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ELA G8:M2B:U2

Case Studies: “What Fools These Mortals Be”

Each unit is made up of a sequence of between 5-20 lessons. The “unit at a glance” chart in the curriculum map breaks down each unit into its lessons, to show how the curriculum is organized in terms of standards address, supporting targets, ongoing assessment, and protocols. It also indicates which lessons include the mid-unit and end-of-unit assessments.

Lesson 1Characters and Consequences

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can analyze the development of a theme or central idea throughout the text (including its relationship to the characters, setting, and plot). (RL.8.2)
  • I can analyze how specific dialogue or incidents in a plot propel the action, reveal aspects of a character, or provoke a decision. (RL.8.3)
  • I can analyze how specific events create consequences that propel the action of the play.
  • I can analyze how specific dialogue reveals aspects of a character.
  • I can determine the meaning of words and phrases in a text.
  • A Midsummer Night’s Dream structured notes, 3.2.90-123 (Unit 1, Lesson 17 homework)
  • Consequences flow chart
  • Written Conversation

Lesson 2Analyzing Character and Theme: Tracking Control in A Midsummer Night’s Dream

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can analyze how specific dialogue or incidents in a plot propel the action, reveal aspects of a character, or provoke a decision. (RL.8.3)
  • I can analyze how characters try to control one another in A Midsummer Night’s Dream.
  • A Midsummer Night’s Dream structured notes, 3.2.124–365 (from homework)
  • Three Threes in a Row note-catcher
  • Evidence of Control note-catcher
  • Three Three’s in a Row

Lesson 3Analyzing the Resolution of the Play: World Café Discussion

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can determine a theme or the central ideas of a literary text. (RL.8.2)
  • I can analyze how specific dialogue or incidents in a plot propel the action, reveal aspects of a character, or provoke a decision. (RL.8.3)
  • I can analyze the impact of word choice on meaning and tone (analogies or allusions). (RL.8.4)
  • I can analyze how characters try to control one another in A Midsummer Night’s Dream.
  • I can analyze the poetic language or verse in A Midsummer Night’s Dream.
  • I can analyze how characters’ words and actions reveal aspects of their character.
  • A Midsummer Night’s Dream structured notes, 3.2.366–493 (from homework)
  • A Midsummer Night’s Dream note-catcher: 2.2.90–163
  • Consequences flow chart
  • World Cafe

Lesson 4Analyzing How Shakespeare’s Play Draws upon Greek Mythology: Part 1

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can determine the meaning of words and phrases in a literary text (figurative, connotative, and technical meanings). (RL.8.4)
  • I can analyze the impact of word choice on meaning and tone (analogies or allusions). (RL.8.4)
  • I can analyze the connections between modern fiction, myths, traditional stories, or religious works (themes, patterns of events, character types). (RL.8.9)
  • I can express the gist of the story “Pyramus and Thisbe.”
  • I can use different strategies to identify the meaning of unfamiliar words and phrases in “Pyramus and Thisbe.”
  • I can analyze the word choice, tone, and meaning in the story “Pyramus and Thisbe.”
  • A Midsummer Night’s Dream structured notes, 4.1.1–87 and 4.1.131–193 (from homework)
  • Word Choice, Tone, and Meaning note-catcher: “Pyramus and Thisbe”
  • “Pyramus and Thisbe” structured notes
  • None

Lesson 5Reading Shakespeare: The Play within the Play

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can determine the meaning of words and phrases in literary text (figurative, connotative, and technical meanings). (RL.8.4)
  • I can analyze the connections between modern fiction and myths, traditional stories, or religious works (themes, patterns of events, character types). (RL.8.9)
  • I can analyze Shakespeare’s use of tragedy within a comedy.
  • I can explain why Shakespeare wrote the play “Pyramus and Thisbe” into A Midsummer Night’s Dream.
  • “Pyramus and Thisbe” structured notes (from homework)
  • Venn Diagram: Comparing and Contrasting Two Plays
  • A Midsummer Night’s Dream structured notes, 5.1.114–379
  • None

Lesson 6Analyzing How Shakespeare’s Play Draws upon Greek Mythology: Part 2

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can objectively summarize literary text. (RL.8.2)
  • I can analyze how specific dialogue or incidents in a plot propel the action, reveal aspects of a character, or provoke a decision. (RL.8.3)
  • I can identify the narrative structure of the myth “Pyramus and Thisbe.”
  • I can use the plot structure to summarize the myth “Pyramus and Thisbe.”
  • A Midsummer Night’s Dream structured notes, 5.1.114–379 (from homework)
  • “Pyramus and Thisbe” Narrative Structure
  • “Pyramus and Thisbe” Summary
  • Homework QuickWrite: The Thirst of the Lioness
  • None

