoud with different feel<strong>in</strong>gs (sweetness, anger, humor, etc.) beh<strong>in</strong>d <strong>the</strong> words.3. Make a list of Kate’s character traits. What does she do that make people call her ashrew? Make a list of famous <strong>and</strong> <strong>in</strong>famous women. Do <strong>the</strong>se women share Kate’s traits?Discuss how/if Kate has changed at <strong>the</strong> end of <strong>the</strong> play. Did she really change, or did <strong>the</strong>way people see her change?High School1. Rewrite <strong>the</strong> woo<strong>in</strong>g scene <strong>in</strong> a more modern language. Does it still work? Try it whileus<strong>in</strong>g an extended metaphor. Start with Petruchio say<strong>in</strong>g, “Give me some sugar, baby.”2. Review Petrucio’s speech <strong>in</strong> 3.2.229-233. Research <strong>the</strong> progress of women’s rights over <strong>the</strong>last century <strong>the</strong>n research <strong>the</strong> state of women’s rights <strong>in</strong> Shakespeare’s Engl<strong>and</strong> (1590).Was Petruchio’s pronouncement of his ownership of Kate correct at that time? How doesthis statement st<strong>and</strong> up today?3. Look at Petrichio’s speech <strong>in</strong> 2.1.131-136. What does he mean about fires? Make a list ofwords describ<strong>in</strong>g first Kate <strong>and</strong> <strong>the</strong>n Petruchio. Are <strong>the</strong>se characters more alike than differentor vice-versa? How do <strong>the</strong>ir personalities work toge<strong>the</strong>r? Have students make a listof <strong>the</strong>ir own personalitiy traits, both strengths <strong>and</strong> weaknesses. What should <strong>the</strong>y lookfor <strong>and</strong> what should <strong>the</strong>y avoid <strong>in</strong> <strong>the</strong>ir potential mates?Discussion QuestionsTextual1. Discuss <strong>the</strong> fight scene between <strong>the</strong> sisters Kate <strong>and</strong> Bianca. Do you th<strong>in</strong>k this is <strong>the</strong> firsttime <strong>the</strong>y have had a fight? What did <strong>the</strong>ir fa<strong>the</strong>r’s words tell you about how he feelsabout each of his daughters?2. Discuss <strong>the</strong> “Sun <strong>and</strong> moon” scene? Why did Petruchio call <strong>the</strong> sun <strong>the</strong> moon? Why didKate agree?<strong>Utah</strong> Shakespeare Festival351 West Center Street • Cedar City, <strong>Utah</strong> 84720 • 435-586-788051
Change language