English through Drama

Living Iambic Pentameter

This lesson is adapted from the Folger Librarys tools for teaching Shakespeare for my unit on
Macbeth. In it, the students will explore the sounds of iambic pentameter by creating a living
beat using their mouths and bodies. This lesson is embedded in a period devoted to the music of
Shakespeare specifically in relation to hip hop.
The class in which this lesson will be taught is English through Drama, with a mixture of ninth
through twelfth graders of various skills and abilities.
Critical Learning Objectives:

Students will understand that words have the ability to figuratively come to live.
Students will know what iambic pentameter is.
Students will be able to apply iambic pentameter to Shakespeares Sonnet 18.

SOLs:
9.4 (a) h) Explain the relationship between the authors style and literary effect
CCSs:
CCSS.ELA-LITERACY.SL.9-10.6 Adapt speech to a variety of contexts and tasks,
demonstrating command of formal English when indicated or appropriate.
Procedures/Instructional Strategies
[Note: Any words that represent what I would say directly to students appear in italics.]
Beginning Room Arrangement:
Students are sitting around a conference table.
1. [2 mins.] Opening to lesson: Hip Hop, Shakespeare, and Iambic Pentameter
We would have just finished a quiz where I recite six one-liners from either hip hop songs or
Shakespeare. This will introduce the idea that Shakespeares use of meter is not all that far
off from the students favorite rap songs.
So, today we are going to be exploring the similarities between Shakespeare and hip hop. Is
there anyone here that would say there are not any similarities? I am sure there are going to
be a few takers. Why do you say that? Is it because you think Shakespeare is old and stuffy?
Do you think he is not relevant to your lives and culture? I promise you; today, you will be
able to see Shakespeares methods very relevant aspects of your day-to-day life.
2. [10 mins.] Step 1: Introduction to Iambic Pentameter: Breaking it Down
How many of you have heard of the term iambic pentameter? They all have probably had
some sort of exposure to it but many of them do not remember. Ok, good to know. That
sounds like a very scary English term that you will never, ever use in real life, right? This
word is a big dog with no bite; it is the name for a very simple rhythm that is the meter
behind most poetry and music. In order to understand iambic pentameter, first you have to
understand what it means. Lets break it down into its parts: iambic and pentameter.

Iambic is referring to the poetic foot. A poetic foot is a basic repeated sequence of meter
composed of two or more accented or unaccented syllables. I know, I know. You all are
looking at me like Ive just recited Dantes Inferno in the original Italian. Lets work with
some words. I write destroy on the board. Can someone read that word for me? How many
syllables does it have? I separate the word into its syllables using a line. Listen to me say the
word destroy. Destroy. Destroy. Destroy. On which syllable does my voice change slightly?
They will understand that it is the second. Awesome. That is called an accent. I will accent
the word on the board. I will continue this practice with the words intervene, topsy, and
merrily.
I will then circle destroy and tell them that this is the iambic foot. Iambic is simply
unaccented, accented. Unaccented, accented.
Lets look at the second part of this word. Pentameter. This part simply tells us how many
of these feet we have on one line. Tell me, what does penta mean? How many sides does a
pentagon have? Right, five. So pentameter means five poetic feet on one line.
So, iambic is referring to what? The kind of poetic foot. And pentameter is referring to
what? The number of feet on line.
3. [10 mins.] Step 2: Living Iambic Pentameter
Each student will have a card. One side of the card will either have ta or dum and the
other side will have a syllable that will later turned into a line of Shakespeares Sonnet 18
when read together.
Alright. Now, pick up your card and see if you are a ta or a dum. We will go around
the circle and you will simply read which one you have. They do, making a rhythm; they will
do this a few times.
Now, every ta says des and every dum says troy and keep the rhythm going. Do you
hear the beat? After a couple round of this, I will stop them. Everyone, close your eyes
and settle down. Put your hands to your chest, over your heart. What beat do you hear? Give
them time to experience it. That beating in your chest is rhythm that keeps you alive. Your
heart beats in perfect iambic pentameter. Cool, huh?
4. [5 min] Transition: What Does This Have to Do With Hip Hop?
Now that we have the basics of iambic pentameter down, I am sure you are thinking what
does this have to do with Shakespeare and hip hop? If you flip your cards over, you will find
a syllable. We are going to go around the circle one more time and each of you will read
your syllable. They do; it is the first line of Sonnet 18. We will be putting this sonnet to a
hip hop track and see how well it fits!
Methods of Assessment:
I will judge what they know by asking them about what they know about iambic pentameter
before the lesson. I will be asking questions throughout the lesson as a formative assessment on
their retention of the information.
Differentiated Instruction:
Students will experience language audibly, instead of simply reading it. This practice appeals to
the various students that have IEPs that indicate they must have supplementary audible cues.

Materials Needed:
- The cards with ta and dum