SHYLOCK LANGUAGE, CHARACTER & THEMES ACT 3 SCENE 1 (LINES 47-69)

Slides:

Advertisements

Similar presentations

Soapstone AP Acronym Analyzing text.

Advertisements

What is a FRAME?! a basic structure that underlies or supports a system, concept, or text. THE A graphic organizer we use to help us structure our papers.

‘The Merchant of Venice*’ Revision Notes

In the Name of God A Deconstructive Reading of Act III of Shakespeare ’ s The Merchant of Venice Anas Mahmoudi Mehdi Ghazi Fall of 2013.

Shylock  Angered by his mistreatment at the hands of Venice’s Christians, particularly the merchant Antonio, Shylock schemes to get revenge by ruthlessly.

Act 3 Scene 1 Michael and Kayle. Summary of the Action  Salarino and Solanio are discussing recent news of Antonio’s ship sinking. They hope it is a.

Week 6 X-MEN // MERCHANT OF VENICE. 1. X-MEN RECAP AND CONCLUDING DISCUSSION.

Applying Analytical Writing Patterns to Essay #2.

Vocabulary List 3 ELA POETRY TERMS. Denotation Noun The literal meaning of a word; a dictionary definition.

Warm Up  Please grab a NOOK.  Then do the “Opener Comma” Exercises in your writer’s notebook. For the first one, if the sentence is correct, just write.

Writing the Critical Essay. Introduction This paragraph should include the author, title, plot summary and purpose. Avoid saying “I am going to look at.

SHAKESPEARE The Merchant of Venice

Writing a Persuasive Essay

English 1060 The Merchant of Venice (1598). 1. Did Shakespeare write his own plays? - MofV is partly adapted from the 14th- century tale Il Pecorone by.

Exemplar Paragraphs.  Shylock: The complexity and success of Shylock’s character depends on how the audience perceive him. Discuss whether you think.

The Tools You Need to Break It Down.  I can analyze a text using elements of the rhetorical web.

Entry Task How did changing the point of view affect the information presented in the story? – What was the most significant change? Explain with detail.

Analyzing Nonfiction.

Writing to Argue, Persuade and Advise

Rock On Questions to Think About WRITTEN BY WENDY MASS ART BY STEVE JAMES.

Chapter One – Thinking as a Writer

Speaker Occasion Audience Purpose Subject Tone

Let the fun begin!.  Speaker – the voice that tells the story  Occasion- the time & place of the piece; the context that prompted the writing  Audience-

Using the Joliffe Framework Design

‘BLOOD BROTHERS’ ESSAY

Criteria for Syntax Analysis

A. C. E. the Short answer on STAAR

Embedding Quotations in a Sentence. Each piece of quoted material in a paragraph must have a transition that gives the context and background for that.

Creating a paragraph: Like making a burger! Topic Sentence Evidence and analysis Concluding Sentence.

Persuasive Writing and Speaking

Hath not a Jew eyes? Hath not a Jew hands, organs, dimensions, senses, affections, passions; fed with the same food, hurt with the same weapons, subject.

Diction, Syntax and Tone. Diction Diction-Choice and use of words in speech or writing; Degree of clarity and distinctness of pronunciation in speech.

The Merchant of Venice Key Quotes.

Hath not a Jew eyes? Hath not a Jew hands, organs, dimensions, senses, affections, passions; fed with the same food, hurt with the same weapons, subject.

Thursday, April 2 Literature 11.4, 12.1 Composition 5.11 Literary Analysis and Composition

Persuasive Writing. Persuasive writing  Goal: Writer aims to get the reader to agree with his perspective.  Technique : Opinions are blended with facts.

Hath not a Jew eyes? Hath not a Jew hands, organs, dimensions, senses, affections, passions; fed with the same food, hurt with the same weapons, subject.

Practice Makes Perfect!.  Read the passage from Lord of the Flies beginning with, “Jack was bent double,” (pages ) and ends with “He did not notice.

“Merchant of Venice” Essay Plan Character..

 College requires critical reading and writing skills. This tutorial is designed to get you started by teaching you to attend to critical features of.

LO: I can write from the viewpoint of a character.

The Art of Rhetoric L.O To use research skills to locate information. Explain how multi-modal texts use techniques for particular purposes.

Aristotle’s Three Ways to Persuade Logos Ethos Pathos.

This I Believe Writing Workshop Notes. Personal Writing Personal writing: –Communicates a central idea that has a deep personal meaning to the writer.

THE MERCHANT OF VENICE. THEME REVENGE VS. MERCY QUOTATIONS 1- “To bait fish withal; if it will feed nothing else, it will feed my revenge. He hath disgraced.

