Reading Lesson: Blocking

1. Context: 10th grade mixed ability English. Suburban setting with mixed socioeconomic and
cultural backgrounds. Mixed male and female students.
2. Broad, Lifelong Goals/Rationale: Students will learn how to identify and interpret implied
blocking in A Midsummer Nights Dream. This will prepare students to examine other plays
for implied. This is important because it allows students to understand how playwrights,
directors, and actors think about how the script determines the blocking, and how blocking is
used.
3. Daily Objective:
Students will identify and interpret verbs in dialogue that imply blocking.
Students will collaborate together to identify implied blocking, and to perform a
scene from A Midsummer Nights Dream.
4. Common Core Standard:
CCSS.ELA-LITERACY.L.9-10.3
Apply knowledge of language to understand how language functions in different
contexts, to make effective choices for meaning or style, and to comprehend more
fully when reading or listening.
CCSS.ELA-LITERACY.RL.9-10.1
Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences draw from the text.
CCSS.ELA-LITERACY.SL.9-10.1
Initiate and participate effectively in a range of collaborative discussions with diverse
partners on grades 9-10 topics, texts, and issues, building on others ideas and
expressing their own clearly and persuasively.
5. Assessment/Outcomes:
An informal assessment will take place during the guided practice. Students will be
able to collaborate in order to identify and interpret implied blocking. The teacher
will observe how well the students can identify and interpret implied blocking though
monitoring group discussions and checking student notes. The teacher will use the
Shakespeare Blocking Discussion evaluation sheet to check that all students are
participating and writing notes in their text.
A formal assessment will be given through a performance. Working in groups,
students will perform a scene from A Midsummer Nights Dream. This assignment
requires that students identify and interpret implied blocking from the lines of the
scene. This will further prove the students understanding of and ability to identify
implied blocking through the verbs in the scene. See attached A Midsummer Nights
Dream Performance assignment sheet for the criteria and rubric for the assignment.
6. Blooms Taxonomy:

Identify: Students will identify verbs that imply blocking in a play.

Interpret: Students will interpret the verbs in order to create blocking.
Collaborate: Students will collaborate together to perform a scene from A Midsummer
Nights Dream.
Perform: Students will use the implied blocking that they identify to perform a scene
from A Midsummer Nights Dream.

7. Language Requirements:
Blocking
Imply
Interpret
8. Materials: Silent reading book, journal, post-it notes, pencil, A Midsummer Nights Dream
(line numbers determined by Folger edition),Blocking Definitions Word document,
anticipation video (link below), Shakespeare Blocking Discussion evaluation sheet, and A
Midsummer Nights Dream Performance assignment sheet/rubric.
9. Methods:
Silent Reading:
Students will silently read their independent reading book.
The teacher will read a book as well in order to model behavior, and monitor
classroom to make sure students stay on task.
(10 minutes)
Minilesson:
Anticipation:
The teacher will play a clip from the theatrical performance of A
Midsummer Nights Dream.
o https://www.youtube.com/watch?v=2SQvgZRBvq8
o MasterWorks Festival (2006) performance of A Midsummer
Nights Dream.
o Play 4:30-6:30
o Egeus , Hermia, Lysander, and Demetrius enter the room. Egeus is
telling Theseus that he has promised Hermia to Demetrius;
however, Hermia has fallen in love with Lysander. Egeus is asking
Theseus uses the law to punish Hermia if she does not listen by
sending her to a nunnery or putting her to death.
The teacher will prompt discussion of the movement of the actors.
o Begin the discussion by pointing out where each actor is
positioned. Egeus is standing in the center because he is trying to
appeal to Theseus and Hermia. Hermia is sitting down which
shows her as weaker. Lysander and Demetrius step forward when
called upon by Egeus.

The teacher will explain that the actors lines, especially verbs, can give
hints to how the actors should move around the stage.
(5 minutes)
Overview:
The teacher will project a word document onto the screen to present the
students with the definitions of blocking, imply, and interpret.
Blocking:
o Student Definition: Determining which side the actors enter/exit
on. Determining where, when, are how an actor sits, stands, walk,
etc. This is determined by the director and written in the script.
o Academic Definition: The precise indications of where actors are
to move, moment by moment, during the performance. Often this
is worked out on paper by the director beforehand (Theatre: Brief
Version by Robert Cohen, page G-2).
Imply:
o Student Definition: Giving information, or saying something, that
is not explicit (explicit learned in previous lesson).
Example: I cant walk because I fell down.
Implies that the person hurt their leg when they fell.
o Academic Definition: To express (something) in an indirect way:
to suggest (something) without saying or showing it plainly
(Merriam-Webster Dictionary Online).
Interpret:
o Student Definition: Using your own thoughts to help your
perform something.
o Academic Definition: To perform (something, such as a song or
a role) in a way that shows your own thoughts and feelings about
it (Merriam-Webster Dictionary Online).
o The teacher should explain that interpret has other meanings;
however, this is the definition that we will be using during this
lesson.
The teacher will read the definitions aloud while students copy the
definitions into their journals.
The teacher will explain that the verbs in the dialogue of the play can help
determine the blocking. Because this movement is not explicitly stated as
stage direction (learned in previous lesson), this movement is implied. The
implied blocking help directors and actors to determine how they interpret
and perform the play.
(5 minutes)
Modeling:
The teacher will begin to read a scene aloud from A Midsummer Nights
Dream.

