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Walk Through a Midsummer NightFifth GradeWritten by: Carey Cleer and Lisa Fields, Mills Elementary, Hobbs, NMLength of Unit: Seven Lessons (11 days)

I. ABSTRACTThrough this unit the students will be able to gain knowledge and appreciation for William Shakespeare and his play “A Midsummer Night’s Dream.” Using a variety of techniques, technology, and resources the students will be introduced to the Globe Theatre, musical pieces by Felix Mendelssohn, elements of a stage production and a story.

II. OVERVIEWA. Concept Objectives

1. The student will gain knowledge and an appreciation for the life and times of William Shakespeare.

2. The student will gain knowledge about the Globe Theatre, its location, purpose, and significance.

3. The student will gain an appreciation for Felix Mendelssohn and his classical pieces.

4. The students will gain an understanding of the elements of drama.5. The students will gain knowledge about the elements of a stage

production and a story.6. The students will gain and understanding of typical vocabulary during

Elizabethan times.7. The students will gain and understanding and appreciation of the play “A

Midsummer Night’s Dream.”8. The students will demonstrate and gain an appreciation for the way that

people lived during the Elizabethan era.B. Content from the Core Knowledge Sequence

1. LANGUAGE ARTS - 5a. “A Midsummer Night’s Dream” (p. 111)b. Terms (p. 111)

1. tragedy and comedy2. act, scene3. Globe Theatre

2. MUSIC – 5a. Musical Connections – Felix Mendelssohn, Overture, Scherzo,

and Wedding March from A Midsummer Night’s Dream (p. 122)C. Skill Objectives

1. The students will be able to identify William Shakespeare as the author of “A Mid-Summer Night’s Dream.”

2. The students will be able to identify the era and the country of where William Shakespeare was from.

3. The students will be able to identify the parts of The Globe Theater. 4. The students will be able to tell the significance of this building and the

purpose it served.5. The students will be able to recognize three pieces of music by Felix

Mendelssohn.

2005 Core Knowledge National Conference Saturday Presentation, Grade Level 1

6. The students will be able to identify and recognize Felix Mendelssohn and his life.

7. The students will be able to define overture, symphony, opera, incidental music, and composer. The students will distinguish the differences between tragedy and comedy.

8. The students will distinguish the difference between protagonist and antagonist.

9. The students will apply character analysis using the differences between protagonist and antagonist.

10. The students will gain knowledge about the elements of a stage production and a story

11. The students will gain an understanding of typical vocabulary during Elizabethan times

12. The students will be able to read and comprehend the play “Midsummer Night’s Dream”.

13. The students will be able to analyze characters.14. The students will be able write a response in complete sentences to

journal prompts give by the teacher. 15. The students will be able to participate in speaking activities. The

students will be able to help plan and organize the Elizabethan Feast16. The students will be able to distinguish the differences between the

Elizabethan Era and today’s times.

III. BACKGROUND KNOWLEDGEA. For Teachers

1. Davidson, Diane. Shakespeare for Young People: A Midsummer Night’s Dream. Swan Books: New Hyde Park, New York. 1986 ISBN 0-7675-0835-1.

2. Clark, Renee. Interact: Midsummer. Interaction Publishers: Carlsbad, CA. 1998. ISBN 1-57336-317-0

3. Hirsch, Jr. E.D. What Your Fifth Grader Needs to Know. Doubleday: New York, 1993. ISBN 0-385-31464-7

B. For Students 1. Background information about William Shakespeare

IV. RESOURCES (Provide a list of key resources-literature selections, activity books, AV materials, etc.-that are critical in teaching this unit.)A. A Time Line of William Shakespeare’s life Website

http://shakespeare.palomar.edu/timeline/timeline.htmlB. Appendices A-SC. Website http://www.rdg.ac.uk/globe/D. Website http://papertoys.com/globe.htmE. Video – Shakespeare in LoveF. Website http://www.good-music-guide.com/reviews/028_mendelssohn.htmG. Book: Shakespeare for Young People: A Midsummer Night’s Dream. ISBN #

0-7675-0835-1.


http://www.good-music-guide.com/reviews/028_mendelssohn.htm

http://papertoys.com/globe.htm

http://www.rdg.ac.uk/globe/

http://shakespeare.palomar.edu/timeline/timeline.html

V. LESSONSLesson One: Life and Times of William Shakespeare A. Daily Objectives

1. Concept Objective(s)a. The student will gain knowledge and an appreciation for the life

and times of William Shakespeare.2. Lesson Content

a. William Shakespeare3. Skill Objective(s)

a. The students will be able to identify William Shakespeare as the author of “A Mid-Summer Night’s Dream.”

b. The students will be able to identify the era and the country of where William Shakespeare was from.

