StudySync Lesson Plan
A Midsummer Night’s Dream
Objectives
1.
Engage students in reading an excerpt from A Midsummer Night’s Dream, William
Shakespeare’s “dramatic comedy” about the fickle nature of love.
2. Practice and reinforce the following Grade 9-10 ELA Common Core Standards for reading
literature, writing, speaking and listening, and language:
•
READING: LITERATURE – RL.9-10.1-6, 9-10
•
WRITING – W.9-10.1-10
•
SPEAKING AND LISTENING – SL.9-10.1-6
•
LANGUAGE – L.9-10.1, 3
Time
140 minutes (with up to an additional 200 minutes of extension possibilities)
Materials
SyncTV Premium Lesson on A Midsummer Night’s Dream by William Shakespeare
Overview
This excerpt from Shakespeare’s classic comedy introduces the reader to an assortment of
fairies and mortals, some of whom will fall prey to a love spell cast by the most mischievous of
fairies, Puck. Confusion and comedy ensue as the spell goes awry and the nobles are left to sort
out Puck’s trickery. In reading this excerpt, students will partake in the writer’s use of a complex
set of interwoven plots and characters and witty dialogue. Close examination of this excerpt will
offer students the opportunity to engage with a classic piece of literature, to explore a wide
variety of characters and their interactions with each other, and to write thoughtful, informed, and
textually-rooted responses, consistent with the ELA Common Core Standards for grades 9-10.
Background (10 minutes)
1.
Watch the Preview (SL.9-10.1-2). As a group, watch the video preview of the premium
lesson. After viewing, use the following questions to spur a discussion:
studysync.com
Page 1
Lesson Plan: A Midsummer Night’s Dream
a. Pay attention to the music and images in the preview. In what time period, if any,
do you think this story will take place? What genre or genres might we encounter
in this story?
b. What prior knowledge, if any, do you have of Shakespeare and his style of
writing? Have you previously heard of or read A Midsummer Night’s Dream, or
any of Shakespeare’s other works?
c. What do you make of the court jester’s belief that “all mortals are fools”? Is there
any validity to this? Why do you think the court jester has come to such a
conclusion?
Extension (additional 45 minutes)
d. Learning Through Technology (RL.9-10.9 and W.9-10.9). Instruct students to
download the free app ‘Shakespeare’ by Readdle to further introduce them to the
canon of William Shakespeare. For some independent reading, assign each
student a different Shakespearean sonnet to read and analyze. This will give
those students unfamiliar with Shakespeare a basic introduction to the style of
language they will encounter in A Midsummer Night’s Dream.
e. Discuss (SL.9-10.1-3 and W.9-10.9). In the following class, discuss the style of
language in the sonnets students were assigned for homework. How is reading
Shakespeare different than reading more contemporary works of literature? Have
students think of some creative adjectives to describe Shakespeare’s distinct
language (e.g. dense, florid, etc.). Lastly, as a class, brainstorm strategies for
approaching and understanding this style of writing.
Engaging the Text (130 minutes)
1. Read the Text (40 minutes)
a. Read and Annotate (RL.9-10.1-5). Have students read and annotate the
introduction and text. If students are completing as a homework assignment, ask
them to write any questions they have into the annotation tool – these questions
are visible to you after the students submit their writing assignments or
beforehand if you use the “mimic” function to access the students’ accounts.
b. Discuss (SL.9-10.1, 3). Have students get into small groups or pairs and briefly
discuss the questions and insights they had while reading. As a class, discuss the
following: What do the passages about mistaken identity mean in the context of
true love? What message is Shakespeare conveying here about love? What
predictions do you have about how this mixed-up love triangle will be resolved?
Extension (additional 30 minutes)
c. Listen and Discuss (SL.9-10.1-4). As a class, listen to the audio reading of the text.
How does hearing the excerpt add to students’ understanding of the text?
Because of its format as a play, is it more easily understood and envisioned when
heard read aloud? What specific passages stand out to students as they listen to
the excerpt being read?
d. Comprehend (RL.9-10.1-5, 10). Have students complete the multiple-choice
questions. Collect papers or discuss answers as a class.
studysync.com
Page 2
Lesson Plan: A Midsummer Night’s Dream
e. Vocabulary (L.9-10.1, 3 and ELL). This play contains language that may be
unfamiliar to students. Have students identify passages within the play where the
author’s writing is challenging to understand; students can then work with a
partner to determine the meaning behind these passages. It might be helpful to
rewrite the passages as students work through their meaning. Have students read
back over these passages again after taking this more in-depth look them and
discuss if, and how, this changes or enhances their understanding of the story.
