Objectives

• Analyse how Shakespeare uses the Induction's frame narrative to position the audience as complicit in illusion and gender performance.
• Explain how the language of commerce in Act I and Act II constructs women as exchangeable property within Padua's marriage market.
• Close-read Petruchio's wooing speech in Act II Scene 1 to show how he imposes a fictional identity on Katherina through rhetorical contradiction.
• Track how Act IV's taming scenes use food, clothing, and time as instruments of psychological control, supporting claims with embedded quotations.
• Write a sustained, evidenced analytical essay arguing a coherent position on how Shakespeare presents power in the relationship between Petruchio and Katherina across the whole play.

The sequence

1. Lesson 1: Who Is Watching Whom? Illusion and Identity in the Induction

   60 min · ch. 1

   Do now

   In this scenario, the lord holds the real power because he controls the perception of identity and status. Even though the beggar may believe he is a nobleman, it is ultimately the lord's influence and authority that shape this belief.

   Teacher input

   Model a close reading of Induction Scene 2, lines 66–79, where the Lord's servants inform Christopher Sly, "Your honour's players … are come to play a pleasant comedy." Highlight the choice of the word "pleasant" and the servants' use of the honorific "Your honour." Discuss how Shakespeare creates a layered experience for three audiences: Sly, the on-stage lords, and the theatre audience, illustrating that each act of watching also involves an element of deception. Show how to craft a single analytical sentence that identifies the technique, quotes the word, and explains its effect on a specific audience level.

   Independent task

   Shakespeare uses Christopher Sly's transformation to explore the theme of performed identity in "The Taming of the Shrew." In Induction Scene 1, the Lord instructs his servants to treat Sly as a nobleman, saying, “Bear him gently,” which reveals the power dynamics at play; the Lord's control over Sly's identity underscores how social status can be manipulated. This sets the stage for Sly’s acceptance of his new role in Induction Scene 2, where he exclaims, “I am a lord,” indicating his willingness to embrace this constructed identity. Sly's transformation highlights that identity is not inherent but rather shaped by external forces. Ultimately, Shakespeare suggests that identity is a performance orchestrated by those in power, reflecting broader societal themes about class and self-perception. Through Sly’s journey, the play raises questions about the authenticity of identity in the context of social roles.

   Exit ticket

   In one sentence, state what the Induction's frame narrative tells an audience about the relationship between power and illusion before the main play has even begun, using at least one word from the text to support your claim.

2. Lesson 2: The Marriage Market: Women as Currency in Act I and Act II

   60 min · ch. 2, 3

   Do now

   Baptista is the grammatical subject of his sentences, as he is the one making the declaration regarding Bianca and Katherina. This choice implies that Bianca lacks agency in her own romantic pursuits, as her ability to court is contingent on her sister Katherina's marital status, while Katherina's agency is also diminished by her dependence on Baptista's decision.

   Teacher input

   Model how to read Act I Scene 1, lines 130–145, where Gremio and Hortensio decide to sponsor a suitor for Katherina to gain access to Bianca. Pay attention to the commercial language: 'bear the charge of wooing,' 'bestow,' 'get.' Guide students on how to annotate a group of lexical choices as a semantic field and then compose a sentence that identifies the field, lists three words, and discusses what this field suggests about how men in Padua view women. Make a clear distinction between identifying a technique and analyzing its ideological function.

   Independent task

   Write two analytical paragraphs — each 100–130 words — comparing how Baptista speaks about Katherina in Act I Scene 1 (lines 48–52) with how Petruchio and Baptista negotiate her dowry in Act II Scene 1 (lines 118–135). Your first paragraph must argue what the language of Act I Scene 1 reveals about Baptista's authority over his daughters. Your second paragraph must argue how the dowry negotiation in Act II Scene 1 extends, complicates, or confirms that picture. Each paragraph must contain at least two embedded quotations and must end with a sentence linking your point to the theme of women as property.

   ---

   Paragraph 1:

   In Act I Scene 1, Baptista's dialogue reveals his clear authority over Katherina, emphasizing his role as her father. For instance, he states, "I will not be so hard-hearted" (line 50), which underscores his control over her fate and the decisions regarding her potential suitors. His reference to Katherina as "my child" (line 49) illustrates a possessive attitude, reinforcing the notion that he views his daughters as extensions of himself rather than as independent individuals. This authoritative tone highlights the patriarchal dynamics at play, suggesting that Baptista’s decisions are final and that Katherina’s autonomy is secondary to his will. Ultimately, this reflects the theme of women as property in a male-dominated society.