B. Materials 1. A Time-Line of William Shakespeare’s life Website

http://shakespeare.palomar.edu/timeline/timeline.html2. Appendix A1-A3 - Questions from William Shakespeare3. Appendix B – Map of Britain4. Colors/paper/pen/pencil5. Access to the internet

C. Key Vocabulary 1. Stratford-Upon-Avon – William Shakespeare’s hometown2. Elizabethan – time period in which William Shakespeare lived.

D. Procedures/Activities 1. Before teaching the lesson, the educator needs to familiarize his/herself

with the website http://shakespeare.palomar.edu/timeline/timeline.htm

2. Before you begin the lesson with the class you will need to hand out Appendix A – Questions from William Shakespeare Worksheet

3. As a whole class, go over the timeline. Take the time to go into each year and read as a class about the Life and Times of William Shakespeare.

4. As the students and the educator are reading, the students will need to be answering the questions on their worksheet as they go along. When the students are finished answering the questions, they will need to turn it in to the designated place set by the educator.

5. After all assignments are turned in, as a whole class take the biography quiz that is located on the website.

6. Introduce the students to the Map of Britain – Appendix B. Discuss with the students where London and Stratford-Upon-Avon is located on the Map.

7. Hand out Appendix B – Map of Britain. The students will need to label London and Stratford-Upon-Avon on the map and turn it in for teacher review.

E. Assessment/Evaluation 1. The educator will assess the students on Appendix A- Questions from

William Shakespeare that has been handed in.


http://shakespeare.palomar.edu/timeline/timeline.htm

2. The educator will assess Appendix B- Map of Great Britain that the students have handed in.

3. The educator will also need to observe the classroom participation.

Lesson Two: Tour of the Globe TheaterA. Daily Objectives

1. Concept Objective(s)a. The student will gain knowledge about the Globe Theatre its

location, purpose and significance.2. Lesson Content

a. The Globe Theatre3. Skill Objective(s)

a. The students will be able to identify the parts of The Globe Theater.

b. The students will be able to tell the significance of this building and the purpose it served.

B. Materials 1. Internet access. 2. Website: http://www.rdg.ac.uk/globe/ 3. Website: http://papertoys.com/globe.htm4. Student copies of page from papertoys.com 5. 1 teacher made example of the Globe Theater using copy from

papertoys.com.6. Crayons/map pencils/glue/scissors7. Video Shakespeare in Love

C. Key Vocabulary 1. pit- the “cheap seats” where the lower class people viewed the play for

one penny2. Lord’s Room – private gallery where the upper class sat to view the play

for six pennies3. Middle Gallery – area where the middle class viewed the play for two

pennies. 4. Tiring House – backstage area5. Heavens – above stage area painted with the signs of the zodiac6. Trap Door – door in the stage floor, used to raise and lower characters or

propsD. Procedures/Activities

1. Go to website http://www.rdg.ac.uk/globe/ and take extended tour of the New Globe Theater and Old Globe Theater in London. (Make sure to go to the website beforehand and make decisions on which sections to go to prior to going through it with the students. This is a very extensive site.)

2. Discuss aspects of the Globe Theater including; history of the building, what plays were performed there, different sections and their significance.

3. Watch the final snippet of the film Shakespeare in Love. (The section of the film where the final performance of Romeo and Juliet is carried out. Watch this section in advance of showing it to the students)





4. Pause movie from time to time to see if the students recognize different sections of the Globe Theater.

5. Pass out sheet from http://papertoys.com/globe.htm and give instructions on how to complete the “paper Globe Theater” (Make one for the students to model prior to class time.)

6. Have students label each section possible from the vocabulary list.7. Have students write a paragraph on the significance of the Globe.

E. Assessment/Evaluation 1. The educator will evaluate the paper Globe Theater and make sure areas

are labeled correctly. 2. The educator will observe the students during discussion and tour of the

Globe Theater. 3. The educator will evaluate final paragraph about the Globe’s

significance.

Lesson Three: Music from a Mid-Summer Night’s Dream A. Daily Objectives

1. Concept Objective(s)a. The students will gain an appreciation for Felix Mendelssohn

and his classical pieces.2. Lesson Content

a. Music from “A Mid-Summer Night’s Dream”b. Composer Felix Mendelssohn

3. Skill Objective(s)a. The students will be able to recognize three pieces of music by

Felix Mendelssohn.b. The students will be able to identify and recognize Felix

Mendelssohn and his life.c. The students will be able to define overture, symphony, opera,

incidental music, and composer.B. Materials

1. Appendix C – Overview of Felix Mendelssohn Teacher’s Copy2. Overhead of Appendix C – Overview of Felix Mendelssohn3. Appendix D- Comprehension and Vocabulary Student Worksheet (1 per

student)4. paper/pen5. http://www.good-music-guide.com/reviews/028_mendelssohn.htm

- site has samples of First Scherzo, Wedding March, and Finale, Judi Drench Narrator or if available, CD selection of these pieces.

