King LearInsight Publications, 2011 - 224 pages Even the most resolutely disengaged students can finally 'discover' and thrill to the rhythms and passions of Shakespeare's plays! Award-winning teachers and Shakespearean scholars have extensively trialled their approach to teaching Shakespeare's plays in the classroom, and this series is the result! The plays in this series are becoming increasingly popular for student resources in schools as English and Drama teachers discover their fabulous teaching and learning qualities. |
From inside the book
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Page iii
... Act summaries and activities 1 3 6 8 9 18 19 Act 1 23 Scene 1 The kingdom divided 23 Scene 2 Edmund the bastard Scene 3 Gonerill's complaint Scene 4 Lear and his hundred knights 37 44 47 Scene 5 The Fool makes light of things 61 Act 2 66 ...
... Act summaries and activities 1 3 6 8 9 18 19 Act 1 23 Scene 1 The kingdom divided 23 Scene 2 Edmund the bastard Scene 3 Gonerill's complaint Scene 4 Lear and his hundred knights 37 44 47 Scene 5 The Fool makes light of things 61 Act 2 66 ...
Page iv
... Scene 6 The reconciliation 171 Act 5 178 Scene 1 A battle lost but the promise of a champion 178 Scene 2 Gloucester waits 182 Scene 3 The bitter end 185 General activities 206 Oral presentations / performance 206 Questions for debate ...
... Scene 6 The reconciliation 171 Act 5 178 Scene 1 A battle lost but the promise of a champion 178 Scene 2 Gloucester waits 182 Scene 3 The bitter end 185 General activities 206 Oral presentations / performance 206 Questions for debate ...
Page 10
... (Act 1 Scene 1) The most natural place in these lines to pause is where you see a punctuation mark such as a full stop (.), comma (,) or semicolon (;). In this case, it is natural to pause at the full stops after 'purpose' and 'there ...
... (Act 1 Scene 1) The most natural place in these lines to pause is where you see a punctuation mark such as a full stop (.), comma (,) or semicolon (;). In this case, it is natural to pause at the full stops after 'purpose' and 'there ...
Page 11
... ( Act 2 Scene 1 ) The meaning of the dash ( - ) in the text is indicated by the context of the dialogue . In almost all cases in this edition of King Lear , it signals an interruption of some sort . Language features LEAR a Blank verse ...
... ( Act 2 Scene 1 ) The meaning of the dash ( - ) in the text is indicated by the context of the dialogue . In almost all cases in this edition of King Lear , it signals an interruption of some sort . Language features LEAR a Blank verse ...
Page 12
... ( Act 4 Scene 1 ) Shakespeare uses iambic pentameter ( five te - DUMs per line ) not only across words ( ' no EYES ' , as written above ) , but also across speakers : Now fare you well , good sir . EDGAR GLOUCESTER With all my heart . ( Act 4 ...
... ( Act 4 Scene 1 ) Shakespeare uses iambic pentameter ( five te - DUMs per line ) not only across words ( ' no EYES ' , as written above ) , but also across speakers : Now fare you well , good sir . EDGAR GLOUCESTER With all my heart . ( Act 4 ...
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Common terms and phrases
Act 1 Scene Alack ALBANY audience Bedlam beggars blinding Burgundy characters Child Rowland complete the table contrast Copy and complete CORDELIA KING LEAR CORNWALL daughters death dost dramatic irony Duke Duke of Cornwall Earl of Gloucester EDGAR GLOUCESTER EDGAR emphasise enters Exit eyes father FOOL KING LEAR Fortune France GENTLEMAN give GLOUCESTER EDGAR GLOUCESTER Gloucester's gods Gonerill and Regan Gonerill's hast hath hear heart iambic pentameter iambs imagery Jacobean James justice KENT KING LEAR Kent’s KING LEAR FOOL KING LEAR KENT kingdom Kingdom of Britain knave language Lear and Cordelia Lear's letter lines look Lord Lord Chamberlain's Men Madam means messenger nature night Nuncle Nunn nutshell OSWALD KENT paraphrase might read pathetic fallacy Peter Brook play play’s poor Prithee Questions REGAN GONERILL servant sister soliloquy speak speech storm tell Text notes thee thine Trevor Nunn trochee villain words