Act 1 Scene 1

Transcription

Act 1 Scene 1

Shakespeare’s “A Midsummer Night’s Dream”
Hepner
Act 1 Scene 1
Lines 1- 19 As a class, read Theseus and Hippolyta’s lines. Break into groups of four. Each group member is assigned a character, Theseus, Hippolyta, Phi-
lostrate, Director.
First act out the lines where Theseus is dominant and Hippolyta is resent-
ful. What does Philostrate do?
Then act out the same lines again with both Theseus and Hippolyta loving and affectionate toward each other. How does this change Philostrate’s actions?
In groups discuss which version you like best. Which do you think is the most realistic?
Come back together as a class. If groups would like to, share scenes. Dis-
cuss which version is best.
Lines 22-29
Call five volunteers to the front of the classroom. Assign each volunteer a role and provide them with a large name plate. The characters should stand apart from each other. Roles are Egeus, Hermia, Theseus, Demet-
rius and Lysander.
Egeus will read his lines slowly. While he reads, the entire class with point at the character being specifically mentioned, by name or pronoun. This activity will help students understand his speech. Repeat, if necessary.
Lines 46-82 Read lines as a class. Discussion questions:
- what do children owe their parents?
- what about the opposite - that parents may be their children’s biggest problem?
In pairs, list advantages and disadvantages of arranged marriages * HANDOUT 1 *
Exit slip activity: Given Athenian law, explain what you think of what Her-
mia decides to do. At least 5 sentences.
Same lines
Next day Journal: Assuming there is no possibility of divorce, would you rather die or be imprisoned than marry someone you dislike? Explain and give rea-
sons.
Lines 36-110In small groups or pairs look through lines 36-110 for images or male dominance. Also look for images of women.
Which images do you find acceptable? Which images to you find offen-
sive?
* HANDOUT 2 *
Same lines In pairs, make up a conversation between Hippolyta and Theseus about Hermia’s situation and Theseus’ judgment of it. Consider Hippolyta and Theseus’ relationship and how they talk to each other. Share dialogues.
* HANDOUT 3 *
L 180-207
In pairs, read lines 180-207. Identify the words and phrases that show He-
lena’s character.
Create a web of Helena’s characteristics.
Write a one-paragraph character sketch about Helena. Describe her char-
acter and what you feel about her.
* HANDOUT 4-1 *
* HANDOUT 4-2 *
End of Scene
Discuss the characters mentioned in the scene. Break into small groups. Each group gets 2 characters each. Each group should create a still mo-
ment (tableau) of the character and hold for others to guess.
While creating the tableau, think about the character’s posture, facial ex-
pressions, relationship to others, etc.
The rest of the class guesses the character being depicted. Take pictures of tableaus.
* CAMERA *
"A Midsummer Night’s Dream" Anticipation Guide
Directions: For each of the following statements decide whether you tend to agree or disagree.
For each statement, write strongly agree, agree, disagree or strongly disagree in the “Me” column next depending on your opinion. Do not use unsure. Look for evidence in A Midsummer
Night’s Dream that either supports or doesn’t support each statement. Write agree or disagree
under the “Midsummer” column. In the far right column record the Act, scene, and line numbers
to back up your findings.
Me
Statement
Midsum- Text Evimer
dence
Act I, sc.1,
lines 45-53
People’s ideas of love can, and often do, change
People’s emotions usually control how they act
There is magic in the world
Love is the most powerful emotion we feel
People’s actions can influence other people’s lives
People understand love
People can control their own fate
Strong emotions can change the kind of people we are
Chaos and confusion are necessary parts of life
WRITING FOLLOW UP: Choose five of the previous statements. Write a paragraph for each
statement that explains whether A Midsummer Night’s Dream supports or doesn’t support the
statement. In each paragraph, use quotes gathered from the text to show how the play does or
does not support the statement chosen.
Midsummer Night’s Dream
Act 1, Scene 1
Journal 1
Name:
Date:
Journal
In the first scene of “A Midsummer Night’s Dream,” Hermia refuses to marry Demetrius,
whom her father has chosen for her to marry. According to Athenian law, her father can
have her killed for disobeying her. Theseus, the Duke, instead recommends that she go
to a convent for the rest of her life. Assuming that, like in Athens, there is no possibility
of divorce, would you rather die or be imprisoned than marry someone you dislike? Explain your view and provide reasons. Please write at least 5 sentences.
Act 1, Scene 1
Handout 2
Name:
Date:
Male Dominance in “A Midsummer Night’s Dream”
In the first scene of “A Midsummer Night’s Dream” there are many images of male
dominance. Read through lines 36 to 110 for images of male dominance. Also look for
how the women are portrayed. List these images.
