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RL.9-10.9Common CoreELAReading LiteratureGrades 9-10

RL.9-10.9: How Authors Draw On and Transform Source Material

In plain English: RL.9-10.9 is the Common Core ELA standard that asks students in grades 9-10 to analyze how an author draws on and transforms source material in a specific work: what the later writer takes from the source, what he or she changes, adds or cuts, and what those changes do. It is usually taught in English 9 or English 10, often with Shakespeare and his sources.

Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare).

Common Core State Standards for English Language Arts & Literacy · Domain: Reading Standards for Literature · Cluster: Integration of Knowledge and Ideas · Official standard

01

Lesson Plan

60-65 min

Overview

RL.9-10.9 asks students to analyze how an author draws on a source (what the later work takes: events, characters, images, even words) and how the author transforms it (what the later work changes, adds or cuts, and what those changes do). The standard's own examples point to Shakespeare and Ovid, and to later writers who retell Shakespeare. This lesson follows one story through both links of that chain: Ovid's tale of Pyramus and Thisbe from the Metamorphoses, the version the Athenian workmen perform in Shakespeare's A Midsummer Night's Dream, and the retelling of that play for young readers in Charles and Mary Lamb's Tales from Shakespeare (1807).

The Ovid is quoted from J. J. Howard's 1807 blank-verse translation, and the play from the 1863 Cambridge Edition; all nine excerpts are public domain and quoted exactly, with [...] marking omitted text. The excerpts for the homework (the rest of Ovid's tale, the Lambs' retelling and the play's last lines) appear in Closure.

Learning Objectives

By the end of this lesson, students will be able to:

  • Identify what a later work takes from its source: events, characters, images and particular words
  • Sort an author's changes to a source into keeping, changing, adding and cutting, citing lines in both texts
  • Explain the effect of a transformation, such as Shakespeare turning Ovid's tragedy into comedy
  • Analyze why adapters change a source for an audience, using the workmen's rehearsal and the Lambs' Preface
  • Write a claim about how an author transforms a source, supported by quotations from both texts

Prior Knowledge Required

Students should already be comfortable with:

  • Analyzing how a modern work draws on myths, traditional stories or the Bible RL.8.9
  • Citing strong and thorough textual evidence RL.9-10.1
  • Determining a theme and how it develops over a text RL.9-10.2
  • Reading a play script aloud: speaker names, stage directions and older words such as thou, thy and doth

Lesson Procedure

60-65 minutes of class time across 5 phases.

  1. Warm-Up5 minutes

    Warm-Up Prompt

    "Think of a story you know in two versions: a fairy tale and its cartoon, a novel and its film, a song and a cover. Name one thing the new version kept and one thing it changed. Why do you think the makers changed it?"

    Collect answers on the board in four columns: Keep, Change, Add, Cut. Point out that students already named the two halves of RL.9-10.9: what the new version draws on (the Keep column) and how it transforms the source (the other three). Then add the question that turns a list into analysis: what does each change do to the story's meaning or effect?

  2. Direct Instruction20 minutes

    The source. Ovid, a Roman poet, finished the Metamorphoses around 8 CE: a long poem made of stories in which something changes form. In Book IV, two young neighbors in Babylon, Pyramus and Thisbe, are forbidden to marry by their fathers. They talk through a crack in the wall between their houses and agree to meet at night at the tomb of Ninus, under a mulberry tree with white fruit. What follows is a tragedy, and it ends with a transformation: the berries turn dark red for good.

    The later work. In A Midsummer Night's Dream (written around 1595-96), a group of Athenian workmen, whom Puck calls "rude mechanicals," rehearse the same story to perform at Duke Theseus's wedding: Peter Quince the carpenter, Nick Bottom the weaver (Pyramus), Francis Flute the bellows-mender (Thisbe), Tom Snout the tinker (Wall), Snug the joiner (Lion) and Robin Starveling the tailor (Moonshine). The title on Theseus's list of entertainments already announces a transformation: "A tedious brief scene of young Pyramus / And his love Thisbe; very tragical mirth." Scholars generally agree that Shakespeare knew Ovid both in Latin and in Arthur Golding's English translation of 1567.

    Read the two excerpts aloud. For the play, assign readers for Wall, Pyramus, Thisbe and the three on-stage spectators (Theseus, Demetrius, Hippolyta).

    "Thisbe, the brightest of the eastern maids;
    "And Pyramus, the pride of all the youths,
    "Contiguous dwellings held, in that fam'd town,
    "Where lofty walls of stone, we learn were rais'd,
    "By bold Semiramis. Their neighbouring scite,
    "Acquaintance first encourag'd,--primal step
    "To further intimacy: love, in time,
    "Grew from this chance connection; and they long'd
    "To join by lawful rites: but harsh forbade,
    "Their rigid sires the union fate had doom'd.
    "With equal ardor both their minds inflam'd,
    "Burnt fierce; and absent every watchful spy
    "By nods and signs they spoke; for close their love
    "Conceal'd they kept;--conceal'd it burn'd more fierce.
    "The severing wall a narrow chink contain'd,
    "Form'd when first rear'd;--what will not love espy?
    "This chink, by all for ages past unseen,
    "The lovers first espy'd.--This opening gave
    "A passage for their voices; safely through,
    "Their tender words were breath'd in whisperings soft.
    "Oft punctual at their posts,--on this side she,
    "And Pyramus on that;--each breathing sighs,--
    "By turns inhaling, have they mutual cry'd;--
    "Invidious wall! why lovers thus divide?
    "Much were it, did thy parts more wide recede,
    "And suffer us to join? were that too much
    "A little opening more, and we might meet
    "With lips at least. Yet grateful still we own
    "Thy kind indulgence, which a passage gives,
    "And amorous words conveys to loving ears.
    "Thus they loquacious, though on sides diverse,
    "Till night their converse stay'd;--then cry'd, adieu!
    "And each imprinted kisses, which the stones
    "Forbade to taste. Soon as Aurora's fires
    "Remov'd the shades of night, and Phoebus' rays
    "From the moist earth the dew exhal'd, they meet
    "As 'custom'd at the wall: lamenting deep,
    "As wont in murmuring whispers: bold they plan,
    "Their guards evading in the silent night,
    "To pass the outer gates. Then, when escap'd
    "From home, to leave the city's dangerous shade;
    "But lest, in wandering o'er the spacious plains
    "They miss to meet, at Ninus' sacred tomb
    "They fix their assignation,--hid conceal'd
    "Beneath th' umbrageous leaves. There grew a tree,
    "Close bordering on a cooling fountain's brink;
    "A stately mulberry;--snow-white fruit hung thick
    "On every branch. The plot pleas'd well the pair.

