Name: Carrie Richards

Course Code: Eng4U

Lesson 17, Unit 4

*Lesson 17, Key Question 40 was sent via email as a separate attachment*

Key Question # 41

Elizabethan Era Idol Top 5 Winners 1558-1603

1. Christopher Marlowe

Most Famous Play: The Tragicall History of Doctor Faustus

Major Works: Hero and Leander
Tamburlaine the Great
Edward II
Dido
Queen of Carthage
Bio: Great Elizabethan playwright and poet (c. 1564-1593)
His work influenced William Shakespeare
Born in Canterbury, England
Went to King’s school, was awarded a scholarship so that he could study at
Corpus Christi College in Cambridge from 1580-1587
Died May 30,1593

2. Francis Beaumont
 Most Famous Play: The Knight of the Burning Pestle
Major Works: The Masque of the Inner Temple and Greys Inn
The Woman Hater - With Fletcher
Cupids Revenger - With Fletcher
The Maids Tragedy - With Fletcher
Bio: Born 1584, Died 1616
He was the son of Sir Francis Beaumont of Grace-Dieu
A student of poet and playwright Ben Jonson
Also acquainted with Micheal Drayton
He had a stroke between February and October 1613
Francis was buried in Westminster Abbey

3. John Fletcher

Most Famous Play: The Faithfull Shepheardesse

Major Works: A King and No King
A Wife for a Moneth
Philaster
 The False One
The Maides Tragedy
Bio: Born 1579, died 1625
Attended Corpus Christi College, Cambridge in 1591, he was eleven years old
Died of the plaque
Most important association was with Francis Beaumont
Collaborated with Shakespeare

4. Thomas Middleton

Most Famous Play: The Changeling

Major Works: The Chaste Maid in Cheapside
Women Beware Women
The Revengers Tragedy
The Roaring Girl
A Faire Quarrell
Bio: Born 1580-Died 1627
Son of a bricklayer
Was 5 when his father died
Attended Queens College but did not graduate
Often commissioned to write and produce Lord Mayor’s parents and other
entertainments

5. William Shakespeare
Most Famous Play: Romeo and Juliet
Major Works: Hamlet
Macbeth
Othello
Julius Caesar
A Midsummer Night’s Dream

Bio: Born 1564, Died 1616 around his birthday

Was a prolific writer, has 38 plays, 154 sonnets and 2 narrative poems
Married Anne Hathaway when he was eighteen years old
He attended King’s New School, but no records when he was fourteen or fifteen
but didn’t attend university
Producer of most of his known works

Name: Carrie Richards

ENG4U
Lesson 17, Unit 4

Key Question #42

William Shakespeare was an English poet, playwright, and actor. He was born on
April 26, 1564 in Stratford-upon-Avon. His father was a successful local businessman
and his mother was the daughter of a landowner. Shakespeare is widely regarded as
the greatest writer in the English language and the world’s pre-eminent dramatist. He
wrote about 38 plays, 154 sonnets, two long narrative poems, and a few other
verses, of which the authorship of some is uncertain.

Julius Caesar
The Tribunes, Marullus and Flavius, break up a gathering of Roman citizens who
seek to celebrate Julius Caesar’s triumphant return from war. On his way to the
arena, Caesar is stopped by a stranger who warns that he should ‘beware the ides of
March.’ After Caesar’s departure, only two men remained behind – Marcus Brutus, a
close personal friend of Caesar, and Cassius, a long time political foe of Caesar’s.
Both men are of aristocratic origin and see the end of their ancient privilege in
Caesar's political reforms and conquests. Envious of Caesar's power and prestige,
Cassius cleverly probes to discover where Brutus’ deepest sympathies lie. As a man
of highest personal integrity, Brutus opposes Caesar on principle, despite his
friendship with him.
Cassius and his fellow conspirators visit Brutus to discuss their plot to murder Caesar
at the Senate. Caesar’s wife, Calphurnia, warns Caesar to stay indoors as she has
dreamt about his death but Caesar is persuaded to go to the Senate by one of the
conspirators. Caesar is stabbed to death by the conspirators on the steps of the
Senate. Brutus delivers the final wound.
Antony, who was friends with Caesar, shakes hands with the conspirators. When he
is left alone, Antony curses the murderers and talks of revenge. Brutus and Cassius
gather an army to fight against Antony. They argue before the fight and Brutus sees
a vision of Caesar’s ghost. Antony wins the battle and praises Brutus’ honour. Antony
returns to rule Rome, with Caesar’s great-nephew Octavius.