Male Dominance
Images of Women
Which images do you find acceptable? ______________________________________
_____________________________________________________________________
_____________________________________________________________________
Which images do you find offensive? _______________________________________
_____________________________________________________________________
_____________________________________________________________________
Why? ________________________________________________________________
Act 1, Scene 1
Handout 3
Name:
Date:
Hippolyta and Theseus: Discussion about Hermia
Theseus and Hippolyta are about to be married. Hippolyta just listened without saying a
word as Theseus decided what Hermia should do. After everyone left the court, Hippolyta surely had something to say about what she just witnessed. With your partner,
make up a dialogue between Hippolyta and Theseus about Hermia’s plight and Theseus’ judgment. While you are writing your dialogue, consider Hippolyta and Thesues’
relationship and how they talk to each other. Your dialogue should include at least 20
lines.
Act 1, Scene 1
Handout 4-1
Name:
Date:
Helena: Character Sketch
Helena has a rough time in this play, starting with her unrequited love for Demetrius,
then feeling used as first Lysander, then Demetrius express their undying love for her.
Analyze lines 180 to 207 for words and phrases that describe Helena’s character. Create a web of Helena’s characteristics.
Helena
Act 1, Scene 1
Handout 4-2
Name:
Date:
Helena: Character Sketch
Using the phrases and words you found to describe Helena’s character, write a oneparagraph character sketch of Helena. Include what you feel about Helena.
Hepner
Act 1 Scene 2
Lines 1-88
Read through lines once as a class. Assign the same parts to different students. Reread the lines. Break into groups. Discuss the following ques-
tions:
- Who are the characters? What are your impressions of each?
- What’s going on?
- Where is it taking place? What’s the setting like?
- Why do the characters behave this way? What do they want?
- How can we lift the words off of the page to hold the audience?
In small groups, prepare the scene for performance, using guided ques-
tions. Perform for the whole class.
* HANDOUT 1-1 *
* HANDOUT 1-2 *
Scene 2
In small groups, go through the scene looking for contradictions, mistakes and silly things the characters say.
Options: Share on chart paper
Create illustration of favorite one to hang up in the room
Act out favorite one/Create a tableau
Hepner
Act 1 Final Thoughts
Scene 1
L 214-23
In small groups, analyze Hermia’s speech. List all of the images called to mind and create illustrations of 3 of them.
* Handout 1 *
* Art paper *
* Markers *
Entire Act
In groups, choose a short passage from Act 1. Prepare it for the class. The
groups will first act the passage out without using any words, trying to get the class to guess which section they are acting out. They will then read the words aloud without any acting.
As a class, discuss: do the words match the images the group created?
Journal:
If you were casting the play, who would play Hippolyta? What would she wear? What kind of character would she play? Why?
* Journal 2 *
Character Quotes
In groups of 3 or 4, students receive handout with a quote on it. Groups generate as many words as possible that might describe a character based on the quote. Ask a member from each group to first read the entire
quote and then share the list of character qualities and traits that the group
associates with that character.
Write the qualities and traits on the chalkboard or overhead as they are presented. Let the class know that all of the quotes came from the same person.
Individually, students write a preliminary character sketch of the Helena.
NOTE: This is an alternative to the other Helena character assignment.
* Handout 2 *
Act 1
Handout 1
Name:
Date:
Imagery in Hermia’s Speech
In your groups, reread Scene 1, lines 214 to 223. List all of the images she calls to
mind. Choose the strongest images (one per group member) and create illustrations of
them. Be sure to create an accurate illustration. Your illustration should be labled with
the quote.
Images:
-
Act 1, Scene 2
Handout 1-1
Name:
Date:
Actor’s W-Structure
After reading lines 1 to 88 of Act 1 Scene 2, consider the following questions.
Who? Who are these characters? What is your impression of each one? What is he or
she like? _____________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
What? What’s going on? What do you think is happening? ______________________
_____________________________________________________________________
Where? Where is this taking place? Describe what you think the setting might look like.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Why? Why do you think the characters say what they say, and behave as they do?
What does each one want? ______________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Act 1, Scene 2
Handout 1-2
Name:
Date:
Acting a Scene: The Last and Most Important Question
How? How can we lift these words off the page to act out a performance that will
really hold an audience?
As you are preparing this scene for performance, consider the following questions:
1. Where is your audience?
2. How does each character get on stage?
3. Where is each character in relation to the others at the start of the scene? Where do
they move to as the scene proceeds?
4. How does the speaking character behave? How do others react?
5. How does each character speak his or her lines? Details to be considered include
tone of voice, pauses, emphasis, facial expression, gesture and movement, and so on.