    Ovid, translated by J. J. Howard, The Metamorphoses, Book IV (Pyramus and Thisbe: the wall and the plan) (1807). Public domain (published 1807). Source text.

    Wall. In this same interlude it doth befall
    That I, one Snout by name, present a wall;
    And such a wall, as I would have you think,
    That had in it a crannied hole or chink,
    Through which the lovers, Pyramus and Thisby,
    Did whisper often very secretly.
    This loam, this rough-cast, and this stone, doth show
    That I am that same wall; the truth is so:
    And this the cranny is, right and sinister,
    Through which the fearful lovers are to whisper.

    The. Would you desire lime and hair to speak better?

    Dem. It is the wittiest partition that ever I heard discourse,
    my lord.

    The. Pyramus draws near the wall: silence!

    Enter PYRAMUS.

    Pyr. O grim-look’d night! O night with hue so black!
    O night, which ever art when day is not!
    O night, O night! alack, alack, alack,
    I fear my Thisby’s promise is forgot!
    And them, O wall, O sweet, O lovely wall,
    That stand’st between her father’s ground and mine!
    Thou wall, O wall, O sweet and lovely wall,
    Show me thy chink, to blink through with mine eyne!
    [Wall holds up his fingers.
    Thanks, courteous wall: Jove shield thee well for this!
    But what see I? No Thisby do I see.
    O wicked wall, through whom I see no bliss!
    Cursed be thy stones for thus deceiving me!

    The. The wall, methinks, being sensible, should curse
    again.

    Pyr. No, in truth, sir, he should not. ‘Deceiving me’
    is Thisby’s cue: she is to enter now, and I am to spy her
    through the wall. You shall see, it will fall pat as I told
    you. Yonder she comes.

    Enter THISBE.

    This. O wall, full often hast thou heard my moans,
    For parting my fair Pyramus and me!
    My cherry lips have often kiss’d thy stones,
    Thy stones with lime and hair knit up in thee.

    Pyr. I see a voice: now will I to the chink,
    To spy an I can hear my Thisby’s face.
    Thisby!

    This. My love thou art, my love I think.

    Pyr. Think what thou wilt, I am thy lover’s grace;
    And, like Limander, am I trusty still.

    This. And I like Helen, till the Fates me kill.

    Pyr. Not Shafalus to Procrus was so true.

    This. As Shafalus to Procrus, I to you.

    Pyr. O, kiss me through the hole of this vile wall!

    This. I kiss the wall’s hole, not your lips at all.

    Pyr. Wilt thou at Ninny’s tomb meet me straightway?

    This. ‘Tide life, ’tide death, I come without delay.

    [Exeunt Pyramus and Thisbe.

    Wall. Thus have I, wall, my part discharged so;
    And, being done, thus wall away doth go. [Exit.

    The. Now is the mural down between the two neighbours.

    Dem. No remedy, my lord, when walls are so wilful to
    hear without warning.

    Hip. This is the silliest stuff that ever I heard.

    The. The best in this kind are but shadows; and the
    worst are no worse, if imagination amend them.

    Hip. It must be your imagination then, and not theirs.

    William Shakespeare, A Midsummer-Night's Dream, Act V, scene 1 (the wall scene of the workmen's play) (1600; this edition 1863). Public domain (published 1863). Source text.
    • Draws on: what Shakespeare keeps

      Compare Ovid's crack in the wall (T1, lines 15-20) with Wall's first speech (T2, lines 1-6).

      Result: Shakespeare keeps the wall, the chink and the whispering. Ovid's "narrow chink" through which "tender words were breath'd in whisperings soft" becomes Wall's "crannied hole or chink, / Through which the lovers... Did whisper often very secretly." He also keeps Ovid's order of events: talk through the wall, kisses that cannot pass, then a plan to meet at the tomb.

    • Transforms: a figure of speech made literal

      Ovid's lovers speak to the wall as if it could hear them (T1, lines 24-30). What do the workmen do with that idea?

      Result: They turn the personified wall into a person. Tom Snout, covered in "loam" and "rough-cast," announces "I, one Snout by name, present a wall" and holds up his fingers to make the chink. What was a figure of speech in Ovid becomes a costume that talks, and a scene of longing becomes a scene about clumsy staging.

    • Transforms: the same pattern with a new effect

      Ovid's lovers blame the wall, then thank it: "Invidious wall!" and "Yet grateful still we own / Thy kind indulgence" (T1, lines 24-29). Compare Pyramus in T2, lines 25-28.

      Result: Pyramus uses the same two moves, thanks and blame, but reverses them and squeezes them into four rhyming lines: "Thanks, courteous wall" turns into "O wicked wall" as soon as he sees nothing. In Ovid the mixed feelings grow over a long night of talk; in Shakespeare they flip on cue, so the pattern that showed real longing now shows overacting.

    • Transforms: the kiss

      Ovid: "each imprinted kisses, which the stones / Forbade to taste" (T1, lines 33-34). Thisbe in the play: "I kiss the wall's hole, not your lips at all" (T2, line 50).

      Result: Ovid's image is sad: the lovers kiss the stone because the stone is all they can reach. The workmen play the image literally, so the kiss lands on a hole in an actor's fingers, and the rhyme ("wall" and "all") turns it into a joke. The same detail now produces laughter instead of pity.

    • Writing the claim

      Combine what is kept, what is transformed and the effect into one sentence.

      Result: "In the wall scene, Shakespeare keeps Ovid's events and even his lovers' way of speaking to the wall, but by turning the wall into an actor and taking every image literally, he transforms Ovid's scene of forbidden longing into a comedy about amateur actors, which the spectators on stage openly mock."

