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Ashley Toton

Eng 349

Final Paper

The play Taming of the Shrew is one that I believe should be taught in every 12th grade

English classroom. For this lesson plan, I will be focusing on high school seniors in a public

school. I want my students to not only show that they have read the play, but to show that they

learned from it. I will be discussing the themes of the play, the plot, and many other things about

the play. The activities that I am using will help students grasp an understanding of the play and

allow them to put their own thoughts into the discussion of the play. I will break the play down

into acts and have a set of assignments for each act. This unit will take approximately 15-20 class

periods. I would like to show students that there are many different interpretations to the play,

and I will show them mine, but allow them to have their own. I will help students realize that it

was a very different time period when the play was written and that some things in the play

would never happen now. I will do this by talking briefly about the history of the time period.

Before starting the play, I will discuss with students some of the history of the time

period of when it was written. I will show them different documents (Appendix 1) that show the

language of the time period and also the differences in the way things were written. I will then

have a discussion with them about how society today is different than it was back then. This will

include questions like the ones shown in Appendix 2. We will then discuss the play on a surface

level. I want to focus on the title of the play and what the students believe it means. What does

the word “taming” mean to them and also what the word “shrew” means to them. I will also ask

students to describe someone who might be a shrew. The first day will end here.

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Once we have discussed the history and a little about the play’s title, I will go into talking

about the things often seen in Shakespeare’s work. This includes things like a play-within-a-play,

the use of disguises, and many others (Appendix 3). If students are not prepared for these things,

it will make the play confusing and will discourage many students. This is where the second day

will end.

The next class period, I would focus on the characters in the play. I will give students a

list of characters and also a character web. The web will have blanks when given to them so they

can fill it out, but I have included it with the answers in Appendix 4. The list of characters is

given in Appendix 5. Students will be placed into groups of 4-5 people and those will be their

groups for the rest of the unit. I will randomly assign people to the groups to be fair. Once they

are place in the groups, the will work on filling in the web. Students will then be asked what they

think of the characters based on the web and the character list. They will be asked to write a

journal talking about their favorite character from the list and their least favorite. We will later

see if that has changed after reading the play. This will end day three.

Day four is when we will start reading the play. I will start by reading the play myself,

and then ask for volunteers to keep reading. I will stop students to focus on important quotations

in the play. In the induction, I will stop students after reading line 143 and discuss what is going

on. I will discuss with students that the beggar, Sly, is being convinced that he is a lord and has

been extremely ill for a long time. This point in the play shows a little of the comedy aspect and

is a good setup for all of the disguises in the rest of the play. We will then try to move into Act I

Scene I. We will discuss what is happening and why Baptista wants Kate to be married off first.

This will end day four.

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In the beginning of day five, we will continue to discuss Act I Scene I and we will talk

about what impression Kate makes when she is talking to Hortensio, Gremio, Lucento, and

Tranio. One section we would focus on is line 61-65 when Kate says, “I' faith, sir, you shall

never need to fear.I wis it is not halfway to her heart. But if it were, doubt not her care should be

To comb your noddle with a three-legged stool And paint your face and use you like a fool,”

(I.I.61-65). I would discuss what the section meant in modern English and then we would discuss

what everyone thought of Kate. I would then ask students if they thought it was fair to both Kate

and Bianca if no one could marry until Kate did. I would remind them that marriage back then

was a business transaction and not about love. We would then begin reading and discussing

events in Act I Scene II. This would end day five.

Day six would start with me asking questions about Act I Scene I and what everyone

remembered. This would allow me to see what they remembered and also would help set the

scene for the day. We would then move onto reading Act I Scene II. One thing I would want to

focus on is in the beginning when Petruchio is telling his servant, Grumio, to knock on the door

but Grumio gets confused. This is a piece of comedy that the audience back then would love. I

would show students this part of the play after reading it to show them how the scene could play

out. I would use the Elizabeth Taylor version in the class. We would continue to read the scene

and I would ask why Hortensio would tell Petruchio about Kate. Is he doing it so Petruchio can

have her dowry or is he telling him so he can marry Kate and Hortensio can then swoop in and

marry Bianca? We would wrap up the day finishing Act I Scene II. For homework, students

would have to answer questions on Act I. (Appendix 6)