6. How do characters leave the stage?
Act 1
Journal 2
Name:
Date:
Journal 2
Many film versions have been made of this play. Imagine you are casting a film version
of “A Midsummer Night’s Dream.” Who would you hire to play Hippolyta? Why? What
would you have her wear? What kind of character would she play? She doesn’t have
many lines, how would you have the actress portray her character without using words?
Act 1
Handout 2
Name:
Date:
Character Quotes
In your group, read the following quote carefully. Then write as many words or phrases
as possible that might describe this character based on the quote.
“Were the world mine, [...]
The rest I’d give to be to you translated.
O, teach me how you look, [...].”
Act 1, Scene 1: 190-193
Act 1
Handout 2
Name:
Date:
Character Quotes
“The more I love, the more he hateth me.”
Act 1, Scene 1: 199
Act 1
Handout 2
Name:
Date:
Character Quotes
“Things base and vile, holding no quantity,
Love can transpose to form and dignity.”
Act 1, Scene 1: 232-33
Act 1
Handout 2
Name:
Date:
Character Quotes
“I am your spaniel; and [...]
The more you beat me I will fawn on you.
Use me but as your spaniel: spurn me, strike me,
Neglect me, lose me; only give me leave,
Unworthy as I am, to follow you.”
Act 2, Scene 1: 203-208
Act 1
Handout 2
Name:
Date:
Character Quotes
“I’ll follow thee and make a heaven of hell,
To die upon the hand I love so well.”
Act 2, Scene 1: 243-244
Act 1
Handout 2
Name:
Date:
Character Quotes
“No, no, I am ugly as a bear,
For beasts that meet me run away for fear.”
Act 2, Scene 2: 100-101
Hepner
Act 2, Scene 1
Lines 2-15
Read the fairy’s lines 2-15. In small groups, create a collage or illustration of the fairy world, using Shakespeare’s images and descriptions.
* COLLAGE AND ILLUSTRATION MATERIALS *
Lines 32-58
Puck. In groups, make a list of adjectives that describe him from lines 32 to 58. Also list what he is described as doing. Using these descriptions, write a two-paragraph character sketch of him; one paragraph description,
second paragraph what he does.
* HANDOUT 1-1 *
* HANDOUT 1-2 *
L 81-117
Titania’s speech. Write an updated, modern version of her speech. Keep the essentials of the speech (the message, some of the images), but make it appeal to a wide, modern audience. You may want to write it as a rap. Or make it a politician’s speech with lots of rhetoric.
* HANDOUT 2 *
L 60-145
In groups of 4, assign roles of Hippolyta, Theseus, Oberon and Titania. In roles, students should discuss their situation, relationships, and problems. Question each other on your thoughts and feelings. Try to find common ground. Can you suggest solutions to each other’s problems?
* HANDOUT 3 *
L 148-176
In groups, create choreography for Puck and Oberon’s interaction. Make sure your actions match the words. Perform for the whole class.
* HANDOUT 4 *
L 214-219
Read Demetrius’ lines. Reread them in a menacing, threatening manner. What is he threatening? What could happen to Helena?
Name:
Act 2, Scene 1
Handout 1-1
Date:
Puck: A Characterization
Puck is one of Shakespeare’s most famous characters. He has been depicted in various
productions as an infant, a child, a man and an old man. In your groups, read Act 2,
Scene 1 lines 32 to 58. Make a list of adjectives that describe Puck. Then, make a list of
what he is described as doing.
Adjectives to Describe Puck
What Puck is Described as Doing
Act 2, Scene 1
Handout 1-2
Name:
Date:
Puck: Character Sketch
Using the list of Puck descriptors and what he does, write a two-paragraph character
sketch of Puck. The first paragraph should describe his character. The second paragraph should describe how his character is reflected through his actions.
Act 2, Scene 1
Handout 2
Name:
Date:
Titania’s Speech: Modernized
Although this play was written about 400 years ago, it still pertains to our life. You are in
charge of rewriting Titania’s speech (lines 81-117) so that it is more modern. Your updated version must keep the essentials of the speech; feel free to keep many of her images and phrases. You may want to rewrite it as a rap song (make sure it is appropriate!). Or you may want to write it as a TV talk-show speech. Your version should appeal
to a wide audience.
Name:
Act 2, Scene 1
Handout 3
Date:
Relationship Role-Play: Theseus and Hippolyta; Oberon and Titania
“A Midsummer Night’s Dream” is full of strained relationships and mis-matched love. In
your groups, assign each member a role. Take a few moments to prepare so that you
are acting in your role. Then have a round-table discussion about your situation. Each
character should comment on his/her situation, relationships and problems. You should
question each other on your thoughts and feelings. Can you find some common
ground? Can you suggest a viable solution to any of the other characters’ problems?
