Lesson Plan

A Mid Summer Night's Dream by William Shakespeare

I. Objectives/NCTE Learning Programs:

Students will demonstrate their understanding of plot sequencing and character development by noting character traits throughout the play and developing a comic strip for a scene within Shakespeare's A Mid Summer Night's Dream.

1. Students read a wide range of print and non-print texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.


2. Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human experience.


3. Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.


4. Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and non-print texts.


5. Students develop an understanding of and respect for diversity in language use, patterns, and dialects across cultures, ethnic groups, geographic regions, and social roles.


6. Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.


7. Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).

II. Before Reading Activities

Prior to reading Shakespeare's A Mid Summer Night's Dream, students should know and understand the difference between comedies, tragedies, and histories. Shakespeare generally wrote plays that could fit into one of these categories, and plays within each category often share similarities. In this particular case, students should be aware of the characteristics many Shakespearian comedies include. His comedies often include an element of silliness. The characters and their problems are often ridiculous; thus, problems are often developed as a result of silly misunderstandings. For instance, in this play, magic plays a role in the love quandary between the four main characters. As a result, the play is silly, and it could easily resemble a comic strip. A fun starter activity might be to examine comic strips and their characteristics. First, brainstorm and find out what the students know; some students will know little to nothing about comic strips while others might be comic experts. It is important that students develop an understanding of comic strips prior to reading the play, so that they may interpret the play in such a context and recreate a scene or an act after reading it.

III. During Reading Activities

Throughout reading the play, students should participate in active reading. They should write scene summaries to keep a detailed account of the action, and they should mark and make notes of physical characteristics and personality traits for each character. By doing so, students will be more prepared to easily create a comic strip after reading.

IV. After Reading Activities

Following the reading of the play, assign individual students or pairs of students with the task of creating a comic strip for either an act in the play or a scene in the play. Do not let students know which scene or act they will create the strip for prior to reading because they may not devote the same attention to plot detail and character development if they know which scene they are assigned to create a strip for before they begin reading. The teacher can decide whether or not students should create a comic strip that updates the scenario to modern day or mirrors the characters and events within the play exactly as they are presented by Shakespeare.

V. Assessment

The teacher should assess understanding by monitoring and collecting students' documentation/active reading throughout the play. The teacher should assess the comic strip based on its ability to accurately and descriptively portray the scene or act and its characters and on its visual appearance.