Framingham Public SchoolsDraft Curriculum Unit: August Curriculum Insitute, 20122012-2013

Grade Level: 8

Month

Length

Unit 5 ELIZABETHAN SHAKESPEAREComment by sdecarlo: There are many valuable activities in this unit, however there is one essential learning experience that seems to be missing. When do students have the opportunity to interpret the play dramatically?

Unit Overview

This unit stresses the style, language, topics, and themes in Shakespeares A Midsummer Nights Dream. Students will explore dramatic literary elements, draw inferences, conclusions, and make connections while supporting their ideas using evidence from the text. This unit includes many lessons for before, during, and after reading. While all lessons address the focus standards, not all lessons need to be implemented.

Focus Standards

RL.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

RL.8.2 Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.

RL.8.3 Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.

RL.8.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

RL.8.6 Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor.

RL.8.7 Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script, evaluating the choices made by the director or actors.

RL.MA.8.A Identify and analyze the characteristics of irony and parody in literary works.

RI.8.2 Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.

W.8.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

W.8.2a Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

W.8.2b Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.

W.8.2c Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.

W.8.2d Use precise language and domain-specific vocabulary to inform about or explain the topic.

W.8.2e Establish and maintain a formal style.

W.8.2fProvide a concluding statement or section that follows from and supports the information or explanation presented.

W.8.MA3 analysis of irony Write short narratives, poems, scripts, or personal reflections that demonstrate understanding of the concepts of irony or parody.

W.8.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 13 above.)

W.8.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 13 up to and including grade 8 on page 65.)

L.8.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Overarching Standards

RL.8.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 68 text complexity band independently and proficiently.

RI.8.10 By the end of the year, read and comprehend literary nonfiction at the high end of the grades 68 text complexity band independently and proficiently

W.8.10

Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

SL.8.6 (adapting a speech/new closing argument) Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 8 Language standards 1 and 3 on page 65 for specific expectations.)

L.8.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Key Understandings to Explore

Shakespearean themes reflect the time period in which they were written

Themes in Shakespeare are relevant today

Language is always evolving.

Essential Questions for thought, discussion, and collaboration

How is reading a play different than seeing it performed?

Why have Shakespeares plays stood the test of time?

How do Shakespeares language and themes reflect the time period in which he wrote?

Declarative and Factual Knowledge (Recall, memorize, define)

Students will know

The characteristics of a Shakespearean sonnet and iambic pentameter

How the topics of Shakespeare are relevant today.

The possible themes of Midsummer Nights Dream (The course of love never did run smooth, or Love versus infatuation.

What dramatic irony is and how Shakespeare uses it.

The definition of imagery and when it is used.

Skills (Organize, apply, analyze, integrate, evaluate)Comment by sdecarlo: Be sure this covers the list of standards for this unit. It seems short to me. I dont get a clear sense of direction for instruction

Students will be able to.

Read and comprehend the play, A Midsummer Nights Dream by William Shakespeare

Discuss important events and ideas from the play and support those ideas with evidence from the text

Interpret and rewrite Shakespearean language into contemporary dialogue

Identify when Shakespeare uses dramatic irony

Identify themes and topics from the play using text to support ideas

Compare and contrast the film version of A Midsummer Nights Dream and the play

Analyze the use of imagery in the play

Key Vocabulary:

Imagery, tone, mood, symbolism, irony, infatuation, allusion, soliloquy, monologue

See attached word list for previewing vocabulary or a word wall

Performance Assessments (may be formative or summative)Comment by sdecarlo: Really important to sketch this out so that there is a clear purpose for instruction. Check out Folger Library and other sources

Open Responses

Personal Journal and Reflection

Literary Analysis of topic and/or themes in the play

The Final Project Choice

Compare/contrast essay (film to play)

Final Exam choice

Other Evidence/Assessments

Tickets to Leave

Interpretations and translations of language

Class Discussions

Graphic Organizers

Unit Title (continued from previous page):

Literary Texts: Poems

Sonnet 18, Sonnet 130, Sonnet 29

Literary Texts: Stories/Novels

A Midsummer Nights Dream William Shakespeare- Barrons Educational Series Inc

Informational Texts

Kids Discover- Shakespeare William Shakespeare- Biography (enotes)

Use of Mythology in A Midsummer Nights Dream Anne Cullen and William BannardWhen to Sight a Faerie Froud and Lee

Art/Music/Media

William Shakespeare: A Life of Drama, A & E Biography

In Search of Shakespeare, PBS Home Video hosted by Michael Wood

A Midsummer Nights Dream DVD (1999)