Lesson 7Analyzing How Shakespeare’s Play Draws upon Greek Mythology: Part 3

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can cite several pieces of text-based evidence to support an analysis of literary text. (RL.7.1)
  • I can analyze the interaction of literary elements of a story or drama. (RL.7.3)
  • I can use a variety of strategies to determine the meaning of unknown words or phrases. (L.7.4)
  • I can cite specific text-based evidence to analyze a scene in Pygmalion.
  • I can determine the interaction of setting and character in a scene in Pygmalion.
  • I can use a variety of strategies to determine the meaning of unknown words in Pygmalion
  • Reader’s Notes: Pygmalion, Section 5 (from homework)
  • Mid-Unit 2 Assessment
  • Chalk Talk
  • Gallery Walk

Lesson 8Leaving the Play: All’s Well That Ends Well

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can cite several pieces of text-based evidence to support an analysis of literary text. (RL.7.1)
  • I can analyze the interaction of literary elements of a story or drama. (RL.7.3)
  • I can select high-quality texts to read independently. (RL.7.11a and b)
  • I can cite evidence from the play Pygmalion to analyze its plot and characters.
  • I can analyze how plot, character, and setting interact in Pygmalion.
  • Reader’s Notes: Pygmalion, Section 6 (from homework)
  • None

Lesson 9Mid-Unit 2 Assessment: Analyzing Narrative Structure and Author’s Craft: Part 1

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can determine a theme or the central ideas of a literary text. (RL.8.2)
  • I can analyze the development of a theme or central idea throughout the text (including its relationship to the characters, setting, and plot). (RL.8.2)
  • I can objectively summarize literary text. (RL.8.2)
  • I can analyze how specific dialogue or incidents in a plot propel the action, reveal aspects of a character, or provoke a decision. (RL.8.3)
  • I can determine the meaning of words and phrases in a literary text (figurative, connotative, and technical meanings). (RL.8.4)
  • I can analyze the impact of word choice on meaning and tone (analogies or allusions). (RL.8.4)
  • I can compare and contrast the structure of multiple texts. (RL.8.5)
  • I can analyze how different structures affect meaning and style of a text. (RL.8.5)
  • I can analyze the connections between modern fiction and myths, traditional stories, or religious works (themes, patterns of events, character types). (RL.8.9)
  • I can analyze figurative language, word relationships and nuances in word meanings. (L.8.5a)
  • I can identify the narrative structure of the myth “The Harvest That Never Came.”
  • I can use the plot structure to summarize the myth “The Harvest That Never Came.”
  • A Midsummer Night’s Dream structured notes, 5.1.380–455 (from homework)
  • Mid-Unit 2 Assessment: Analyzing Narrative Structure and Author’s Craft: Part 1
  • None

Lesson 10Mid-Unit 2 Assessment: Analyzing Narrative Structure and Author’s Craft: Part 2

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can determine a theme or the central ideas of literary text. (RL.8.2)
  • I can analyze the development of a theme or central idea throughout the text (including its relationship to the characters, setting, and plot). (RL.8.2)
  • I can objectively summarize literary text. (RL.8.2)
  • I can analyze how specific dialogue or incidents in a plot propel the action, reveal aspects of a character, or provoke a decision. (RL.8.3)
  • I can determine the meaning of words and phrases in literary text (figurative, connotative, and technical meanings). (RL.8.4)
  • I can analyze the impact of word choice on meaning and tone (analogies or allusions). (RL.8.4)
  • I can compare and contrast the structure of multiple texts. (RL.8.5)
  • I can analyze how different structures impact meaning and style of a text. (RL.8.5)
  • I can analyze the connections between modern fiction and myths, traditional stories, or religious works (themes, patterns of events, character types). (RL.8.9)
  • I can analyze figurative language, word relationships, and nuances in word meanings. (L.8.5a)
  • I can analyze an author’s word choice in an excerpt of A Midsummer Night’s Dream.
  • I can explain how Shakespeare has drawn upon a myth and rendered it new.
  • I can analyze the structures of two texts and explain how they contribute to the meaning of each.
  • Mid-Unit 2 Assessment: Author’s Craft: Analyzing Shakespeare’s Craft: Part 2
  • None

