A/B Day:

1. Finish watching Act 1 and review Act 1

2. Review reading, continue Act 2

3. Review: Iambic pentameter: da DUM da DUM da DUM da DUM da DUM

blank verse: unrhymed iambic penameter

catalectic trochaic tetrameter:

Catalectic Trochaic Tetrameter consists of a stressed syllable followed by an unstressed syllable,

| DUM da | DUM da | DUM da | DUM |

cat·a·lec·tic: (of a metrical line of verse) lacking one syllable in the last foot.

4. Discussion of reading

• How did you see the interpretation for which you decided to read reflected in the text?
• Is Hermia in love with Lysander simply because it isn't allowed?
• Which social class is the focus of the play? Why? Is there a big distinction between classes?
• What is the purpose for the play within the play? Is Shakespeare trying to draw attention to what his actors really do or what is required of the audience in their imagination? Or is he juxtaposing his professional actors with mechanics? Why mechanics?
• Describe the role of the character "Bottom."
• How does the structure of the lines change as we move from Theseus to the workers?
• Notice change in rhythm of the fairies (Catalectic Trochaic Tetrameter= DUM-da, DUM-da, DUM-da, DUM-da)
• Notice change in rhythm of the fairies (Catalectic Trochaic Tetrameter= DUM-da, DUM-da, DUM-da, DUM-da)
• Helena in lines 238-240 gives examples of stories where the weak pursue the strong.
• What is the interest of wanting what you can't have?
• What is the connection in the text between love and logic?
• What does Shakespeare suggest about logic and human kind?
• What is the meaning of the dream Hermia has?

5. How to quote Shakespeare (think about verse vs. prose)

Homework: Quiz on Act 2 next class. Write an essay on how structure contributes to meaning (due 23/24)