Online Resources

http://www.pbs.org/shakespeare/educators/lessonplans.html

http://www.glencoe.com/sec/literature/litlibrary/pdf/midsummer_nights_dream.pdfhttp://www.enotes.com/william-shakespeare/shakespeare-biography

http://www.folger.edu/template.cfm?cid=2781

Essential Learning Activities

Pre-reading activities to introduce Shakespeares language

Close reading of text (in groups, independently,

Open Response Practice

Critical Film ReviewAnalysis of Imagery throughout the readingLiterary analysis of theme and/or imagery

Dramatic ironyInterpretation of text dramatically and through discussion

Differentiation for Struggling Learners and ELL

Students can access the text in different ways. (listening to the audio, reading aloud in class, paired reading, independent reading at home or in class)Students can be given a short summary of each act before reading.Students can preview portions of the film before reading a scene.Students may be given specific vocabulary words for their own glossary before reading an act or scene

Questions are tiered for different learners.

Final Project Choice Board is

Lesson Plan Mini-Map for Unit (Title)

Lesson Title: William Shakespeares Life and Times Part 1 RI.8.2, RI.8.5

Lesson Summary (pre-reading) As a way to build background knowledge students will:

1. Preview a video on Shakespeares life (one or the other, not both) to learn about his life and the times in which he wrote.

1. Identify important dates, events, and individuals during Elizabethan times that heavily influenced his life and literary works.

Learning Objectives: Students will know and be able to

1. Identify significant dates, take notes, and use those notes to write a summary in the following lesson.

Materials:

1. William Shakespeare: A Life of Drama, A & E Biography

1. In Search of Shakespeare, PBS Home Video hosted by Michael Wood

1. Fact gathering graphic organizer (see handout #1)

Lesson Title: William Shakespeares Life and Times Part 2: RI.8.2, RI.8.5

Lesson Summary (pre-reading) As a way to build background knowledge students will:

1. Read a biography about Shakespeare to learn about his life and the times in which he wrote.

1. Identify important dates, events, and individuals during Elizabethan times that heavily influenced his life and literary work.

Learning Objectives: Students will know and be able to

1. Mark up the text highlighting important dates and events.

1. Identify non-fiction text structure (chronological sequencing) and signal words.

1. Complete chronological sequence timeline.

1. Write a comprehensive summary focusing on the essential information.

Materials:

1. Biography http://www.enotes.com/william-shakespeare/shakespeare-biography (see handouts #2-3)

1. Chronological graphic organizer (see handouts #4)

1. Summary sheet (see handout #5)

Lesson Title: Famous Quotations from Shakespeares Plays: Determine the meaning if you dare! RL.8.4, L.8.1a, L.8.5, L.8.6

Lesson Summary: (pre-reading) As a way to build background knowledge and introduce the language of Shakespeare students will:

1. Work in groups to preview random lines from Shakespeares plays to determine meaning. Ex. Better a witty fool than a foolish wit; The lady doth protest too much, methinks; I am not what I am; I burn, I pine, I perish

1. Identify specific vocabulary, i.e. doth, methink, thou, thee, hath

1. Identify figurative language

1. Diagram lines to determine unconventional sentence structure absent of subject/predicate

1. Keep a glossary of terms

Learning Objectives: Students will know and be able to

1. Interpret the meaning of Shakespeares language by identifying figurative and sensory imagery.

1. Learn the meaning of specific vocabulary words (verbs) from middle English.

1. Understand particular syntax in Shakespeares language analyzing unconventional sentence structure.

Materials:

1. Quote sheet (see handout #6)

1. Glossary of terms template (see handout #7)

Lesson Title: Does Shakespeare transcend time? Understanding Connotation & Denotation Through Idioms RL.8.4, L.8.5, L.8.6

Lesson Summary: (pre-reading) As a way to build background knowledge and introduce the language of Shakespeare students will:

1. Work in groups to determine the meaning of idioms coined by Shakespeare, which are still used today.

1. Re-write the idioms in modern-day language Ex. Apple of my eye (shes is the one I love/desire); Green-eyed monster( I am very jealous of you); Dead as a doornail(Hes really dead); Eating out of house in home (s/he eats too much, I cant keep food in the house); Knock, knock whos there

Learning Objectives: Students will know and be able to

1. Learn and apply the vocabulary terms connotation and denotation.

1. Understand that idioms and clichs are figurative, but have literal meanings.

1. Understand that language transcends time and place.

Materials:

1. Packet of Shakespeares expressions on card. This should be created by the teacher using the handout containing Shakespeares Idioms. (see handout #8)

1. Graphic organizer to record interpretations (see handout #9)

Lesson Title: Tossing a Line: A Dramatic Reading SL.8.6, L.8.4, L.8.5

Lesson Summary: (pre-reading) As a way to build background knowledge and introduce the language of Shakespeare students will:

1. Dramatically read lines from the play to practice pronunciation, intonation, inflection, timing and pace while tossing an object to other students (e.g., a heart-shaped pillow).

