Objective

By the end of this lesson, the student will have a deeper understanding of alliteration and other poetic devices used in Shakespearean language. They will create their own poem inspired by Shakespeare, incorporating alliteration and elevated language, while also drawing connections to historical contexts and figures like Cleopatra.

Materials and Prep

• Notebook and pen or pencil for writing poetry.
• Printed excerpts from Shakespeare's works, focusing on alliteration and imagery.
• Biography of Cleopatra and historical context notes.
• Access to a dictionary or thesaurus for exploring elevated language.
• Art supplies for creative expression (optional).

Activities

1. Alliteration Scavenger Hunt:

   Read selected excerpts from Shakespeare's plays. Identify and underline examples of alliteration. Discuss how these sound patterns enhance the poetry's musicality.

2. Imagery Creation:

   Choose a scene from Cleopatra's life and write a descriptive paragraph using vivid imagery. Incorporate at least three examples of alliteration to make the description more engaging.

3. Poetry Writing:

   Using the inspiration from the scavenger hunt and imagery activity, write an original poem that includes at least five instances of alliteration. Encourage the student to use elevated language and draw from historical context.

4. Comparative Analysis:

   Read a passage from both Shakespeare and Shaw. Discuss the differences in style and purpose, focusing on how each author uses language to convey historical events. Create a Venn diagram to visually represent the similarities and differences.

Talking Points

• "Alliteration is when words that are close together start with the same sound. Can you think of any examples?"
• "Shakespeare loved to play with sounds in his writing. Let's look at how he uses alliteration to make his poetry sound beautiful!"
• "Imagery helps us visualize what we're reading. What do you think Shakespeare wanted us to see when he described Cleopatra?"
• "When we write poetry, we can use elevated language to make our words sound more powerful. What words can we use instead of 'happy' or 'sad'?"
• "Historical context can change how we understand a story. How does knowing about Cleopatra's life help us understand Shakespeare's portrayal of her?"
• "Let's compare the styles of Shakespeare and Shaw. What do you notice about their use of language?"
• "Using alliteration can make our poems more fun to read. What alliterative phrases can we come up with together?"
• "Poetry is a way to express our feelings and ideas. What message do you want to share in your poem?"
• "Creating a Venn diagram helps us see the similarities and differences between two authors. What do you think is unique about each writer?"
• "When we analyze poetry, we’re not just looking at words; we’re exploring emotions and ideas. What do you feel when you read Shakespeare?"
• "After writing your poem, let's share it! How does it feel to present your work to others?"
• "Remember, poetry is personal. There’s no right or wrong way to express yourself. What makes your poem special?"