As You Like It
The play begins with the close friendship of two young cousins, Rosalind and Celia. It
would be difficult to find a closer pair than this; they are in essence, best friends, like
a classical.
Orlando, the youngest son of the now deceased Sir Roland de Boys, complains to
Adam, the old family retainer, that his eldest brother, Oliver, has kept his inheritance
from him. Learning that Orlando intends to challenge Duke Frederick’s champion
wrestler, Oliver makes plans to have his brother killed in the ring.
Oliver eventually tries to have Orlando killed, so Orlando and an elderly, flee to the
Forest of Arden. Rosalind and Celia disguise themselves: Rosalind as a gentleman
named Ganymede and Celia as a shepherdess named Aliena, and together with the
jester Touchstone, they escape to the forest Arden.
Rosalind, disguised as Ganymede, tells Orlando that she can cure him of being in
love if he drops by the cottage and tries to woo her. In a strange twist of events, his
brother Oliver arrives at the cottage, instead, with an odd tale to tell. Orlando
rescues Oliver from the snake, but a lioness in the bushes nearby attacks Orlando,
severely injuring his arm. Oliver is so grateful to Orlando that he repents of his evil
intentions and no longer wants to kill him.

MacBeth
King Duncan’s generals, Macbeth and Banquo, encounter three strange women on a
bleak Scottish moorland on their way home from quelling a rebellion. The women
prophesy that Macbeth will be given the title of Thane of Cowdor and then become
King of Scotland, while Banquo’s heirs shall be kings.
Lady Macbeth receives news from her husband of the prophecy and his new title and
she vows to help him become king by any means she can. Macbeth returns to his
castle, followed almost immediately by King Duncan. The Macbeth's plot together to
kill Duncan.
Lady Macbeth gives the guards drugged wine so Macbeth can enter and kill King
Duncan. He regrets this almost immediately, but his wife reassures him. She leaves
 the bloody daggers by the dead King just before Macduff, a nobleman, arrives.
Macbeth becomes King of Scotland but is plagued by feelings of insecurity.
Macbeth embarks on a reign of terror, slaughtering many, including Macduff’s family.
Macduff had gone to seek Malcolm(one of Duncan's sons who fled) at the court of
the English king. Macbeth feels safe in his remote castle at Dunsinane until
Malcolm’s army is carrying branches from the forest as camouflage for their assault
on Macbeth’s stronghold. Meanwhile, an overwrought and conscience-ridden Lady
Macbeth walks in her sleep and tells her secrets to her doctor; she commits suicide.
Macduff triumphs and brings the head of the traitor Macbeth to Malcolm. Malcolm
declares peace and goes to Scone to be crowned king.

