Reflection: Pacing Queen Mab: Analyzing How a Childlike Fantasy Turns Dark and Twisted - Section 2: Queen Mab

 

At the end of class, a student told me, "Today was boring. Tomorrow can we go back to the other way?" Hmm. I wasn't quite sure what "the other way meant." I still don't, really, except that I think she wants to read faster, possibly because this particular student really wants Romeo to meet Juliet. But she had me thinking, nonetheless: Was the activity appropriate and engaging?

I know that I have at least one opponent, but I do think today "worked." We spent one class period on the scene, wherein they developed an understanding of the importance of dreams and gained some understanding of Mercutio's mercurial character, without harping on any particular detail. In the past, I have read through the whole scene and then I asked students to draw. While the illustrations are usually good drawings, they did not show a true understanding of Queen Mab; they were more an image of a quintessential fairy. At the very least, I am confident that they understand more of what she looks like and what she does. Tomorrow, I will gain a better sense of their abstract understanding of her, when we discuss their homework.

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  Pacing: Sentence by Sentence
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Queen Mab: Analyzing How a Childlike Fantasy Turns Dark and Twisted

Unit 14: Romeo and Juliet Act 1: Character Introduction and Analysis
Lesson 7 of 10

Objective: SWBAT cite strong and thorough textual evidence to support analysis of what the text says explicitly by illustrating Mercutio's Queen Mab monologue.

Big Idea: With analysis, we see how Queen Mab is not merely mischievous, but exhibits malicious undertones.

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3 teachers like this lesson
Subject(s):
English / Language Arts, Shakespeare, Literary Response and Analysis, 9th, Romeo and Juliet, illustration, quotations
  60 minutes
mab11
 
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