We start to explore our resonators.

We start to play with verbs more explicitly.

We dive into rhetoric (even though, Surprise: We technically started into it last Friday!).

How many As in O?

Freeze

Speech walks:

• Walking the thought
• Walking the line
• Stepping stones
• Vowels only
• Consonants only
• First word Last word

Improv?

• speech or scene?

Levels of energy?

Action: find your action under the words, and you’ll know what to do with the words.

Suit the action to the word, the word to the action…

Pronunciation:

• ed
• ion
• eous
• statue

Doth = duth, dost = dust

Thou vs You, Thee vs. You, Thine vs Yours, Thy vs. your.

Presentation Order

1. Erik – Antony | If you have tears
2. Andrew – Henry V | What’s he
3. Sydney F. – Anne | Set down
4. Ryan – Richard II | No matter where
5. Sydney C. – Helena | Lo she is one

Wednesday:

1. Emma – Joan | Look on thy country
2. Keisha – Luciana | And may it be
3. Yanming – Henry V | Once more unto the breach
4. Brooklyn – Paulina | What studied torments
5. Sydney K. – Hermione | Sir, spare your threats

Friday:

1. Juliane – Cleopatra | No more but e’en a woman
2. Trevor – Petruchio | Thus have I politicly…
3. Matthew – Antony | Pardon me…
4. Trystan – Antony | All is lost!

Specifically, we look at how Shakespeare used rhetorical techniques to describe things.

Looking at Iambic pentameter:

Counting syllables.

Short lines versus unfinished lines.  Knowing the difference helps you tell the difference between when Shakespeare is saying “pause” and when he’s saying pick up your cue.

Long lines: disrupt the rhythm, like a container.
11 & weak endings

Examples of regular lines:

In sooth I know not why I am so sad…
Remember it’s relative
Find examples of regular lines in iambic pentameter
Two requirements: 10 syllables and iambic pattern

Optional lines:

If music be the food of love, play on!

Weak endings:

To be or not to be, that is the question…

Learning Objectives:

• Discovering our chest, throat, and mouth resonators
• Learning to apply verbs
• Reviewing adverbs and adjectives
• Discovering metaphor and simile in Shakespeare
• Reviewing comparison in general
• Revealing imagery in Shakespeare
• Discovering contradiction and paradox
• Discovering this and that and juxtaposition
• Finding out about Personification

By the end of class the student should be able to complete the first column of Section D2 of the written assignment.