C. Key Vocabulary 1. Composer – person who write music. A strong distinction is made

amongst composers, lyricists and performers in such genres as classical and jazz music.

2. Felix – happiness3. overture – the instrumental introduction to a dramatic, choral, or,

occasionally, instrumental composition.4. symphony - extended piece of music for orchestra, especially one in

the form of a sonata


http://www.informationgenius.com/encyclopedia/s/so/sonata.html

http://www.informationgenius.com/encyclopedia/o/or/orchestra.html

http://www.informationgenius.com/encyclopedia/m/mu/music_1.html

http://www.informationgenius.com/encyclopedia/j/ja/jazz.html

http://www.informationgenius.com/encyclopedia/c/cl/classical_music_1.html

http://www.informationgenius.com/encyclopedia/g/ge/genre.html




5. opera – an art form consisting of a dramatic stage performance set to music.

6. incidental music - music in a play, television program, radio program or some other form not primarily musical

D. Procedures/Activities 1. Introduce the students to Felix Mendelssohn and his works by going to

the website http://www.good-music-guide.com/reviews/028_mendelssohn.htm and listening to the samples of the First Scherzo, Wedding March, and Finale.

2. After you have listened to the samples, go over the six vocabulary terms with the students. Have the students write a short paper of how the music they just listened to made them feel.

3. Read to the students from Appendix C – Overview of Felix Mendelssohn and make an overhead of Appendix C – Overview of Felix Mendelssohn. Read and discuss with the students about his life.

4. Hand out Appendix D – Comprehension and Vocabulary Student Worksheet and have the students complete the worksheet and turn in to the teacher to grade. (If the teacher chooses, they can leave the overhead up for the students to copy, or hand out before for the students to fill out as the teacher reads out loud)

E. Assessment/Evaluation 1. The teacher will assess the paragraph on how the music made the

students feel.2. The teacher will assess students on Appendix D - Comprehension and

Vocabulary Student Worksheet.

Lesson Four: Tragedy VS. Comedy and Protagonist VS. Antagonist A. Daily Objectives

1. Concept Objective(s)a. The students will gain an understanding of the elements of

drama.2. Lesson Content

a. Identify the following literary terms: tragedy, comedy, protagonist, and antagonist.

3. Skill Objective(s)a. The students will distinguish the differences between tragedy

and comedy.b. The students will distinguish the difference between protagonist

and antagonist.c. The students will apply character analysis using the differences

between protagonist and antagonist.B. Materials

1. Appendix E - (masks) One copy per student. (This can be resized on a copier to the size you would like.)

2. 4 sheets of 8 X 11 black construction paper per student.3. Scissors/glue/crayons or map pencils4. 4 small blank or lined index cards.



http://www.informationgenius.com/encyclopedia/r/ra/radio.html

http://www.informationgenius.com/encyclopedia/t/te/television.html

http://www.informationgenius.com/encyclopedia/p/pl/play.html



http://www.informationgenius.com/encyclopedia/d/dr/drama.html

http://www.informationgenius.com/encyclopedia/a/ar/art.html

5. Appendix F (card example) One copy for teacher6. Appendix G- Curtains 7. Appendix H Box Directions

C. Key Vocabulary 1. Tragedy – a serious play with a tragic theme, often

involving a heroic struggle and the downfall of the main character.

2. Comedy – like tragedies with happy endings, the same tragic elements are introduced but the characters avoid tragedy by using their wit, disguising themselves, or receiving intervention from “the gods”.

3. protagonist - hero4. antagonist - villain

D. Procedures/Activities 1. Introduce and discuss all vocabulary terms.2. Engage students in an extensive discussion of the differences and

similarities between tragedy and comedy, and protagonist and antagonist.3. During the discussion emphasize with examples from their own

experiences, movies and books they’ve read. 4. Give students examples of different characters in literature and movies

and have students differentiate whether those characters are protagonist or antagonist and why.

