Lesson Plans
Shakespeare 3rd Q 13.14 Lesson Plans
Week: 02/24/2014 Instructor: Duane Hannan Academics
Monday--Today is drafting day. They have an essay on Hamlet to type. Have them tell you what their thesis statements are. Pass out the checklist and turn them loose. I’ve signed up for the small computer cart. It looks like Leo has it before 5th period. Due by the end of the period is a draft. Have them print and exchange and comment on each other’s papers. If they have time they can revise using the comments. A revision will be due half way through tomorrow.

Tuesday--The students have up to half the class to revise their essays. Tell them to email them to me as an attachment.

Have the students take out the handout I gave them on Friday. Do another read-through, as we did on Friday. As you read, have them explain who the people are and why who they are is a ironic. (Emphasize that Quince, anyway, considers them the best actors in Athens.) What’s Snug mean when he says he’s “slow of study”? How does Bottom describe his delivery of his little poem? What sort of a guy does that?

Tell them that A Midsummer Night’s Dream it’s about a lot of things, but I like to focus on its idea of blurred boundaries. Three groups--young lovers, bumbling actors, and woodland fairies--mingle in the woods outside Athens on a summer’s eve. See p. 3 and note the groups.

Pass out the word list for 1.1 to 129. They shouldn’t panic. The list is to help them; they won’t be quizzed on them.

Read out loud to 1.1.129. Enjoy. Pass out the questions. Due tomorrow.

Wednesday--Review the questions; they should be sure of their answers before you collect. Also, have the students check to make sure they have sentences where they need them.

Define extended metaphor--a metaphor that builds the connection between what is know and what is being explained beyond a simple X = Y. For example, on line 144, love is first a fortress, which besieged, is quick as a shadow or a dream or lightning, which flashes through the night fast enough that one can hardly notice before darkness (but not just any darkness--the darkness that has jaws) swallows it. The image is built and built and build some more.

Tell the students to watch for another as they read today.

Read out loud to the end of the 1.1. The students should read through to the end of the act for tomorrow. Pass out the questions. Due tomorrow.

Thursday--Review the questions. Again, they should be sure of their answers.

Tell the students that the scene shifts to the woods, away from the order of the city.

Pass out the vocab handout. Read out loud to 2.1.150. Make sure the students are clear about what Oberon and Titania are fighting about. In groups of two (well separated) have the students list the bad results of the conflict between Oberon and Titania.

Homework--Read to the end of 2.1. Quiz tomorrow.

Friday--Review the basics of what’s going on. Quiz.

Oberon sets his plan into motion, and the last two characters show up in the woods. Read out loud to the end of act 2 and as far into 3.1 as you want (pass out the act 3 vocab list). It’s due by the beginning of class on Monday.

Monday--Review the events of 3.1: in how many ways is Bottom an ass?

Read around 3.2 to 180. Pass out the questions. They’re due at the beginning of class tomorrow.
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