The Merchant of Venice William Shakespeare. Mercy vs. Revenge.

The Merchant of Venice: Tragedy or Comedy? Cayla Schmitt Lexi Neltner Quinn Scheiner Samantha Monahan.

THE MERCHANT OF VENICE By Shakespeare Nicolas de la Vega Level 5 ECO B Pat Cernadas 2015.

Rhetoric speeches Ethos, Pathos and Logos.

Identifying Question Stems

Rhetorical Triangle and Key Terms

English 1060 The Merchant of Venice (1598)

A. C. E. the Short answer on STAAR

Hath not a Jew eyes? Hath not a Jew hands, organs, dimensions, senses, affections, passions; fed with the same food, hurt with the same weapons, subject.

Diction, Tone, Mood in “On the Rainy River”

Rhetoric Ethos, Pathos and Logos.

Watch the following clip from the film “Independence Day”, as you watch jot down notes on the following questions… Speaker- Who is the speaker? Subject-What.

ENG2D Non-Fiction Terms.

A Close Reading Activity

SHAKESPEARE The Merchant of Venice

The Merchant of Venice ACT 3 Notes.

Informational Text.

1. What do pronouns do?.

SHAKESPEARE The Merchant of Venice

SHAKESPEARE The Merchant of Venice

Rhetorical Devices Round 1.

Sample paragraph for Interactive Reading:

William Shakespeare, The Merchant of Venice

Foster Chamberlin Humanities 102 February 27, 2019

If it will feed nothing else, it will feed my revenge. He hath disgraced me and hindered me of half a million; Laughed at my losses, mocked at my.

Presentation transcript:

SHYLOCK LANGUAGE, CHARACTER & THEMES ACT 3 SCENE 1 (LINES 47-69)

ACT 3 SCENE 1- SHYLOCK LINES He hath disgraced 47 me and hindered me half a million laughed at my losses, mocked at my gains, scorned my nation, thwarted my bargains, 50 cooled my friends, heated mine enemies, and what’s his reason? I am a Jew. Hath not a Jew eyes? Hath not a Jew hands, organs, dimensions, senses, affections, passions? Fed with the same food, hurt with the same 55 weapons, subject to the same diseases, healed by the same means, warmed and cooled by the same winter and summer as a Christian is? If you prick us, do we not bleed? If you tickle us, do we not laugh? If you poison us, do we not 60 die? And if you wrong us, shall we not revenge? If we are like you in the rest, we will resemble you in that. If a Jew wrong a Christian, what is his humility? Revenge. If a Christian wrong a Jew, what should his 65 sufferance be by Christian example? Why, revenge! The villainy you teach me I will execute, and it shall go hard but I will better the instruction. 69

Q.1 1. Highlight Shylock’s choice of verbs in lines What can you tell about Shylock and Antonio’s relationship with each other?

Q Who is ‘us’,‘we’ and ‘you’ in lines 58-62? What is the effect of using pronouns like ‘I’ and ‘you’, ‘us’ and ‘them’?

Q.3 1. What is the purpose of listing the rhetorical questions in lines 52-62? Do they appeal to your logic, emotion or both? Explain how they make you feel?

Q.4 Explain Shylock’s last lines in your own words: ‘The villainy you teach me I will /execute, and it shall go hard but I will better / the instruction’?

Q.5 Shylock has been wronged but there are ways in which he can choose to behave in his situation. What advice would you give him, as a Jew, if you could?

Let’s write a paragraph on the language, character and themes of this speech A paragraph must have a : TOPIC SENTENCE EXPLAINING SENTENCE EXAMPLE FROM TEXT EFFECT (CONCLUDING STATEMENT)

TOPIC SENTENCE The theme of ___________________________ ___becomes clear in Shylock’s speech to Salerio in Act 3 Scene 1.

EXPLAINING SENTENCE: Shylock’s attitude towards Antonio and Antonio’s treatment of Shylock shows that they are _______________, who hate each other.

EXAMPLE: Shylock uses harsh, (add another adjective)_______________verbs to describe Antonio’s behaviour towards him. Antonio, according to Shylock, has ‘disgraced’ him, ____________________ and _______________________him.

EFFECT: Shylock is deeply offended by this ______________ attitude and wants to take ___________________ from Antonio.

LET’S COMPLETE THE NEXT PARAGRAPH TOPIC SENTENCE The tone of the speech is extremely ____________ and _______________. EXPLAINING SENTENCE : Shylock is __________ because _________________________________. EXAMPLE : This is evident from _____________________________________________ _____________________________________________________________ EFFECT: The effect of the tone, conveyed through the strong verbs and rhetorical questions is _____________________________________________________________ ____________________________________________________________