5. Have students write a vocabulary term on each index card.6. Have students write the definitions of the terms in their own words on

the card.7. Have students write at least four examples of the terms on the card. (see

appendix example) 8. Set index cards to the side.9. Take one black construction paper hold horizontally.10. Measure up one inch from the bottom and make a line.11. Measure one inch from the right side and make a line. 12. Make a tight fold on the bottom line and unfold.13. Make a tight fold on the right side line and unfold. 14. When you unfold both sides there will be a small rectangle in the corner

of the page. 15. Cut the small rectangle in half from the corner to corner.16. Refold the bottom line and right side line so that they fit together and

make a semi-box shape. (see appendix example)17. Glue the corner to make it hold.18. Do the same to the other black pages.19. When all pages are done, glue the right side fold to the left side of one of

the other black pages. 20. Glue all four pages together and when you are done you should have a

lidless bottomless box.21. Cut out the curtains and attach to each black side of the box. 22. Attach the index cards. 23. Attach the comedy and tragedy masks with their proper index cards.


24. Have students make a small drawing of what they perceive to be a protagonist and antagonist and attach to the project.

E. Assessment/Evaluation 1. Teacher will observe student discussion.2. Teacher will evaluate box project for neatness, effort, and proper

information.

Lesson Five: Setting the Stage/Talking of the TimesA. Daily Objectives

1. Concept Objective(s)a. The students will gain knowledge about the elements of a stage

production and a storyb. The students will gain an understanding of typical vocabulary

during Elizabethan times. 2. Lesson Content

a. Elements of a stage productionb. Language during Elizabethan times

3. Skill Objective(s)c. The students will be able to distinguish between acts and scenes.d. The students will be able to tell what the setting of a play is.e. The students will be able to describe what stage directions are.f. The students will be able to carry on a conversation using

Shakespearean language.B. Materials

1. Appendix I– Guide to Roles and Responsibilities2. Appendix J – Questions over Roles and Responsibilities (copy 1 per

student)3. Appendix K – Shakespearean Sayings Worksheet (1 per student)4. Pen/Pencil

C. Key Vocabulary 1. protagonist – hero2. antagonist – villain3. sequence – the order in which events occur4. suspense – the tension and excitement created by not knowing a

story’s outcome5. plot – what the story is about6. climax – the scene or event with the highest dramatic tension

(suspense) that creates the most drama or brings about a turning point in the action

7. dialogue – words spoken by the characters8. mood – comedic, tragic, dramatic, and so on. The plot and

characters determine the mood of the play.D. Procedures/Activities

3. Discuss with the students the eight terms (the elements of a story) that help distinguish a play.

4. Discuss with the students the roles and responsibilities of the people in a play. Use Appendix I – Guide to Roles and Responsibilities (This will prepare the students for when they are actually reading the play during


class.) Tell the students that they need to be listening and that there is a worksheet over the roles and responsibilities.

5. Hand out Appendix J – Questions over Roles and Responsibilities6. Write the following Shakespearean phrases on the board:

Dead as a door nail, Sweets to the sweet, Wear my heart on my sleeve.7. Ask the students, “What do you think these sayings mean? After you

feel that these sayings are covered and that you feel they understand what they mean, hand out Appendix K – Shakespearean Sayings

E. Assessment/Evaluation 8. The teacher will observe classroom participation.9. The teacher will assess the students’ worksheets over Roles and

Responsibilities and Shakespearean Language.

Lesson Six: Reading the PlayA. Daily Objectives

1. Concept Objective(s)a. The students will gain an understanding and appreciation of the

play “Midsummer Night’s Dream”.2. Lesson Content

a. Reading with comprehensionb. Identify plotc. Analyze characters

3. Skill Objective(s)a. The students will be able to read and comprehend the play

“Midsummer Night’s Dream”.b. The students will be able to analyze characters.c. The students will be able write a response in complete sentences

to journal prompts give by the teacher. d. The students will be able to participate in speaking activities.

B. Materials 1. Book: Shakespeare for Young People: A Midsummer Night’s Dream.

ISBN # 0-7675-0835-1.2. Appendix L – Journal Cover one per student3. 2 pieces 8X11 construction paper any color per student4. 5 pieces of notebook paper per student5. crayons, scissors, glue 6. Appendix M (journal response)7. Appendix N ( rubric) 8. Appendix O1 – O2 Journal questions

C. Key Vocabulary 1. adieu – goodbye2. anon – shortly3. odious – disgusting4. imbrue – stain with blood5. bully – term of endearment

D. Procedures/Activities 1. Introduce and extensively discuss vocabulary


2. Have students color journal cover and glue it to one side of a piece of construction paper to make the front of the response journal.