  3. Guided Practice15-20 minutes

    Why change a source? Two adapters and their audiences. Adapters change a source for someone. Read the workmen's planning scene, then the first two paragraphs of the Lambs' Preface. Pairs answer the questions one at a time; confirm each answer before moving on.

    Bot. There are things in this comedy of Pyramus and
    Thisby that will never please. First, Pyramus must draw
    a sword to kill himself; which the ladies cannot abide.
    How answer you that?

    Snout. By’r lakin, a parlous fear.

    Star. I believe we must leave the killing out, when all
    is done.

    Bot. Not a whit: I have a device to make all well.
    Write me a prologue; and let the prologue seem to say, we
    will do no harm with our swords, and that Pyramus is not
    killed indeed; and, for the more better assurance, tell them
    that I Pyramus am not Pyramus, but Bottom the weaver:
    this will put them out of fear.

    Quin. Well, we will have such a prologue; and it shall
    be written in eight and six.

    Bot. No, make it two more; let it be written in eight
    and eight.

    Snout. Will not the ladies be afeard of the lion?

    Star. I fear it, I promise you.

    Bot. Masters, you ought to consider with yourselves:
    to bring in,—God shield us!—a lion among ladies, is a
    most dreadful thing; for there is not a more fearful wild-fowl
    than your lion living; and we ought to look to ’t.

    Snout. Therefore another prologue must tell he is not
    a lion.

    Bot. Nay, you must name his name, and half his face
    must be seen through the lion’s neck; and he himself must
    speak through, saying thus, or to the same defect,—‘Ladies,’
    —or, ‘Fair ladies,—I would wish you,’—or, ‘I would
    request you,’—or, ‘I would entreat you,—not to fear, not
    to tremble: my life for yours. If you think I come hither
    as a lion, it were pity of my life: no, I am no such thing; I
    am a man as other men are:’ and there indeed let him
    name his name, and tell them plainly, he is Snug the joiner.

    Quin. Well, it shall be so. But there is two hard
    things; that is, to bring the moonlight into a chamber;
    for, you know, Pyramus and Thisby meet by moonlight.

    Snout. Doth the moon shine that night we play our play?

    Bot. A calendar, a calendar! look in the almanac; find
    out moonshine, find out moonshine.

    Quin. Yes, it doth shine that night.

    Bot. Why, then may you leave a casement of the great
    chamber window, where we play, open, and the moon may
    shine in at the casement.

    Quin. Ay; or else one must come in with a bush of
    thorns and a lantern, and say he comes to disfigure, or to
    present, the person of moonshine. Then, there is another
    thing: we must have a wall in the great chamber; for
    Pyramus and Thisby, says the story, did talk through the
    chink of a wall.

    Snout. You can never bring in a wall. What say
    you, Bottom?

    Bot. Some man or other must present wall: and let him
    have some plaster, or some loam, or some rough-cast about
    him, to signify wall; and let him hold his fingers thus, and
    through that cranny shall Pyramus and Thisby whisper.

    William Shakespeare, A Midsummer-Night's Dream, Act III, scene 1 (the workmen plan their play) (1600; this edition 1863). Public domain (published 1863). Source text.

    The following Tales are meant to be submitted to the young reader as an introduction to the study of Shakespeare, for which purpose his words are used whenever it seemed possible to bring them in; and in whatever has been added to give them the regular form of a connected story, diligent care has been taken to select such words as might least interrupt the effect of the beautiful English tongue in which he wrote: therefore, words introduced into our language since his time have been as far as possible avoided.

    In those Tales which have been taken from the Tragedies, the young readers will perceive, when they come to see the source from which these stories are derived, that Shakespeare’s own words, with little alteration, recur very frequently in the narrative as well as in the dialogue; but in those made from the Comedies the writers found themselves scarcely ever able to turn his words into the narrative form: therefore it is feared that, in them, dialogue has been made use of too frequently for young people not accustomed to the dramatic form of writing. But this fault, if it be a fault, has been caused by an earnest wish to give as much of Shakespeare’s own words as possible: and if the “He said” and “She said,” the question and the reply, should sometimes seem tedious to their young ears, they must pardon it, because it was the only way in which could be given to them a few hints and little foretastes of the great pleasure which awaits them in their elder years, when they come to the rich treasures from which these small and valueless coins are extracted; pretending to no other merit than as faint and imperfect stamps of Shakespeare’s matchless image. Faint and imperfect images they must be called, because the beauty of his language is too frequently destroyed by the necessity of changing many of his excellent words into words far less expressive of his true sense, to make it read something like prose; and even in some few places, where his blank verse is given unaltered, as hoping from its simple plainness to cheat the young readers into the belief that they are reading prose, yet still his language being transplanted from its own natural soil and wild poetic garden, it must want much of its native beauty.

    Charles and Mary Lamb, Tales from Shakespeare, Preface (first two paragraphs) (1807). Public domain (published 1807). Source text.
    1. Which two "hard things" does Quince name (T3, lines 35-50), and where does each come from? Teacher note: moonlight and a wall. Both come from Ovid, where the lovers meet at night and talk through the wall, and Quince says so outright: "says the story."
    2. How do the workmen solve each problem (T3, lines 42-56)? Teacher note: Bottom first wants real moonlight through an open window, but Quince proposes an actor "with a bush of thorns and a lantern" who will "present, the person of moonshine"; for the wall, "Some man or other must present wall." Each solution turns a thing in the story into a person who announces what he is.
    3. Who is the Lambs' audience, and what do they promise about Shakespeare's words (T7, paragraph 1)? Teacher note: "the young reader." They promise to use his words "whenever it seemed possible" and to avoid "words introduced into our language since his time."
    4. What do the Lambs admit they lose (T7, paragraph 2)? Teacher note: turning verse into prose means "changing many of his excellent words into words far less expressive of his true sense," and even verse left "unaltered" loses "much of its native beauty" once it is set among prose.
    5. Compare the two adapters. Teacher note: both change a story for an audience they want to protect or help. The workmen's changes break the story's spell and make it comic; the Lambs' changes try to keep as much of Shakespeare as they can. Accept other comparisons that rest on a quotation from each text.

