1. A Midsummer Nights Dream
A close look at Act II, scene 2

2. Reading
Have a volunteer to read Lysander and one to read Hermia. Have them simply read the lines—give them no instructions.
After they have read the lines, have them discuss what is happening in this section. Straight plot.
Pages 57 and 59

3. Changing the meaning
How does the content shift if Lysander is naïve and innocent while Hermia is seductive?
Let’s read it and see 
Have two new volunteers read it with these new guidelines…
Afterward, discuss the changes

4. Changing the meaning
How does the content shift if Lysander is generally smitten while Hermia is being coy?
Let’s read it and see 
Have two new volunteers read it with these new guidelines…
Afterward, discuss the changes

5. Ambiguity Shakespeare uses ambiguity in these 30 lines
Why may this be?
What challenges does it create for…
the reader?
the play’s director?
an actor?
Discuss the above items

6. Ambiguity in Acts III-V
As you read Acts I-II, did you note instances that were ambiguous?
When you read Acts III-V note ambiguous moments.
Always be sure to ask yourself WHY Shakespeare has created each abstruse moment in the play.
Why?
Discuss the above items

7. Reading
Have a volunteer to read Puck’s (Robin’s) soliloquy
Then, have students chat briefly with his/her neighbor about what each came up with.
Page 59

8. Close Reading Question
For Monday: answer the following question in a well-written, extended paragraph.
How do the literary devices in Robin Goodfellow’s soliloquy contribute to ___ ?
You’ll first need to determine what constituent fits in the blank.
FYI: There are a variety of answers here—if you can prove it, then you are ‘right’.
This will be your ‘ticket in the door’ on Monday.
Also, all of Act III should be read by Monday
You may want to discuss with students the importance of using textual examples.
Whatever time they have at the end of the hour should be used to start their paragraph