3. Have students place 5 pages of notebook paper between the two pieces of construction paper and staple.

4. Read Act one of “Midsummer Night’s Dream” from Shakespeare for Young People. Either read it aloud to the students while they follow along or have students take parts and read aloud.

5. Discuss aloud what is happening periodically.6. Ask questions such as “What do you think will happen next?” or “Should

the characters do this?” or “Why did the character do this?” 7. Write journal response prompts on the board or overhead.8. It’s your choice how many you would like to put on the board. 9. Have students write a minimum half page response to the journal

prompts using proper grammar and complete sentences. 10. Repeat procedure for each of the five acts of the play.

E. Assessment/Evaluation 1. The teacher will use a rubric to evaluate the student’s response journal. 2. The teacher will observe classroom discussion.

Lesson Seven: Renaissance Feast and FestivalA. Daily Objectives

1. Concept Objective(s)a. The students will demonstrate and gain an appreciation for the

way that people lived during the Elizabethan era.2. Lesson Content

a. Studying the Renaissance3. Skill Objective(s)

b. The students will be able to help plan and organize the Elizabethan Feast

c. The students will be able to distinguish the differences between the Elizabethan Era and today’s times.

d. The students will be able to work together in groups to accomplish tasks.

e. The students will be able to use a variety of resources to do research on the Elizabethan England time period.

B. Materials 1. Appendix P – List of Foods 2. Appendix Q – Note to Parents3. Appendix R– Diagram of classroom set up for the feast4. Appendix S – Script for Jester5. plates, napkins, and cups

C. Key Vocabulary 1. Feast – a large, elaborately prepared meal, usually for many people

accompanied by entertainment.D. Procedures/Activities

1. Assign the students into groups of four or five students per group.


2. Assign each group a topic that they can look up on the internet or in the school library. Topics: food, sports and games, clothing, music, entertainment.

3. Each group will need to write a report that contains all of the information that they have found.

4. Each group will need to present their findings to the rest of the class.5. Each student will be responsible for bringing in food or drink for the

feast. (This is not a “chip-and-dip” affair. The goal is to create an Elizabethan feast.) Appendix P – List of Foods that the would be good choices to bring.

6. Send home Appendix Q – Note to parents about bringing food for the feast.

7. Have the students vote for a king and queen and for a jester.8. Set up the classroom according to the diagram on Appendix R- Diagram

of settings for the feast. After the desks/tables are arranged, set the table with the plates, napkins, and cups.

9. If you had the students do costumes, have them change into them.10. Have the students line up two by two and play the processional music as

the students enter the room. The students sit at their seats while the Jester enters behind them.

11. The Jester commands the guest to rise and the King and Queen are announced. Everyone remains standing until the Jester gives the toast from the script (Appendix S – Script for Jester) and commands them to be seated.

12. As the food arrives it should be distributed equally around the tables on trays and platters. Play music while the students eat. This will take approximately 15-20 minutes.

13. The Jester will then thank everyone for coming. Students will get out of costumes. Everyone will help clean up

E. Assessment/Evaluation 1. Observe the students working together in groups.2. Educator will assess the group report.3. The success of the Feast and Festival.

VI. CULMINATING ACTIVITY A. Have the students audition and put on a performance of “A Midsummer Night’s

Dream.” The day of the feast have the students perform the play for classmates and parents.

VII. HANDOUTS/WORKSHEETS A. Appendix A1-A3 - Questions from William ShakespeareB. Appendix B – Map of BritainC. Appendix C – Overview of Felix Mendelssohn Teacher’s CopyD. Appendix D- Comprehension and Vocabulary Student Worksheet (1 per student) E. Appendix E - (masks) One copy per student. (This can be resized on a copier to

the size you would like.) F. Appendix F (card example) One copy for teacherG. Appendix G- Curtains


H. Appendix H Box DirectionsI. Appendix I– Guide to Roles and ResponsibilitiesJ. Appendix J – Questions over Roles and Responsibilities (copy 1 per

student)K. Appendix K – Shakespearean Sayings Worksheet (1 per student)L. Appendix L – Journal Cover one per student M. Appendix M (journal response)N. Appendix N ( rubric) O. Appendix O1 – O2 Journal questions P. Appendix P – List of Foods Q. Appendix Q – Note to ParentsR. Appendix R– Diagram of classroom set up for the feastS. Appendix S – Script for Jester

VIII. BIBLIOGRAPHY 1. Clark, Renee. Interact: Midsummer. Interaction Publishers: Carlsbad,

CA. 1998. ISBN 1-57336-317-02. Davidson, Diane. Shakespeare for Young People: A Midsummer

Night’s Dream. Swan Books: New Hyde Park, New York. 1986 ISBN 0-7675-0835-1.