o 1.1.113-129
Theseus is explaining that he has heard accusations against
Demetrius and that he will talk to Egeus and Demetrius
privately.
The teacher will stop to think aloud the verbs that imply blocking.
o Example: With duty and desire we follow you (1.1.129).
Egeus and Demetrius will leave behind Theseus and
Hippolyta. This is determined by the verb follow.
(5 minutes)
Guided Practice:
The teacher will divide the students into groups of four.
Each group will be assigned a scene from A Midsummer Nights Dream.
o Group 1
2.1.151-194
Robin and Oberon talk.
o Group 2
2.1.195-251
Demetrius and Helena talk.
o Group 3
2.2.1-71
Hermia and Lysander are walking through the
woods, and they stop to rest.
o Group 4
3.2.43-124
Hermia and Demetrius are talking. Oberon realizes
that Robin made a mistake.
o Group 5
3.2.181-227
Hermia, Helena, Lysander, and Demetrius argue.
o Group 6
228-280
Hermia, Helena, Lysander, and Demetrius argue.
Students should read through the scene and discuss the implied blocking.
o Example:
Fair love, you faint with wandring in the wood (2.2.41).
Hermia has fallen down and is tired from walking.
Students should write these directions in their books or use post-it notes.
The teacher will walk around the classroom to listen to and discuss with
groups.
The teacher will check, using the Shakespeare Blocking Discussion
evaluation sheet, that all students are participating in discussion and have
notes written in their book, journal, or on post-it notes.

(15 minutes)
Application:
After the class has finished reading the play, students will perform a scene
from A Midsummer Nights Dream.
The teacher will pass out the A Midsummer Nights Dream Performance
assignment sheet/rubric.
The teacher will explain that they are to work with their already assigned
group and scene to identify implied blocking, use explicit stage directions
(learned previously) and perform a scene in front of the class.
Students should write these movements in their book or on post-it notes.
Using the notes they have taken, students will decide how to move and
position themselves during their performance.
Each student will be assigned a role for the performance. Students can
choose their own roles unless an issue arises.
Students should try to memorize their lines for the performance; however,
put more effort into the movement.
Students will be peer evaluating their group members, on a separate sheet
of paper, after they have performed.
Students will be given time in class to prepare and practice their
performance while reading the play.
o Two days will be given to prepare notes on blocking and discuss
plans.
o Two days will be given to rehearse.
(5 minutes to explain assignment)
Closure and Announcements:
The teacher will end the lesson by asking students if they have any questions about
the lesson or homework.
The teacher will end class by delivering any classroom or school announcements.
(5 minutes)
10. Adaptations: By participating in a whole class discussion, students have a chance to share
and discuss thoughts with the teacher or peers. Students will share and explain ideas with
peers in the application assignment for better understanding. For students with special needs,
I will allow them to work with an intervention specialist to complete the assignment as well
as individual conference time with me for guidance, help, and better understanding. I will
also allow ELL students individual conference time with me for guidance, help, and better
understanding. For students with vision problems, I will allow them to sit closer to the
screen.
11. Possible Problems and Solutions: A potential problem could occur through lack of
participation in group work. This could be solved by the teacher monitoring the classroom,
making sure that everyone is taking notes, and assigning roles for the application assignment.

Another problem could be that some students do not bring their books. This could be solved
by the teacher having extra copies of the book or students sharing. In this case, the students
should write their notes in their journal.

Blocking Definitions
Blocking: Determining which side the actors enter/exit on. Determining where,
when, are how an actor sits, stands, walk, etc. This is determined by the
director and written in the script.
Imply: Giving information, or saying something, that is not explicit.
Interpret: Using your own thoughts to help your perform something.

Shakespeare Blocking Discussion

For each student, check the boxes to document participation during
discussion and notes on stage direction/blocking.
()=Active participation/5-4 points
(+)=Some participation/3-2 points
(-)=Little or no participation/1-0 points

Student

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

Participation
in
Discussi
on (5
Points)

Blockin
g
Notes
(5
Points)

Additional Comments

11.

12.

13.

Student

14.

15.

16.

17.

18.

19.

20.

21.

22.

Participation
in
Discussi
on (5
Points)

Blockin
g
Notes
(5
Points)

Additional Comments

23.

24.

25.

A Midsummer Nights Dream

Performance
With your assigned group, you will perform a scene from A Midsummer Nights
Dream. In order to perform, you will need to identify and interpret the explicit stage
directions and implied blocking.
Each member of the group should perform a role in the scene, memorize your lines,
contribute to the directing of the scene, and each member will be responsible for
their own notes in the text.
Groups will have two days to prepare and plan groups performance, and you will
have two days to rehearse in class.
After you have performed, evaluate your group members, on a separate sheet of
paper, on a scale of 1-5 (5=the best/1=the worst). Explain why you gave each
group member that rating.
5-4 Points

3-2 Points

Performanc
e/
Movement

The student moves

according to explicit
stage directions; the
student moves
according to implied
block, and
movement is
appropriate to the
scene.

The student moves

most of the time
according to explicit
stage directions; the
student moves most
of the time according
to implied blocking,
and movement is
appropriate to scene.

Memorizati
on of
Lines

The student has all

lines memorized.

Preparedne
ss

The student is
completely prepared
and has obviously
rehearsed.

Notes in
Text
Peer
Evaluation

Many notes for stage

direction and
blocking were in
text.
Peers felt that you
contributed a lot to

The student has

most lines
memorized.
The student is
somewhat prepared,
but it is clear that
rehearsal was
lacking.
A few notes for stage
direction and
blocking were in
text.
Peers felt that you
somewhat

1-0 Points
The student moves
few to no times
according to explicit
stage direction; the
student moves few
to no times
according to implied
blocking, or
movement is not
appropriate for
scene.
The student has little
to no lines
memorized.
The student does not
seem at all prepared
to perform.
Little to no notes for
stage direction and
blocking were in
text.
Peers felt that you
did little to

the group.

Total Score=_________/25
Additional Comments:

contributed to the
group.

contribute to the
group.