I pray thee gentle mortal sing again Reading
![“I pray thee gentle mortal, sing again. . . ” “I pray thee gentle mortal, sing again. . . ”](https://slidetodoc.com/presentation_image_h2/b8bb1fbdeb3adc7e0917e4e85fcfa9e1/image-1.jpg)
![Reading the text Before we start to analyse each scene in detail (step 2) Reading the text Before we start to analyse each scene in detail (step 2)](https://slidetodoc.com/presentation_image_h2/b8bb1fbdeb3adc7e0917e4e85fcfa9e1/image-2.jpg)
![After each scene. . . 1. Make notes on the characters, setting and events After each scene. . . 1. Make notes on the characters, setting and events](https://slidetodoc.com/presentation_image_h2/b8bb1fbdeb3adc7e0917e4e85fcfa9e1/image-3.jpg)
![2. Add to your timeline for each of the four plots, noting where they 2. Add to your timeline for each of the four plots, noting where they](https://slidetodoc.com/presentation_image_h2/b8bb1fbdeb3adc7e0917e4e85fcfa9e1/image-4.jpg)
![4. Research your given reference or topic and prepare to share your findings with 4. Research your given reference or topic and prepare to share your findings with](https://slidetodoc.com/presentation_image_h2/b8bb1fbdeb3adc7e0917e4e85fcfa9e1/image-5.jpg)
![Act 1 Scene 2 1. The names of the ‘mechanicals’ – • Bottom • Act 1 Scene 2 1. The names of the ‘mechanicals’ – • Bottom •](https://slidetodoc.com/presentation_image_h2/b8bb1fbdeb3adc7e0917e4e85fcfa9e1/image-6.jpg)
![Act 2 Scene 1 1. 2. 3. 4. 5. 6. 7. 8. 9. Robin Act 2 Scene 1 1. 2. 3. 4. 5. 6. 7. 8. 9. Robin](https://slidetodoc.com/presentation_image_h2/b8bb1fbdeb3adc7e0917e4e85fcfa9e1/image-7.jpg)
![Act 2 Scene 2 1. Philomel 2. Symbolism of the serpent Act 2 Scene 2 1. Philomel 2. Symbolism of the serpent](https://slidetodoc.com/presentation_image_h2/b8bb1fbdeb3adc7e0917e4e85fcfa9e1/image-8.jpg)
![Act 3 Scene 1 1. 2. 3. 4. 5. 6. ‘eight and six’ as Act 3 Scene 1 1. 2. 3. 4. 5. 6. ‘eight and six’ as](https://slidetodoc.com/presentation_image_h2/b8bb1fbdeb3adc7e0917e4e85fcfa9e1/image-9.jpg)
![Act 3 Scene 2 1. 2. 3. 4. Elizabethan beliefs about sighs and love Act 3 Scene 2 1. 2. 3. 4. Elizabethan beliefs about sighs and love](https://slidetodoc.com/presentation_image_h2/b8bb1fbdeb3adc7e0917e4e85fcfa9e1/image-10.jpg)
![Act 4 Scene 1 1. 2. 3. 4. 5. ‘the tongs and the bones’ Act 4 Scene 1 1. 2. 3. 4. 5. ‘the tongs and the bones’](https://slidetodoc.com/presentation_image_h2/b8bb1fbdeb3adc7e0917e4e85fcfa9e1/image-11.jpg)
![Act 4 Scene 2 1. ‘sixpence’ in Shakespeare’s time Act 4 Scene 2 1. ‘sixpence’ in Shakespeare’s time](https://slidetodoc.com/presentation_image_h2/b8bb1fbdeb3adc7e0917e4e85fcfa9e1/image-12.jpg)
![Act 5 Scene 1 1. 2. 3. 4. 5. 6. 7. 8. Helen of Act 5 Scene 1 1. 2. 3. 4. 5. 6. 7. 8. Helen of](https://slidetodoc.com/presentation_image_h2/b8bb1fbdeb3adc7e0917e4e85fcfa9e1/image-13.jpg)
- Slides: 13
![I pray thee gentle mortal sing again “I pray thee gentle mortal, sing again. . . ”](https://slidetodoc.com/presentation_image_h2/b8bb1fbdeb3adc7e0917e4e85fcfa9e1/image-1.jpg)
“I pray thee gentle mortal, sing again. . . ”
![Reading the text Before we start to analyse each scene in detail step 2 Reading the text Before we start to analyse each scene in detail (step 2)](https://slidetodoc.com/presentation_image_h2/b8bb1fbdeb3adc7e0917e4e85fcfa9e1/image-2.jpg)
Reading the text Before we start to analyse each scene in detail (step 2) we need to read for overall understanding and context. This will allow you to: • add to your notes from your film viewing on structure and effect (AO 1: ‘informed response’) • add to your AO 4 notes and begin to apply them more specifically to the text (AO 4: ‘significance and influence of contexts’) • create a foundation to build on with your in-depth AO 2 analysis (AO 1: ‘informed response’)
![After each scene 1 Make notes on the characters setting and events After each scene. . . 1. Make notes on the characters, setting and events](https://slidetodoc.com/presentation_image_h2/b8bb1fbdeb3adc7e0917e4e85fcfa9e1/image-3.jpg)
After each scene. . . 1. Make notes on the characters, setting and events of the scene + any immediately obvious AO 4
![2 Add to your timeline for each of the four plots noting where they 2. Add to your timeline for each of the four plots, noting where they](https://slidetodoc.com/presentation_image_h2/b8bb1fbdeb3adc7e0917e4e85fcfa9e1/image-4.jpg)