3. Hirsch, Jr. E.D. What Your Fifth Grader Needs to Know. Doubleday: New York, 1993. ISBN 0-385-31464-7


Appendix A1 Questions from William Shakespeare

1. In what year was Shakespeare born?

A. 1564 B. 1616 C. 1558 D. 1592

2. Shakespeare was born in what town or city?

A. London B. Stratford-upon-Avon C. Snitterfield D. Oxford

3. The names of Shakespeare's father and mother were:

A. Abraham and Sara B. William and Anne C. John and Mary

4. Shakespeare attended the Stratford Grammar School, also known as the King's New School:

A. From 1569 to 1579 B. He did not attend school. C. There are no records of his school attendance, but it is highly likely he attended

that school.

5. Who did Shakespeare marry?

A. Judith Sadler B. Susanna Hall C. Anne Hathaway D. Mary Queen of Scots

6. Shakespeare was the father of how many children?

A. 3 B. 2 C. 10 D. 1


Appendix A2 – Questions from William Shakespeare

7. Shakespeare left his home town of Stratford because:

A. He was caught poaching on the lands of Sir Thomas Lucy and fled to avoid prosecution.

B. He was apprenticed to his father who was a butcher. He hated the work and ran away to London.

C. He took a job as a school teacher in the country, and left to pursue this career. D. It is not known for sure how or why he left.

8. What Elizabethan writer called Shakespeare an "upstart crow"?

A. John Lyly B. Christopher Marlowe C. Ben Jonson D. Robert Greene

9. The London theaters were closed on account of a virulent outbreak of the plague in 1593 and part of 1594. Specifically, what disease was this?

A. Tuberculosis B. The Plague of Frogs C. Bubonic Plague D. The pox

10. Is it possible to say in exactly what order Shakespeare's plays were written?

A. Yes B. No

11. In 1594 Shakespeare became one of the founding members of what acting company?

A. The Lord Chamberlain's Men B. The King's Men C. The Royal Shakespeare Company

12. In what year was the Globe Theater built?

A. 1594 B. 1599 C. 1608 D. 1613


Appendix A3 Questions from William Shakespeare

13. In what year did Shakespeare die?

A. 1599 B. 1616 C. 1623 D. 1642

14. In what year was the first collected edition of Shakespeare's plays, called the First Folio, published?

A. 1599 B. 1616 C. 1623 D. 1685

15. Is it reasonable to think that someone other than William Shakespeare (1564-1616) of Stratford-upon-Avon wrote the works attributed to him?

A. Yes. B. No.


Appendix B Map of Great Britain


Appendix C – Overview of Felix Mendelssohn (Teacher’s Copy)

Felix Mendelssohn was born on February 3, 1809 in Hamburg, Germany. He was

a German composer of classical music. Felix Mendelssohn has sometimes been called

the "classical romantic.” His music is generally light and lighthearted. Mendelssohn

began taking piano lessons from his mother at the age of six. He made his first public

performance at the age of nine. He wrote his first symphony at the age of fifteen. At

seventeen, he wrote an overture to Shakespeare’s A Midsummer Night’s Dream. In 1842,

he wrote incidental music for A Midsummer Night’s Dream, including the famous

“Wedding March” that is played as the recessional at many weddings. He suffered from

bad health the final years of his life. He died on November 4, 1847 in Leipzig.

Directions: Define the following terms.

1. composer –

2. overture –

3. symphony –

4. opera –

5. incidental music –


Appendix D – Comprehension and Vocabulary Sheet for Felix Mendelssohn

Felix Mendelssohn was born on _______________ in __________________. He

was a German _________of _______________. Felix Mendelssohn has sometimes been

called the ___________________. His music is generally _______ and ______________.

Mendelssohn began taking piano lessons from his mother at the age of ______. He made

his first public performance at the age of __________. He wrote his first ____________

at the age of ___________. At seventeen, he wrote an _____________to

______________ for A Midsummer Night’s Dream, including the famous

_______________________________ that is played as the recessional at many

weddings. He suffered from _______________ the final years of his life. He died on

_________________________ in ______________________

Directions: Define the following terms.

6. composer –

7. overture –

8. symphony –

9. opera –

10. incidental music –


Appendix E Masks


Appendix F - Card Example

2005 Core Knowledge National Conference Saturday Presentation, Grade Level

TragedyDefinition:A serious play or movie or book with a tragic theme, often concentrating on a heroic struggle and the downfall of the main character.