Use the space below to prepare your role.
My role:
My situation is:
How do I feel about my situation:
What do I think about my situation:
My relationship is with:
How do I feel about my relationship:
How do I feel about my relationship partner:
My problems are:
- with my relationship:
- with my situation:
How can I solve any of my problems:
During your roundtable discussion, take notes in the space below on the other characters’ relationships and problems.
Act 2, Scene 1
Handout 4
Name:
Date:
Choreography: Puck and Oberon
“A Midsummer Night’s Dream” has been produced not only as a play, but also as an opera and a ballet. You are in charge of choreographing Puck and Oberon’s exchange on
lines 148 to 176. Assume that your audience does not understand the words; your choreography must portray what is happening in this encounter. Make sure that your actions match the words. Use the space below to prepare your choreography. Then practice it and perform it for the class.
Act 2, Scene 2
Hepner
Lines 1-32
Read lines 1 to 32 as a class. In small groups, create a tableau to present the fairies. Your frozen moment should include body language, facial ex-
pression and position of the fairies to one another. Take pictures of the tableaux.
* CAMERA *
Lines 41-71 Read lines 41 to 71. Writing assignment/journal: What are Hermia and Lysander thinking as they fall asleep?
* JOURNAL 3 *
L 94-108
Read Helena’s lines describing her appearance. Discuss: Why might she feel that way about herself?
L 90-140
Read lines 90 to 140. In groups, create a diagram showing who loves whom.
* HANDOUT 1 *
L 129-162
Is this a dream or a nightmare? Read lines 129 to 162 for negative and upsetting images. Write: is this dream becoming a nightmare? If yes, for whom? How do you know?
* JOURNAL 4 *
Scene 2
Compare the wood (nighttime, magical world) with the world of Athens from Hermia’s perspective. Write one-page comparison essay.
* HANDOUT 2 *
Act 2, Scene 2
Handout 1
Name:
Date:
A Tangled Web of Love
What makes “A Midsummer Night’s Dream” so funny is also what makes it so confusing:
the constantly tangling and re-tangling webs of love. Read lines 90 to 140. Make a diagram showing who loves whom at this point in the play.
Act 2, Scene 1
Handout 2
Name:
Date:
Out of the Frying Pan and Into the Fire?
Hermia’s Perspective on Life in the Wood and in Athens
Hermia ran away to the enchanted wood with Lysander to escape the confines of Athenian life. After reading Act 2, Scene 2, compare her view of the magical forrest with her
world of Athens. Which is more welcoming? Which would she rather be in? Write a onepage mini-essay comparing her two worlds.
Act 2, Scene 2
Journal 3
Name:
Date:
Journal
Hermia and Lysander are in love but cannot marry each other. They decide to run away
to the woods to be together. After an exhausting day, they fall asleep in the enchanted
forrest. Read lines 41 to 71. What are Hermia and Lysander each thinking as they fall
asleep in the woods? What do they expect the next day to bring? Write a paragraph for
each.
Act 2, Scene 1
Journal 4
Name:
Date:
Journal
Is this midsummer night’s dream quickly becoming a nightmare? Read lines 129 to 162
and look for negative and upsetting images. List these images. Then decide: is this
dream turning into a nightmare? If yes, for whom? How do you know?
Negative and Upsetting Images:
Dream or Nightmare?
Hepner
Act 3, Scene 1
Lines 1-59
Read through lines 1 to 59. Break into groups. Each group takes a role as one of the Mechanicals (including Bottom). Based on what the characters say, write an explanation of how that character feels about Bottom and what he thinks about him. Compare what students personally think about Bottom with the Mechanicals’ views.
*HANDOUT 1 *
L 85-106
What makes actors bad is often their timing. Act out lines 85 to 106 where Bottom turns into an ass. Be sure to use bad timing to make these pas-
sage more amusing.
*HANDOUT 2 *
Scene
In pairs, identify characters who are reasonable and those whose actions are dominated by emotion and love.
* HANDOUT 3 *
Act 3, Scene 1
Handout 1
Name:
Date:
Bottom
Shakespeare has some characters ridicule and others worship Bottom. Read through
lines 1 to 59. Each group member should be a Mechanical (Bottom, Quince, Snout,
Starveling, Snug and Flute). Based on what your character says and how he reacts,
write a one-paragraph explanation of what that character thinks of Bottom. Then write
one paragraph comparing what you personally think of Bottom with your character’s
views.