    Each pair adds two rows to its Keep / Change / Add / Cut chart from the planning scene and writes one sentence that names a change and its effect.

  4. Independent Practice15 minutes

    Students read Ovid's account of the death of Pyramus and the workmen's version of both deaths, then complete a fresh Keep / Change / Add / Cut chart and write a one-sentence claim about how Shakespeare transforms the scene. Quiz questions 10-16 use these two excerpts and work as a check once students finish.

    "And now slow seems the car of Sol to sink;
    "Slow from the ocean seems the night to rise;
    "Till Thisbe, cautious, by the darkness veil'd,
    "Soft turns the hinges, and her guards beguiles.
    "Her features veil'd, the tomb she reaches,--sits
    "Beneath th' appointed tree: love makes her bold.
    "Lo! comes a lioness,--her jaws besmear'd
    "With gory foam, fresh from the slaughter'd herd,
    "Deep in th' adjoining fount her thirst to slake.
    "Far off the Babylonian maid beheld
    "By Luna's rays the horrid foe,--quick fled
    "With trembling feet, and gain'd a darksome cave:
    "Flying, she dropp'd, and left her robe behind.

    "Now had the savage beast her drought allay'd,
    "And backward to the forest roaming, found
    "The veiling robe;--its tender texture rent,
    "And smear'd the spoil with bloody jaws. The youth
    "(With later fortune his strict watch escap'd)
    "Spy'd the plain footsteps of a monster huge
    "Deep in the sand indented!--O'er his face
    "Pale terror spread: but when the robe he saw,
    "With blood besmear'd, and mangled; loud he cry'd,--
    "One night shall close two lovers' eyes in death!
    "She most deserving of a longer date.
    "Mine is the fault alone. Dear luckless maid!
    "I have destroy'd thee;--I, who bade thee keep
    "Nocturnal meetings in this dangerous place,
    "And came not first to shield thy steps from harm.
    "Ye lions, wheresoe'er within those caves
    "Ye lurk! haste hither,--tear me limb from limb!
    "Fierce ravaging devour, and make my tomb
    "Your horrid entrails. But for death to wish
    "A coward's turn may serve. The robe he takes,
    "Once Thisbe's, and beneath th' appointed tree
    "Bearing it, bath'd in tears; with ardent lips
    "Oft fondly kissing, thus he desperate cries;--
    "Now with my blood be also bath'd!--drink deep!
    "And in his body plung'd the sword, that round
    "His loins hung ready girt: then as he dy'd,
    "Hasty withdrew, hot reeking from the wound,
    "The steel; and backwards falling, press'd the earth.
    "High spouts the sanguine flood! thus forth a pipe,
    "(The lead decay'd, or damag'd) sends a stream
    "Contracted from the breach; upspringing high,
    "And loudly hissing, as the air it breaks
    "With jets repeated. Sprinkled with the blood,
    "The tree's white fruit a purple tinge receiv'd;
    "Deep soak'd with blood the roots convey the stain
    "Inly, and tinge each bough with Tyrian dye.

    Ovid, translated by J. J. Howard, The Metamorphoses, Book IV (Pyramus and Thisbe: the lioness and the death of Pyramus) (1807). Public domain (published 1807). Source text.

    Pyr. Sweet Moon, I thank thee for thy sunny beams;
    I thank thee, Moon, for shining now so bright;
    For, by thy gracious, golden, glittering gleams,
    I trust to take of truest Thisby sight.
    But stay, O spite!
    But mark, poor knight,
    What dreadful dole is here!
    Eyes, do you see?
    How can it be?
    O dainty duck! O dear!
    Thy mantle good,
    What, stain’d with blood!
    Approach, ye Furies fell!
    O Fates, come, come,
    Cut thread and thrum;
    Quail, crush, conclude, and quell!

    The. This passion, and the death of a dear friend,
    would go near to make a man look sad.

    Hip. Beshrew my heart, but I pity the man.

    Pyr. O wherefore, Nature, didst thou lions frame?
    Since lion vile hath here deflower’d my dear:
    Which is—no, no—which was the fairest dame
    That lived, that loved, that liked, that look’d with cheer.
    Come, tears, confound;
    Out, sword, and wound
    The pap of Pyramus;
    Ay, that left pap,
    Where heart doth hop: [Stabs himself.
    Thus die I, thus, thus, thus.
    Now am I dead,
    Now am I fled;
    My soul is in the sky:
    Tongue, lose thy light;
    Moon, take thy flight: [Exit Moonshine.
    Now die, die, die, die, die. [Dies.

    Dem. No die, but an ace, for him; for he is but one.

    Lys. Less than an ace, man; for he is dead; he is nothing.

    The. With the help of a surgeon he might yet recover,
    and prove an ass.

    Hip. How chance Moonshine is gone before Thisbe
    comes back and finds her lover?

    The. She will find him by starlight. Here she comes;
    and her passion ends the play.

    Re-enter THISBE.

    Hip. Methinks she should not use a long one for such
    a Pyramus: I hope she will be brief.

    Dem. A mote will turn the balance, which Pyramus,
    which Thisbe, is the better; he for a man, God warrant us;
    she for a woman, God bless us.

    Lys. She hath spied him already with those sweet eyes.

    Dem. And thus she means, videlicet:—

    This. Asleep, my love?
    What, dead, my dove?
    O Pyramus, arise!
    Speak, speak. Quite dumb?
    Dead, dead? A tomb
    Must cover thy sweet eyes.
    These lily lips,
    This cherry nose,
    These yellow cowslip cheeks,
    Are gone, are gone:
    Lovers, make moan:
    His eyes were green as leeks.
    O Sisters Three,
    Come, come to me,
    With hands as pale as milk;
    Lay them in gore,
    Since you have shore
    With shears his thread of silk.
    Tongue, not a word:
    Come, trusty sword;
    Come, blade, my breast imbrue: [Stabs herself.
    And, farewell, friends;
    Thus Thisby ends:
    Adieu, adieu, adieu. [Dies.

