• Read a line together:

  • • "I will roar that I will make the Duke say, 'Let him roar again. Let him roar again!'"

      • • • Scared

          • Excited

          • Annoyed

    • Onomatopoeia: a word that imitates the sound it describes

      • • • record this in your journals

    • Summary Act 1, Scene 2- whole class

      • • • I will read the first paragraph then I will take volunteers- raise your hand!

    • Who do you think will say "I will roar that I will make the Duke say, 'Let him roar again!"? Why?

    • Complete Activity page 4.1 Character Organizer together

    • Read Act 1, Scene 2 in breakout rooms

      • • Assigned groups (I will read the assigned roles out loud- write it in your notebook)

          • 1: Maxx, Aidan, Kevin, Palmer

          • 2: James, Laura, Lily, Talon

          • 3: Wyatt, Lila, Travis, Zoey

          • 4: Annabelle, Kylee, Jarumi, Dax

          • 5: Sayel, Aden, Cash, Ashly

          • 6: Austin, Heidi, Draelynn, Alias

          • Fill-in: Jax

            • • Before you read: Who is in this scene? Where are they? Is this the same place that Theseus met Egeus in Athens?

              • Page 22:

                • 1. How would you describe Bottom and Quince's relationship so far? Use the text to support your answer.

                • 2. Bottom says, "look to their eyes; I will move storms," what does he mean?

              • When a scene is not in verse (iambic pentameter is a form of poetry), it is in prose- plain, everyday writing.

              • Page 26:

                • 1. What does Bottom repeatedly ask for?

                • 2. What does that tell us about his character?

                • 3. How does Quince respond to Bottom the first time?

                • 4. How does Quince respond to Bottom the second time? Is his response different the second time?

                • 5. What does this tell us about the relationship between Quince and Bottom?

              • Page 28:

                • 1. How does the argument between Bottom and Quince end?

                • 2. What will these characters do next?

    • Writing: Activity 4.2

CKLA Unit 7, Lesson 5: I can examine Act 1, Scene 2 & demonstrate an understanding of the text by answering key questions & making inferences about the characters in the play (RL 5.10).

• Practice poses and assign them to characters- decide if you want help from Bottom or Quince with household tasks.

• Complete #1 with the class on Activity 5.1, work with breakout teams to complete the rest of the worksheet; review answers (everyone should have it correct!)

• Practice making poses of your characters in the play as lines are read in the play- record answers on Activity 5.2.

• Submit pictures of your work in Google Classroom or your work is incomplete. This will impact your grade!

I can compare characters in A Midsummer Night’s Dream using evidence from Act 2, Scene 1. [RL.5.3]

Read: Act 2, Scene 1a in the Hub (CKLA Readers)

Notes for your journal:

https://docs.google.com/document/d/1bzaP3DBpW6FODXE7PRxwtGdw_l83iES4iCGRGBaqVWU/edit?usp=sharing

Complete pages 6.1, 6.2, and 6.3- submit the images in your assignment on Google Classroom

*6.1 is pictured below (complete and everything!)