Act 3, Scene 1
Handout 2
Name:
Date:
Bad Actors
What makes actors bad? We often say, “he can’t act.” Often, what makes someone a
bad actor is their bad use of timing. Prepare a performance of Bottom turning into an
ass (lines 85 to 106) as bad actors using bad timing. In the space below, takes notes on
how you will perform this section.
Act 3, Scene 1
Handout 3
Name:
Date:
‘Reason and Love Keep Little Company’
Many of the characters in this play are in love. Thinking back on what we’ve read so far,
identify the characters who are reasonable and those whose actions are dominated by
emotion and love. Provide examples of the characters’ actions that demonstrate their
classification.
Characters who are Reasonable
Characters dominated by Love
Hepner
Act 3, Scene 2
Lines 43-81 Read lines 43 to 81 as a class. In groups of 4, first read only Demetrius’ speeches, then only Hermia’s.
What are the differences between the two? How has Hermia changed since the beginning of the play? What does Hermia think is going on? What does Demetrius think is going on? How does what they think is go
ing on relate to how they are behaving?
* HANDOUT 1-1 *
* HANDOUT 1-2 *
L 88-121
Have two volunteers come to the front of the room to be Puck and Oberon. Have them read their lines from 88 to 121. Once the class is fa-
miliar with what is going on, have them direct the two actors. The directors
should emphasize the characters’ relationship, movement, gestures, tone of voice and use of silence.
Up till 255
In groups of four, have students write a monologue explaining who you are, what happened to you, how you feel and what you want to happen. Perform monologues for the class.
* HANDOUT 2 *
L 249-256
In groups, analyze lines 249-256 for images of male violence and domi-
nance. Brainstorm ways that this conflict can be solved.
* HANDOUT 3 *
Up till 344
In groups, go through the play for insults used so far. Practice the insults. Options:
Split the class in two and have groups walk towards each other as they hurl insults at each other.
Pick your favorite insult and walk around the room, greeting class
mates with the insult. Repeat using gestures.
* HANDOUT 4 *
Scene
At the end of the scene, the four confused lovers are asleep. As a writing assignment/journal, write down what each of them are thinking and feeling
as they fall asleep. What do they dream about?
* JOURNAL 5 *
End Character analysis. Based on everything we know so far, groups create a character description web of Nick Bottom the Weaver. Compare with other
groups’ webs and post.
* HANDOUT 5 *
End Visualization. Break into 4 groups.
- create a map of Athens and the woods. Locate the situations for lovers’ scenes (fight, sleeping, etc)
- display - how should the world of the woods look on film
- create a board game of “A Midsummer Night’s Dream”
- create costume design for the characters. Think about type of clothes, colors, accessories. Create sketches.
Act 3, Scene 2
Handout 1-1
Name:
Date:
Following the Characters
Misunderstandings make for great comedy. Read lines 43 to 81, first reading only Demetrius’ speeches, then only Hermia’s. Think about and answer the following questions.
What are the differences between Demetrius’ and Hermia’s speeches? _____________
______________________________________________________________________
How has Hermia changed since the beginning of the play? _______________________
______________________________________________________________________
______________________________________________________________________
What does Hermia think is going on? ________________________________________
______________________________________________________________________
______________________________________________________________________
What does Demetrius think is going on? _____________________________________
______________________________________________________________________
______________________________________________________________________
How does their perception of the situation affect how they are behaving? ____________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Act 3, Scene 2
Handout 1-2
Name:
Date:
Following the Characters
Use your analysis of how Hermia is changing to fill in the Character Analysis Grid.
Act 3, Scene 2
Handout 2
Name:
Date:
I Love Thee, I Love Thee Not: Hermia
This play is getting convoluted. Write a monologue to perform for the class explaining
who you are, what happened to you, how you feel and what you want to happen. You
must stay in your role throughout your monologue, so think about your constraints: the
flower’s magic and your confused emotional state. Write your monologue in the space
below.
Act 3, Scene 2
Handout 2
Name:
Date:
I Love Thee, I Love Thee Not: Helena
below.
Act 3, Scene 2
Handout 2
Name:
Date:
I Love Thee, I Love Thee Not: Demetrius
below.
Act 3, Scene 2
Handout 2
Name:
Date:
I Love Thee, I Love Thee Not: Lysander
below.
Act 3, Scene 2
Handout 3
Name:
Date:
Violence and Domination
This play is full of images of male domination. Read through lines 249 to 256 for images
of male domination and violence. List these images.
Male Domination
Violence
Imagine you were one of the characters in the play. How could this conflict be solved?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
Act 3, Scene 2
Handout 4
Name:
Date:
Insulting Athenians
Shakespeare is a master insulter. The characters in “A Midsummer Night’s Dream” are
ruthless in their insults to each other. Go through the play so far and list all of the insults
you find in the space below.