    William Shakespeare, A Midsummer-Night's Dream, Act V, scene 1 (the deaths of Pyramus and Thisbe in the workmen's play) (1600; this edition 1863). Public domain (published 1863). Source text.
  5. Closure5 minutes

    Exit ticket: (1) Name one thing Shakespeare keeps from Ovid and one thing he cuts. (2) Finish the sentence: "Shakespeare draws on Ovid's ___, but he transforms it by ___, which makes the scene ___."

    Teacher note on content: both versions of the story end in two suicides. Ovid tells them seriously; in Shakespeare, the workmen's staging makes them absurd, and Theseus jokes about the playwright hanging himself. Say before reading that the comedy mocks bad acting, not the lovers' grief, and keep the discussion on the texts. Some students may have been affected by suicide: let them know where they can find support at school. Old words: "eyne" means eyes, "dole" grief, "thrum" the loose end of a thread, "imbrue" to stain with blood, and "pap" breast. Pyramus's "deflower'd" is usually read as a blunder for "devoured," one of the workmen's many wrong words.

    For homework: students read the three excerpts below: the end of Ovid's tale, the Lambs' retelling of the play and the play's last lines. Mary Lamb wrote this tale.

    "Now Thisbe comes, with terror trembling still,
    "Fearful, she Pyramus expecting waits:
    "Him seek her beating bosom, and her eyes;
    "Anxious the peril she escap'd to tell.
    "Well mark'd her eyes the place,--and well the tree;
    "The berries chang'd in color, long she doubts
    "The same or no. While hesitating thus,
    "The panting members quivering she beholds,
    "Upon the sanguin'd turf; and back recoils!
    "Paler than box her features grow; her limbs
    "More tremble than when ocean fretful sounds,
    "Its surface briskly by the breezes swept.
    "Nor long the pause, her lover soon is known;
    "And now her harmless breast with furious blows
    "She punishes; her tresses wild she rends;
    "Clasps the lov'd body; and the gaping wound
    "Fills with her tears,--their droppings with the blood
    "Immingling. On his clay-cold face she press'd
    "Her kisses, crying;--Pyramus! what chance
    "Has torn thee from me thus? My Pyramus!
    "Answer me,--'tis thy dearest Thisbe speaks!
    "She calls thee,--hear me,--raise that dying face!
    "At Thisbe's name, his lids, with death hard weigh'd,
    "He rais'd--beheld her,--and forever clos'd.

    "Him dying thus,--her lacerated veil;
    "The ivory scabbard empty'd of its sword;
    "She saw,--at once the truth upon her mind
    "Flash'd quick. Alas! thy hand, by love impell'd,
    "Has wrought thy ruin: but to me the hand,
    "In this, at least, shall equal force display,
    "For equal was my love; and love will grant
    "Sufficient strength the deadly wound to give.
    "In death I'll follow thee; with justice call'd
    "Thy ruin's wretched cause,--but comrade too.
    "Thou whom, but death seem'd capable to part
    "From me, shalt find ev'n death too weak will prove.
    "Ye wretched mourning parents, his and mine!
    "The dying prayers respect of him,--of me:
    "Grant that, entomb'd together, both may rest;
    "A pair by faithful love conjoined,--by death
    "United close. And thou fair tree which shad'st
    "Of one the miserable corse; and two
    "Soon with thy boughs wilt cover,--bear the mark
    "Of the sad deed eternal;--ting'd thy fruit
    "With mournful coloring: monumental type
    "Of double slaughter. Speaking thus, she plac'd
    "The steely point, while yet with blood it smok'd,
    "Beneath her swelling breast; and forward fell.
    "Her final prayer reach'd heaven; her parents reach'd:
    "Purple the berries blush, when ripen'd full;
    "And in one urn the lovers' ashes rest."

    Ovid, translated by J. J. Howard, The Metamorphoses, Book IV (Pyramus and Thisbe: the death of Thisbe) (1807). Public domain (published 1807). Source text.

    There was a law in the city of Athens which gave to its citizens the power of compelling their daughters to marry whomsoever they pleased; for upon a daughter’s refusing to marry the man her father had chosen to be her husband, the father was empowered by this law to cause her to be put to death; but as fathers do not often desire the death of their own daughters, even though they do happen to prove a little refractory, this law was seldom or never put in execution, though perhaps the young ladies of that city were not unfrequently threatened by their parents with the terrors of it.

    [...]

    Titania was still sleeping, and Oberon, seeing a clown near her who had lost his way in the wood and was likewise asleep, “This fellow,” said he, “shall be my Titania’s true love”; and clapping an ass’s head over the clown’s, it seemed to fit him as well as if it had grown upon his own shoulders. Though Oberon fixed the ass’s head on very gently, it awakened him, and, rising up, unconscious of what Oberon had done to him, he went toward the bower where the fairy queen slept.

    [...]

    Oberon likewise took the ass’s head from off the clown, and left him to finish his nap with his own fool’s head upon his shoulders.

    [...]

    The fairy king and queen, who were invisible spectators of this reconciliation, and now saw the happy ending of the lovers’ history, brought about through the good offices of Oberon, received so much pleasure that these kind spirits resolved to celebrate the approaching nuptials with sports and revels throughout their fairy kingdom.

    And now, if any are offended with this story of fairies and their pranks, as judging it incredible and strange, they have only to think that they have been asleep and dreaming, and that all these adventures were visions which they saw in their sleep. And I hope none of my readers will be so unreasonable as to be offended with a pretty, harmless Midsummer Night’s Dream.

    Charles and Mary Lamb, Tales from Shakespeare, A Midsummer Night's Dream (excerpts) (1807). Public domain (published 1807). Source text.

    The. No epilogue, I pray you; for your play needs no
    excuse. Never excuse; for when the players are all dead,
    there need none to be blamed. Marry, if he that writ it
    had played Pyramus and hanged himself in Thisbe’s garter,
    it would have been a fine tragedy: and so it is, truly; and
    very notably discharged. But, come, your Bergomask: let
    your epilogue alone. [A dance.
    The iron tongue of midnight hath told twelve:
    Lovers, to bed; ’tis almost fairy time.
    I fear we shall out-sleep the coming morn,
    As much as we this night have overwatch’d.
    This palpable-gross play hath well beguiled
    The heavy gait of night. Sweet friends, to bed.
    A fortnight hold we this solemnity,
    In nightly revels and new jollity. [Exeunt.