   Paragraph 2:

   The dowry negotiation in Act II Scene 1 further complicates Baptista's authority and Katherina's role as a woman within the family structure. As Baptista discusses the dowry with Petruchio, he mentions, "I'll have no other" (line 124), demonstrating a transactional view of Katherina, which reduces her to a financial asset. The dialogue reveals how Baptista's willingness to negotiate her worth reinforces the idea that Katherina's value is directly tied to her dowry. Petruchio's eagerness to secure a substantial amount underscores the commodification of women at this time. Thus, this negotiation not only extends Baptista’s authority but also highlights the societal perception of women as property to be bartered and sold.

   Exit ticket

   Name one word from the Act II Scene 1 dowry negotiation that belongs to the semantic field of commerce, and write one sentence explaining precisely what that single word implies about Katherina's status in the exchange.

3. Lesson 3: 'I Find You Passing Gentle': Petruchio's Rhetorical Takeover in Act II Scene 1

   60 min · ch. 3

   Do now

   Read Act II Scene 1, lines 182–188, where Petruchio reveals his plan before confronting Katherina: 'Say that she rail, why then I'll tell her plain / She sings as sweetly as a nightingale.' Without peeking ahead, predict in two sentences how this approach might impact Katherina — and how an audience observing her might react.

   Teacher input

   Model a close reading of Petruchio's first extended speech to Katherina in Act II Scene 1, lines 243–252, focusing on the rhetorical device of antithesis: 'thou art pleasant, gamesome, passing courteous … not so curst as they report.' Analyze how each antithesis doesn't merely describe Katherina but instead prescribes a new identity for her. Additionally, illustrate how to craft an analytical sentence that differentiates between description and prescription, identifies the rhetorical device, and argues its potency as a means of verbal coercion.

   Independent task

   In Act II Scene 1 of The Taming of the Shrew, Petruchio employs rhetorical contradiction to undermine Katherina's agency and impose a new identity upon her. His pre-meeting soliloquy (lines 182–188) sets the stage for his manipulation, as he declares his intention to “make her come and know her keeper's call.” This establishes a dynamic where Katherina's voice is overshadowed by Petruchio's dominance. Later, his antithetical description of her (lines 243–252) highlights this further; he refers to her as both “the fairest lady” and “the worst,” presenting a conflicting image that confuses her self-perception. Finally, his public announcement of their betrothal (lines 300–308) strips Katherina of her own narrative, as he presents her as a prize rather than a partner, declaring, “I will be master of what is mine.” This interplay of wit and cruelty raises complex questions about identity and power. Ultimately, Petruchio's actions reflect not just cruelty but a calculated effort to reshape Katherina into a version of herself that serves his interests.

   Exit ticket

   Write one sentence explaining the difference between antithesis as a decorative device and antithesis as a tool of power, using a specific example from Petruchio's speech in Act II Scene 1.

4. Lesson 4: 'He Kills Her in Her Own Humour': Control Through Deprivation in Act IV

   60 min · ch. 5

   Do now

   Read Grumio's account of the journey to Petruchio's house in Act IV Scene 1, lines 46–74. List three physical hardships Katherina has faced. Then, in one sentence, explain whose voice we hear describing these hardships and how that narrative choice impacts our understanding.

   Teacher input

   Model a close reading of Petruchio's soliloquy in Act IV Scene 1, lines 188–211 — 'Thus have I politicly begun my reign' — focusing on the extended metaphor of falconry: 'My falcon now is sharp and passing empty … She eat no meat today, nor none shall eat.' Analyze how this metaphor both legitimizes Petruchio's control—since falconry is regarded as a noble art—and reveals its inherent brutality, as Katherina is likened to a mere animal. Craft a sentence that captures this duality, maintaining the tension without forcing a resolution too soon.

   Independent task

   Write two analytical paragraphs — each 120–150 words — tracking how Shakespeare uses the motifs of food (Act IV Scene 1, lines 155–175), clothing (Act IV Scene 3, lines 87–175), and time (Act IV Scene 3, lines 187–198) as tools of Petruchio's psychological control over Katherina. In the first paragraph, focus on food and clothing, discussing what the denial of these essentials reveals about the connection between bodily needs and personal identity. In the second paragraph, concentrate on the time motif and Petruchio's claim that the sun is the moon (Act IV Scene 5, lines 1–22), analyzing whether Katherina's compliance by this point indicates defeat, a strategic move, or a more nuanced negotiation of power dynamics.

   Exit ticket

   In two sentences, explain how the falconry metaphor in Act IV Scene 1 (lines 188–211) both justifies and condemns Petruchio's method of taming, and state which reading you find more convincing and why.