Act 3, Scene 2
Handout 5
Name:
Date:
Nick Bottom the Weaver
What do you know about Nick Bottom? Write down all words and phrases that come to
mind when you think of him, based on what we’ve read so far. Think about his character, his relationships with other characters, his personality and his role in the play.
Nick Bottom the Weaver
Act 3, Scene 2
Handout 6
Name:
Date:
Visualization: Map
Create a map of Athens and the enchanted wood. Your map should include locations for
the various situations described in the play. Include physical features. Use the space
below to brainstorm what should be on the map and how to represent it.
Act 3, Scene 2
Handout 6
Name:
Date:
Visualization: Display
Create a display of how the world of the woods should look on film. Think about colors,
density of woods, wildlife, lighting and props. Use the space below to brainstorm items
to include on your display.
Act 3, Scene 2
Handout 6
Name:
Date:
Visualization: Board Game
Create a “Midsummer Night’s Dream” board game. Think about what type of game it will
be, how the characters move (answering questions, roll of die, etc), and the rules. Use
the space below to brainstorm your game.
Act 3, Scene 2
Handout 6
Name:
Date:
Visualization: Costume Design
You are in charge of costume design for a production of “A Midsummer Night’s Dream.”
You must decide what type of clothing the characters will wear, the time period the
clothes come from, the colors of the clothes and any accessories they will use. Use the
space below to brainstorm your ideas before creating your sketches.
Act 3, Scene 2
Journal 4
Name:
Date:
Journal: Sweet Dreams
At the end of this tumultuous scene, all four lovers are asleep in the woods. What are
they thinking about as they go to sleep? What are they feeling? What do they dream
about?
Demetrius:
Lysander:
Hermia:
Helena:
Hepner
Act 4, Scene 1
L 1-36
How has Bottom changed? Complete the comparison chart of Bottom be-
fore and Bottom after.
* HANDOUT 1 *
L 43-67
In groups of four, have one character read Oberon’s speech while the oth-
ers mime the actions. Act it out again with Oberon speaking only to Puck. Which is more effective at getting the point across?
* HANDOUT 2 *
L 64-66
Discuss Oberon’s description of the night’s events from Titania and Bot-
tom’s point of view. Then use the point of view of the other characters. Take all of the main words in lines 64-66 into account.
* HANDOUT 3 *
L 73-79
In pairs, students act out Titania waking from her vision. One person is Titania and the other is Oberon. Titania should improvise a speech
describing her thoughts and feelings as she tells Oberon about her
‘vision’. Oberon should then improvise his reply. Written activity.
* HANDOUT 4 *
L 82-89
Look carefully at the language Oberon uses. How is it different from the language of his first speeches? Why might this be?
* HANDOUT 5 *
L 132-134
As a class, discuss Theseus’ demeanor when he reminds Egeus that Hermia should be giving her decision today about whether she will go into the convent/be executed or marry Demetrius. Have volunteers read Theseus’ lines in a menacing way and as a joke. How do you think
Theseus should speak these lines?
L 138-157
In groups of three, students each take a part and read the lines aloud. Discuss the mood of each character. Talk about the speech and the images called to mind in each of them. Prepare a short monologue about the state of mind of each character and present it to the class.
* HANDOUT 6 *
L 151-157
What do you think of Egeus? As a writing assignment, answer it, present-
ing evidence from the text to support your conclusion.
* HANDOUT 7 *
L 151-157
Individually, reflect on whether the play has gone back to the beginning, with Egeus demanding his rights, or if the dream had an effect on the real world. Discuss your opinions with 2 other classmates and present your joint opinion to the class.
L 158-174
In small groups, analyze Demetrius’ speech for the difference in his feel-
ings for Hermia and Helena. He says that his feelings for Hermia were mere ‘doting’, while he ‘loves’ Helena. Make a list of which relationships in different parts of the play were doting and which were loving. Prepare a presentation of your view of the difference between the two feelings.
L 184-196
In groups of five, read through the lines. Then read the lines again, this time exploring different ways of acting it out, especially thinking about movement and acting when not speaking.
L 184-196
In small groups, create a TV interview with the four lovers on romance and
marriage and their strange experiences in the woods. From the TV interview/talk-show, create a newspaper report.
* HANDOUT 8 *
L 206-211
In groups, have students write and perform their own version of Peter Quince’s Ballad of Bottom’s Dream.