    [...]

    Puck. If we shadows have offended,
    Think but this, and all is mended,
    That you have but slumber’d here,
    While these visions did appear.
    And this weak and idle theme,
    No more yielding but a dream,
    Gentles, do not reprehend:
    If you pardon, we will mend.
    And, as I am an honest Puck,
    If we have unearned luck
    Now to scape the serpent’s tongue,
    We will make amends ere long;
    Else the Puck a liar call:
    So, good night unto you all.
    Give me your hands, if we be friends,
    And Robin shall restore amends. [Exit.

    William Shakespeare, A Midsummer-Night's Dream, Act V, scene 1 (Theseus after the play, and Puck's epilogue) (1600; this edition 1863). Public domain (published 1863). Source text.

Differentiation Strategies

For Struggling Students

  • Before reading, give a six-event plot summary of Ovid's tale (wall, plan, lioness, cloak, two deaths, berries) so students can track the events in both versions
  • Provide the Keep / Change / Add / Cut chart with the first row filled in (the wall and its chink: Keep)
  • Give a claim frame: "Shakespeare draws on Ovid's ___, but he transforms it by ___, which makes the scene ___."

For Advanced Students

  • Read the balcony scene or the tomb scene of Romeo and Juliet, written around the same years, and compare how Shakespeare treats the same kind of story seriously there
  • Compare Howard's 1807 translation with a few lines of Arthur Golding's 1567 translation, which Shakespeare probably knew, and ask which one the workmen's verse sounds more like
  • Ask whether the workmen's play mocks Ovid, mocks bad actors, or does both, and defend an answer with lines from both texts

Assessment Guidance

What to Look For

Strong answers quote both texts and name the kind of change (kept, changed, added or cut) before explaining its effect. Weak answers summarize each version separately, or list differences without saying what they do. Listen for students who say Shakespeare "copied" Ovid: push them to find what he did with what he took. For the Lamb texts, check that students tie each change to the audience the Preface names, the young reader.

02

Classroom Activities

3 Activities

1

Keep, Change, Add, Cut Card Sort

15 minGroups of 3-4

Groups sort twelve cards describing details of the workmen's play into four columns according to how each detail relates to Ovid's tale. Then they choose the card whose change has the largest effect on the story and defend the choice.

The Twelve Cards

  1. The lovers talk through a chink in a wall.
  2. A lion frightens Thisbe away from the tomb.
  3. The lion bloodies the cloak Thisbe drops.
  4. Pyramus finds the bloody cloak and stabs himself.
  5. Thisbe finds his body and stabs herself.
  6. Ninus' tomb is called "Ninny's tomb."
  7. Snug, playing the lion, tells the ladies he is a joiner, not a lion.
  8. A man in plaster and loam plays the wall.
  9. An actor with a lantern, a thorn-bush and a dog plays the moon.
  10. Theseus, Hippolyta and the young lovers joke during the play.
  11. The white berries of the mulberry turn dark red forever.
  12. The lovers' parents bury their ashes in one urn.

Procedure

  • Groups sort the cards into Keep, Change, Add and Cut, checking each card against the Ovid excerpts (T1, T4 and T6)
  • For every card in Change, Add or Cut, the group writes one phrase naming its effect
  • Each group chooses the one card with the largest effect and explains the choice to the class

Suggested Sort

Keep: cards 1-5. Change: cards 6-7. Add: cards 8-10. Cut: cards 11-12. Accept a different column when the group defends it: card 7, for example, can be read as an addition (a speaking lion) rather than a change.

Discussion Questions

  • Which card was hardest to place? What made it hard?
  • Do the events in the Keep column feel the same in both versions? Why or why not?
2

Two Performances of One Scene

20 minGroups of 4-5

Groups perform the wall scene twice: first Ovid's version, read as seriously as they can, then the workmen's version with a student as Wall. The class compares how the same events feel in each performance.

Setup

  • Performance 1: one narrator reads T1, lines 21-34, while two students mime the lovers on either side of a desk
  • Performance 2: students read T2, lines 16-52, with a fourth student as Wall holding up two fingers

Procedure

  • Groups rehearse both versions for 8 minutes, then two groups perform for the class
  • After each pair of performances, the audience writes one line: "The same event, ___, felt ___ in Ovid and ___ in Shakespeare because ___."
  • Groups share lines and mark the changes that caused the biggest difference in feeling

Discussion Questions

  • Could the workmen's lines ever be played seriously? What would have to change?
  • How did it feel to have classmates watching and commenting, like Theseus and Hippolyta?
3

Retell It the Lambs' Way

20 minIndividual, then pairs

Students follow the rules in the Lambs' Preface to retell the wall scene as a paragraph of prose for young readers, then compare their choices with a partner's. The activity shows the second official example of the standard from the inside: a later author drawing on a play by Shakespeare.

The Rules (from the Preface, T7)

  • Use Shakespeare's words "whenever it seemed possible"
  • Avoid words that entered English after his time
  • Write for "the young reader" as a connected story, in prose

Procedure

  • Each student writes a prose paragraph of 80-120 words retelling T2, keeping at least two of Shakespeare's phrases in quotation marks
  • Pairs trade paragraphs and underline every phrase kept from Shakespeare, then circle one thing the partner cut
  • Pairs write one sentence explaining what the retelling gained and what it lost

Discussion Questions

  • Is it possible to retell the workmen's play in prose and keep it funny? Why or why not?
  • Which of Shakespeare's phrases were hardest to keep in prose, and why?

Modification

For students who need support, provide a paragraph frame ("At the wall, Pyramus... Then Thisbe... The duke and his guests...") and a list of six phrases from T2 to choose from.

03

Diagrams & Visual Aids

2 diagrams

Diagram 1: One Story, Three Authors

One story, three authors Ovid Metamorphoses, c. 8 CE Latin narrative poem A tragedy that ends in a transformation: the berries turn red Shakespeare Midsummer, c. 1595-96 A play inside a play, acted by workmen for a wedding party: a tragedy made comic Mary Lamb Tales, 1807 Prose retelling of the whole play for young readers: the workmen's play cut Shakespeare draws on Ovid keeps the events, turns the tone Lamb draws on Shakespeare keeps names and some words, cuts scenes Each arrow is one RL.9-10.9 analysis: what the later author takes and what he or she does with it.
Pyramus and Thisbe passes through two adaptations. The standard's first official example is the link from Ovid to Shakespeare; its second is the link from Shakespeare to a later author, here Mary Lamb in Tales from Shakespeare.