5. Lesson 5: Arguing a Position: Petruchio, Katherina, and the Politics of Submission

   60 min · ch. 1, 2, 3, 4, 5

   Do now

   Sure! Here’s a humanized version of your prompt:

   Without referencing your notes, recall the most compelling single quote from Acts I–IV that supports the idea that the play condones Petruchio's treatment of Katherina. Then, think of the strongest single quote that argues against that perspective. You have four minutes.

   Teacher input

   Here's a humanized version of the text:

   Model how to create a thesis sentence and a counter-argument for this essay question, focusing on Katherina's final speech in Act V Scene 2 (lines 136–179) as the central point. Explore how this speech can be interpreted as a genuine act of submission, an ironic performance (considering the Induction's lesson that performances are always observed), or a practical strategy for survival. Show how to write a paragraph that identifies the critical debate, takes a clear stance, and utilizes the Induction's framework as structural evidence for an ironic interpretation — linking Chapter 1 to Chapter 5 in one analytical step.

   Independent task

   Write a detailed analytical essay of 500–600 words in response to the question: 'How does Shakespeare portray the relationship between Petruchio and Katherina as a power struggle?' Your essay should: begin with a thesis statement that presents a clear, debatable position; include at least one paragraph discussing the Induction (Chapter 1) and how the frame narrative influences audience interpretation of the subsequent events; contain at least one paragraph focused on Act II Scene 1 (Chapter 3) that examines Petruchio's rhetorical approach; include at least one paragraph on Act IV (Chapter 5) analyzing the methods of taming; and conclude by revisiting Katherina's final speech in Act V Scene 2 (lines 136–179), debating whether it supports or challenges your thesis. You are required to embed and analyze at least six quotations from throughout the play, ensuring that each analytical sentence identifies a technique, quotes a specific word or phrase, and discusses its effect on the audience or on Katherina.

   Exit ticket

   Read back your thesis sentence and write one sentence explaining which single piece of evidence from the play you found hardest to accommodate within your argument, and how you dealt with — or chose to sidestep — that difficulty.

Activities

Assessment

• Lesson 1 exit ticket: checks whether students can connect the Induction's theatrical framing to the theme of performed identity using textual evidence.
• Lesson 2 independent task: checks whether students can identify and analyse a semantic field of commerce across two separate scenes and link it to a thematic argument about women as property.
• Lesson 3 exit ticket: checks whether students can distinguish between antithesis as decoration and antithesis as an instrument of power, using a specific textual example.
• Lesson 4 independent task: checks whether students can track a developing motif — food, clothing, time — across multiple scenes of Act IV and sustain an argument about psychological control.
• Cross-Chapter Evidence Sort activity: checks whether students can select and rank evidence from across all five chapters in preparation for a thesis-driven essay.

Standards covered

Common Core 11 12

• RL.11-12.1 — Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
• RL.11-12.3 — Analyse the impact of the author's choices regarding how to develop and relate elements of a story or drama, including where a story is set, how the action is ordered, and how the characters are introduced and developed.
• RL.11-12.4 — Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyse the impact of specific word choices on meaning and tone.
• RL.11-12.6 — Analyse a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant.

AP Literature

• Literary Argumentation (LAN-1) — Develop a thesis that makes a defensible claim about an interpretation of literature and use evidence to support and develop that claim.
• Figurative Language (FIG-1) — Explain the function of specific words and phrases in a literary text, including metaphor, antithesis, and extended metaphor.
• Character (CHR-1) — Explain the function of a character, including how characters develop or change over the course of a text.
• Narration (NAR-1) — Explain the function of a narrator or speaker, including the effect of a frame narrative on audience interpretation.

AQA

• AO1 — Read, understand and respond to texts, maintaining a critical style and developing an informed personal response, using textual references including quotations to support and illustrate interpretations.
• AO2 — Analyse the language, form and structure used by a writer to create meanings and effects, using relevant subject terminology where appropriate.
• AO3 — Show understanding of the relationships between texts and the contexts in which they were written and received.
• AO5 (Language) — Communicate clearly, effectively and imaginatively, selecting and adapting tone, style and register for different forms, purposes and audiences.

Edexcel

• AO1 — Articulate informed, personal and creative responses to literary texts, using associated concepts and terminology, and coherent, accurate written expression.
• AO2 — Analyse ways in which meanings are shaped in literary texts, with reference to language, form, structure and literary context.
• AO4 — Explore connections across literary texts, including the significance of cultural and contextual influences on readers and writers.

IB Lit

• Criterion A — Demonstrate knowledge and understanding of the text, including its literary features and the author's choices.
• Criterion B — Analyse the effects of literary features and techniques on meaning, including how Shakespeare uses the frame narrative, rhetorical devices, and motif.
• Criterion C — Develop a focused, coherent, and well-supported literary argument.