Examples:Romeo and Juliet (These examples can be anything Hamlet movies to books to plays)The Crucible Death of a Salesman

20

Appendix G – Curtains (4 per student)


Appendix H Box Directions

1. Hold page horizontally. 2. Measure up one inch from the bottom. Draw a line.

3. Measure one inch from the right side and draw a line. Make a tight fold on each line and then unfold.

4. Cut the small rectangle in the corner.

Cut here.

5. Refold and attach sheets together to form a box.


Appendix I Guide to Roles and Responsibilities

Role Responsibility

Director Helps place actors and scenery in the correct places, reminds actors when and how to project their voices, and keeps rehearsals structured.

Understudies Necessary only for the leading roles. Person who learns the lines of the main actor in case something happens.

Prompter Stands offstage during rehearsals and performances, and whispers lines and/or hints for the actors in case they forget their lines or where they should be onstage.

Stage manager/Assistant Ensure that production is going smoothly and all scenery and props are in place.

Make-up artists Decide on and apply makeup to actors before performances.

Costumers Research the time period in which the play takes place, and create costumes from available materials.

Lighting Specialist Works with the director to manipulate lighting for dramatic effects.

Curtain Specialist Raises and lowers the curtain at the appropriate times.

Scenery/Prop Crew Finds and/or makes appropriate scenery and props for the play, sets up and takes down scenery during performances, cleans the stage and “theater” after performances.

Advertising Crew Makes posters advertising the play.

Videographer Videotapes performances.


Appendix J Questions over Roles and Responsibilities

Directions: Match the following Roles with their Responsibilities1. ________ Director2. _________Understudies3. _________Prompter4. _________Stage manager/Assistant5. _________Make-up artists6. _________Costumers7. _________Lighting Specialist8. _________Curtain Specialist9. _________Scenery/Prop Crew10. _________Advertising Crew11. _________Videographer

a. Raises and lowers the curtain at the appropriate times.

b. Research the time period in which the play takes place, and create costumes from available materials.

c. Decide on and apply makeup to actors before performances

d. Stands offstage during rehearsals and performances, and whispers lines and/or hints for the actors in case they forget their lines or where they should be onstage.

e. Helps place actors and scenery in the correct places, reminds actors when and how to project their voices, and keeps rehearsals structured.

f. Videotapes performances

g. Necessary only for the leading roles. Person who learns the lines of the main actor in case something happens.

h. Works with the director to manipulate lighting for dramatic effects.

i. Makes posters advertising the play.

j. Finds and/or makes appropriate scenery and props for the play, sets up and takes down scenery during performances, cleans the stage and “theater” after performances.

k. Ensure that production is going smoothly and all scenery and props are in place.


Appendix K – Shakespearean Sayings Directions: Write down what you think the following Shakespearean sayings mean in a complete sentence.

1. Apple of her eye: ______________________________________________________________________________________________________________________________

2. Bated breath: ______________________________________________________________________________________________________________________________

3. Budge an inch: ______________________________________________________________________________________________________________________________

4. Eating me out of house and home: ______________________________________________________________________________________________________________________________

5. Eyesore: ______________________________________________________________________________________________________________________________

6. For goodness’ sake: ______________________________________________________________________________________________________________________________

7. The game is up: ______________________________________________________________________________________________________________________________

8. Good riddance: ______________________________________________________________________________________________________________________________

9. Laughingstock: ______________________________________________________________________________________________________________________________

10. To thine own self be true: ______________________________________________________________________________________________________________________________

11. Suit the action to the word: ______________________________________________________________________________________________________________________________

12. Such stuff as dreams are made on: ______________________________________________________________________________________________________________________________

13. Neither rhyme nor reason: ______________________________________________________________________________________________________________________________

14. Tower of Strength: _______________________________________________________________

15. What’s done is done: _______________________________________________________________


Appendix L Journal Cover

Midsummer Night’s DreamResponse Journal

Name________________________2005 Core Knowledge National Conference Saturday Presentation, Grade Level 26

Appendix M Journal Response

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


Response Journal

Response Journal

Appendix N Journal Rubric

A Midsummer Night’s Dream Journal RubricCategory 4 3 2 1Focus on Topic (Content)

There is one clear, well-focused topic. Main idea stands out and is supported by detailed information.

Main idea is clear by the supporting information is general.

Main idea is somewhat clear, but there is a need or more supporting information.

The main idea is not clear. There is a random collection of information.

Support for Topic (Content)

Relevant, telling quality details give the reader important information that goes beyond the obvious or predictable.

Supporting details and information are relevant, but one key issue is unsupported.

Supporting details and information are relevant, but several portions are unsupported.

Supporting details and information are typically unclear or not related to the topic.