Diagram 2: Keep, Change, Add, Cut in the Wall Scene

The wall scene: from Ovid (T1) to Shakespeare (T2) Keep The wall and its chink Whispers through it The plan to meet at the tomb Change Ninus becomes "Ninny" A blocked kiss becomes a joke Add A man who plays the wall Spectators who comment aloud Cut Love growing slowly between neighbors Talk by "nods and signs" "Draws on" is the first column; "transforms" is the other three.
A completed chart for the wall scene modeled in Direct Instruction. Students build the same chart for the death scenes in Independent Practice.

04

Homework Assignment

~30 min

RL.9-10.9 Homework: Thisbe's Death and the Lambs' Retelling

Directions: Read the three excerpts at the end of the lesson plan (in Closure): the end of Ovid's tale (T6), the Lambs' retelling (T8) and the play's last lines (T9). Problems 1-3 also use the workmen's version of Thisbe's death (T5, in Independent Practice). Answer in complete sentences, quote exactly and give line or paragraph numbers.

Part 1: Ovid to Shakespeare (Problems 1-3)

  1. In Ovid, Thisbe calls her lover's name and he opens his eyes one last time (T6, lines 19-24). Which lines of the workmen's Thisbe draw on this moment (T5, lines 52-57), and how does Shakespeare change it?
  2. Ovid's Thisbe asks the mulberry tree to "bear the mark / Of the sad deed eternal" (T6, lines 43-44), and the tale ends, "Purple the berries blush, when ripen'd full." The workmen's play never shows the berries change. Explain what is lost when Shakespeare cuts this transformation, given that Ovid's poem is named for transformations.
  3. Ovid's Thisbe "On his clay-cold face... press'd / Her kisses" (T6, lines 18-19). The workmen's Thisbe mourns "These lily lips, / This cherry nose, / These yellow cowslip cheeks" (T5, lines 58-60). How does Shakespeare turn a moment of grief into a joke? Look closely at which color goes with which feature.

Part 2: Shakespeare to Lamb (Problems 4-5)

  1. Compare the last paragraph of the Lambs' tale (T8, paragraph 5) with Puck's epilogue (T9, lines 16-19). Name two ideas the retelling takes from Puck and one thing it changes.
  2. The Lambs' tale never mentions the workmen's play: Bottom appears only as "a clown" who "had lost his way in the wood" (T8, paragraph 2), while in the play he is in the wood to rehearse Pyramus and Thisbe (T3). Using the Preface (T7), give two reasons a retelling for its audience might leave the play out, and name one thing the tale loses as a result.

Part 3: Write the Analysis (Problem 6)

  1. Write a paragraph of 150-200 words analyzing how one later author on this page (Shakespeare or Mary Lamb) draws on and transforms a source. State a claim in your first sentence, and use two exact quotations from the source and two from the later work, each followed by an explanation of its effect.

Rubric

CriterionFull Credit (2 pts)Partial Credit (1 pt)No Credit (0 pts)
What Is Drawn OnIdentifies accurately what the later text takes, with a quotation from each textIdentifies the borrowing without quoting both textsInaccurate or missing
How It Is TransformedNames the kind of change (kept, changed, added, cut) and explains its effectNames a change but not its effectSummarizes the texts without comparing them
Claim and ParagraphClear claim; 150-200 words; every quotation followed by an explanationClaim vague or explanations thinNo claim
EvidenceExact quotations with line or paragraph numbers from both textsQuotations without locations, or one misquotationNo textual evidence

05

Quiz: 20 Questions

Interactive, with answers

Instructions

Questions 1-5 use the wall scene (T1 and T2, in Direct Instruction); questions 6-9 use the workmen's planning scene (T3, in Guided Practice); questions 10-16 use the death scenes (T4 and T5, in Independent Practice); questions 17-20 use the Lambs' Preface and tale (T7 in Guided Practice, T8 in Closure). All texts are in the lesson plan above. Your score updates as you answer, and Reset quiz clears everything.

Multiple choice: pick an option to check it. Short answer: write your answer, then reveal the model answer.

0 of 20 answered · 0 correct

  1. Question 1 of 20 · Multiple Choice

    Ovid's narrator says the chink in the wall was "by all for ages past unseen" until "The lovers first espy'd" it, and asks, "what will not love espy?" (T1, lines 15-18). What does the question suggest?

  2. Question 2 of 20 · Multiple Choice

    After Wall's speech, Demetrius says, "It is the wittiest partition that ever I heard discourse" (T2, line 12). What is he doing?

  3. Question 3 of 20 · Multiple Choice

    Pyramus says, "I see a voice: now will I to the chink, / To spy an I can hear my Thisby’s face" (T2, lines 40-41). How does this line transform Ovid's wall?

  4. Question 4 of 20 · Multiple Choice

    The lovers compare themselves to "Limander" and "Helen" and to "Shafalus" and "Procrus" (T2, lines 45-48). These are the workmen's garbled versions of famous lovers from classical stories, such as Cephalus and Procris, whose story Ovid also tells. What does this detail add?

  5. Question 5 of 20 · Short Answer

    Ovid's tale has no audience inside the story. Shakespeare adds one: Theseus says, "The best in this kind are but shadows; and the worst are no worse, if imagination amend them," and Hippolyta answers, "It must be your imagination then, and not theirs" (T2, lines 60-62). What does adding these spectators do to Ovid's story? Use one quotation.

  6. Question 6 of 20 · Multiple Choice

    Starveling suggests, "I believe we must leave the killing out," and Bottom answers, "Not a whit: I have a device to make all well" (T3, lines 6-8). What does Bottom choose to do with this part of Ovid's story?

  7. Question 7 of 20 · Multiple Choice

    Bottom warns that "there is not a more fearful wild-fowl than your lion living" (T3, lines 22-23). What does this phrase show?

