Reading Activities compiled by Kyra Tarbell |During Reading |After Reading | “BEFORE” Connections 1. Discussion Questions - Tarbell, Kyra. “Before Discussion Questions for Anthony and Cleopatra.” Provo, UT: BYU. 2006. -A list of discussion questions to ask students that are related to the play. They are conducive to discussion. By introducing the work, this activity will get students to start making connections to the work, help clear up assumptions about the play and Shakespeare, and generate interest. In addition it will allow teachers to evaluate how much the students already know and gauge how to present the work in accordance to student interests 2. Understanding Julius Caesar and Anthony “Julius Caesar.” Sparksnotes: William Shakepseare. 2006. Sparknotes Study Guide. 2 Feb. 2006 http://www.sparknotes.com/shakespeare/juliuscaesar/ - Julius Caesar is considered to be Shakespeare’s prequel to Anthony and Cleopatra. By reading the context and plot of Julius Caesar, students can learn the history of the character Anthony. Students will then be more attached to the characters and plot in Anthony and Cleopatra and build a foundation for reading the play. This website gives information about the context of the play, a plot summary, and character list. 3. The Globe Theater “Shakespeare’s Globe Theater.” William Shakespeare. 2006. eNotes.com. 2 Feb. 2006 http://www.allshakespeare.com/globe/ -Many of Shakespeare’s plays, such as Anthony and Cleopatra, were performed at the Globe Theater. This website provides a nice compressed introduction to the theatre, its history, and the people that inhabited it. By understanding the stage and environment Shakespeare’s works were performed, students can better visualize and comprehend the play. 4. Shakespeare Biography “Shakespeare, William.” The Columbia Encyclopedia, Sixth Edition. 2005. Bartleby.com. 2 Feb. 2006 http://www.bartleby.com/65/sh/Shakespe.html -This website gives a good and short biography of William Shakespeare. It is important for the students to understand the author of the work. Through the biography students can make connections between the play and Shakespeare’s life. 5. Tragedy and Shakespeare Bradley, A.C. “Shakespearen Tragedy: Navigating the Lecture.” 2005. Global Campus. 2 Feb. 2006 http://global.cscc.edu/engl/264/TragedyLex.htm -There is a pattern and certain conventions in each of Shakespeare’s tragedies. This is a great website that gives a good outline of the conventions of a tragedy and the qualities of a tragic character. By explaining the conventions of a tragedy, students will be able to identify and explore the tragic elements of the play. Furthermore, this will give students a good foundation for reading other tragedies. Students can continue to make connections between all of Shakespeare’s tragedies. 6. Shakespeare’ Language Madden, Jane. “The Punny Language of Shakespeare.” In Search of Shakespeare. 2003.. PBS. 2 Feb. 2006 http://www.pbs.org/shakespeare/educators/language/lessonplan2.html -This website is excellent for teachers. It outlines a complete lesson plan including activities, and information about additional resources. The purpose of the lesson plan is to help students understand the language used by Shakespeare. By learning about some of the Early Modern English word meanings, sentence structure, and puns students will be able to understand and enjoy the genius and humor in Shakespeare's work. 7. Shakespeare Timeline Gray, Terry A. “A Shakespeare Timeline.” 3 June 2005. Mr. William Shakespeare and the Internet. 2 Feb. 2006 http://shakespeare.palomar.edu/timeline/timeline.htm http://shakespeare.palomar.edu/timeline/summarychart.htm -These websites give a thorough chart of Shakespeare’s life. It organizes the date, event, work, event and publishing in a timeline. This will further students understanding of Shakespeare’s life and the context of the play. There is also an option of a quiz on Shakespeare’s biography. 8. Introduction to Anthony and Cleopatra Johnston, Ian. “The Triumph of the Lions? An Introduction to Anthony and Cleopatra.” English 366: Studies in Shakespeare. 2 Sept. 1999. Malaspina-University College. 2 Feb. 2006 http://www.mala.bc.ca/~johnstoi/eng366/lectures/antonycleopatra.htm -This website contains a thorough article that gives a short introduction and explains the historical context of the play. It is important for students to not only understand the historical context of when the play was written, but the time period the story is placed in. By explaining the historical context of the play, students will be able to better understand and visualize the events, characters, and themes in the work. 9. Cleopatra Claudon, David C. “The Cleopatra Costume On Stage and In Film.” The Cleopatra Costume. 