Day 7 would start with a discussion on the homework questions. Number 1’s answer is

that Bianca will not be married until her older sister, Kate, is married. Number 2’s answer is that

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he is planning to have Petruchio marry Kate so he can get at Bianca. Number 3’s answer would

be that they are friendly because they now have a fighting chance at Bianca and they have come

up with a great plan. Petruchio will marry Kate so they all owe him for their chance. Students

would be graded on if they answered the question correctly. After we had finished with that, we

would start going through Act II. Students would be split up into their groups and they would

read the play aloud. Once students got through Act II Scene I, I would ask students to stop

reading and discuss what was happening in the play. I would have two volunteer students read

aloud lines 176-216. I would ask them what they thought of everything that was going on

between Petruchio and Kate. Do they think that this is going well? Why or why not? This would

end the day.

The next day I would begin class by showing students a clip from Act II Scene I that they

read aloud the day before. I would answer any questions that students had from either of the first

two Acts that they still did not understand. I would then have students answer the questions for

Act II from Appendix 6. We would then begin reading Act III Scene I. We would finish the day

reading and discussing the scene.

The next day, we would begin by discussing what happened in Act III Scene I. While

Baptista believes that his daughter is being tutored, she is really being wooed by two men. One

of them disguised as another man and the other is one of her suitor’s servants. Both men are

trying to win over the heart of Bianca and are being very tricky about it. We would then move on

to Act III Scene II. I would want students to focus on Kate’s speech in lines 8-20. Is Kate sad

that he didn’t show up because she actually wants to marry Petruchio or is she sad because she

looks like a fool? There are many ways to think of this and I would want my students to be able

to argue for both sides. We would then discuss what Biodello tells everyone about how Petruchio

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looks. I would ask my students why they thought he was dressed like this. We will then discuss

the secret wedding plans between Bianca and Lucentio. We would then end day 9.

Day 10 we would discuss the rest of Act III Scene II. We would talk a lot about how

Petruchio is acting during the wedding and why they think he is doing this. We would focus on

lines 130-138. I would ask students that if someone acted like that today, what did they think

would happen to the person? We would then discuss the rest of the scene. I would ask students

why Petruchio is so adamant about leaving before even eating with their guests. I believe that he

is trying to be so shrewish so that Kate has no choice but to show compassion and be tame. I

would ask students if they believe that his tactic will work. Students would then be given time to

do the questions for Act III. This would end the day.

Day 11 would start by going over the questions for Act III. Number one can include any

of the detail about how Petruchio is dressed. You can tell that Baptista is completely shocked and

students can use any of the things that he says to support that. Number two we learned that

Lucentio plans to elope with Bianca after Kate’s wedding. Number three’s answer is that

Petruchio acts horribly. He curses during the ceremony, punches the priest and he yells at the

priest and says “Now take them up if any list,” (III. II. 138). Once we finished discussing Act III,

we would move on to discuss Act IV Scene I. We would discuss what the point of putting the

argument between Grumio and Curtis. We would also discuss how Petruchio acts toward his

servants and how Kate reacts. I would ask students how they would feel if they were in Kate’s

position. Also, do they think that Petruchio is acting rude just because of Kate or do they think

that this is the way he always is? I would also focus on quotes like, “A whoreson, beetle-headed,

flap-eared knave!— Come, Kate, sit down. I know you have a stomach. Will you give thanks,

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sweet Kate, or else shall I?— What’s this? Mutton?” (IV. I. 91-94) to showcase just how rude

Petruchio is being. This would end the day.