1. Connect the kinesthetic task of catching a pillow and tossing a line to the timing and pace of the play. See directions for activity on handout.

Learning Objectives: Students will know and be able to

1. Identify mood and tone.

1. Identify main conflict.

1. Read lines of Shakespeare with dramatic flair.

1. Understand how timing and pace affect the mood and tone of the play.

Materials:

1. Heart-shaped pillow or other soft object that can be thrown. Works best if object connects to a theme of the play.

1. Lines typed out on cards that kids can take with them to the circle (To be prepared by teacher in advance using handout for lesson)

1. Works best if kids can spread out in a large, open space, i.e. cafeteria, gym, etc.

1. Directions on how to set up the activity (see handout #10)

Lesson Title: Activate your knowledge: Anticipation Guide (SL.8.6)

Lesson Summary: (pre-reading) As a way to build background knowledge, activate schema, and introduce the essential themes of A Midsummer Nights Dream students will:

1. Fill out anticipation guide.

1. This activity should only take 10-15 minutes, and students should return to this guide at the end of the unit to complete the evidence section.

Learning Objectives: Students will know and be able to

1. Activate prior knowledge of themes.

1. Build background knowledge and/or correct any misconceptions.

Materials:

1. Anticipation guide (see handout #11)

Lesson Title: The Personal Journal (W.8.4; W.8.10)

Lesson Summary

This lesson will introduce students to the personal writing prompts for this play. Students will be given prompts to write about their own lives which will be used later in the unit (after finishing the play) to compare their ideas to those ideas in the play to see if indeed, Shakespeares play stands the test of time.

Learning ObjectivesStudents will know and be able to

Understand some of the topics in the play.

Write a personal response about these topics.

Materials

Personal journal

Journal prompts (see handout #12)

Lesson Title: During Reading : Revisiting the Glossary of Terms (RL.8.4, L.8.6)

Lesson Summary

This lesson revisits the Glossary of Terms introduced during pre-reading. Students will continue to keep track of words they do not know, or words used often in the play (e.g., doth). In class, students will read (or listen to) a short section of scene. The teacher will model several words that are used often by Shakespeare and several words the students may not know (separate from the predetermined vocabulary list for each Act of the play).

Learning Objectives

Students will know the meanings of words used often in Shakespearean plays.

Students will be able to use strategies to determine the meaning of unknown words while reading the play.

Materials

Act 1 Scene ii

Possible examples of words (taken from I.ii. 1-47) scrip (I.ii.3); merry (I.ii. 14); bellows-mender (I.ii. 36)

Glossary of Terms Handout (see original handout #7 from previous lesson)

Lesson Title: Vocabulary Prefixes and Suffixes, Context Clues (L.4.a-b)

Lesson Summary (pre-reading)

0. Using the vocabulary list for A Midsummer Nights Dream, teacher chooses focus words for the unit. Words may be chosen depending on students prior familiarity with the words on the list.

0. Two vocabulary activities have been provided: Prefixes and Suffixes; Context Clues

0. Students record words on Vocabulary Development: Context Clues sheet.

0. Students then correctly classify the words on the Prefix and Suffix grids.

0. Teacher then reviews the filled-in Prefix and Suffix grids to demonstrate how affixes modify the meaning and function of words.

0. After students have developed a clear understanding of the words, they then complete the activity requiring them to demonstrate their comprehension by independently creating sentences that use context clues to show the meaning of the words.

0. Students will then be able to use these skills to define words they identify for their individual glossary of terms.

Learning Objectives:

Students will know and be able to

1. Use context clues to infer the meaning of unfamiliar words.

2. Understand and demonstrate that prefixes and suffixes modify the meaning and function of words.

Materials:

a. Vocabulary with Definitions List (Two versions have been provided: one broken down by Act, the other a straight compilation. See handouts #13 and #14-15, and choose the version you prefer)

b. Context Clues Log (see handout #16)

c. Prefix and Suffix blank grids (see handouts #17-18)

d. Filled-in prefix and suffix grids (see handouts #19-20 and #21-22)

Lesson Title: Section Questions (see attached for each act and scene) RL.8.1

Lesson Summary

1. As students read each scene of A Midsummer Nights Dream, they should complete the questions designated for each scene. The questions are tiered to accommodate different levels of student ability. Foundation questions may be assigned to students who struggle with comprehension. Step 1 questions may be assigned to students who generally comprehend but struggle with figurative meanings or who struggle to make inferences on their own. Step 2 questions may be assigned to students who generally read and comprehend independently and would benefit from higher level challenges.