2. Watch SyncTV (30 minutes)
a. Watch. Either watch the SyncTV discussion associated with A Midsummer Night’s
Dream as a class or ask students to watch it on their individual computers.
b. Focus (SL.9-10.1-3). Focus on the portion of the episode beginning at 0:30, where
the model students discuss the confusion found within the play. What kinds of
strategies might be helpful for sorting through this confusion? Pay attention to the
strategies the model students suggest, and brainstorm your own.
c. Focus (SL.9-10.1-3 and RL.9-10.1-4). Starting at 2:50, students discuss what
Shakespeare is saying about the nature of love, and the implications of his famous
line, “O what fools these mortals be.” Consider the model students’ different
viewpoints and arguments here, and the way they use examples from the text to
support their views.
d. Focus (SL.9-10.1-3 and RL.9-10.1-2). Focus on the discussion of the love potion
starting at 4:30, wherein students ponder and analyze its significance in the text.
Is it symbolic or representative of a larger idea?
e. Focus (SL.9-10.1-3 and RL.9-10.1, 3). Finally, focus on the portion of the episode
beginning at 5:30, where the model students begin discussing the difference in
the dialogue between the characters under the influence of the potion, and those
who are not. Pay attention to how the model students closely analyze these
differences.
f.
Discuss (SL.9-10.1-4 and RL.9-10.1-5, 10). After watching the model discussion,
have a conversation with the class about the ideas discussed in the SyncTV
episode that stood out the most. Did any of the main points brought up by the
model students help students to gain understanding of this piece? What are some
points that they hadn’t considered before that have now shed insight into the
writing? Next, divide students into small groups (3-4 students). Move around the
room monitoring the groups as students follow the SyncTV episode as a model to
discuss some of the following questions:
i. What statement could Shakespeare be making about love, falling in love
and being in love, in creating so much confusion surrounding the
characters and their love interests?
ii. Do you think Shakespeare believes it is within the nature of love to find
confusion, or do you think he believes it is largely an outsider (Puck)
responsible for this? Point to specific passages as support.
iii. Analyze the significance of the line, “reason and love keep little company
together.” Why is this line important to the overall meaning of the text?
iv. Discuss the dual themes of love and infatuation in the text. How do you
think Shakespeare distinguishes between the two? How do you
distinguish between the two?
studysync.com
Page 3
Lesson Plan: A Midsummer Night’s Dream
v. How does the tone and word selection that Shakespeare chooses for each
of his characters add to the reader’s understanding of them?
vi. Why is A Midsummer Night’s Dream considered a comedy? How does
Shakespeare use wit and humor in this play, and to what effect? How
would the play have a different feel if it weren’t a comedy?
Extension (additional 60 minutes)
g. Write (W.9-10.2, 4, 9). The model students discuss the idea that the magic potion
represents infatuation, as it causes the characters to fall in and out of love quickly.
What other ideas are represented in Shakespeare’s writing through symbolism?
Respond in at least 100 words.
h. Perform (RL.9-10.1 and SL.9-10.4-6). In the SyncTV episode, one of the model
students recites her favorite part of this passage, stating that she loves how
romantic it is. What is your favorite passage from this excerpt? Cite your favorite
part and explain why you enjoy reading it. Then, have students perform their
favorite passages before the class, paying special attention to how different line
readings create different effects.
3. Think (10 minutes)
a. Respond (W.9-10.1, 4). Ask students to read the “Think” questions, watch the
corresponding video clips, and respond to the questions, either in class or for
homework.
4. Write (50 minutes)
a. Discuss (SL.9-10.1). Read the prompt you have chosen for students, and then
solicit questions regarding the prompt or the assignment expectations. Whichever
prompt you have chosen, make sure you are clear about the assignment
expectations and the rubric by which you and the other students will be evaluating
them.
b. Organize (RL.9-10.1-5, 10 and W.9-10.1-2, 5). Ask students to go back and annotate
the text with the prompt in mind. They should be organizing their thoughts and the
points they’ll address in their writing as they make annotations. If you’ve worked
on outlining or other organizational tools for writing, this is a good place to apply
them.
c. Write (W.9-10.1-2, 4-6, 8-10). Have students go through the writing process of
planning, revising, editing, and publishing their writing responses.
d. Review (W.9-10.4-6). Use the StudySync “Review” feature to have students
complete one to two evaluations of their peers’ work based on your chosen
review rubric. Have the students look at and reflect upon the peer evaluations of
their own writing. What might you do differently in a revision? How might you
strengthen the writing and the ideas?
Extension (additional 75 minutes)
studysync.com
Page 4
Lesson Plan: A Midsummer Night’s Dream
e. Write (W.9-10.1-6, 9-10). For homework, have students write an essay using one of
the prompts you did not chose to do in class. Students should publish their
responses online.
f.
Research and Write (W.9-10.2, 7-9). Shakespeare’s plays can be divided into two
basic genres: comedies and tragedies. Strictly speaking, most students probably
believe that a comedy is “something that makes you laugh” and a tragedy is
“something that makes you sad.” Either as an in-class or homework assignment,
have students research the definitions and tenets of these genres. Have them
prepare a short written response for the following class explaining the specific
hallmarks of both genres.
g. Discuss (SL.9-10.1-4). Together as a class, discuss these different hallmarks of
comedies and tragedies, listing specific attributes of A Midsummer Night’s Dream
that make it comedic. How could these attributes and this story be re-imagined as
a tragedy? Encourage creative responses as to how certain changes in plot and
style might alter the play’s effect on its audience.
studysync.com
Page 5
Lesson Plan: A Midsummer Night’s Dream
SUPPLEMENTARY MATERIALS
Key Vocabulary
1.
knavery (n.) – the (mis)behavior of a knave, boyish mischief.
