English I Unit Plan

Grade: 9th Grade

Unit Topic: Midsummer Nights Dream...

Course/Discipline: English I

Approximate Time Required: 2 weeks

Central Focus of the Unit:

The central focus of this unit is to introduce the idea of deconstruction theory to students,
illustrating the changing nature of English. Students will see the importance/validity of code
switching when they are presented with old English. This unit also contains the concept of
themes and gender stereotypes and how they are challenged in literacy. Students will also learn
important details of Shakespeare's life and how it affected his writing.

General Standards from NCSCOS:

1. CCSS.ELA-LITERACY.RL.9-10.2 Determine a theme or central idea of a text and analyze in
detail its development over the course of the text, including how it emerges and is
shaped and refined by specific details; provide an objective summary of the text.
2. CCSS.ELA-LITERACY.L.9-10.5 Demonstrate understanding of figurative language, word
relationships, and nuances in word meanings.
a. Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze
their role in the text.
b. Analyze nuances in the meaning of words with similar denotations
3. CCSS.ELA-LITERACY.SL.9-10.1 Initiate and participate effectively in a range of collaborative
discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9
10 topics, texts, and issues, building on others ideas and expressing their own clearly
and persuasively.
. a. Come to discussions prepared, having read and researched material under study;
explicitly draw on that preparation by referring to evidence from texts and other research on the
topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.

Measurable Student Learning Outcomes:

The student will be able to:
1. Apply deconstruction and formalist theory when discussing the vocabulary used in
Shakespeares work.
2. Identify rhetorical devices, such as summary, plot, imagery, and themes.
3. Identify specific details in a text to support an argument of a greater theme.
4. Discuss with their peers to help develop their theme identification skills within a literary
work.
5. Recall elements of the plot
6. Identify characters and their roles in the play.
7. Modify an assigned scene into modern language based off of their interpretation of the
17th century figurative language.
8. Assign valid roles within a group context and hold each other responsible for these roles.
9. Present their project in front of the classroom with clear explanations of their work.
 Lesson Outlines:
A. Day 1: Introduction to Shakespeare and his language and start play
a. Powerpoint about his life and his language (why its important to focus on his language)
(15 minutes)
b. Give Shakespeare Translations worksheet for group work (20 minutes)
c. Character introduction (15 minutes)
d. and class read Act 1 (Rest of Act 1 for homework) (30 minutes)
B. Day 2: Act One Reviews
. Discussion of plot of Act one (10 minutes)
a. Talk about specifically parallels (40 minutes)
i.Go over parallels and how Shakespeare loves them
ii.Are Lysander and Demetrius and Helena and Hermia really that different? Discuss in groups
and then share out (students should write does specific characteristics)
b. Touch on the theme of love (10 minutes)
.Who loves who?
c. Character chart (30 minutes)
C. Day 3: Start talking about Act 2
. Tell students to pick a person they really want to work with that day. Then the teacher
acts as Puck and assigns them a new partner that cant be reversed until I use the love juice
again. Make them work with that person on a silly activity like making a paper plane. (30
minutes)
.Students write a journal on how they felt about being paired with someone they originally didnt
want to be with
a. Read the act together in class (30 minutes)
b. Talk about Puck specifically (30 minutes)
.What is he doing?
i.How does his love juice affect how we have previously talked about love?
D. Day 4 Act Two/Three
. Journal (10 minutes)
a. Read/Watch Act 3 (finish Act 2 if that hasnt been finished yet) (30 minutes)
b. Focus on the character of Bottom (20 minutes)
.Why is his name Bottom? (focus on language)
i.How does his character fit with within the plot structure?
ii.Why does Oberon want his wife to fall in love with an ass?
c. Debate (30 minutes)
E. Day 5 Act Three
. Journal: Write about a time you had a vivid dream (if you cant remember a dream, think
of one of your daydreams). Was the dream realistic or did something unusual happen? Did you
know you were dreaming? (10 minutes)
a. Introduce theme of dreams in Midsummer Nights Dream (20 minutes)
.Identify key quotes/dream sequences
i.What is the purpose of dreams in this play?
ii.Tie into the journal activity (dreams are often confusing, disorienting for us, why shouldnt they
be confusing for play characters?)
iii.Also tie in lunar imagery, time of year
b. Read Act 3 (30 minutes)
c. Review Activity (15 minutes)
d. Pop quiz (15 minutes)
F. Day 6 Act Three/Four
. Journal: Translate this quote into your own words. Ay me, for aught that I could ever
read, Could ever hear by tale or history, The course of true love never did run smooth. How is
 true love shown in A Midsummer Nights Dream? Who loves who? In modern times is love as
complicated as Shakespeare makes it seem? (10 minutes)
a. Read through the end of Act 3 and start Act 4 (30 minutes)
b. Discuss themes of Act 4. Think Pair Share with specific questions for each group (10
minutes)
c. Read through scene translation project and answer questions (10 minutes)
d. Assign scenes to groups of 4. Have them read through their scenes as a group and fill
out the brainstorming ticket. Start translation (30 minutes)
G. Day 7: Finish up act 4
a. Journal: Battle of the sexes: what is the relationship between Titania and Oberon? Who
wins their disagreement over Titanias surrogate child? Is it fair? Who do you agree with? (10
minutes)
b. Sharing their responses as a class. Students can volunteer. (5 minutest)
c. Talk about the use of a flower as a love potion (15 min)
i.A flower is from nature - love is nature
ii.Talk about how the puck (representation of cupid) - the flower is Cupids arrow.
d. Talk about when the four lovers wake up (25 min)
i. Theme: dreams.
ii. How does this scene enforce the theme of dreams: If the lovers dont
remember what happened as real, did it really happen? Ask class their
thoughts.
iii. Split up into groups and answer question: is it fair that Demetrius is left with
the effects of the potion? Is his new found love for Helena real? Share as a
class after 5 minutes for discussion.
e. Start act 5 as a class. In your groups for the project, read act five together (17 min)
f. Work on group project (18)
HW: Finish act 5 and begin work on act 5 of study packet
H. Day 8: Act 5
a. Journal: What effect does they play within a play provide for the readers
and audience? (10 minutes)
b. Share journals (5 minutes)
c. Define suspended disbelief: play within a play. (10 min)
2 levels of audience
2 levels of fiction
One level takes on a sense of realism
d. Speech of Duke Theseus: The lunatic, the lover and the poet / Are of
imagination all compact (30 min)
i.What theme is common in his speech? Imagination
ii.These things are all of ones imagination
iii.Think: what is the truth in this play? Is it ones reality and what we
believe? Have students write down their thoughts
iv.Pair: Share thoughts with people around you
v.Share: teacher led discussion on student responses to question
e. Theme: battle of the sexes (15 min)
.Where does battle of the sexes pop up between Duke Theseus and Hippolyta
i.Discuss with students when Hippolyta questions Duke Theseus: She is aware that the lovers
story is suspicious. Highly impossible for all four young people to have the same dream.
ii.Who is smarter? How does Hippolyta challenge the gender norms of the time?
f. Have students work on their presentations (20 min)
g. HW: finish act 5 of study packet and STUDY
I. Day 9: Project presentations and study guide
 a. Each group will present their project (performance, comic strip etc.) (40-60 min)
i.Must turn in a copy of their translation, self reflection, and peer review.
ii.All members of the group must help present the project.
b. Remaining time is to be used for questions about the study guide and to complete it.
c. HW: finish study packet and study for test
J. Day 10: Unit plan summative assessment
. Turn in Study guide before test to be graded.
a. If students finish early, they are to work on their new vocabulary assignment for the
week

Procedures and Activities:

