Unit 6: A Midsummer Night's Dream (2024)

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.
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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 9-10here.)

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.
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 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.

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
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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.