Lesson Topic: Reading Strategies for A Midsummer Nights Dream Grade level:____ ________Length of lesson: _!

" min_________ Stage # $ Desired Results %ontent Standard&s':

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

(nderstanding &s')goals Students will understand that: Reading Shakespeare can be a process

*ssential +uestion&s': When something is difficult to understand, what ways exist to make it easier? Why are Shakespeares plays important to literature?

Student o,-ectives &outcomes': Students will be able to: Infer meaning from the text from the use of double entry !ournals "se double entry !ournals as a note taking strategy during the course of the unit Stage . $ Assessment *vidence /erformance Tas0&s': 1ther *vidence: #ouble entry !ournal $ one in class, one as homework Stage ! $ Learning /lan Materials: #ouble entry !ournal handout %xcerpt from & 'idsummer (ights #ream to be pro!ected )ook copy of & 'idsummer (ights #ream Timeline: * min: Introduce the acti+ity, %xplain that next week, there will be a unit on Shakespeare and students will be reading A Midsummer Nights Dream, &sk what students know about Shakespeare and write down the information on the board, If there are any students that ha+e read Shakespeare before, ask what they ha+e read and what they thought about it, )e sure to acknowledge their opinions about his work before explaining that Shakespeare can be difficult to read, especially for those who are reading his work for the first time, -ass out the worksheets, &d+ise that what theyll be doing is called double entry !ournals and it can help for taking notes during reading, .n the left hand column, students will write down a /uote, In the right hand column, students will write down their reactions to the /uote, why it stuck out to them in particular, and0or what they think it means, %ncourage them to also write down passages that theyre not sure about, 12 min: Students ha+e time to work indi+idually, reading the passage and writing on the worksheet per the earlier instructions, -ut the passage up on the board for e+eryone to see, but also gi+e them the page number if they would rather read it from the book, %+eryone should ha+e a minimum of three entries for this acti+ity, and it must only be entries from the passage on the board, &d+ise them that they should come up with their own ideas but

they can talk /uietly with their neighbors about what might be going on in the passage (ote: if students become noisy before the ten minutes are up, ask how many of them ha+e finished with the passage and ad!ust accordingly, 1* min: When students are ready, ask them for examples of what they put down, If no one is willing to speak first, ha+e your own example ready from the text, In either scenario, ask if anyone had something to say about the same passage when they read it, &sk /uestions building off of what they had to say, but let the discussion be led by the students rather than !ust gi+ing them the answers, If students pro+ide a /uote and explain that they didnt understand it, ask if any students want to take a stab at what the passage means, 3or wrapping up, take the examples from the board to construct the meaning out of the passage, &sk students if hearing what other people had to say ga+e them better meaning or made them think of the passage a different way, -oint out to students that reading straight through the passage might not ha+e made sense, 4he reason the double entry !ournals are used is to help break up a passage into smaller parts which can help lead to better understanding, 5omework: Work day for 46a' presentations for next class, &ct I of A Midsummer Nights Dream to be read by 3riday, Students choose their own passage from &ct I to do a double entry !ournal with a minimum of three entries, &dditional option: If the lesson goes /uickly, ha+e a second passage ready and ha+e students fill out the back of the worksheet for this one,

*G*(S 3ull of +exation come I, with complaint &gainst my child, my daughter 5ermia, Stand forth, #emetrius, 'y noble lord, 4his man hath my consent to marry her, Stand forth, 7ysander: and my gracious duke, 4his man hath bewitch8d the bosom of my child9 4hou, thou, 7ysander, thou hast gi+en her rhymes, &nd interchanged lo+e tokens with my child: 4hou hast by moonlight at her window sung, With feigning +oice +erses of feigning lo+e, &nd stolen the impression of her fantasy With bracelets of thy hair, rings, gawds, conceits, 6nacks, trifles, nosegays, sweetmeats, messengers .f strong pre+ailment in unharden8d youth: With cunning hast thou filch8d my daughter8s heart, 4urn8d her obedience, which is due to me, 4o stubborn harshness: and, my gracious duke, )e it so she9 will not here before your grace :onsent to marry with #emetrius, I beg the ancient pri+ilege of &thens, &s she is mine, I may dispose of her:

Which shall be either to this gentleman .r to her death, according to our law Immediately pro+ided in that case,

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A Midsummer Nights Dream Name:__________________ =uote

Response

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