2. Add to your timeline for each of the four plots, noting where they overlap and/or meet 3. Answer the questions on your sheet
![4 Research your given reference or topic and prepare to share your findings with 4. Research your given reference or topic and prepare to share your findings with](https://slidetodoc.com/presentation_image_h2/b8bb1fbdeb3adc7e0917e4e85fcfa9e1/image-5.jpg)
4. Research your given reference or topic and prepare to share your findings with the class Act 1 Scene 1: 1. 2. 3. 4. 5. 6. 7. 8. 9. Ancient Greece and Athens Theseus Hippolyta and the Amazons Marriage in Shakespeare’s time Diana, goddess of the moon and hunting Cupid and his arrows (esp. lead arrows) + “painted blind” Venus’ doves “the Carthage queen” (Dido) and “false Troyan” (Aeneas) Phoebe
![Act 1 Scene 2 1 The names of the mechanicals Bottom Act 1 Scene 2 1. The names of the ‘mechanicals’ – • Bottom •](https://slidetodoc.com/presentation_image_h2/b8bb1fbdeb3adc7e0917e4e85fcfa9e1/image-6.jpg)
Act 1 Scene 2 1. The names of the ‘mechanicals’ – • Bottom • Quince • Snug • Flute • Snout • Starveling 2. 3. 4. 5. 6. Pyramus and Thisbe ‘Ercles’ = Hercules ‘Phibbus’ = Phoebus, the sun god The three Fates ‘French crowns have no hair at all’ – the ‘French disease’ and baldness
![Act 2 Scene 1 1 2 3 4 5 6 7 8 9 Robin Act 2 Scene 1 1. 2. 3. 4. 5. 6. 7. 8. 9. Robin](https://slidetodoc.com/presentation_image_h2/b8bb1fbdeb3adc7e0917e4e85fcfa9e1/image-7.jpg)
Act 2 Scene 1 1. 2. 3. 4. 5. 6. 7. 8. 9. Robin Goodfellow/Puck Elizabethan ideas of fairies and spirits Changelings Corin and Phillida (pastoral poetry) Theseus’ women: Perigenia, Aegles, Ariadne and Antiopa Hiems Neptune ‘the imperial votress’ (Queen Elizabeth I) Apollo and Daphne
![Act 2 Scene 2 1 Philomel 2 Symbolism of the serpent Act 2 Scene 2 1. Philomel 2. Symbolism of the serpent](https://slidetodoc.com/presentation_image_h2/b8bb1fbdeb3adc7e0917e4e85fcfa9e1/image-8.jpg)
Act 2 Scene 2 1. Philomel 2. Symbolism of the serpent
![Act 3 Scene 1 1 2 3 4 5 6 eight and six as Act 3 Scene 1 1. 2. 3. 4. 5. 6. ‘eight and six’ as](https://slidetodoc.com/presentation_image_h2/b8bb1fbdeb3adc7e0917e4e85fcfa9e1/image-9.jpg)
Act 3 Scene 1 1. 2. 3. 4. 5. 6. ‘eight and six’ as a ballad form The ‘man in the moon’, his lantern and bush of thorns Ninus’ tomb (Ninah, the founder of Nineveh) Symbolism of an ass head Cuckold Elizabethan use of peaseblossom/peasecod, mustardseed, moth and cobweb
![Act 3 Scene 2 1 2 3 4 Elizabethan beliefs about sighs and love Act 3 Scene 2 1. 2. 3. 4. Elizabethan beliefs about sighs and love](https://slidetodoc.com/presentation_image_h2/b8bb1fbdeb3adc7e0917e4e85fcfa9e1/image-10.jpg)
Act 3 Scene 2 1. 2. 3. 4. Elizabethan beliefs about sighs and love Tartar’s bow Acheron ‘Aurora’s harbinger’ and Aurora the goddess
![Act 4 Scene 1 1 2 3 4 5 the tongs and the bones Act 4 Scene 1 1. 2. 3. 4. 5. ‘the tongs and the bones’](https://slidetodoc.com/presentation_image_h2/b8bb1fbdeb3adc7e0917e4e85fcfa9e1/image-11.jpg)
Act 4 Scene 1 1. 2. 3. 4. 5. ‘the tongs and the bones’ Hercules and Cadmus ‘hounds of Sparta’ ‘Thessalian bulls’ 1 Corinthians 2: 9 -10
![Act 4 Scene 2 1 sixpence in Shakespeares time Act 4 Scene 2 1. ‘sixpence’ in Shakespeare’s time](https://slidetodoc.com/presentation_image_h2/b8bb1fbdeb3adc7e0917e4e85fcfa9e1/image-12.jpg)
Act 4 Scene 2 1. ‘sixpence’ in Shakespeare’s time
![Act 5 Scene 1 1 2 3 4 5 6 7 8 Helen of Act 5 Scene 1 1. 2. 3. 4. 5. 6. 7. 8. Helen of](https://slidetodoc.com/presentation_image_h2/b8bb1fbdeb3adc7e0917e4e85fcfa9e1/image-13.jpg)
Act 5 Scene 1 1. 2. 3. 4. 5. 6. 7. 8. Helen of Troy The Lapiths and the Centaurs Orpheus and the Bacchae Spenser’s ‘The Tears of the Muses’ ‘Limander’ = Leander and ‘Helen’ = Hero ‘Shafalus to Procrus’ = Cephalus and Procris Bergamesque dance (Bergamo, Italy) Hecate – in ‘triple’ form (Luna/Cynthia; Diana; Proserpina)
I pray thee gentle mortal sing again
Sing sing sing and make music with the heavens
Sing sing sing and make music with the heavens
Ai na ko
Aha moment signpost examples
Horror looks you right between the eyes figurative language
Little lambs academy
Signposts in reading
Shakespeare sonnet
The wonderful words song
Let us sing of his love once again
Pray before reading the bible
Laporan observasi yoiku
Sing praise to him