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Into the woods we go...A word on playsAll plays -- except for the genre of "closet plays"-- were created to be performed, not read. For this reason, I have included a live performance by the students of Rice University in Texas to the left and an audio version of the play is linked below (yellow button). I encourage you to use these resources to better visualized Shakespeare's work while completing homework tasks, instead of simply reading it. We will listen to and watch even more compelling versions in class, but neither of these are available for free publication on this website. Make sure you attend class to experience these versions!
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OUr focus: Standards and Corresponding Assignments
RI 10- By the end of grade 9, read and comprehend literary nonfiction in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 10, read and comprehend literary nonfiction at the high end of the grades 9-10 text complexity band independently and proficiently.
RL 10 By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 9-10 text complexity band independently and proficiently. W 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 1-3 above.) W 5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grades 9-10 here.) W 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 tasks, purposes, and audiences. L1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. CCSS.ELA-LITERACY.L.9-10.1.A Use parallel structure.* CCSS.ELA-LITERACY.L.9-10.1.B Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations. L2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. CCSS.ELA-LITERACY.L.9-10.2.A Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses. CCSS.ELA-LITERACY.L.9-10.2.B Use a colon to introduce a list or quotation. CCSS.ELA-LITERACY.L.9-10.2.C Spell correctly. L6 Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. SL6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grades 9-10 Language standards 1 and 3here for specific expectations.) |
Formal Assessment: Students will read and respond to one of two critical articles on the play (“Triple-Threat Shakespeare” by Jeanne Addison Roberts or “Shakespeare’s Clowns and Fools” by Meredith Anne Skura) by annotating the article, creating a rephrasing of the author’s thesis, and a 3-5 sentence response to this thesis which clearly states whether they agree or disagree with the author and why.
Practice Assignment: Students will complete an analysis log throughout the reading of the play in which they summarize, analyze, and make real life connections to acts or scenes and keep a glossary of unknown words and their definitions to aid reading comprehension Formal Assessment: reading comprehension portion of exam Critical article reading response Analysis Log Critical article reading response Analysis Log, Discussion Questions, Journal Responses, and critical article reading response Analysis Log, Discussion Questions, Journal Responses, and critical article reading response In addition to inclass discussion- driven by cold calling (index cards) and commentary or questions from students during reading All written responses Analysis Log, Discussion Questions, Journal Responses, and critical article reading response Analysis log unknown words section Written responses Analysis Log, Discussion Questions, Journal Responses, and critical article reading response Class discussion responses (cold calling)- students will be instructed to respond in a collegiate manner and given tips at the beginning of the unit. These “tips” are to be used when constructing responses to cold call questions. |
Handouts
Day 1
1. Themes: an initial response
In your journal answer the following prompts:
LOVE: List as many different kinds of love as you can think of
FRIENDSHIP: Consider what friendship means. List the attributes of a good friend.
ILLUSION VS. REALITY: To what extent can one believe on'e own eyes? What is the nature of reality? In what ways is illusion important? What part does imagination play in romance? Why do we need illusionsin our lives?
2. Debate on themes: Love- duty to parent versus all other loves and duties
3. Myths behind the text:
-Theseus and Hippolyta
-Pyramus and Thisby
4. Text Map (Handout)
5. Tossing Lines (reading warm-up activity)
5. Let's read! Act 1, Scene 1
6. Analysis Log
Day 2
1. Analysis Log 1.1 check
2. Shakespeare-ify the sentences (warm-up)
2. Discussion Questions for review:
4. Movie Viewing: Act 1 (18:00)
2. Shakespeare-ify the sentences (warm-up)
2. Discussion Questions for review:
- Why has Egeus brought his daughter and her two suitors to Theseus? What does Egeus expect him to do?
- What is Theseus's ruling concerning Hermia?
- Even though Helena loves Demetrius and is Hermia's best friend, why does she decide to tell Demetrius of Hermia and Lysander's plans?
4. Movie Viewing: Act 1 (18:00)
Day 3
1. Analysis Log Review (1.2)- have all of your sections ready to share!
2. Shakespeare's Unusual Usage: word order, ellipsis, archaic words and idioms, words with old meanings, familiar pronouns, old verb inflections
3. Read 2.1
4. Close reading in "companies" look for:
2. Shakespeare's Unusual Usage: word order, ellipsis, archaic words and idioms, words with old meanings, familiar pronouns, old verb inflections
3. Read 2.1
4. Close reading in "companies" look for:
- Images- record words that create pictures in your mind. These can be one word or a whole phrase. examples: heart, fairyland, child, Indian air by night
- metaphors- look for places in which one thing is described by another ("to see the sails conceive / And grow big bellied with the wanton wind")
- smells- look for words that evoke smells "spiced Indian air"
- sounds-look for words that evoke sounds "gossiped by my side" "we have laughed
- alliteration- look for repeated consonant sounds at the beginning of words (usually words that start with the same non-vowel letter) example: "big-bellied" "wonton wind"
- assonance- look for repeated vowel sounds "set your heart to rest"
- repeated syllables- "marking th' embarked"
- repeated words- "rich" "she" "i"
- repeated phrases- "And for her sake"
- words you don't know- record those too!