Day 12 would begin with us talking about Act IV Scene II. We would begin by talking

about the opening conversation between Tranio and Hortensio. I would ask my students if they

thought that Tranio kept the secret to keep Hortensio from pursuing Bianca more or if he was

simply protecting his master. We would continue reading the scene and when we finished we

would come back and talk about what happened. Biondello found a man who was going to pose

as Lucentio’s father and vouch for him with Baptista. He is being tricked by Tranio who is

posing as Lucentio. One thing that I would focus on the line said by Biondello, “(aside) As much

as an apple doth an oyster, and all one,” (IV. II. 105). This is a great example of something that

happens often in Shakespeare’s plays. In this case, it is useful to the audience because the

audience doesn’t know Vincentio. This shows us that Tranio is trying to trick the Merchant. We

would end day 12 talking about the end of Act IV Scene II.

Day 13 would be spent reading and discussing Act IV Scene III, IV and V. Students

would be required to do Act IV questions before the next class period.

Day 14 would be spent discussing Act V Scene I. We would focus on what is happening

during the scene and what it means. I would ask students why they think that Shakespeare put the

subplot between Bianca and Lucentio in the play. We would also discuss what they would do if

they were caught up in all of it. I would then ask students to split up into their groups and find

quotes from the Scene to show how the fathers felt about everything. We would end the day

discussing their findings.

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Day 15 would be spent talking about Act V Scene II. We would read the scene aloud in

class and I would stop students when we got to the bet. We would discuss the lines 64-70. I

would ask students if they were surprised that Baptista thinks that Kate is the biggest shrew of

them all. We would then discuss why they thought Petruchio was so confident in how tame Kate

was. We would continue reading the Scene and we would discuss Kate’s speech. I would then

ask students to rewrite Kate’s speech as it would have happened today. That would end class.

Students would be required to answer Act V questions as homework.

Day 16 would be spent talking about the themes in the play. I would have students write

down all of the themes that they saw in the play. They would be allowed to work in their groups

for this. Once they had a list, we would start writing them on the board. If students disagreed

with a theme on the board, they could argue it. We would then talk about the many different

relationships that were seen in the play. We would discuss how power is used and abused in

these relationships. For example, Petruchio uses his power over his wife to win a bet and change

Kate. We would then answer any other questions students had about the play.

Day 17 would focus on the vocabulary in the play and the end of the play. Students

would complete three worksheets during class. They would do one like Appendix 7 in which

they would have to define vocabulary words and phrases. They would also complete a worksheet

like Appendix 8 in which they play a game using vocab terms. Before the end of class, they

would be put into their groups to till in the worksheet in Appendix 9 about Kate’s final speech.

We would end the day discussing the worksheets.

Day 18 would be test day (Appendix 10).

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Appendix 1:

Appendix 2:

Think about ways society expects you to behave. Do you ever feel torn between the expectations of others and your own expectations for yourself? Do teachers expect unfair or uncomfortable behavior from you? When faced with peer, society, or school pressure to conform, how do you react?

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Appendix 3:

1. The play-within-a-play—A play performed as part of the story for some dramatic purpose. The main action of The Taming of the Shrew is a play-within-a-play.

2. The use of disguises—A character puts on a disguise to hide, trick, or spy on others. Shakespeare’s audience accepted the fact that none of the other characters ever recognized the person disguised.

3. Love at first sight—This is a common device in romantic comedies. Lucentio falls head over heels the minute he sees Bianca. Students may be asked to look for other examples in the play.

4. Fluid action—Shakespeare’s stage used little in the way of set or props; everything was portable. Modern critics called Shakespeare’s plays filmic, since the action can move quickly from one locale to another in much the same way a movie script can. The action of this play shifts between various locations in Padua and Petruchio’s house.

5. Asides—Shakespeare’s characters often make comments to each other or to the audience the other characters never hear. These asides usually comment on the action. Grumio. [Aside] I would I were as sure of a good dinner.—(I, ii, 214-217)

6. Soliloquy—Speeches in which characters think out loud, alone on stage, for the benefit of the audience. Sometimes they are talking directly to the audience, sometimes not. Petruchio does this prior to his first meeting with Kate:

“I’ll attend her here

And woo her with some spirit when she comes.

Say that she rail, why then I’ll tell her plain

She sings as sweetly as a nightingale.

Say that she frown, I’ll say she looks as clear

As morning roses newly washed with dew.

Say she be mute and will not speak a word,

Then I’ll commend her volubility

And say she uttereth piercing eloquence.