2. If the reading is being done in class, students may complete the review questions for homework. If reading is mostly being done at home, students may complete the questions in class by working in leveled groups. How the section questions are used is up to the discretion of the teacher. However, regardless of how section questions are used, answers should be reviewed aloud in class shortly after completion.

3. Answers should be written in complete sentences. Also, students should attempt to effectively incorporate quotes wherever they will effectively strengthen responses. When using quotes, students should use parenthetical citations to identify where the information was found within the text.

Learning Objectives

Students will know and be able to

1. Identify specific and relevant textual details in response to a question.

2. Use textual details, including direct quotations, to craft well-developed, coherent responses that include parenthetical references.

Materials

1. A Midsummer Nights Dream

2. Foundation Section Questions (see handouts #23-25)

3. Step 1 Section Questions (see handouts #26-28)

4. Step 2 Section Questions (see handouts #29-32

Lesson Title: What Makes a Quotation Significant? (after reading Act 1 Scene i) (RL.8.1, RL.8.3 RL.8.10, L.8.6)

Lesson Summary

During Reading: This lesson will introduce the Significant Quotation assignment. As students read the play, A Midsummer Nights Dream, they will record significant quotations from each scene and give reasons why the quotes are significant.

Learning Objectives

Students will know and be able to

Identify the characteristics of a significant quotation.

Paraphrase a quote and explain its significance.

Materials Act 1 Scene i

Two significant quotations to model activity-

The course of true love never did run smooth; (I.i. 137)

Love looks not with the eyes, but with the mind,

And therefore is winged Cupid painted blind. (I.i. 237-238)

Significant Quotation Handout to be used throughout the reading of the play (see handouts #33-37)

Lesson Title: Literacy Analysis Practice (to be done with gradual release during the entire play) (RL.8.1; W.8.2)

Lesson Summary

1. As students complete each act of the play, they will be assigned an open response activity by the teacher.

2. Depending on when in the year the unit is taught, teachers may need to scaffold the process (versus just assigning the questions). Suggestions for scaffolding:

a. Act I Introduce ANSWER Key method. Give students a completed graphic organizer for one open response question as well as the resulting

paragraph to be used as models.. Analyze with students how one turns into the other. For the second open response question, give students

the completed paragraph and a blank graphic organizer. Working in pairs, have students work backwards to deconstruct the process of

creating an open response paragraph (paying special attention to the transitions between ideas and how quotes are incorporated into the

response).

b. Act II As a whole class, brainstorm for the two open response questions together. Working in pairs, students then choose one to turn into a completed paragraph. The students in each pair must effectively work together to craft a well-developed, cohesive paragraph.

c. Act III Students work in pairs to brainstorm the open response question of their choice. Students then switch partners, working with a different student who has also chosen the same question. The new pairs discuss their approach to the question and adjust their graphic organizers as they see fit, and then work together to craft the paragraph as a team.

d. Act IV Students work together in pairs to brainstorm for an open response question of their choice. However, at this point they are ready to write the resulting paragraph independently. Therefore, each student will turn in his/her own paragraph.

e. Act V Students complete the entire ANSWER Key process independently in response to the open response question of their choice.

3. Post-reading open response questions can be used as a final assessment for the unit or as a focus for independent study circles.

Learning Objectives

Students will know and be able to

0. Locate specific and relevant textual details in response to an open response question.

0. Answer analytical questions based on the reading using the ANSWER Key method to cite specific and relevant textual details in effectively crafted responses.

Materials

1. A Midsummer Nights Dream

2. Open Response Questions (see handouts #38-39)

3. ANSWER Key sheet (see handout #40)

4. Blank graphic organizers (MCAS Open Response Graphic Organizer has been provided as handout #41)

5. Model filled-in graphic organizers and model open response paragraphs (To be created by teacher if scaffolding the process)

Lesson Title: Shakespeare: The Master of Language RL.8.1, RL.8.3, RL.8.4, RL.8.10

Lesson Summary: As a way to build background knowledge and introduce the language of Shakespeare students will:

1. Review a speech by Egeus who is angry that his daughter has disobeyed him and he has brought his complaints to the Duke of Athens.