* HANDOUT 9 *
Act 4, Scene 1
Handout 1
Name:
Date:
The Evolution of Bottom
Bottom has undergone a significant physical transformation. Has his personality
changed too? Read lines 1-38 and compare this Bottom with Bottom of the previous
acts. Complete the comparison chart, citing examples from the text.
Bottom as a man
Bottom as an ass
Act 4, Scene 1
Handout 2
Name:
Date:
Seeing or Imagining
In groups of four, have one person read Oberon’s speech on lines 43-68, while the remainder of the group mimes the actions it describes. Briefly write down your reaction to
this pantomime. Then, have Oberon give his speech to Puck only. Which is a more effective performance: seeing the actions, or imagining them? Why?
Reaction to miming Oberon’s speech:
Reaction to Oberon speaking to Puck only:
Which performance is more effective? Why?
Act 4, Scene 1
Handout 3
Name:
Date:
Fierce Vexation of a Dream
Oberon offers a harsh description of the night’s events before he wakes Titania up. Taking into account all of the main words in lines 64-66, discuss his description from Titania
and Bottom’s points of view, then from the point of view of the other characters. Write a
brief paragraph summarizing their views of his statement.
Titania:
Bottom:
Fairies:
Mechanicals:
Act 4, Scene 1
Handout 4
Name:
Date:
Awake, Titania!
When Oberon wakes Titania, she exclaims “methought I was enamoured of an ass.”
Improvise Titania’s thoughts and feelings by telling Oberon about her “vision”. Then improvise Oberon’s responses. Remain true to the characters. Write down your improvised speeches.
Act 4, Scene 1
Handout 5
Name:
Date:
Tracing Oberon’s Language
Look carefully at the language Oberon uses in lines 82-89. How is it different form the
language of his first speeches in Act 2, especially lines 60-80? Brainstorm possible reasons for this change, taking into consideration his growth as a character and the developments in the play.
Act 4, Scene 1
Handout 6
Name:
Date:
Three Men, Three Views
Each taking a character from lines 138-157, read the section, thinking about the mood
of each character. Talk about each speech, especially the images the characters use to
describe their feelings. Write a two-paragraph monologue about your character’s state
of mind.
Act 4, Scene 1
Handout 7
Name:
Date:
Egeus
What do you think of Egeus? Using evidence from the text, support your opinion in a
short essay.
Act 4, Scene 1
Handout 8
Name:
Date:
TV Special: Romance and Marriage
Create a TV interview with the four characters on romance and marriage and on their
strange experiences in the woods. Plan creative, thought-provoking questions, and realistic answers. Use the space below to plan your questions and responses.
Special! Read all about it!
Based on your mock TV interview, create the gossip page of a newspaper reporting on
what Hermia, Helena, Demetrius and Lysander explained in their TV show. Feel free to
include quotes, pictures, and diagrams.
Act 4, Scene 1
Handout 9
Name:
Date:
This is the Ballad of Bottom
Write your own version of Peter Quince’s ballad “Bottom’s Dream.” You create any style
of song, to be sung by Bottom “before the Duke ... at [Thisby’s] death.”
A Midsummer Night’s Dream
Hepner
Act 4, Scene 2
Scene
As a class, discuss what sort of relationship the Mechanicals seem to have. Discuss whether or not you think they work well together as a team,
giving evidence from the play.
Act 4, complete
In pairs. It is often important to differentiate between dreams and reality. The lovers and Bottom attempt, in vain, to distinguish clearly between reality and imagination. How do you make sense of a dream? Bottom says
that it is “past the wit of man to say what dream it was”, but many people
believe that it is possible to make sense of reams, that every dream has significance and meaning for the dreamer. Have students work in pairs, one person as Bottom, the other as a psychiatrist who interprets dreams. Bottom remembers the different experiences of his dream and asks “what does it all mean”? The psychiatrist explains.
Sc 1 L 196 Have students step into the role of one of the lovers and tell the story of their dreams.
* HANDOUT 1 *
Act 4
Handout 1
Name:
Date:
Recount our Dreams
In Scene 1, Theseus asks to hear the lovers’ story soon. Demetrius says they will “recount our dreams” (line 196). Choose a role as one of the lovers (Hermia, Helena, Demetrius, or Lysander), and tell your story in at least two paragraphs.
A Midsummer Night’s Dream
Hepner
Act 5, Scene 1
L 2-22
In pairs, consider Theseus’ speech. Theseus speaks of the imagination of a number of kinds of people, including ‘the poet’. Read the description of what the poet does (L 12-17) and discuss whether you think it describes the play itself. Go on to examine what part the imaginations of ‘lovers’ and ‘lunatics’ have in the play.
* HANDOUT 1 *
L 61-70
In groups of four read Philostrate’s description of the Mechanicals and their play. Do you think he is being fair to them?
