1. Oberon: Act 2, Scene 1 Act 2, scene 1 (p.37) Imagine: Think of Oberon as the papa and Puck as a child. He is telling him a story filled with imagery. We are figments of the child’s imagination... Who: In groups of 3, ensure that each group has at least one girl and one boy. What : You will form the images that come into Puck’s mind. (These are called tableaux vivants and they are like a freeze frame with a bit of action). How: What is a mime? What makes it strong?

2. Verse 155 That very time I saw (but thou couldst not)

3. Verse 156 [Cupid] Flying between the cold moon and the earth Cupid = Eros

4. Verse 157 Cupid all armed: a certain aim he took

5. Verse 158 At a fair vestal thronèd by the west, Vestal : adjective meaning chaste; pure. (pertaining to the goddess Vesta = Hestia) Thronèd by the west : to be on the throne of a western European nation. Who was on the throne of England? What was this monarch famous for? What is Shakespeare’s intent with this reference?

6. Verse 159 And loosed his loveshaft smartly from his bow Loveshaft :

7. Verse 160 As it should pierce a hundred thousand hearts;

8. Verses 161-162 But I might see young Cupid’s fiery shaft Quenched in the chaste beams of the watery moon;

9. Verses 163-164 And the imperial votress passèd on In maiden meditation, fancy free. Votress : a woman dedicated to a subject/pursuit/religion fancy free : not paying any attention to the distractions What is Shakespeare doing AGAIN?

10. Verse 165 Yet marked I where the bolt of Cupid fell:

11. Verses 166-167 It fell upon a little western flower, Before, milk-white; now purple with love’s wound:

12. Verse 168 And maidens call it ‘love-in-idleness’.

13. Verse 169 Fetch me that flower, the herb I showed thee once;

14. Verse 170 The juice of it on sleeping eyes laid

15. Verses 171-172 Will make or man or woman madly dote Upon the next live creature that it sees.

16. Verses 173-174 Fetch me this herb, and be thou here again Ere the leviathan can swim a league.

17. Let us discuss... Why do you think there are so many references to Roman mythology?  Consider the education system of the time... Why do you think Shakespeare would put references to Queen Elisabeth I in his play?  Who would attend the Globe Theatre?  What influence would he want to have on the different audience members? How do these references reflect the time and values of Elizabethan England?  How secure was Elizabeth’s claim to the crown? Why?  What happened to those who opposed her rule (or anyone’s claim to the throne in those times)?

18. Assignment /10 In your journals, take a moment to write your predictions.  What are Oberon’s plans and what is his motivation?  Do you agree with the statement “All is fair in love and war” or not? Marking rubric :  1) Oberon’s plans and his motivation are clearly supported by reference in the text /2  2) The student clearly states agreement/disagreement with the statement above /2  3) Oberon’s plans, his motivation and the morality of these are communicated clearly in 1-2 paragraphs with attention to mechanics (spelling, grammar, punctuation). /5  4) The journal entry contains a title and it is neat, dated and completed for the beginning of our next class. /1