11 Nov. 2002. David’s Gallimaufry: Shakespeare. 2 Feb. 2006 http://www.davidclaudon.com/Cleo/Cleopatra1.html -This website gives an extensive look at how the character of Cleopatra has been visualized both on stage and in film. It also gives some idea of how she must of looked in real life. This is a fun activity for students to get them thinking about the visual aspect of the play, in addition to the text. Students will be able to picture the character while reading and better grasp the cultural context of the play. 10. Study Guide “Anthony and Cleopatra Study Guide.” 2002. The Guthrie Theater. 2 Feb. 2006 http://www.guthrietheater.org/pdf/antony.pdf -This web page is a great study guide, including a chronology, glossary, critical comments, the play, cultural context, questions and a list of additional sources. Several elements of this study guide can be copied off for students or just used as a reference or aid for teachers. “DURING” Connections 11. Shakespeare’s Manuscripts Cummings, Michael J. “How Shakespeare Prepared Manuscripts and What Happened Next.” Shakespeare Study Guide. January 2006. Shake Sphere. 5 Feb. 2006 <http://www.cummingsstudyguides.net/xShakeSph.html#Texts>. -This website link gives information and details on how Shakespeare prepared a manuscript, the format of prose and poetry, stage directions and terms, and the publication of the works. It gives plenty of definitions and descriptions of the variety of tools used by Shakespeare. This information will help students better understand Shakespeare’s writing technique and the format and terms used within the work itself. When reading the text, it is important for students to have a knowledge and appreciation of how the actual text was produced. 12. Themes Cummings, Michael J. “Anthony and Cleopatra Study Guide-Themes.” Shakespeare Study Guide. 2003. Shake Sphere. 5 Feb. 2006 <http://www.cummingsstudyguides.net/xAntonyCleo.html#Themes>. -This webpage gives a list of possible themes within the play. It is important to discuss with students the themes within the work. This will assist students in understanding the purpose of the work and the plot. It will also prepare students to look for possible themes in future works. 13. Shakespeare Insulter Seidel, Chris. Shakespearean Insult Kit. September 1995. Shakespeare Insulter. 5 Feb. 2006 < http://www.pangloss.com/seidel/shake_rule.html>. -This is just a fun activity for students to play with. It provides three columns of words and phrases used throughout Shakespeare’s works. Students can piece together various, silly names. It is a good way to show the humorous side of Shakespeare while incorporating actual Shakespearean words. 14. Map of Anthony and Cleopatra Map: Roman Campaigns, 44-30 B.C. 31 December 2003. Ancient World Mapping Center. 5 Feb. 2006 < http://www.unc.edu/awmc/awmcmap38.html>. -This weblink gives a few details about the time period and several maps of the Roman Campaigns during 30-44 B.C., the same time frame of the text. Having a map helps students to better understand the setting of the play. It also helps students put into context the setting to the world today. Maps can be placed around the room or individually given to students, who can label and color them. 15. First Folio of Anthony and Cleopatra William Shakespeare, Anthony and Cleopatra (facs. 1st Folio 1623) (1623). 2005. The Online Library of Liberty. 5 Feb. 2006 <http://oll.libertyfund.org/Home3/Book.php?recordID=0668>. - This website shows the original copies of the folio of Anthony and Cleopatra. This is neat for students to see the actual handwriting of Shakespeare, the original format of the text, and see the proofreading mistakes of a great work. Furthermore, it is good to have a visual to accompany what students learned about how Shakespeare prepared a manuscript and the difference between a folio and quarto. 16. Listening to the Play Brown, Pamela and Anthony Quayle. Anthony and Cleopatra. Caedmon. March 1995. -This audio recording of the play has several cast members reading the text as written by Shakespeare. Teachers can select significant and dramatic scenes to play while students follow along with the book. Listening to the text read aloud helps students to understand the dialogue and become immersed in the tone of the play. 17. Images of Anthony and Cleopatra and Activity Paintings of Cleopatra from Antiquity until 20th century. 2006. Paintings of Cleopatra. 