Name: Carrie Richards

ENG4U
Lesson 17, Unit 4

Key Question #43

Introduction to Shakespeare Lesson Outline - Julius Caesar

Learning Objectives:
By the end of this unit, students should be able to;
● Explain the definitions of antagonist and protagonist and discuss
Shakespeare’s development of those roles in Julius Caesar
● Identify the primary conflicts and themes in Julius Caesar
● Identify symbols found in Julius Caesar and discuss their interpretations
● Explain notions of democracy vs. tyranny and allegiance vs. rivalry/duplicity
and describe how these are developed thematically in the play
● Identify and understand the various allusions to death and violence
throughout Julius Caesar
● Identify and discuss examples of fate, fortune, and the supernatural in the
play
● Identify examples of motifs found in Julius Caesar and discuss their
significance
● Identify and discuss the literary devices and language techniques employed
by Shakespeare
● Determine what makes Julius Caesar a timeless and popular work and relate
events in the play to contemporary world events
Introductory Lecture:
Julius Caesar, one of Shakespeare’s best-known tragedies, is based on the assassination of
Julius Caesar, the historical event occurring on the ides of March (March 15) in 44 BCE.
While the plot of the play centres on the assassination and its aftermath, the story focuses
on Brutus, a Roman Senator and Caesar’s friend who joins the conspiracy to kill Caesar only
after much deliberation. Brutus’ feelings about murdering Caesar serve as the central conflict
in the play; a man of honour.
Brutus weighs his love of freedom and of Rome itself against his personal loyalty to a friend.
In Shakespeare’s drama, Brutus ultimately is manipulated into joining the conspiracy and
participates in stabbing Caesar to death on the floor of the Roman Senate. Julius Caesar,
however, does not end with the assassination. In the wake of Caesar’s shocking and brutal
murder, events unfold quickly in Rome, and later on the plains of Greece, as leaders and
armies fight for political power and Brutus faces the tragic consequences.
Likely written in 1599 to open the new Globe Theatre, Julius Caesar reflects a political
concern of the time: Queen Elizabeth I was an ageing monarch with no heir to the throne.
Shakespeare’s play about a leader who died without an heir and whose death prompted a
civil war reflects the concern in England that civil war would break out when Queen Elizabeth
died without a direct successor. Moreover, since Shakespeare staged his productions at the
pleasure of the Queen, his plays’ political themes are far from controversial in the context of
his era, and this too is reflected in Julius Caesar. As Caesar’s assassination results directly
in political turmoil, suffering and bloodshed, the play can be interpreted as a cautionary tale
about the perils of usurping political power, a theme sure to have been embraced by an
English sovereign.
Julius Caesar is drama, not history, but specific events in Roman history serve as
antecedent action in the play, and Shakespeare alludes to some of them in establishing his
characters’ motivations for assassinating Caesar. Under Julius Caesar, Roman armies
conquered much of France and Belgium and crossed the English Channel to lay claim to
Britain, as well. Called home, Caesar famously crossed the Rubicon River in Italy with his
army, despite the fact that to come this close to Rome with an army was illegal. Caesar
knew his action would lead to civil war, with the Roman Senate, and more importantly, with
the great Roman general Pompey allied against him. Caesar defeated Pompey’s forces,
assumed control of Roman affairs, and was named dictator, an appointment made in times
of emergency. The title and the political power conferred with it were meant to be temporary,
but Caesar’s ambitions to retain both became increasingly clear. In 44 BCE, Caesar was
appointed dictator for life. This alienated many senators, some of whom, led by Cassius and
Brutus – both in life and in the play – killed Caesar soon after, on the ides of March that
same year. In Julius Caesar, various references to Pompey’s fall and to Caesar’s having
‘grown so great’ are allusions to actual events.
Because Brutus is both Caesar’s friend and colleague, the play develops themes of
friendship vs. civic duty, public vs. private identity, and loyalty vs. betrayal. The meaning of
honour is explored as Brutus struggles to define it in his own character and to determine its
role in making the critical decision that will profoundly affect the future freedom of Rome and
his countrymen. Political intrigue, scheming, and rhetorical speech (the art of persuasion)
dominate the drama, too, and are as relevant to politics today as they were in both Caesar
and Shakespeare’s time. In its characters, deeply human and often flawed, and in its
conflicts and themes, Julius Caesar continues to appeal to a universal audience.

