alliteration poetic devices shakespeare elevated poetic language Plutarch historical source analysis comparative The activity encouraged the student to experiment with poetic devices, drawing from the alliteration and imagery of Shakespearean verse in their poetry. What all rhetorical devices have in common is that they are departures from normal, natural or simple language. But, of course, that requires consensus on the definitions of normal, natural and simple. Categories of figures of speech Schemes deal with patterns, sounds and syntax, e.g. alliteration, meter, parallelism, rhyme, etc. and the final effect is sonorous and harmonious in the extreme. These are certainly lines for students to scan and read aloud. Rhetorical figures • Alliteration – the repetition of consonant sounds “The barge she sat in like a burnished throne, • Burned on the water” Demonstrate knowledge and understanding of the key features and characteristics of the historical periods studied Analyse and explain historical events and historical periods to arrive at substantiated judgements. The response demonstrates a range of detailed and accurate knowledge and a developed understanding that is fully relevant to the question. Response has a full explanation and thorough, convincing analysis of the issue in the question, arriving at substantiated and developed judgements. has facilitated a deeper understanding of the geopolitical landscape of the time. In 41 BC, Antony summoned Cleopatra to meet him at Tarsus. She presented herself in full state on the royal barge, dressed as Aphrodite. The historical and cultural aspects of the Cleopatra story provide an opportunity for the arts to enter the history class. Whatever opportunities you pursue for interdisciplinary uses of this, we know the students will benefit by an expanded awareness of the many talents needed to put together a Shakespearean play. Use, analyse and evaluate ancient sources within their historical context. Response uses a range of fully appropriate details from the stimulus ancient source material, which are analysed to draw out relevant characteristics and features and give a detailed and sophisticated evaluation of what we can learn from the source about the specified issue in the question. Use, analyse and evaluate ancient sources within their historical context to make judgements and draw conclusions about how the portrayal of events by ancient writers/sources relates to historical contexts in which they were written/produced. Response analyses the source by using relevant detail from the source content or historical context to give a more detailed evaluation of the source within its historical context. It draws a thorough and convincing conclusion about its accuracy or reliability based on how the context in which it was created impacts on how it portrays issues or events. Candidates should relate the evaluation of Virgil to his description of the particular event in the passage for full marks. Students may cross-reference their own contextual knowledge with details from the passage to make developed judgments on accuracy. An engaging biography that details the life of Cleopatra, paralleling the historical context of her portrayal in literature.student engaged in critical thinking by evaluating the differences in style and purpose between the works of Shakespeare and Shaw, enhancing their comparative literature skills. The exploration of historical figures in 'Julius Caesar' allowed the student to link literary analysis with historical context, which deepened their understanding of the interplay between literature and history Shakespeare adopts many of North's already poetic phrases, heightening the language in the process Demonstrate knowledge and understanding of the key features and characteristics of the historical periods studied Analyse and explain historical events and historical periods to arrive at substantiated judgements. The response demonstrates a range of detailed and accurate knowledge and a developed understanding that is fully relevant to the question.Response has a full explanation and thorough, convincing analysis of the issue in the question, arriving at substantiated and developed judgements. There is a well-developed and sustained line of reasoning which is coherent, relevant and logically structured. The strongest analyses will not only identify and explain reasons, but they will also attempt to differentiate them in terms of significance. Use, analyse and evaluate ancient sources within their historical context to make judgements and drawn conclusions about The best candidates will analyse how the author’s interpretation/context, purpose and techniques contribute to their judgements. Students may also cross-reference the information in the sources, as well as interrogating the evidence using logic, to develop relevant evaluations. The activity encouraged them to analyze the use of language, metaphor, and symbolism in Shakespeare's text, fostering deeper textual analysis skills. The activity encouraged the student to experiment with poetic devices, drawing from the alliteration and imagery of Shakespearean verse in their poetry. Using higher cognitive abilities, not just showing understanding and recall, but analysing and synthesising ideas from different sources, then critically evaluating them. Could analyse and evaluate appropriate source material, primary and/or contemporary to the period, within its historical context. Analyse and evaluated, in relation to the historical context, different ways in which aspects of the past have been interpreted Acquire an understanding of the nature of historical study, for example that hsisoty is concerned with judgements based on available evidence and that historical judgements are provisional Acquired understanding of different identities within society and an appreciation fo aspects such as social, cultural, religious and ethnic diversity, as appropriate. Built on her understanding of the past through experiencing a broad and balanced course of study ENGLISH Historical-and historical chronicles, accounts of events that are arranged in the order they happened- and literary sources-poem, play, novel, or piece or prose fiction- that informed Shakespeare’s works Historical context-social, political, economic, and environmental situations that influence literature Intertextuality-relationship between texts, especially literary texts It's always great to watch Shakespeare at work, and the thing to notice here is how he cuts and elaborates on the basis of alliteration. The word barge is in the original, and Shakespeare adds that it was burnished and that it burned and that its gold was beaten. The poop and purple are in the original, so Shakespeare invents the idea that the sails were perfumed. Shakespeare picks the flute from among all Plutarch's instruments and then makes the water follow faster. / Lesson Plan / Learning Corner