  8. Question 8 of 20 · Multiple Choice

    Ovid's lioness comes "her jaws besmear'd / With gory foam, fresh from the slaughter'd herd" (T4, lines 7-8). Bottom wants the actor playing the lion to say, "I am a man as other men are" (T3, line 33). What is the effect of this change?

  9. Question 9 of 20 · Short Answer

    Bottom wants the prologue to "tell them that I Pyramus am not Pyramus, but Bottom the weaver: this will put them out of fear" (T3, lines 11-13). What does this plan reveal about how the workmen understand a play, and how does it transform the effect of Ovid's story?

  10. Question 10 of 20 · Multiple Choice

    Ovid's Pyramus blames himself: "Mine is the fault alone... I, who bade thee keep / Nocturnal meetings in this dangerous place" (T4, lines 25-27). Which lines of the workmen's Pyramus transform this moment?

  11. Question 11 of 20 · Multiple Choice

    Ovid compares the blood from Pyramus's wound to water spurting from a broken lead pipe (T4, lines 42-46). The workmen's Pyramus instead cries, "Thus die I, thus, thus, thus" and "Now die, die, die, die, die" (T5, lines 29-35). What does this change accomplish?

  12. Question 12 of 20 · Multiple Choice

    The workmen's Pyramus praises the moon's "gracious, golden, glittering gleams" (T5, line 3). What is Shakespeare doing with the sound of this line?

  13. Question 13 of 20 · Multiple Choice

    After Pyramus's first lament, Theseus remarks, "This passion, and the death of a dear friend, would go near to make a man look sad" (T5, lines 17-18). What does he mean?

  14. Question 14 of 20 · Short Answer

    In Ovid, the moon simply lights the scene: Thisbe sees the lioness "By Luna's rays" (T4, line 11). In the play, Moonshine is an actor, Pyramus orders "Moon, take thy flight" (T5, line 34), and Hippolyta asks, "How chance Moonshine is gone before Thisbe comes back and finds her lover?" (T5, lines 40-41). Explain how turning the moon into an actor transforms the scene.

  15. Question 15 of 20 · Multiple Choice

    Which detail of the workmen's death of Pyramus (T5) is an addition, with nothing like it in Ovid's version (T4)?

  16. Question 16 of 20 · Short Answer

    Write a one-sentence claim about how Shakespeare transforms Ovid's account of the death of Pyramus. Then give one quotation from each excerpt (T4 and T5) that supports it.

  17. Question 17 of 20 · Multiple Choice

    According to the second paragraph of the Preface (T7), why do the tales made from the Comedies use so much dialogue?

  18. Question 18 of 20 · Multiple Choice

    The Preface calls the tales "small and valueless coins" and "faint and imperfect stamps of Shakespeare’s matchless image" (T7, paragraph 2). What does this metaphor claim?

  19. Question 19 of 20 · Multiple Choice

    In the play, Hermia's father invokes the Athenian law that lets him have her put to death for refusing the husband he chose. The tale opens by explaining that law (T8, paragraph 1). How does the retelling transform it for young readers?

  20. Question 20 of 20 · Short Answer

    In the play, Puck gives Bottom the ass's head and later reports, "An ass’s nole I fixed on his head" (Act III, scene 2). In the retelling, Oberon does it himself: "clapping an ass’s head over the clown’s" (T8, paragraph 2). Why might a retelling for young readers give this act to Oberon? Explain one gain and one loss.

0 of 20 answered · 0 correct

06

Frequently Asked Questions

10 Questions

What does RL.9-10.9 mean?

It means students in grades 9-10 analyze how a later work uses an earlier one: what the author takes from the source and what he or she does with it. Listing similarities is not enough; students explain what each change (a new tone, an added character, a cut ending) does to the meaning or effect of the later work.

What counts as "source material" for RL.9-10.9?

Any earlier text a later author draws on: a myth, a Bible story, a history, an earlier play or poem. The standard's own examples are Shakespeare's use of Ovid or the Bible, and later authors' use of a play by Shakespeare, but any pair where one work clearly builds on another fits.

What is the difference between "draws on" and "transforms"?

"Draws on" is what the later work takes: events, characters, images, even exact words. "Transforms" is what it does with them: changing the tone, adding or cutting parts, moving the story to a new form or audience. A good analysis needs both, and then the effect of the transformation.

Why teach Pyramus and Thisbe for this standard?

The source is short and the changes are easy to see. Ovid's tale is a tragedy, and Shakespeare's workmen turn the same events into comedy, so students can find the borrowing and the transformation line by line. The story also sits behind Romeo and Juliet, which many students read in the same year.

Do students need to read Ovid in Latin, or the whole Metamorphoses?

No. A good translation of the one tale is enough, because the standard is about how the later author uses the story. This page uses J. J. Howard's 1807 translation; teachers can also show a few lines of Arthur Golding's 1567 translation, which Shakespeare probably read.

Is Shakespeare making fun of Ovid in the workmen's play?

Mostly he makes fun of bad acting and bad verse, not of Ovid. The joke works because the audience knows the tale is moving when told well; the workmen's literal staging and wrong words spoil it. Students can argue either side, as long as they cite lines from both texts.

How is RL.9-10.9 different from RL.9-10.7?

RL.9-10.7 compares how one subject or scene is shown in two different artistic mediums, such as a poem and a painting. RL.9-10.9 asks how one author draws on and changes another author's work, usually text to text, and why.

How is RL.9-10.9 usually assessed?

Usually with paired passages, a source and a later work, followed by questions about what the later text keeps and changes and what effect the changes have. Many tests end with a written response that must quote both texts.

How should teachers handle the suicides in this story?

Say before reading that both versions end with two deaths, and that the comedy in Shakespeare's version comes from the workmen's acting, not from the deaths themselves. Keep discussion on the texts, and let students know where they can find support at school.

What other text pairs work well for RL.9-10.9?

Charles and Mary Lamb's Tales from Shakespeare against any of the plays, a Bible story against a later poem or story that retells it, or a Greek myth against a later retelling. Modern adaptations such as West Side Story, which draws on Romeo and Juliet, also work, with short clips or excerpts the school is licensed to use.