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 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 9-10here.) 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. L2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. 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 3herefor 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. 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 All written responses Analysis log unknown words section |
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
1. Analysis Log 1.1 check
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'splans?
3. Read 1.2
4. Movie Viewing: Act 1 (18:00)
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:
- Images- record wordsthat 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 wordsthat 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!
4. Discussion Questions for review:
- 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 theseasons, 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
- 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)
1. Analysis Log #4 Review
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?
3. 15 more minutes with groups for 2.2 blocking
4. Blocking swap- does the scene work? (15 minutes)
5. Critical Article Response Assignment and Directions- Q &A
6. 3.1 Reading