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alliteration poetic devices shakespeare elevated poetic language Plutarch historical source analysis comparative The activity encouraged the student to experiment with poetic devices, drawing from the alliteration and imagery of Shakespearean verse in their poetry. What all rhetorical devices have in common is that they are departures from normal, natural or simple language. But, of course, that requires consensus on the definitions of normal, natural and simple. Categories of figures of speech Schemes deal with patterns, sounds and syntax, e.g. alliteration, meter, parallelism, rhyme, etc. and the final effect is sonorous and harmonious in the extreme. These are certainly lines for students to scan and read aloud. Rhetorical figures • Alliteration – the repetition of consonant sounds “The barge she sat in like a burnished throne, • Burned on the water” Demonstrate knowledge and understanding of the key features and characteristics of the historical periods studied Analyse and explain historical events and historical periods to arrive at substantiated judgements. The response demonstrates a range of detailed and accurate knowledge and a developed understanding that is fully relevant to the question. Response has a full explanation and thorough, convincing analysis of the issue in the question, arriving at substantiated and developed judgements. has facilitated a deeper understanding of the geopolitical landscape of the time. In 41 BC, Antony summoned Cleopatra to meet him at Tarsus. She presented herself in full state on the royal barge, dressed as Aphrodite. The historical and cultural aspects of the Cleopatra story provide an opportunity for the arts to enter the history class. Whatever opportunities you pursue for interdisciplinary uses of this, we know the students will benefit by an expanded awareness of the many talents needed to put together a Shakespearean play. Use, analyse and evaluate ancient sources within their historical context. Response uses a range of fully appropriate details from the stimulus ancient source material, which are analysed to draw out relevant characteristics and features and give a detailed and sophisticated evaluation of what we can learn from the source about the specified issue in the question. Use, analyse and evaluate ancient sources within their historical context to make judgements and draw conclusions about how the portrayal of events by ancient writers/sources relates to historical contexts in which they were written/produced. Response analyses the source by using relevant detail from the source content or historical context to give a more detailed evaluation of the source within its historical context. It draws a thorough and convincing conclusion about its accuracy or reliability based on how the context in which it was created impacts on how it portrays issues or events. Candidates should relate the evaluation of Virgil to his description of the particular event in the passage for full marks. Students may cross-reference their own contextual knowledge with details from the passage to make developed judgments on accuracy. An engaging biography that details the life of Cleopatra, paralleling the historical context of her portrayal in literature.student engaged in critical thinking by evaluating the differences in style and purpose between the works of Shakespeare and Shaw, enhancing their comparative literature skills. The exploration of historical figures in 'Julius Caesar' allowed the student to link literary analysis with historical context, which deepened their understanding of the interplay between literature and history Shakespeare adopts many of North's already poetic phrases, heightening the language in the process Demonstrate knowledge and understanding of the key features and characteristics of the historical periods studied Analyse and explain historical events and historical periods to arrive at substantiated judgements. The response demonstrates a range of detailed and accurate knowledge and a developed understanding that is fully relevant to the question.Response has a full explanation and thorough, convincing analysis of the issue in the question, arriving at substantiated and developed judgements. There is a well-developed and sustained line of reasoning which is coherent, relevant and logically structured. The strongest analyses will not only identify and explain reasons, but they will also attempt to differentiate them in terms of significance. Use, analyse and evaluate ancient sources within their historical context to make judgements and drawn conclusions about The best candidates will analyse how the author’s interpretation/context, purpose and techniques contribute to their judgements. Students may also cross-reference the information in the sources, as well as interrogating the evidence using logic, to develop relevant evaluations. The activity encouraged them to analyze the use of language, metaphor, and symbolism in Shakespeare's text, fostering deeper textual analysis skills. The activity encouraged the student to experiment with poetic devices, drawing from the alliteration and imagery of Shakespearean verse in their poetry. Using higher cognitive abilities, not just showing understanding and recall, but analysing and synthesising ideas from different sources, then critically evaluating them. Could analyse and evaluate appropriate source material, primary and/or contemporary to the period, within its historical context. Analyse and evaluated, in relation to the historical context, different ways in which aspects of the past have been interpreted Acquire an understanding of the nature of historical study, for example that hsisoty is concerned with judgements based on available evidence and that historical judgements are provisional Acquired understanding of different identities within society and an appreciation fo aspects such as social, cultural, religious and ethnic diversity, as appropriate. Built on her understanding of the past through experiencing a broad and balanced course of study ENGLISH Historical-and historical chronicles, accounts of events that are arranged in the order they happened- and literary sources-poem, play, novel, or piece or prose fiction- that informed Shakespeare’s works Historical context-social, political, economic, and environmental situations that influence literature Intertextuality-relationship between texts, especially literary texts It's always great to watch Shakespeare at work, and the thing to notice here is how he cuts and elaborates on the basis of alliteration. The word barge is in the original, and Shakespeare adds that it was burnished and that it burned and that its gold was beaten. The poop and purple are in the original, so Shakespeare invents the idea that the sails were perfumed. Shakespeare picks the flute from among all Plutarch's instruments and then makes the water follow faster.