Adding Personality(Voice)

The writer seems to be writing from knowledge or experience. The author has taken the ideas and made them “his/her own”.

The writer seems to be drawing on knowledge or experience, but there is some lack of ownership of the topic.

The writer relates some of his own knowledge, but it adds nothing to the discussion of the topic.

The writer has not tried to transform the information in a personal way.

Flow & Rhythm (Sentence fluency)

All sentences sound natural. Each sentence is clear and has obvious emphasis.

Almost all sentences sound natural when read aloud, but 1 or 2 are stiff and awkward.

Most sentences sound natural when read aloud, but several are awkward or are difficult to understand.

The sentences are difficult to read aloud because they sound awkward or difficult to understand.


Appendix O1 – Journal QuestionsAct One:1. According to Lysander, “The course of true love never did run smooth.” Agree or disagree with this with this quote by using supporting evidence from the play, your life, TV or movies.

2. Helena tells her best friend’s secret to Demetrius. Was it wrong of her to do this? Have you ever told a secret? How did it make you feel? Did the person whose secret you told find out? What were the consequences of this?

3. Hermia and Lysander believe they have no choice except to run away together so they can get married. Discuss the pros and cons of running away from a problem. Do you think Hermia and Lysander made the right choice? What else could they have done?

Act Two:

1. Puck has a magic flower that has the power to make someone fall in love with whoever he/she sees. What would you do with a flower such as that? Who would you use it on and why?

2. How do you feel about Oberon playing the trick on Titania just to get what he wants? Have you ever tried to manipulate someone just to get what you want? How did you feel about that and what were the consequences?

3. Even though Demetrius loves Hermia and not Helena, Helena still goes after him and follows him around. Why do you think not being able to have something makes it more desirable?

Act Three:

1. Puck turns bottom into a creature with the head of a donkey. If you had the power to turn people into animals or plants how would you use it? Who would you use it on and what would you change him/her into? Write a fictional description of this event and its consequences.

2. Titania falls in love with Bottom after he is turned into a donkey. Write what you think might have happened if the spell on Titania had not been broken. What difficulties would they face? Would the fairies accept them?

3. Hermia becomes greatly jealous of Lysander’s sudden love of Helena. Write about a time you felt jealous over a family member’s or friend’s attention. What makes people jealous? What are some ways to deal with jealously?


Appendix O2 Journal QuestionsAct Four:

1. Oberon decides to fix the mistakes he made with the magic flower. If you had a magic flower that could fix the problems of the world, how would you use it? What are some of the things you would fix and why.

2. Lysander and Hermia break the law by running away to get married. Is it ever okay to break the law? Under what circumstances would that occur? Where Lysander and Hermia right in their actions? Would you have done the same thing?

3. When Titania doesn’t give Oberon the Indian child, Oberon manipulates her in order to get his own way. List several compromises or solutions could use to settle their problem without manipulation.

Act Five:

1. The actors in the play The Most Lamentable Comedy and Cruel Death of Pyramus and Thisby are very nervous about performing the play for the Duke and Duchess. Write about a time when you had to perform or speak and were very nervous. How did you feel in front of the crowd? How did you get through it?

2. Of the three marriages that happen at the end of the play which one was the most stable? Why? List the positive and negative aspects of the three marriages.

3. The play Pyramus and Thisby is unprofessional at best. Write a review of the play like a theater critic would. Discuss the characters, situations and settings and how they made the play a disappointment.


Appendix P – List of FoodsWhole cold baked chicken or turkey legs

Red and green grapes

Loaves of uncut bread

Sliced oranges

Apples

Pears

Melon

Figs (dried)

Hard boiled eggs

Olives

Red or white grape juice

Apple juice

cheese


Appendix Q – Note to Parents

Dear Parents:

To conclude our unit over “A Mid-Summer Night’s Dream”, your student will be

participating in an Elizabethan Feast and Festival on ____________(DATE)______.

We are asking that your student please bring the following item _______________(food

item chosen to bring)_____ by

___________________________(DATE)___________________________________.

Thank-you,

(Names)


Appendix R– Diagram of classroom set up for the feast

2005 Core Knowledge National Conference Saturday Presentation, Grade Level

King, Queen, & Jester

Students

Guests

33

Appendix S – Script for Jester

Jester:Good morrow my lords and my ladies. Welcome to our Elizabethan Festival and

Feast. Would you please rise to greet King ____________________________ and Queen _______________________________.

Please raise your glasses to toast our king and queen!

Here! Here! And Huzzah!

Students: Huzzah!

Jester:You may be seated.

My lords and my ladies, we thank you for your kind attendance. We bid you adieu and good night!


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