2. mortals (n.) – plural form of mortal; susceptible to death by aging, sickness, injury or
wound.
3. woo (v.) – to endeavor to gain someone’s affection.
4. scorn (v.) – to feel or display contempt or disdain for something or somebody.
5. ousel (n.) – alternative form of ouzel; the European blackbird.
6. enthralled (v.) – past tense of enthrall; to hold spellbound; to bewitch, charm or captivate.
7. bequeath (v.) – to give or leave by will; to commit
Reading Comprehension Questions
1.
Which of the two nobles are in love with each other before Puck places his spell?
a. Demetrius and Helena
b. Demetrius and Hermia
c. Lysander and Helena
d. Lysander and Hermia
2. Bottom was given the head of a:
a. bull
b. donkey
c. dog
d. man who was much more attractive
3. Who falls in love with Bottom after first falling prey to Puck’s spell?
a. Hermia
b. Helena
c. Titania
d. Bottom falls in love with himself.
4. Who is Puck assisting throughout the play?
a. King Oberon
b. Lysander
c. Demetrius
d. Bottom
5. In a turn of events, after Puck casts his second spell:
a. Helena is in love with no one and no one is in love with her.
b. Helena has 2 men in love with her and Hermia has none.
c. Hermia is in love with Puck.
d. Hermia is in love with Bottom.
6. Quince, Snout and Snug are:
a. Names that Bottom calls Puck after finding himself transformed.
studysync.com
Page 6
Lesson Plan: A Midsummer Night’s Dream
b. Delicious treats that fairies love to eat.
c. Peasants who act in the play.
d. The names that Hermia has chosen for her future children.
7. Helena compares herself and Hermia to:
a. A double cherry, seeming parted…two lovely berries moulded on one stem.
b. A duo of woodland fairies, lost in the night.
c. A deer and rabbit…two timid, yet quick, creatures of the forest.
d. A queen and her maidservant.
8. Who wants to teach Titania a lesson by having her fall in love with the first person she
sees?
a. Puck
b. Bottom
c. Quincea
d. King Oberon
9. In the play, Puck says that he will haunt the other actors by appearing as:
a. A hog
b. A headless bear
c. A fire
d. All of the above
10. When Lysander and Demetrius profess their love to Helena, she:
a. Chooses Lysander.
b. Tells them she needs to sleep on it before choosing one over the other.
c. Believes they are mocking her
d. Confesses that she is in love with Puck.
Answer Key
1. D
2. B
3. C
4. A
5. B
6. C
7. A
8. D
9. D
10. C
studysync.com
Page 7
Lesson Plan: A Midsummer Night’s Dream
Further Assignments
1.
Working in small groups, have students imagine what the next act of the play would
include. Have them pick up where the excerpt leaves off, writing the next act of the play
in the style of Shakespeare. After composing this act, they should perform it for the class.
(W.9-10.2-4)
2. Is Puck simply mischievous, or is he criminal? Sneaking around at night with a potion that
can alter the reality of those who consume it sounds like something that could get a
person in trouble today! Imagine that Puck has been arrested at the conclusion of this
night. In small groups or as an entire class, have students record a podcast of a mock
“trial” for Puck.
Compose a “police report,” including a detailed list of Puck’s crimes, argue for and
against his guilt, and finally, decide what his sentence will be for them. (W.9-10.1-4)
3. Research William Shakespeare, especially focusing on what he was known for in his
written works. Write a 200-300 word report containing your findings. Include a
statement about how A Midsummer Night’s Dream follows (or doesn’t follow)
Shakespeare’s signature writing style. (W.9-10.1-2, 4, 7-8)
4. All of the many characters in this play, as well as the multiple plots, can make it a
challenge to keep everything straight as you read! Create some type of map or diagram
that lists all of the characters and shows how they relate to each other. Illustrate your
diagram with pictures of each character, as well as the setting. (W.9-10.2-4)
5. Re-write this excerpt using the same premise, but modern-day characters and dialogue of
a more contemporary vernacular. Using Shakespeare’s play as a framework, use your
imagination and come up with a setting, characters and a plot that could take place today.
If there is time, “hire” actors from your class and have them perform the play as a podcast.
(W.9-10.3, 9 and SL.9-10.5-6)
6. Change the format of Shakespeare’s writing from a play to a short story. Re-write A
Midsummer Night’s Dream as a short story. Include all of the characters that the play
contains, but create your own dialogue throughout the story, based on the dialogue in the
play. (ELL)
studysync.com
Page 8
Lesson Plan: A Midsummer Night’s Dream