1. Break down the speech line by line to interpret the meaning, tone, and imagery.

1. Identify main conflict and setting

Learning Objectives: Students will know and be able to

1. Interpret the tone and meaning of Egeuss speech.

1. Identify figurative language and sensory imagery and how they create the tone.

1. Identify the main conflict and how it foreshadows future events.

1. Learn effective paraphrasing skills.

Materials:

1. Act I, scene i of play

1. Speech sheet broken down by lines (see handout #42-43)

Lesson Title: A Close Reading of Titanias Soliloquy RL.8.1, RL.8.2, RL.8.3, RL.8.4

Lesson Summary

In this lesson, students will closely read and analyze the soliloquy by Titania in Act II Scene i. Teacher can choose between leveled versions of the soliloquy to distribute to students. Using the version of the text they have been given, students will mark up the text to break the speech into chunks and analyze and discuss the imagery and meaning of her words by answering questions.

Learning Objectives:

Students will know and be able to

Identify imagery in the soliloquy and apply knowledge of language to interpret Titanias soliloquy.

Materials: Original version of soliloquy (see handouts #44-45)

Adapted version of soliloquy (see handouts #46-47)

Lesson Title: Imagine if you could only speak in iambic pentameter? SL.8.6, RL.8.10

Lesson Summary: As a way to reinforce and extend understanding of Shakespeares style and language, students will:

1. Learn and practice the meter of iambic pentameter by applying kinesthetic and oral expression emphasizing stressed and unstressed syllables. (prefix PENTA indicates 5 iambs in a line) Ex.da DUM da DUM da DUM da DUM da DUM. Students can also practice the sentence, I am a pirate with a wooden leg, dragging their leg like a pirate on each stressed syllable to emphasize the meter.

1. Students may practice identifying iambic pentameter using Shakespearean sonnets. See attached PBS lesson plan.

1. Analyze and apply iambic pentameter to Titanias speeches using the handout supplied. Ex. The fairy land buys not the child of me

Learning Objectives: Students will know and be able to

1. Understand the complex challenges of writing with iambic pentameter.

1. Understand that Shakespeare wrote in poetic form even though he was writing prose.

1. Perform the rhythm and meter of iambic pentameter by applying actual language to the beat.

1. Identify when iambic pentameter is spoken by characters and explain its dramatic effect.

Materials:

1. Play

1. PBS Lesson Plan (see handouts #48-51)

1. Midsummer Nights Dream Meter sheet (see handout #52)

Lesson Title: Writing a Contemporary Scene (Rl.8.2; Rl.8.6, W.8.4; SL.8.6)

Lesson Summary

In this lesson, students will work in groups to rewrite the dialogue in Act II, scene i between Helena and Demetrius (lines 188-244). Their goal is to make the dialogue contemporary while staying true to the meaning of the original dialogue. After their scenes are written, students perform their new scene for their classmates who evaluate the performances as they are taking place.

Learning ObjectivesStudents will know and be able to

Understand how language has evolved. Write a contemporary dialogue in groups and perform their newly written scene.

Materialsact II scene i

Writing a Contemporary Scene assignment sheet (see handout #53)

Rubric (see handout #54)

Questions to Consider (see handout #55)

Performance Evaluation sheet (see handout #56)

Lesson Title: Characters and Their Mythological Counterparts: Part 1 (RI.8.2; RL.8.4)

Lesson Summary: (pre-reading & during reading) As a way to build background knowledge and introduce the main characters, motivation, and traits (behavioral and physical) students will:

1. Read a non-fiction article on Greek and Roman mythology and its effect and influence on Shakespeares work.

1. Mark up the text, identifying information that relates to characters and their mythological counterparts.

1. Complete a chart by connecting and tracing the behavior and motivation of the characters as they relate to their mythological counterparts.

Learning Objectives: Students will know and be able to

1. Understand that Greek and Roman mythology had a strong influence on Shakespeares work.

1. Understand and trace character motivation throughout the play.

Materials:

1. Non-fiction article on Greek and Roman mythology in A Midsummer Nights Dream (see handouts #57-58)

1. Character chart (see handout #59; an answer key has also been provided as handouts #60-61)

Lesson Title: Characters and Their Mythological Counterparts: Part 2 Act II scene ii (RI.8.2; RL.8.1)

Lesson SummaryThis lesson gives the students background knowledge specifically about the fairies in the play, A Midsummer Nights Dream. This lesson has two goals: to build background knowledge and give students more practice with imagery. Before reading, teacher can elicit prior knowledge about fairies to get an idea of what students already know. After this discussion, the teacher introduces the background of fairies and the idea that Shakespeare uses the fairies as doubles in the play. For instance Hippolyta and Theseus are the mortal king and queen, and Titania and Oberon are their doubles in the fairy world. After reading Act II, scene ii, where the fairies cause havoc for the humans, have students make predictions about how these unresolved situations might eventually be resolved.More in depth discussions can also take place about the mythological origins of the fairies names.

