Integrated Lesson Plan: A Midsummer Night’s Dream

Name: Andrew Iriana Date: 11/17/2023 Lesson Start and End Time:

Academic Area: ELA Grade Level: 12 Co-op initials with date:

Pre-Instruction
Planning
Topic A Midsummer Night’s Dream
PA Anchor/Standard CC.1.3.11–12.G
or Eligible Content Analyze multiple interpretations of a story, drama, or poem (e.g.,
recorded or live production of a play or recorded novel or poetry),
evaluating how each version interprets the source text.

CC.1.3.11–12.F
Evaluate how words and phrases shape meaning and tone in texts.
Lesson Objectives Students will be able to express in writing how acting and delivery
of lines transforms a text and vice versa, identifying similarities
and differences between different depictions of the Rude
Mechanicals’ play at the end of A Midsummer Night’s Dream.
Materials Word Knowledge Rating Charts, A Midsummer Night’s Dream
(1999) clip of Act V Scene I, copies of A Midsummer Night’s
Dream.
Planning for Learners Differentiation:
Students will read the text and have the text read to them by
means of readers’ theater and video.

Students will be exposed to the text via written text and recorded
performance.

If the class is more theatrically inclined, they may perform the

play actively (the teacher may consider procuring props if this is
the case.)

Students will have a choice of assessment between a literary

analysis option and a creative writing option (see “Lesson Wrap
Up”)

Modifications/Accommodations:
Students reading at a below-average reading level may be given a
more extensive vocabulary sheet along with their Knowledge
Rating Chart.
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 Reading out loud is voluntary, so students who are non-verbal or
anxious may simply read along quietly.

Lesson Presentation
Introduction When the students enter the room, the prompt “Who can come up
with the best one-sentence summary of Act IV?” will be written
on the board next to the selected best summaries of the last three
acts. Once class has begun, the teacher will ask the class for their
best responses, selecting the one that is the most succinct,
encompassing, and/or amusing and writing it down with the
others.
Sequence of activities Like the previous lessons, students will complete Word
including assessments Knowledge Rating Charts (GUIDED PRACTICE) in the groups
that they made for Act I’s reading and have used for every act
since, discussing unfamiliar and archaic vocabulary found within
Act 5 for the first 3-5 minutes of class. The teacher will then
define those vocab words to the class when the time runs up. This
will help students not get tripped up when they encounter the
language in the reading.

The class will resume its Readers’ Theater of A Midsummer

Night’s Dream at Act V. They will stick to the same characters
they’ve been playing unless someone wants a break or two
students agree to trade roles.

At the conclusion of the reading (or, if time is not permitting, at

the end of Scene I, where the Rude Mechanicals have finished
their play), the teacher will ask the class what they thought of the
play within the play. If the class had played that scene more
straight-laced or unenthusiastically, the teacher may show a brief
clip on YouTube of how it is usually played, talking about how
the characters’ bumbling and egos led to this farce of a play.

Then the teacher will play this same scene from the 1999 film
adaptation, where the filmmakers choose to depict the ending
sensitively and, using the same script, giving the players greater
depth and empathetic appeal.
Lesson Wrap-up Students will be asked to identify similarities and differences
between the different depictions, their own and the filmed
depiction(s). This is to help explain that a play’s script is not a
monolith, but something to be played with and adapted to their
director’s and actors’ visions.
Finally, students will be assessed with a short piece (~100-200
words) to bring to the next class on either 1) which depiction they
preferred and why, citing how they see the text shapes the tone
 one way over another, or 2) what other scene from A Midsummer
Night’s Dream they would choose to depict differently while not
changing the script, describing how exactly they would make the
changes and why.
Self-Evaluation

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