Teacher: Melissa French

I.

Grade: 9

Subject: English

Synopsis of Unit:
In this unit, the students will be reading and analyzing A Midsummer Nights Dream, as
well as discussing William Shakespeares character manipulation throughout the play.
A. Lesson Title: What was Williams Intent?
B. Lesson Sequence: Continuing

II.

Tennessee State Standards:

Craft and Structure
5. Analyze how an authors choices concerning how to structure a text, order events
within it, and manipulate time create such effects as mystery, tension, or surprise.

III.

Teachers Instructional Objectives:

A. Students will define their chosen character from the beginning lesson, and create a
synopsis of how their character relates with the other characters in the play.
B. Students will be able to identify the order of events in Shakespeares play, and explain
how each event affects the next, resulting in chaos and confusion, but concluding in a
happily ever after.

IV.

Assessment:
A. Pre: The students have been given background information on William Shakespeare,
and have analyzed the list of characters, choosing one character that they study most
intently.
B. The students have been writing about their character in a daily journal entry, and will
continue until the conclusion of our study. The end of each Act signals the point
where they must write and discuss how they are evolving.

C. The students will review the events throughout the play, then they will be given a
timeline in which they record Shakespeares order of events. They will use the
timeline to observe obstacles, comedic timing, plot twists, and mistaken identities.
V.

Procedures:
A. Set/Motivation: The students were prepared to begin reading a Shakespearean play
by realizing what a great opportunity they have been given to study such a master. They
have also been told how mature they are, and can be trusted to take the themes set forth
seriously. We began with background information, and character mapping. Now we will
begin to delve deeper into our close reading.
B. Instruction:
1. Teaching Strategies: Warm up- As in the previous lesson, the students begin
each day with a Shakespearean Insult quote. They are then given a list of words
to choose from, and create their own insult. The best one is used throughout the
day. Character Journal- The students will write in their journals for the day,
assuming the identity of the character of their choosing. Reading- We will read
the play together as a group, with occasional pauses to check for understanding
and re-wording if needed. Real Life Connections- We will point out real life
connections as needed during our readings, to help the students identify with the
characters actions.
2. Checking for Understanding: When we pause for discussions during our
readings, the students will be given questions provided by me, in order to assess
how much of the play is being comprehended.

3. Supervised Practice: The students will continue filling out their graphic
organizers, where they will keep up with character development throughout the
readings. They will also be provided a timeline, where they will assess William
Shakespeares plot twists, mistaken identities between characters, comedic
placement and timing, as well as plot twists.
4. Independent Practice: The character journals will be taken up and read in
order to assess how much the students have grasped, and how their characters
have changed. They will let me know what they used to believe vs. what they
now believe. The graphic organizers and timelines will also be reviewed for
completion, but handed back before their final unit test.
5. Closure Summary: Before leaving the classroom, we will summarize what has
happened from our class readings, and review the characters activities and
actions. We will also evaluate the structure of the play.
6. Alternative Activities:
a. Enrichment- For students who finish their journals, organizers, and
timelines quickly, I will assign flashcards for character practice. I will
also provide extended reading on the life of William Shakespeare, and
how plays were conducted in his lifetime.
b. Remediation- For the students who are struggling, I will assist with
extra timelines of events to help them gain understanding.
c. Accommodations- All students will be reading, learning, and
discussing the play together in order to develop understanding of
Shakespeares writing style. I will have video clips of the movie A

Midsummer Nights Dream readily available for students who need a

visual and/or audio prompt. We will be reviewing certain clips throughout
our readings to enhance understanding as well.
VI.

Materials:
The students will need their texts of A Midsummer Nights Dream for class readings.
They will also need their journals for character entries. A handout for the graphic
organizer and also the timeline will be provided, which they must bring to class daily.
The video will be set up to play in the classroom for the audio/video checks.