L 108-117
In pairs, examine Quince’s prologue. It has much of its punctuation in the wrong place, which makes it hard to understand. Have one person practice the speech as it is written. Then try to re-punctuate the speech so
that it makes better sense. Perform the two versions for the class - which works better?
* HANDOUT 2 *
L 127-150
While Quince reads the prologue, have volunteers mime along with the reading, developing each character’s actions and reactions. Try different ways of doing this: completely over the top, stumbling and muddles, or any other way which might work.
L 167-178
In pairs, take a close look at Bottom’s speech and all the repetitions of words and ideas. Think of some way of displaying these repetitions in a collage or poster.
The play
Hippolyta says “This is the silliest stuff that ever I heard”. Do you agree? Why or why not?
The play
As you read through the play, keep thinking about whether Shakespeare is
mocking his own Romeo and Juliet. Watch for similarities and write a short
essay comparing the two.
* HANDOUT 3 *
L 294 In small groups, discuss whether Bottom is or isn’t an ass. Think about what Bottom says and does throughout the play and make a list of reasons supporting your opinion.
* HANDOUT 4 *
L 349-369
Make an illustration of Puck’s lines based on the images in his speech. Write about the difference between your illustration and Puck’s words.
L 330-365
Here the Mechanicals, the court, and the fairies are in the same place in quick succession. How would the three groups look back on the events of the play? Separate the class into three groups and have each group write a summary of how their characters remember the play.
* HANDOUT 5 *
L 369-400
Each of the couples has now been married. Throughout the play, there are
many problems in the relationships between men and women. What has brought them to ‘sweet peace’ now? Split class into four groups. For each couple, find explanations of how their problems have been resolved. Think
about spiritual and mental changes, as well as the way the plot works.
* HANDOUT 6 *
L 401 - 416
The lovers and Bottom have already been involved in experiences that they think are dreams. Now Puck suggests that the whole play is “but a dream” for the audience. Whose “dream” is the play - the audience’s, Shakespeare’s, the morals in the play, all of these, or ...?
* HANDOUT 7 *
Act 5, Scene 1
Handout 1
Name:
Date:
Lovers, Poets, and Lunatics
Theseus, the level-headed Duke of Athens, is trying to make sense of the story the lovers have told him. In his speech in lines 2-22, he speaks of the imagination of a number
of kinds of people, including the poet. Read the description of what the poet does, lines
12-17, and write about whether you think it describes the play A Midsummer Night’s
Dream itself. Then write about what part the imaginations of ‘lovers’ and ‘lunatics’ have
in the play.
Act 5, Scene 1
Handout 2
Name:
Date:
Points and Stops
Quince’s prologue, lines 108-117, has much of its punctuation in the wrong place. In
pairs, have one person read the speech as it is written. Then re-punctuate the speech
below so that it makes better sense. Perform both versions for the class - which one
works best?
Act 5, Scene 1
Handout 3
Name:
Date:
Romeo and Juliet Satire?
Go back and reread the Mechanical’s play. Think about whether Shakespeare is mocking his own Romeo and Juliet. Look for similarities and write a short essay comparing
the two.
Act 5, Scene 1
Handout 4
Name:
Date:
Is Bottom an Ass?
On line 194, Theseus implies again that Bottom is an ‘ass’. With a name like Bottom,
and having an ass’ head at one point, this aspect of his character is pretty clear. Think
about what Bottom says and does throughout the play, and make a list of reasons why
Bottom is or isn’t an ass.
Act 5, Scene 1
Handout 5
Name:
Date:
Remembering the Play
At the end of Act 5, Scene 1, the Mechanicals, the court and the fairies are in the same
place in quick succession. Taking into account the point of view of your assigned group,
write a paragraph about how the characters in your group would look back on the
events of the play.
Act 5, Scene 1
Handout 6
Name:
Date:
Sweet Peace
Everyone is now together in the same place, and the marriages are blessed. In the play,
there are many problems in the relationships between women and men. What has
brought them to ‘sweet peace’ now? For your couple, find explanations of how their
problems have been resolved. Think about the spiritual or mental changes, as well a the
way the plot works.
Couple:
How problems have been resolved:
Act 5, Scene 1
Handout 7
Name:
Date:
Whose Dream?
The lovers and Bottom have already been involved in experiences that they think are
dreams. Now Puck suggests that the whole play is ‘but a dream’ for the audience.
Whose ‘dream’ is the play? The audiences’, Shakespeare’s, the mortals in the play, all
of these, someone else? Justify your answer with evidence from the play.

Act 1 Scene 1

Transcription

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