1. Introduce Shakspeare and his home life and language
2. Read act 1-5
3. Discuss themes and tone of each act
4. Connect themes from different acts and see how the theme was carried out through the
play
5. Create a character chart, identifying each role and purpose of the characters and their
connections to one another.
6. Journal at the beginning of class to set the tone of the lesson and as a review from the
last class.
7. Work in groups to understand the language
8. Character analysis

Formative Assessment Plan: (describe at least 3 formative assessments you would use to
prepare students for their summative assessment and justify each formative assessment by
describing how it prepares the students for the summative assessment)

1. Journal response: Translate this quote into your own words. Ay me, for aught that I
could ever read, Could ever hear by tale or history, The course of true love never did run
smooth. How is true love shown in A Midsummer Nights Dream? Who loves who? In
modern times is love as complicated as Shakespeare makes it seem?
a. This prepares students for the final assessment by
2. Character Chart
3. Partner swap
4. Debate
5. Pop quiz
6. Group work/discussion
7. Study packet questions

Table of Specifications:
Question Type of Knowledge Learning Outcome Level of Blooms

1-MC factual 1 analyze

2-MC factual 1 understand

3-T/F & CR factual/conceptual 2 understand & evaluate

4-MC factual 2 remember

5-MC conceptual 3 understand

6-MC factual 3 understand

7-MC factual 4 Remember

8-MC factual 4 remember

9-MC factual 5 remember

10-MC factual 5 remember

11-CR (commercial) conceptual 1 analyze

12-MC (commercial) factual 2 remember

13-MC (commercial) factual 3 remember

14-MC (commercial) factual 4 remember

15-MC (commercial) factual 5 remember

16-CR factual/conceptual 1 Analyze

17-CR conceptual 2 Evaluate

18-CR conceptual 3 Evaluate

19-CR conceptual 4 Analyze

20-CR conceptual 5 Create

Link to Assessment using technology tool:
https://canvas.instructure.com/courses/1237343/quizzes/2477681
Answer key for Assessment:
1. B
2. B
3. False: Puck is constantly changing who loves who.
4. D
5. B
6. A
7. Helena-Lysander, Hermia-Demetrius, Titania-Oberon
8. C
9. D
10. C
12. C
13. A
14. D
15. B
All short answer should follow the rubric when grading.
Grading Guide and Rubric (for summative assessment):

Short response 0 0.5 1.5 2

rubric

Grammar Did not Student has 5-6 Student has 2-4 Student has no
complete (or more) grammar mistakes more than 1
grammar grammar mistake.
mistakes.

Sentence Did not Student only Student wrote less Student wrote the
requirement complete responded with than the required required
one sentence. sentences, but more sentences
than 1. assigned or more.

Coherent Did not Student does not Student maintains Student uses
argument and complete fully answer the coherent thought coherent thought
statements question and process to sustain process to sustain
regarding the lacks a solid their argument, but their argument
question. argument. lacks a solid without veering off
argument or veers off topic.
topic.

Instructional Aids or Resources:

1. Shakespeare Translation worksheet
a. file:///C:/Users/Kelsie/Downloads/transcsp.pdf
2. Brainstorm ticket, self-reflection, peer review
https://docs.google.com/document/d/1IcDOTidOLAwSJFYzcf2WPTH7Oba8vsA5cLTmy
mXrKd4/edit
 3. Performative assessment assignment
https://docs.google.com/document/d/10fhjxa_2Ey_UvP9aVha_uj92Ui4RS-
IEcVd6_D_8MJU/edit
4. Shakespeare, William. The Norton Shakespeare. Edited by Stephen Greenblatt. 3rd
ed., W.W. Norton, 2008.

Evaluation:
1. Activity and small group performance
2. Project-based activity
3. Unit test

Source: Based on Copyright 1982 by R and E Research Associates from Borich, G.D. (2014). Effective teaching methods:
Research-based practice (8th ed.). Boston: Pearson.