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Objective

By the end of this lesson, the student will have a deeper understanding of alliteration and other poetic devices as used in Shakespeare's works. They will experiment with these devices in their own poetry while also analyzing the historical context and intertextuality of Cleopatra's portrayal in literature.

Materials and Prep

Shakespeare's texts (especially excerpts from "Antony and Cleopatra")
Plutarch's "Life of Antony" for historical context
Notebook and writing utensils for poetry exercises
Access to online resources or books about Cleopatra and Shakespeare
Examples of alliteration and imagery in poetry
Art supplies (optional, for creative expression)

Activities

Alliteration Hunt:
Read selected passages from Shakespeare's works and identify examples of alliteration. Create a list of phrases that showcase this poetic device.
Imagery Exploration:
Discuss the imagery used in Shakespeare's portrayal of Cleopatra. Then, write a short poem that incorporates vivid imagery, inspired by the themes of love and power in the historical context.
Comparative Analysis:
Read excerpts from both Shakespeare and Shaw regarding Cleopatra. Discuss the differences in style and purpose, then write a paragraph comparing their portrayals of the character.
Creative Poetry Writing:
Using the alliteration and imagery identified, write a poem that tells a story about Cleopatra, incorporating at least three examples of alliteration and vivid imagery.
Presentation:
Present your poem to a family member or friend, focusing on the rhythm and sound of the words. Discuss the poetic devices you used and their effects.

Talking Points

What is Alliteration? "Alliteration is when the same consonant sound repeats at the beginning of words, like in 'burnished barge.' It makes poetry sound musical!"
Imagery in Poetry: "Imagery helps us see, feel, and experience what the poet describes. Shakespeare often painted vivid pictures with his words!"
Shakespeare's Style: "Shakespeare's writing is rich and layered. He often takes historical events and adds his own twist to make them more dramatic!"
Historical Context: "Understanding the history behind a character like Cleopatra can change how we see her in literature. What was happening in her life during Shakespeare's time?"
Intertextuality: "Intertextuality is how different texts relate to one another. How does Shakespeare's version of Cleopatra compare to Plutarch's?"
Poetic Devices: "Poets use devices like rhyme, meter, and alliteration to create rhythm and enhance meaning. What devices do you find most interesting?"
Creative Expression: "Writing poetry is a great way to express feelings and ideas. What story do you want your poem to tell?"
Analyzing Texts: "When we analyze texts, we look for themes, language, and context. What themes do you see in Shakespeare's portrayal of Cleopatra?"
Reading Aloud: "Reading poetry aloud can help us hear the sounds and rhythms. How does it change your understanding of the poem?"
Comparative Literature: "Comparing different authors helps us see different perspectives. What do you think makes Shakespeare's portrayal unique?"
Reflection: "After writing your poem, think about what you learned. How did using alliteration and imagery change your writing?"
Feedback: "When sharing your poem, listen to feedback. What did others notice about your use of poetic devices?"

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