A Midsummer Night’s Dream

Engage
To engage students at the beginning of a lesson, insert video,
image, quote, or another inspirational hook in this box.
The Goal: Reveal Pre-existing ideas, Beliefs, Preconceptions.
Pose questions that students will begin to answer in “Explore”
Quote: “The course of true love never did run smooth”
Quote: “Love looks not with the eyes”
Source: Thomas, Sophie. “A Midsummer Night's Dream: 9 Lines
to Listen out For.” EncoreTickets.co.uk, Encore Tickets, 4 July
2019, www.encoretickets.co.uk/articles/a-midsummer-nights-
dream-lines/.

Explore
Curate a collection of resources (articles, videos, infographics,
text excerpts, etc.) for students to explore the topic.
The Goal: Students may be gathering data, sharing ideas,
looking for patterns, making conjectures, and developing
further questions and problem solving considerations with the
use of the information/activity provided
Website: https://www.bl.uk/shakespeare/articles/dream-illusion-
and-doubling-in-a-midsummer-nights-dream
Source: Smith, Emma. “Dream, Illusion and Doubling in A
Midsummer Night's Dream.” The British Library, The British
Library, 15 Mar. 2016, www.bl.uk/shakespeare/articles/dream-
illusion-and-doubling-in-a-midsummer-nights-dream.
Website: https://www.rsc.org.uk/shakespeare-learning-zone/a-
midsummer-nights-dream/language/analysis
Source: “Language Analysis in A Midsummer Night's Dream:
Shakespeare Learning Zone.” Royal Shakespeare Company,
www.rsc.org.uk/shakespeare-learning-zone/a-midsummer-nights-
dream/language/analysis.
Video:
https://www.youtube.com/watch?v=HQSr_SAF79A
Source: Brazell, Karen, et al. SHAKESPEARE UNCOVERED |
The Lovers Untangled in A Midsummer Night’s Dream.
Performance by Heila Nir, YouTube, PBS, 17 Feb. 2015,
www.youtube.com/watch?v=HQSr_SAF79A.

Explain
Use this section to allow students to explain their thinking and
move towards demonstrating mastery of the lesson’s objective.
The Goal: Provide opportunity for students to compare ideas,
construct explanations, justify in terms of observations and/or
data collected in a collaborative large group environment.
Students will form groups of approximately 3-4. They will get
together in their groups to do the research from the articles
and video given. They will answer questions such as:

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 1. What do the articles and video say about A Midsummer
Night’s Dream?
2. What observations can you make based on your
research?

Apply/Elaborate
Use this section for students to apply information from the
previous sections to new circumstances or elaborate on a
particular aspect at a deeper level usually coming in the form
of “What if” questions.
The Goal: Allowing students the opportunity to discuss how
their thinking has changed or been solidified.
Students will engage in a discussion during class and answer
the following questions:
1. Why is A Midsummer Night’s Dream significant?
2. What connections can you make to the text based on
what you’ve researched?
3. What makes A Midsummer Night’s Dream different
from other works from Shakespeare?

Reflect/Evaluate
Include an opportunity for face-to-face or digital reflection to
guide students along their learning progression, evaluating
progress and setting new goals for continued exploration.
The Goal: Refine initial answer to the “driving question” and
reflect on ideas, goals and beliefs concerning their progress.
After researching and reading A Midsummer Night’s Dream,
students will write a 2-3 page reflective essay answering the
driving question below.
Driving Question: How can you use A Midsummer Night’s
Dream to teach a modern lesson that can apply to today’s
society?

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