Lesson Plan for As You Like It

Learning Objectives:
By the end of this unit, students should be able to;
● Define and describe the central conflict
● Identify the primary themes and motifs
● Identify and discuss the advantages and disadvantages of court and country
● Identify the various definitions of love as presented in the text and explain the
significance of each
● Describe the role of the “fool” and discuss what Shakespeare may have
intended to say through the characters that play it
 ● Discuss the role of gender and cross-dressing and the ideas developed
through them
● Explain how Shakespeare addresses the possibility of
transformation/conversion
● Identify and understand the various allusions to the ancient world
● Recognize literary devices, such as paradox, dramatic irony, metaphor, and
satire
● Discuss the differences between prose and verse and their utilisation as a
means to reinforce character, meaning, or tone
● Determine what makes As You Like It such a timeless and popular work

Introductory Lecture
William Shakespeare’s As You Like It was written in 1599. At the time, the “pastoral
romance,” a romance that takes place in a rural setting, was quite popular. Ever practical
and commercial, Shakespeare wrote As You Like It because he knew it would appeal to his
Elizabethan audiences; his intention was to entertain and amuse. To that end, he employed
the convention of “country vs. court,” the notion that life in a rural setting is ideal, while life in
the court is superficial and filled with the dangers of political intrigue. Moreover, the trendy
psychology of the time is evidenced in the play with its references to “humours” (bodily fluids
associated with personality traits) and the pose of being melancholic, as seen through the
character of Jaques. As You Like It is indeed a pastoral romance, but in Shakespeare’s
hands, it becomes a comedy satirising the popular genre itself, one in which the characters
lament the suffering caused by love. Shakespeare’s characters suffer in the throes of love,
but their laments are ridiculous and unbelievable.
In addition to entertaining, As You Like It explores the theme of challenging hierarchies,
primarily through the character of Duke Frederick. Elizabethans believed that monarchs
ruled by divine right, that they were chosen by God to sit upon the throne and to head a fixed
social order in which all were relegated to permanent, specific ranks in society, as well as in
the family. Therefore, in addition to violating notions of family hierarchy, Duke Frederick’s
having usurped his brother, Duke Senior, would have been considered unholy, likely the
reason for Duke Frederick’s conversion at the end of the play. The plot of As You Like It is
simple. It develops from the experiences of a few couples as they encounter obstacles to
love and marriage in the wake of being banished from the court. Duke Senior’s daughter,
Rosalind, plays a vital role in the plot, as she contributes to all the conflicts, even as she
helps to finally resolve them. As in all pastoral plays, the “villains” are disposed of and all end
happily.
Shakespeare was notorious for borrowing stories from other writers. In the case of As I Like
It, Thomas Lodge’s novel, Rosalynde (1590), seems to have supplied many of the storylines:
an exiled ruler, hostile brothers, a young maiden in disguise, an escape to the country, a
love-sick shepherd, and a young woman who woos her lover in disguise. Note that at the
time women were not allowed to appear on stage, young boys would play girls’ parts. Thus,
Shakespeare’s Rosalind would have been a boy dressed up as a girl pretending to be a boy.
At the time Shakespeare wrote As You Like It, early modern English was less than 100
years old. Most documents were still written in Latin, and there were no established
grammar texts, no published dictionaries, and no formal study of English. Shakespeare’s
intention was that his plays be performed, not published, but his writing contributed
considerably to the language. Although much of his vocabulary is now archaic or obsolete,
much of it is not, and many of his expressions have made their way into modern vernacular;
for instance, ‘eaten out of house and home,’ “neither rhyme nor reason,” “a wild goose
chase” “dead as a doornail” and “brave new world.” Encountering these familiar expressions
in Shakespeare’s works often surprises and delights modern readers.
Although As You Like It is written in the language of the sixteenth century, filled with
references contemporary at the time but now obscure, it is not an exercise for the intellect;
its intention is much less grand but nonetheless worthy. A fanciful, romantic comedy, As You
Like It, has remained popular for more than four hundred years because it continues to
entertain and amuse audiences, just as the author intended. There is poetry in the play, of
course, passages remembered for their music and beauty of expression; in others,
Shakespeare’s sharp wit and satirical voice are heard clearly. For those willing to practise
“the suspension of disbelief” as they follow the misadventures of the often silly, love-struck
characters, As You Like It, offers much to enjoy and consider, as human nature has not
changed at all.