Lesson 11Analyzing the Model Essay: Studying Argument

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can write arguments to support claims with clear reasons and relevant evidence. (W.8.1)
  • I can identify the argument and specific claims in a text. (RI.8.8)
  • I can analyze how an author acknowledges and responds to conflicting evidence or viewpoints. (RI.8.6) 
  • I can explain what it means to write a coherent argument essay with appropriate structure and relevant evidence.
  • I can analyze the argument in a model essay.
  • I can analyze how the author of the model essay acknowledges and responds to a counterclaim.
  • Supporting Evidence-Based Claims graphic organizer
  • QuickWrite
  • None

Lesson 12Writing an Argument Essay: Evaluating the Model and Crafting a Claim

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can write arguments to support claims with clear reasons and relevant evidence. (W.8.1)
  • I can produce clear and coherent writing that is appropriate to task, purpose, and audience. (W.8.4)
  • I can cite text-based evidence that provides the strongest support for my analysis of literary text. (RL.8.1) 
  • I can craft the claim of my argument essay based on the strongest evidence.
  • I can choose relevant and compelling reasons to support the claim I am making in my argument essay.
  • QuickWrite (from homework)
  • Exit ticket
  • None

Lesson 13Writing an Argument Essay: Peer Critique

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can write arguments to support claims with clear reasons and relevant evidence. (W.8.1)
  • I can produce clear and coherent writing that is appropriate to task, purpose, and audience. (W.8.4)
  • With support from peers and adults, I can use a writing process to ensure that purpose and audience have been addressed. (W.8.5)
  • I can select evidence from literary or informational texts to support analysis, reflection, and research. (W.8.9)
  • I can use correct capitalization, punctuation, and spelling to send a clear message to my reader. (L.8.2)
  • I can critique my partner’s use of evidence using criteria from A Midsummer Night’s Dream Argument Rubric.
  • I can revise my work by incorporating helpful feedback from my partner.
  • I can write an organized argument essay about A Midsummer Night’s Dream.
  • I can use correct punctuation in my Quote Sandwich.
  • Supporting Evidence-Based Claims graphic organizer (from homework)
  • Quote Sandwich for Peer Critique
  • Exit ticket
  • Peer Critique
  • Praise-Question-Suggest

Lesson 14Writing an Argument Essay: Planning the Essay

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can write arguments to support claims with clear reasons and relevant evidence. (W.8.1)
  • I can produce clear and coherent writing that is appropriate to task, purpose, and audience. (W.8.4)
  • I can select reasons and support them with evidence to support my claim about A Midsummer Night’s Dream.
  • I can explain how the details develop the reasons that support my claim.
  • I can acknowledge and respond to a counterclaim.
  • Exit ticket
  • None

Lesson 15End of Unit 2 Assessment, Part 1: Drafting the Argument Essay

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can write arguments to support claims with clear reasons and relevant evidence. (W.9.1)
  • I can produce clear and coherent writing that is appropriate to task, purpose, and audience. (W.8.4)
  • I can select evidence from literary or informational texts to support analysis, reflection, and research. (W.8.9)
  • I can write an organized argument essay about A Midsummer Night’s Dream.
  • In my essay, I can support my claim with reasons, details, and quotes from the play.
  • In my essay, I can explain how the details develop the reasons that support my claim.
  • In my essay, I can acknowledge and respond to a counterclaim.
  • A Midsummer Night’s Dream essay planner (from homework)
  • Essay draft
  • None

Lesson 16Launching the Performance Task: Prompt, Characters, Groups

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can analyze the development of a theme or central idea throughout the text (including its relationship to the characters, setting, and plot). (RL.8.2)
  • I can effectively engage in discussions with diverse partners about eighth-grade topics, texts, and issues. (SL.8.1)
  • I can work effectively with a group to create group norms to make group discussion and collaborative work productive and enjoyable.
  • I can work effectively with a group to prepare to write a character confessional narrative.
  • Exit ticket
  • Think-Write-Pair-Share

Lesson 17Planning the First Draft of the Character Confessional Narrative

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can write narrative texts about real or imagined experiences using relevant details and event sequences that make sense. (W.8.3)
  • I can create poetry, stories, and other literary forms. (W.8.11b)
  • I can analyze a model narrative to generate criteria for an effective narrative of my own.
  • I can plan for a first draft of my character confessional.
  • Character Confessional Narrative Planner
  • None

Lesson 18End of Unit 2 Assessment, Part 2: Revise Essay Drafts

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • With support from peers and adults, I can use a writing process to ensure that purpose and audience have been addressed. (W.8.5)
  • I can use correct grammar and usage when writing or speaking. (L.8.1)
  • I can use correct capitalization, punctuation, and spelling to send a clear message to my reader. (L.8.2)
  • I can use feedback from others to revise and improve my essay.
  • I can use correct grammar and punctuation in my essay.
  • Revised essay
  • None

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