A Midsummer Nights Dream A close look at Act II, scene 2

Reading 2.2.41-71 Have a volunteer to read Lysander and one to read Hermia. Have them simply read the lines—give them no instructions. After they have read the lines, have them discuss what is happening in this section. Straight plot. Pages 57 and 59

Changing the meaning How does the content shift if Lysander is naïve and innocent while Hermia is seductive? Let’s read it and see  Have two new volunteers read it with these new guidelines… Afterward, discuss the changes

Changing the meaning How does the content shift if Lysander is generally smitten while Hermia is being coy? Let’s read it and see  Have two new volunteers read it with these new guidelines… Afterward, discuss the changes

Ambiguity Shakespeare uses ambiguity in these 30 lines Why may this be? What challenges does it create for… the reader? the play’s director? an actor? Discuss the above items

Ambiguity in Acts III-V As you read Acts I-II, did you note instances that were ambiguous? When you read Acts III-V note ambiguous moments. Always be sure to ask yourself WHY Shakespeare has created each abstruse moment in the play. Why? Discuss the above items

Reading 2.2.72-89 Have a volunteer to read Puck’s (Robin’s) soliloquy Then, have students chat briefly with his/her neighbor about what each came up with. Page 59

Close Reading Question For Monday: answer the following question in a well-written, extended paragraph. How do the literary devices in Robin Goodfellow’s soliloquy contribute to ___ ? You’ll first need to determine what constituent fits in the blank. FYI: There are a variety of answers here—if you can prove it, then you are ‘right’. This will be your ‘ticket in the door’ on Monday. Also, all of Act III should be read by Monday You may want to discuss with students the importance of using textual examples. Whatever time they have at the end of the hour should be used to start their paragraph