Lesson plan for Hamlet

Unit Objectives
● Through reading Shakespeare’s Hamlet students will see how one man’s greed
results in at least nine deaths in the tragedy
● Students will demonstrate their understanding of the text in four levels: factual,
interpretive, critical and personal
● Students will see the conflicts of man vs. himself and man vs. man resolved in the
tragedy
● Students will learn that political struggles for power within a government are a part of
any historical era, not just modern day
● Students will study the theme of revenge
● Students will be exposed to background information about Shakespeare, Elizabethan
drama, and Hamlet
● Students will examine Shakespeare’s use of language
● Students will be given the opportunity to practise reading aloud and silently to
improve their skills in each area
● Students will answer questions to demonstrate their knowledge and understanding of
the main events and characters in Hamlet as they relate to the author’s theme
development
● Students will enrich their vocabularies and improve their understanding of the play
through the vocabulary lessons prepared for use in conjunction with the play

Introductory Lecture
One of the best-known plays ever written and undoubtedly William Shakepeare’s most
popular, Hamlet was first performed in 1601 or 1602. Although it appears Shakespeare took
the basic premise of another play written decades earlier, his drama is a very significant
literary departure from the original – and from revenge plays of the era: it is a psychological
drama developed through the protagonist’s intense introspective. Furthermore, Hamlet is the
first truly introspective character in English literature. By focusing on Hamlet’s inner conflict
rather than plot action, Shakespeare created a character that has endured through the ages.
Hamlet is an emotionally complex young prince, educated in philosophy and theology. Upon
his father’s death, he returns home, where he finds reason to believe his father, the king of
Denmark, was murdered by his brother, Claudius, who has assumed the throne. The
responsibility of avenging his father’s death by killing his uncle falls to Hamlet; complicating
his charge is that Hamlet’s mother has married Claudius. Although Hamlet vows to avenge
his father’s death, he delays. Much of the play centres on Hamlet’s prolonged inaction, and,
most importantly, on the psychological torment of his emotional quandary. He wants to act,
but for reasons even he does not fully understand, he does not. Plagued by uncertainty,
Hamlet grows increasingly volatile and troubled; he is ultimately killed, his death the result of
a devious scheme orchestrated by the illegitimate king he was to have murdered in revenge.
Although Hamlet eventually kills Claudius, his actions prove to be irrelevant by the time it
occurs. Hamlet dies as the result of his own inner turmoil, and there is no sense of
redemption in the play’s conclusion.
Although modern readers may not relate to Hamlet’s life as a prince or to the precise
dilemma he faces, his essential conflicts are universal: the challenge of doing the right thing,
especially when the right thing is not clearly defined; the inner conflict between passion and
reason; the emotional turmoil of family drama; the trauma of betrayal; and the complex
issues of deception, trust, loyalty, and honour. Although few readers would opt to feign
madness, as Hamlet does, adopting a certain persona or emotional disguise when faced
with a difficult new situation is not unusual behaviour in any age. Hamlet has been adapted
to the screen more than twenty-five times, proving that these themes still resonate with
readers today.
Hamlet is rife with uncertainty. Shakespeare does not answer the questions raised by his
characters and their actions; readers will have their own interpretations of what the
playwright intended. There is much room for doubt about different characters’ motivations
and Hamlet’s true emotional and mental state. Some readers will sympathise with Hamlet’s
desire to do the right thing, while others will regard his volatile behaviour with ambivalence,
at best. Hamlet’s complexity and unpredictability are precisely what give Shakespeare’s play
its depth and humanity.
Hamlet is endlessly fascinating. He may be a Danish prince from a distant century, but he
struggles to find his place in the world and behave honourably, Hamlet endures as an
intriguing figure in world literature, as relevant to readers today as he was to Shakespeare’s
audience.