If she do bid me pack, I’ll give her thanks

As though she bid me stay by her a week.

If she deny to wed, I’ll crave the day

When I shall ask the banns and when be married.

But here she comes, and now, Petruchio, speak.”—(II, i, 168-181)

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7. Most of the time, Shakespeare’s dialogue is written in blank verse, unrhymed iambic pentameter. The rhythm of iambic pentameter (unstressed syllable, stressed syllable) is considered to be closest to conversational speech. Occasionally the characters speak in rhymed verse or couplets. A couplet often ends an act or a scene: “Have to my widow, and if she be froward, Then hast thou taught Hortensio to be untoward.”—(Hortensio, IV, v, 78-79)

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Appendix 4:

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Appendix 5:

Character list:Christopher Sly A beggar featured in the Induction. He is tricked into believing he is a gentleman.A Lord A gentleman who delights in duping Sly after he finds him passed out on his property.A page, servants, huntsmen All work for or with the Lord to dupe Sly.Players A travelling troupe of actors who perform the play of Katherine and Petruchio before Sly, the Lord, and the Lord's household.Katherine Minola Elder daughter of Baptista Minola. She is hard-headed, stubborn, and prone to speaking her mind. Petruchio A young man of Verona. Through his friend Hortensio, he learns of Katherine and agrees to wed her (for her dowry). Bianca Minola Younger daughter of Baptista Minola. Bianca is loved by Gremio, Hortensio, and Lucentio Baptista Minola The father of Katherine and Bianca.Hortensio A suitor to Bianca. He enters the Minola household disguised as Litio, the music tutor. Lucentio Son of Vincentio. He is in love with Bianca and woos her disguised as Cambio, the tutor.Tranio A servant to Lucentio. He agrees to impersonate his master and pretend to woo Bianca for him while Lucentio is disguised as Cambio.Gremio A foolish old man; suitor to Bianca.Grumio Petruchio's servant.Biondello A servant to Lucentio.Vincentio A gentleman of Pisa; father of Lucentio.A Pedant A teacher from Mantua. He agrees to impersonate Vincentio for Tranio (unaware he is disguising himself as Lucentio).A Widow A rich woman. She is contemptuous of Kate but also shrewish in her own way.

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Appendix 6:

Act I

1. Of what is Baptista resolved concerning the marriage of his two daughters? 2. What is Hortensio's plan to more quickly be able to win and marry Bianca?3. At the end of Act I, why are Bianca's suitors friendly with one another and indebted to

Petruchio?Act II

1. What information does Katherine hope to gain by tying Bianca's hands and questioning her?

2. What does Petruchio claim about his and Katherine's interaction?  How does Baptista react?

Act III

1. How is Petruchio dressed for his wedding (lines 43-64)?  Give at least 4 specific details.  What is the reaction of Baptista?  (use quotes)

2. What do you learn of Lucentio's plan to marry Bianca in lines 128-148?3. How does Petruchio behave during the wedding ceremony?  (lines 158-183)

Act IV

1. What has happened to Kate on her way to Petruchio's house?  How did Petruchio respond? (lines 68-80)

2. How does Petruchio treat the servants?  What is Kate's reaction?3. According to his sololiquoy, what is Petruchios' plan?4. What must Kate do before Petruchio will feed her? (lines 38-47)5. Why does Hortensio say "the field is won" in line 23?  Who has won and how?

Act V

1. What's ironic about Vincentio's arrival at Lucentio's house?2. Why do Lucentio and Bianca ask pardon of their fathers in lines 109-111?3. Describe the bet?  What does the majority expect will be the outcome?  What is the

outcome?4. What is the message of Kate's final monologue?  Do you think she is sincere?  Has she

been tamed or is she only acting?