5 Feb. 2006 < http://sangha.net/messengers/Cleopatra/20century.htm>. -This website has an array of beautiful images of Cleopatra and Anthony. The images include depiction of scenes and different portraits of the characters in a variety of mediums. When reading the story, having accompanying visuals is good for students. After showing students a variety of images, teachers can have them make their own replica of one of the characters, using either paint, sketching materials, clay, etc. 18. Machiavellian and Shakespeare Cave, Peter. “Philosopher of the Month: Niccolo Machiavelli.” August 2002. TPM Philosopher’s Magazine Online. 5 Feb. 2006 <http://www.philosophers.co.uk/cafe/phil_aug2002.htm>. -This website gives a brief introduction to Machiavelli. The Machiavellian philosophy can be found in themes within the play. This article relates philosophy to the text, creating a network of humanities connections for students. It will also help students understand where Shakespeare may have gotten some ideas for themes for the play. 19. BioPoem Tarbell, Kyra. “BioPoem.” Provo, UT: BYU. 2006 http://english.byu.edu/novelinks/default.html -The BioPoem is proposes several open-ended lines in which the students fill in the end. Each student picks whichever character they would like and then complete the information based on the poem. The lines begin with phrases such as “Related to ____” or “ Lover of __________”. This activity combines a variety of elements. It requires students to remember particular details about the play, connects them with a particular characters, incorporates elements of poetry, and promotes creativity. 20. Essay on Final Scene “Anthony and Cleopatra: Analysis of the Final Act and Scene.” Anthony and Cleopatra Essays. 2002. MAXnotes for Anthony and Cleopatra. 5 Feb. 2006. http://www.enotes.com/aandc/809. -This essay discusses the dissects the final act of the play. It connects the language, imagery, and metaphors from the proceeding acts as well. This is a good essay to have students read or summarize for a class to get them to recognize connections and patterns throughout the play. “AFTER” Connections 21. The Afterlife of Shakespeare The British Library. Treasures In Full: Shakespeare In Quarto-Afterlife. 2006. The BritishLibrary. 5 Feb. 2006. http://www.bl.uk/treasures/shakespeare/afterlife.html> -This website gives a detailed timeline of how Shakespeare has transformed and been interpreted since the debut of his works to the present day. The section is clearly divided by time periods and is formatted in a timeline. The timeline allows students to better understand the progression of the classic text. It is also good because it allows for students to make connections from before they started reading the text to after. Students can understand the changes what they learned about Shakespearean performance before and while reading the text to after. This will also help facilitate discussion of their opinions of the transformation of Shakespeare. 22. Shakespeare’s Authorship Cummings, Michael J. “Authorship Question.” Shakespeare Study Guide. January 2006. Shake Sphere. 5 Feb. 2006 http://www.cummingsstudyguides.net/xShakeSph.html#Texts> Cummings, Michael J. “Was Shakespeare A Plagiarist.” Shakespeare Study Guide. January 2006. Shake Sphere. 5 Feb. 2006 http://www.cummingsstudyguides.net/xShakeSph.html#Texts>. - These two articles begin by addressing the debate behind Shakespeare’s authenticity as an author. The articles then continue to prove why Shakespeare is the real author of the works. This is a good issue to bring up once students have finished reading the text and have studied William Shakespeare. These two articles allow for students to debate and determine whether or not they think Shakespeare is the true author. Furthermore, it is important to keep students in touch with current literary and scholarly debates related to what they are studying. 23. Parallels Between Shakespeare and Other Writers Friedman, Stanley. “Anthony and Cleopatra And Drayton’s Mortimeriados.” Shakespearean Quarterly. 20 (1969): 481-484. -This article proposes the idea that Shakespeare’s text may have been influenced by the earlier publication of a poem. The article explains the parallel between the poem and the play. This is a good activity to broaden the connections between the text and other pieces of literature. It is also a good to have students begin to read scholarly journals, particularly related to what they are studying. 