Learning ObjectivesStudents will know and be able to

Identify the origin of the word fairy and explain why Shakespeare used fairies in the play.

MaterialsNon-fiction article When to Sight a Faerie (see handout #62)

Non-fiction article Protection Against Faeries (see handouts #63-64)

Act II Scene ii of A Midsummer Nights Dream

Lesson Title: Supernatural Weather Report - OPTIONAL (RL.8.2; W.8.2a-f)

Lesson Summary

This is an optional but fun creative writing lesson that is based on events from the text. Students will need to write a weather report about the unusual weather and unnatural events happening in the world because of Oberon and Titanias fight.

Learning Objectives

Students will know and be able to

Write a creative informational piece based on the events in Act II.

MaterialsAct II of A Midsummer Nights DreamSupernatural Weather Report Assignment sheet (see handout #65)

Lesson Title: Analyzing imagery of the night and the moon (RL.8.1; RL.8.3; RL.8.4)

Lesson Summary

Using lines 71-75 in Act I Scene i, the teacher will introduce Shakespeares use of imagery of the moon. Students will be asked to identify imagery of the moon and of night in Act II scene i while reading or listening to the text. After a class discussion, students will independently or in groups revisit and analyze the imagery in Titanias speech in lines 81-117. Throughout the lesson, students will collect their findings on a graphic organizer.

Learning ObjectivesStudents will know and be able to

Identify the imagery of night and the moon in A Midsummer Nights Dream and explain its function.

MaterialsA Midsummer Nights DreamGraphic Organizera on Night and Moon Imagery (see handouts #66-67)

Lesson Title: Hurling Elizabethan Insults RL.8.4, L.8.5, SL.8.6

Lesson Summary: (pre-reading) As a way to build background knowledge and introduce the language of Shakespeare students will:

1. Distribute the three-column handout containing various Elizabethan insults. Line up the class standing in two rows facing each other.

1. Students take turns assembling Elizabethan insults by combing words from columns and hurling them at each other. (e.g., Bawdy bunch-backed canker-blossom; brazen clay-brained clot-pole; hideous lean-witted rabbit-sucker

1. Have fun hurling Elizabethan insults at each other. The goal is not only to get a feel for the language of Shakespeare, but also a sense of what these types of exchanges would look like on a Shakespearean stage.

1. If time allows, teacher can choose to revisit previously read scenes from the text that involve characters arguing with each other and have the students practice performing these scenes aloud.

Learning Objectives: Students will know and be able to

1. Learn to pronounce the words .

1. Hurl the insult with intonation, inflection, and tone.

1. Improvise and perform.

1. Apply their knowledge of the language and performance to their understanding of A Midsummer Nights Dream.

Materials:

1. List of insults and directions (see handout #68)

Lesson Title: Dramatic Irony- act III scene I (RL.8.1; RL.MA.8.A; RL.8.7; L.8.6 W.8.MA3)

Lesson SummaryThis lesson introduces the use of dramatic irony in the play. Dramatic irony is used to create comedy in the play, A Midsummer Nights Dream. Before reading, students can make a list of movies, plays, or books they are familiar with where the audience knows something that the characters do not (e.g., the movies, Titanic (we know the boat is going to sink but the characters do not), Youve Got Mail (we and one character, know they two characters are emailing one another but they do not), and Shrek (we know Princess Fiona is also an ogre, but Shrek does not). Define dramatic irony for students and discuss the occurrences of dramatic irony in the play so far.

As students read independently, as a group, or listen to the audio, have students identify when there is dramatic irony in the play using the Dramatic Irony chart. You may choose to review the information sheet with extra examples as well. Be sure to focus specifically on the scene where Bottom is transformed into a donkey by Puck and his pals run away. The audience knows why, but he does not and thinks they are just playing a joke. Discuss with students how this literary element can be used to create comedy or tension.

Learning ObjectivesStudents will know and be able to

Define dramatic irony and identify where it occurs in A Midsummer Nights Dream.Explain how Shakespeare uses it to create comic situations.