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Appendix 7:

balk logic (34) argue.affect (40) find pleasant.iwis (62) certainly; assuredly."comb your noddle" (64) "rake your head."Minerva (84) the [Roman] goddess of wisdom, technical skill, and invention: identified with the Greek Athena.mew (87) confine in or as in a cage; shut up or conceal: often with up."had as lief" (132) "would as willingly."Anna (155) confidante of her sister Dido, Queen of Carthage, beloved of Aeneas.Daughter of Agenor (169) Europa, beloved of Jove.port (204) the manner in which one carries oneself; carriage."uncase thee" (208) get undressed.belike (16) perhaps

"steal our marriage" (140) "elope."

"take upon you" (110) play your part.

dower (119) that part of a man's property which his widow inherits for life.

"break a jest" (71) "play a joke."

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Appendix 8:

Magic SquaresVocabularyWilliam Shakespeare’s The Taming of the ShrewOlster, Fredi and Rick Hamilton. Discovering Shakespeare, A Workbook for Students andTeachers: The Taming of the Shrew. New York: A Smith and Kraus Book, 1996.INSTRUCTIONS: Match the terms with the definitions taken from the Oxford English Dictionary. Put the number of the definition in the appropriate box with its matching letter. This exercise is called the magic square because the totals of the numbers are the same across and down. Write the magic number in the blank.Terms: Definitions:a. hence (p. 41) 1. a woman given to railing or

scolding ormalignant behavior

b. twain (p. 49) 2. the state or condition of being forgotten

c. fie (p. 63 3. to part or divide, to separate

d. oblivion (p. 75) 4. undue assumption of dignity, authority, or knowledge

e. arrogance (p. 93) 5. exclamation expressing disgust or reproach

f. forswear (p. 113) 6. friendly, kindly disposedg. amiable (p. 127) 7. from here, from this place, to a

distanceh. wench (p. 67 8. a wanton womani. shrew (title) 9. to swear to abandon

THE MAGIC NUMBER IS __________ !!!A B CD E FG H I

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Appendix 9:William Shakespeare’s The Taming of the ShrewOlster, Fredi and Rick Hamilton. Discovering Shakespeare, A Workbook for Students andTeachers: The Taming of the Shrew. New York: A Smith and Kraus Book, 1996.Are you convinced by Kate’s final monologue? Is she sincere? Is she right? WHY????? In groups, give five reasons for yes and five for no. Then write up your conclusion below.

Your conclusion:________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

YES NO

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Appendix 10:

1. Who said “Who wooed in haste, and means to wed at leisure," (Act III, Scene II)?2. Which of the following is not a theme in The Taming of the Shrew? (d)

a. The battle of the sexesb. Appearance vs. realityc. The struggle between the classesd. Cruelty to animals

3. How does Petruchio show up on his wedding day? (a)a. Dressed crazily and riding an old, run-down horseb. In a wagon, dressed all in blackc. On foot, dragging a mangy dog behind himd. With another woman

4. What does Petruchio do during the wedding ceremony? (c)a. He gives a monetary contribution to the church.b. He throws wine in Kate’s face.c. He punches the priest.d. He brawls with Baptista.

5. Who says the following: “I come to wive it wealthily in Padua. / If wealthily, then happily in Padua.” (c)

a. Peterb. Slyc. Petruchiod. Tranio

6. Whose wife is the first to answer the summons at the end of the play? (c)a. Baptista’sb. Hortensio’sc. Petruchio’sd. Lucentio’s

7. How does Petruchio prevent Kate from eating after their marriage? (b)a. He tells her she is too fat.b. He says that the food is not good enough for her.c. He simply forbids her.d. He tells her that the food is poisoned.

8. How does Lucentio declare his love for Bianca? (d)a. Through a clever music lessonb. Through a sonnet he leaves on her pillowc. By whispering in her eard. Through a Latin translation

9. Which character is late for Katherine and Petruchio’s wedding? (a)a. Petruchio

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b. Biondelloc. The pedantd. Baptista

10. Who is this quote talking about:“Starved for meat, giddy for lack of sleep,With oaths kept waking, and with brawling fed.And that which spites me more than all these wants,He does it under name of perfect love,As who should say, if I should sleep or eat'Twere deadly sickness or else present death. (IV.3, 9-14)”

11. Compare and contrast the two Minola sisters, both at the beginning and the end of the play. What do you learn?