Shakespeare and Human Character

CONTENTS OF CURRICULUM UNIT 09.03.01

  1. Unit Guide
  1. Introduction
  2. Objectives
  3. Instructional Information
  4. Strategies
  5. Classroom Activities
  6. Annotated Bibliography
  7. Resources
  8. Teacher - Student - Classroom Resources
  9. APPENDIX A - Implementing District Standards
  10. APPENDIX B - Sample of Hal's speech / worksheet as referenced in Scaffolding
  11. APPENDIX C - Character Analysis with Suzie as referenced in Activity One
  12. APPENDIX D - Cleopatra's speech → First speech referenced in Activity One
  13. APPENDIX E - Enobarbus's speech → Second speech referenced in Activity One
  14. APPENDIX F - Cleopatra's speech → Third speech referenced in Activity One
  15. APPENDIX G - Movie Maker Assignment and Rubric
  16. Endnotes

That Lady is Loca! or Speech as the Main Method of Characterization in Shakespeare's Plays

Amanda Maureen Stefanski

Published September 2009

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Objectives

In a play, there really is no direct characterization; in other words, the playwright does not tell the reader/observer, "Macbeth is an ambitious man," for example. In a play, all characterization, or analysis of characters, is dependent on the different types of indirect characterization. Indirect characterization is usually demonstrated through a character's speech, private thoughts, actions, looks, and/or the effect he or she has on other characters. In this unit, students will focus on speeches as the main method of characterization that Shakespeare uses to create his characters. The students will be able to identify the other methods of indirect characterization within the speeches and work to analyze characters based on bringing all those aspects together. Through their analyses, the students will also work through two very true but seemingly contradictory aspects of speech: in one respect, they must be aware that they reveal the type of people they are through the things they say and the manner in which those things are said; on the other hand, they must be careful to not always take what other people are saying at face value. The speeches we will focus on in this unit will demonstrate both of those concepts, and students will discuss how both can be true even though they appear to conflict. Additionally, the students will improve reading skills such as making inferences and predictions and drawing conclusions (see Appendix A for state objectives).

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