Materialsact III scene ilist of examples of dramatic irony (see handout #69)

Dramatic Irony note-taking chart (see handout #70)

Lesson Title: Character Perception and Imagery of Seeing act III scene ii (RL.8.1; RL.8.3; RL.8.4; RL.8.6)

Lesson SummaryThis lesson focuses on the perception of the characters and imagery of eyes and seeing. Seeing is the act of using the eyes to gain physical knowledge about the world. Perceiving is the psychological act of interpreting information received through the eyes and other senses. Before students read act III scene ii, have them pay attention to the imagery of eyes and seeing. As they read, they will independently takes notes on imagery of seeing using a graphic organizer. Students will then discuss (in small groups or as a whole class) how the images they found affect their understanding of the text as well as how the images affect the plot itself. They will then write a tweet from one characters point of view, including some kind of detail that pertains to what they character sees or perceives.

Learning ObjectivesStudents will know and be able to

Identify imagery of seeing in A Midsummer Nights Dream and explain its dramatic effect.Understand that perception of something can have different meanings to different characters.Write a Tweet from the point of view of the characters based on their new understanding of the characters differing perceptions.

Materialsact III scene ii

Graphic Organizer (see handout #71)

Twitter activity sheet (see handouts #72-73)

Lesson Title: The Falling Action- How the characters react when they wake up. (L.8.6; RL.8.2; RL.8.3; RL.8.4)

Lesson SummaryThis lesson focuses on how Shakespeare ties up all the loose ends after the climax of the story. It focuses on how each character reacts to the situation after waking up from their enchantment.

After students work in groups to summarize each characters reaction using a graphic organizer, have students discuss the questions, What is the difference between love and infatuation, and what is Shakespeare saying about these feelings? Students within groups should come to some kind of consensus and write down their answers using textual evidence to support their opinions. When finished, students will share out their ideas in a whole class discussion.

Learning ObjectivesStudents will know and be able to

Explain how the falling action ties up loose ends after the climax.

Summarize and discuss the reactions of characters and their ideas about love and infatuation.

Defend their opinion on the difference between love versus lust, as well as what they feel is Shakespeares opinion on the subject.

Materialsact IV scene i

Act IV Graphic organizer (see handout #74)

Lesson Title: Bottoms Ballad (RL.8.2; W.8.4; W.8.5)

Lesson Summary

This lesson introduces students to the poetic form of ballad. To show their comprehension of Bottoms experience, students will write a ballad about his dream experience (assignment sheet has been provided). Students may work in groups to create their ballads. It would be useful to first explain that a ballad is a form of poetry that tells a story in rhyme, and although there is no length limit, ballads are typically organized in four line stanzas with the second and fourth lines of each stanza rhyming with each other (ABCB pattern). It would also be helpful to show them a few models from literature to guide them. An example of a finished product for this assignment has been provided for teachers reference.

Learning Objectives

Students will know and be able to

Identify the characteristics of a ballad.Use their knowledge of the character Bottom to write a ballad about his dream experience.

Materialsmodel ballad(s) to be provided by teacher. See http://famouspoetsandpoems.com/thematic_poems/ballad_poems.html for some examples.description of assignment (see handout #75)act III and act IV

Model of finished product (see handout #76)

Lesson Title: Newspaper Article - OPTIONAL (RL.8.2; W.8.2a-f)

Lesson Summary

This lesson is an optional, but creative and informational writing assignment. Students will need to write a news article reporting on the strange events in the woods outside of Athens using the guidelines on the assignment sheet. They can brainstorm and organize their ideas using the graphic organizer, which focuses on answering the 5 Ws and the characteristics of a good newspaper article. A model newspaper article has also been provided.

Learning Objectives

Students will know and be able to

Summarize the events in Act IV of A Midsummer Nights Dream.Identify the characteristics of a newspaper article.

Write a summary about the events in the play in the form of a newspaper article.

Materials

Assignment Sheet (see handout #77)

Graphic Organizer (see handout #78)

Sample newspaper article to use as model (see handout #79)

Lesson Title: Revisiting Your Personal Journal (RL.8.2; RL.8.6; W.8.4)

Lesson SummaryIn this lesson, students will compare their personal feelings about topics in the play to how the play addresses the topics. An assignment sheet has been provided that challenges students to review the entries in their journal and compare/contrast their response to one of the prompts to the experience of a character or characters. The end goal is to answer the question, How has Shakespeares play stood the test of time?

Learning Objectives

Students will know and be able to

Reflect and write about their own feelings and ideas in comparison to the ideas and events in the play.

Understand that topics in Shakespeares time are relevant today.