- What does the reader find out about the current relationship between Oberon, King of the Fairies, and Titania, Queen of the Fairies, from Puck and the first fairy?
- What effect has their quarrel had on nature, on the seasons, on humans?
- What are Oberon's plans for Titania?
- How doe Helena react to Demetrius's abuse?
- What does Oberon tell Puck to do about Demetrius?
1. Analysis Log #3 Review
2. Class collaboration- close reading chart. Students need to find the literary devices selected student did not document BY DAY 1 next week
3. Lesson: Blocking and Stage Direction
4. Watch scene 2.1 in Rice University Production (youtube video at the top of page starting at minute 15:00) to see examples of blocking
5. Group Activity- Block scene 2.2 in assigned groups using
2. Class collaboration- close reading chart. Students need to find the literary devices selected student did not document BY DAY 1 next week
3. Lesson: Blocking and Stage Direction
4. Watch scene 2.1 in Rice University Production (youtube video at the top of page starting at minute 15:00) to see examples of blocking
5. Group Activity- Block scene 2.2 in assigned groups using
- green for movement (entrance, exit, and moving across stage)
- red for gestures (smaller movements to emphasize words; the "action" of acting)
- blue for voice (pitch, volume, and tone)
Day 5
1. Analysis Log #4 Review
2. Warm up: Discussion Questions 2.2
4. Blocking swap- does the scene work? (15 minutes)
5. Critical Article Response Assignment and Directions- Q &A
6. 3.1 Reading
2. Warm up: Discussion Questions 2.2
- Why does Oberon want Titania to wake and fall in love with some vile thing?
- Why does Hermia insist Lysander sleep a little ways from her?
- Why does Puck anoint Lysander's eyes instead of Demetrius's?
- How does Helena react to Lysander's sudden love for her when he awakens?
- How is Hermia's dream a relection of reality?
4. Blocking swap- does the scene work? (15 minutes)
5. Critical Article Response Assignment and Directions- Q &A
6. 3.1 Reading
Day 6
1. Analysis Log #5
2. Discussion Questions:
4. Watch Film version
2. Discussion Questions:
- How are the actors going to keep from scaring the ladies when Pyramus kills himself or when the lion roars?
- How are the actors going to manage the setting/scenery such as the moonlight and the wall?
- Why do the rest of the actors run off when Bottom reappears?
- What does Puck plan to do when he follows after the other actors?
- How does Bottom react to Titania and the other fairies?
- Bottom says, “…reason and love keep little company together nowadays.” Why is this such an apt statement at this point in the play?
4. Watch Film version
Day 7
- Review Analysis Log #6 (3.2.)
- Discussion Questions:
- What dubious act does Hermia accuse Demetrius of doing at the beginning of 3.2?
- How close had Hermia and Helena been in the past?
- Of what does Hermia accuse Helena?
- What are Lysander and Demetrius going off to do?
- What does Oberon tell Puck to do about the two young men?
- Read 4.1
- Two Voices of Lysander- reread Lysander's speech on lines 152-159
- Reading Echos- a closer look at Bottom's soliloquy at the end of 4.1
- Character Discussion- Poster Demonstration
- Character Committees- Poster assignment (9 groups)
Make sure you have read your assigned Critical Article at least once by next class so that you can ask me questions for clarification!
Day 8
- Analysis Log #7 Review
- Discussion Questions
- What is Oberon’s reaction to Titania’s infatuation with Bottom?
- What sort of explanation will Oberon make to Titania’s question about what happened to her? Do you think he will tell her the truth?
- Why are Theseus, Hippolyta, Egeus, and the others out in the woods so early in the morning?
- What is Theseus’s first explanation of why the young people are asleep in the woods? What explanation does Demetrius make
- What is Theseus’s decision concerning the four young people?
- Why can’t the young people be sure whether they are awake or dreaming?
- Character Committee Poster Presentations- audience takes notes in journal
- Read 4.2
- Critical Article Q and A Time/ Work Time (time to use the chromes to type responses, read article or complete analysis log)
Day 9
Act 5 Discussion questions:
. Why does Theseus dismiss the stories of the four young people?
. Why does Theseus dismiss the stories of the four young people?
- Why does Theseus choose to see the play about Pyramus and Thisby rather than the other entertainments?
- Why does Philostrate try to keep Theseus from seeing the play? What does he say is wrong with it?
- What does Theseus mean by the lines, “For never anything can be amiss, when simpleness and duty tender it”?
- What is accomplished by having the Prologue tell the whole story that the actors are then going to enact?
- How does Shakespeare use the comments from the audience to enhance the humor of the play that they are watching?
- What is Hippolyta’s reaction to the play?
- In what way is Thisby’s final speech humorous?
- What does Oberon tell the fairies to do?
- What is the purpose of Puck’s final speech?