In math classrooms, we learn that a triangle has congruent sides. But what happens when we try to describe the sides of a love triangles? Students will quickly connect to seeing this foolishness on talk shows such as Jerry Springer or Maury where men and women fight so hard for the people they love. So what makes this use of loving so exciting?
A love triangle offers suspense or drama to a situation. Just like the Jerry Springer show, so many people laugh and enjoy the mockery of how the power of love can be portrayed in foolish ways. Since the main conflict of this play develops around a love triangle, students will respond to the following question on the board
If you live in a time were marriages were arranged by your parents, would you go ahead and marry the man/woman? If not, why would you reject the marriage?
Students will be given time to respond to warm-up. At the end of this section, students can volunteer to share-out their responses out to the class. Out of the classes doing this lesson, 100% of students agreed that they would NOT marry a man or woman chosen by their parents.
Students are understanding that this play develops around a love triangle. Now it's time to develop the plot of the story to understand all of its parts. As a class, we will review the elements of plot by completing link on the SMARTBOARD.
Students understand that the developing of a story's plot is portrayed through the action of the characters in a story. Using this interactive resource allows us to place each plot element in its correct spot to understand the impact of knowing how this love unfolds from beginning to end of the story.
For the remainder of class, students will put the pieces of Shakespeare's play back together. Remember that students have not seen or heard the play up until this point so we will complete this part of the lesson in two ways. Students will get in groups of four to put the pieces in order. Because we are looking at a comedy, it is essential that students know that its mockery impacts something in real life.
The pieces students are using for this activity are different answers in the story. Once students have worked long enough on their plot diagram, I show them an animated clip of the play. As students watch the clip, I will pause periodically to give them time to discuss the major events seen in the play.
Once the clip is shown, students will work to rearrange the pieces on their plot diagram. For students to be successful with accurately charting the events of the story, there are 6 events under the Exposition, 7 events under the Rising Action, 1 event under the Climax, 18 events under the Falling Action, and 4 events under the Resolution. As students work on this plot diagram activity, I will address questions and check over responses prior to students gluing them in the appropriate spot. Check out students working with teacher on diagram to see the helped I gave to one group during this activity. By the end of class, students will have an initial understanding of this play and how the author feels about love.
As students prepare to leave the class, I place the following prompt on the board
If you were the King during this time, what punishment would you give Hermia, Demetrius, Lysander, and Helena for following their hearts and running away for love?
I want to make sure students understand the influence of the time period and why Shakespeare would create a comedy about love. While this activity served as a check point for students' understanding, see one student response to the exit ticket. As students move further along in the text, they will begin to understand why the author chooses love as a means to confuse and build suspense in this comedy.