24. Film Version of Anthony and Cleopatra Anthony and Cleopatra. Dir. Jon Scoffield. With Ben Kingsley and Janet Suzman. UK. 1974. -After reading the book, it is interesting and fun for the students to see the play actually performed. Shakespeare wrote his works with the intention of them being performed. Students will better understand the text when they can hear and see it. 25. Another Film Version of Anthony and Cleopatra Anthony and Cleopatra. Dir. Jonathan Miller. With Jane Lapotaire, Collin Blakely, and Ian Charleston. BBC. 1981. -All or parts of this film can be used for several purposes. First, it is a way for students to discuss the various visual and actors interpretations of the text. Secondly, various elements of it can be compared to other film version. Finally, having the text placed in Shakespeare’s time allows students to apply the themes to different periods of history and better understand the era of Shakespeare. 26. Shakespeare Graffiti Tarbell, Kyra. “Shakespeare Graffiti.” Provo, UT: BYU. 2006. http://english.byu.edu/novelinks/default.html -This is an activity that gets students thinking, interacting, analyzing and moving. Place 5-6 large posters around the room on the walls. On each poster write a quote from the play, a character’s name, a theme, vocabulary, or question related to the text. Then divide the students into groups and have each group spend a few minutes on each poster recording their thoughts, feelings, explanations, definitions, etc. on the poster board. You have each group rotate till they have all had a chance at each poster. In addition, students are allowed to comment on other student’s comments (only positive comments). At each stop students are allowed to discuss with their group. You can continue to use the same posters for all the classes or use new posters. This a great way to get students moving and reflecting on what they have reading. This activity encourages peer discussion, personal expression, text analysis, and has a fun name. 27. Shakespeare and Music Gruenberg, Louis. Anthony and Cleopatra. Opera. Libretto by the composer after Shakespeare, 1955. -Incorporating various mediums is also a good way to challenge student’s way of thinking and expand connections to the text. Teachers can have students just listen to parts of this opera or they can also engage in a writing prompt about the text while listening. It is good to show students how others were inspired by the text and alternate ways to interpret it, besides reading and acting. 28. Analyzing Shakespeare Tarbell, Kyra. “Analyzing Shakespeare.” Provo, UT: BYU. 2006. http://english.byu.edu/novelinks/default.html -This is a assignment involves students doing researching, analyzing the text, writing responses, and summarizing. For this assignment have students conduct research to find one critical review of Shakespeare’s Anthony and Cleopatra. The article can be about anything related to the text, a performance, a film, a musical piece, or a piece of artwork. Students need to read the article then type a half page summary of the text and a half page summary of their opinion. This is a great assignment to get students looking at more recent criticism of the text and express their own opinions. Students also need to cite the text they used but do not need to use quotations in their paper. 29. Shakespearean Feast Tedford, Rosalind Lee. Shakespearean Feast. 23 Nov 2004. Electronic Shakespeare Resources for Researchers. 12 Feb. 2006 http://www.teachersfirst.com/lessons/shak-feast.htm. - Food makes any lesson more memorable. The end of a Shakespeare unit, Shakespeare's birthday (April 23rd), or the end of the academic term are all great occasions for an Elizabethan feast -- or as much of one as you care to create. This website includes links to an assortment of recipes for Elizabethan fare. Try printing out the recipes and asking for volunteer cooks (students or parents) to prepare each one. Students might also select Shakespearean verses appropriate to each dish, or even compose there own "Elizabethan" verses. The website also includes wardrobe and other tips for making the experience more authentic. 30. Technology and Shakespeare Peebles, Hugh. Shakespeare’s World Then and Now. 2005. Chula Vista Junior High School. 12 Feb. 2006 http://edtech.suhsd.k12.ca.us/inprogress/TTQAT/SirPeebs/webshakespear2.html. -This website is a great interactive resource for students to use. The website contains everything students need to engage in an internet webquest about Shakespeare. There are several phases and each phase contains directions, links and prompts for students to follow. This activity connects students back to Shakespeare. It also allows for the incorporation of technology, allowing students to see the vast amount of resources available for further studying of Shakespeare and his works. Also most of the links contain further information about Anthony and Cleopatra. Another nest detail is another high school class created the website.

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