Materials

Personal journal entriesHandout Relating Personal Responses to A Midsummer Nights Dream (see handout #80)

Lesson Title: Aspects of Characters and Their Effect on Other Characters (RL.8.1; RL.8.3)

Lesson Summary

This lesson focuses on drawing conclusions about characters and finding evidence to support those ideas. After students learn the differences between round and flat characters, they will need to identify the round and flat characters in the play and provide evidence to support their ideas using the Character Motivation and Development worksheet. They will then answer questions that challenge them to analyze the dramatic effect of using round and flat characters. Refer to lesson from the beginning of the unit about the mythological origins of the names of the characters if needed.

Learning Objectives

Students will know and be able to

Identify and explain the characteristics of round and flat characters.

Differentiate between the two concepts using characters from A Midsummer Nights Dream.Argue and defend why they identified characters as round or flat using evidence from the text.

Materials

Character Motivation and Development (see handouts #81-82)

Question sheet (see handout #83)

Lesson Title: Film Screening (RL.8.2; W.8.2a-f; W.8.4)

Lesson Summary

1. Students will watch a film adaptation of A Midsummer Nights Dream. While they watch, they will take notes on any significant similarities and differences they notice between the play they have just finished reading and the film they are viewing.

2. The notes from this activity can, if the teacher chooses, be used as segue into the essay assignments (since one of the options is to write an evaluation of the film).

Learning Objectives

Students will know and be able to

Understand that reading a play is often different than seeing it performed.

Identify significant similarities and differences between a text and a film adaptation of that text.

Evaluate the effect these similarities and differences have on their understanding of the story.

Materials

William Shakespeares A Midsummer Nights Dream, 1999 , DVD

Two-Column Notes: Film vs. Text (see handouts #84-86)

Lesson Title: Essay Assignment (RL.8.1; W.8.2a-f; W.8.5)

Lesson Summary

3. Two essay options have been provided:

1) An evaluation of whether the film adaptation of A Midsummer Nights Dream is an effective portrayal of Shakespeares original work

2) An analysis of how the moon acts as a symbol throughout the story.

It is up to the discretion of the teacher whether to assign one, both, or let the students choose between the two.

4. Review the assignment sheets with the class as well as the essay rubric.

5. Depending on when in the school year this unit is incorporated, teachers may need to teach the process of writing an essay. For example, students without prior knowledge will need to learn how to write an introduction that begins with a strong hook and ends with a solid thesis statement, how to organize and elaborate upon ideas to write a body paragraph, how to set up MLA format using a word processor, etc.

6. Regardless of the amount of prior knowledge the students already have in this area, the writing process should still be scaffolded to provide optimum support and immediate feedback throughout the writing of the essay. Therefore:

Brainstorming should be modeled by teacher, and time should be allowed for students to conference with each other and share out ideas.

The Essay Planning Sheet should be completed before students are allowed to begin drafting. Teacher should correct immediately to provide feedback on each students plan for the drafting of his/her essay. Teacher should conference with any students who seem to be struggling to set up or maintain a clear focus for their essay.

First draft paragraphs should be collected separately and time allotted for revision and redrafting in class. It is especially important for the introduction, conclusion, and at least one body paragraph to be reviewed by the teacher in first draft form. It is recommended that the teacher use the overhead to review model student paragraphs to demonstrate how to correct common mistakes.

Learning Objectives

Students will know and be able to

Write a coherent, well-developed essay in response to a prompt based on the reading.

Understand that writing is a process that requires constant revision and self-evaluation.

Materials

1. A Midsummer Nights Dream

2. Movie Evaluation Essay Assignment Sheet and/or Analysis of the Moon Essay Assignment Sheet (see handouts #87-88)

3. Essay Rubric (see handouts #89-90)

4. Essay Planning Sheet (see handout #91-91)

Lesson Title: Final Project RL.8.1, W.8.2, W.8.10, SL.8.4, SL.8.6

Lesson Summary

In this lesson, students can choose between five creative project choices as a final demonstration of the knowledge gained from their study of the play. Project choices offer a variety of modalities for students to demonstrate their learning in fun and creative ways that still challenges them to be diligent and meticulous in how they compile what theyve learned. Assignments sheets and rubrics have been provided.

Learning Objectives

Students will know and be able to

Demonstrate the knowledge gained during their study of the play in one of five creative ways.

Materials

Final Project Assignment Sheet (see handouts #93-94)

Rubrics:

Musical Curation (see handouts #95-96)

Casting Director (see handouts #97-98)

Significant Quotations Illustration (see handouts #99-100)

Powerpoint (see handouts #101-103)

Alternative to Act V Movie (still to be created)

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