Analyzing Themes and Story Elements in the Classic Love Story, "Pyramus and Thisbe" - | CPALMS.org


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Resource ID#: 41726


Primary Type: Lesson Plan


Analyzing Themes and Story Elements in the Classic Love Story, "Pyramus and Thisbe"

"Pyramus and Thisbe" is a tragic love story in which two lovers are separated by forces seemingly beyond their control. This lesson guides students through an analysis of the story elements and how they function together to create a theme. A plot diagram helps students to analyze this classic story after the teacher models analysis using the familiar children’s story, Cinderella. Students will write a response analyzing how the plot elements and symbols develop the story's themes.


General Information

Subject(s): English Language Arts
Grade Level(s): 9
Intended Audience: Educators
Suggested Technology: Document Camera, Computer for Presenter, Computers for Students, Internet Connection, Interactive Whiteboard, LCD Projector, Speakers/Headphones
   
Instructional Time: 3 Hour(s)
 
Freely Available: Yes
Keywords: mythology, symbols, symbolism, Pyramus and Thisbe, plot, exposition, rising action, climax, resolution, setting, irony, dramatic irony, characters, love, tragedy, Ovid, narrative poem, themes, text evidence
Instructional Design Framework(s): Direct Instruction, Writing to Learn
Resource Collection: General Collection

Attachments

answerkey_cinderellaplotdiagram2024.docx
plot diagram pyramus and thisbe answerkey.docx
plot diagram pyramus and thisbe studentcopy.docx
pyramusandthisbewritingassessment2024.docx
samplestudentessay_pyramusthisbe2024.docx

Lesson Content

  • Lesson Plan Template:
    General Lesson Plan
  • Learning Objectives: What should students know and be able to do as a result of this lesson?

    Students will be able to:

    • analyze how story elements add layers of meaning and develop a theme.
    • integrate academic vocabulary of literary elements in a written response supported by text evidence.
    • actively engage in collaborative discussions posing questions, elaborating, and responding to questions on a topic.
  • Prior Knowledge: What prior knowledge should students have for this lesson?

    • Students should be familiar with:
      • The literary terms listed below.
        • Myth
        • Symbols
        • Setting
        • Conflict
        • Theme
        • Dramatic Irony
        • Plot, Exposition, Rising Action, Climax, Resolution
      • Writing multi-paragraph responses.
      • Using word processing software.
      • Citing text evidence to support responses.
  • Guiding Questions: What are the guiding questions for this lesson?

    • What is the theme of "Pyramus and Thisbe"?
    • What role do these literary elements play in developing the theme the story?
  • Teaching Phase: How will the teacher present the concept or skill to students?

    Part 1

    1. Ask students to generate a list of titles on notebook paper of any classic or current love stories they know. After two or three minutes of silent independent recall, ask students to share while you list as many titles on the board or chart paper as possible. Emphasize that love stories are very common across all cultures and all historical periods, making love a universal topic/subject.
    2. Tell students you are going to look at a famous love story entitled Cinderella. If not all students are familiar with the story, the teacher or students can provide a summary of the story.
    3. Review the terms with students before completing the plot diagram. Display an anchor chart with the terms. Students should have previously been introduced to the terms and may have notes in their notebooks.
      • Plot: order of events in a story
      • Conflict: involves a struggle between two opposing forces, usually a protagonist and an antagonist
      • Exposition: part of story that introduces background information
      • Setting: the historical moment in time and geographic location in which a story takes place
      • Rising Action: a series of obstacles that complicate the conflict (secondary conflicts)
      • Climax: marks a change for the worse in the protagonist's affairs, may go from good to bad or from bad to good for protagonist at this point
      • Resolution: resolves the plot, after the climax (an unraveling of the plot)
    1. Guide the whole class to complete the plot diagram using available technology based on Cinderella. The teacher may decide to have students observe only or draw a plot diagram in their notebooks. Ask for student assistance as you fill in the boxes. Be sure to prompt students to provide explanations for their answers as they make suggestions for what should go in each spot. Remind them to refer to the vocabulary words reviewed during Step 3 in their explanations. See attached answer key for Cinderella plot diagram.
    2. Review the term, universal theme: A universal theme is an idea that applies to anyone, anywhere, regardless of cultural differences. Ask students to share themes in Cinderella and how looking at the plot helps to see how they are developed by the author. Possible themes: Kindness overcomes evil; kindness is rewarded; evil results in disappointment.
    3. Next, tell students they are about to read a classical ancient Greek love story, "Pyramus and Thisbe" and complete their own plot diagram based on this new story on the back side of the handout.
    4. Access and show students the wood carving depicting the story available at https://www.quia.com/files/quia/users/bbynu8/Myths/Pyramus___Thisbe_(wood). Based on the wood carving, ask students to predict what might happen in the story of "Pyramus and Thisbe", and have three or four students share out their predictions. Jot their predictions on the board. If they notice objects that may be symbols, jot those down as well.
    5. Refrain from telling the story to the students to create a sense of mystery/anticipation for the reading. Explain that this is a story that has been told by many authors since ancient times with different twists. Mention that Shakespeare told a variation of this story as part of his famous love story, Romeo and Juliet.
    6. Review the additional academic vocabulary students will use in the lesson.
      • Symbols: objects in a text that take on a deeper, more significant meaning
      • Dramatic Irony: when the audience knows something the characters do not
  • Guided Practice: What activities or exercises will the students complete with teacher guidance?

    Part 2

    1. Distribute copies of a poem version of “Pyramus and Thisbe” (translated from Ovid's Latin). This version of the text may be challenging for some students.

    2. Read aloud the first few lines of the poem so students can hear the archaic syntax and diction and become familiar with how it sounds. Based on students’ needs, read aloud as much as you feel necessary.

    3. Have students use three different colored highlighters to highlight symbols, conflict, and plot elements while you read either part or all of the text aloud.

    4. Have students compare and revise their highlighting (if necessary) and circulate to assist students as they work in partners. Display sample questions for students using available technology.

    • What is the conflict in "Pyramus and Thisbe"?
    • What are the elements of the plot in "Pyramus and Thisbe"? (exposition, rising action, climax, resolution)
    • What is the setting of "Pyramus and Thisbe"?
    • Who are the characters in "Pyramus and Thisbe"?
    • Describe symbolic objects present in "Pyramus and Thisbe."
    • Describe the dramatic irony in "Pyramus and Thisbe."

    5. Then, ask students to complete the plot diagram with their shoulder partner using the text "Pyramus and Thisbe" in the same way you did with the class using Cinderella. Tell them they should refer back to that sample as well as the vocabulary they reviewed during the teaching phase.

    6. Circulate while teams complete the plot diagram. Prompt students to explain their answers while referring to the definitions. Clarify any misconceptions or misunderstandings in analysis/reading comprehension if you observe incorrect answers or hear errors in student conversations.

    7. Use the attached answer key to guide students, but refrain from telling them the answers as they work. Allow them to grapple/debate the answers with their partners, helping them learn to analyze and talk through the possibilities/defend their points of view.

    8. When most students have finished, project the plot diagram answer key on available technology, and allow students to correct any incorrect answers or elaborate on incomplete answers. Encourage discussion as to why certain answers are correct while others are not accurate.

    Part 3

    1. Prompt students to identify and explain the themes of the myth based upon their answers on the plot diagram. List their suggestions on the board. After six or seven possibilities are generated, debate each one and determine how they might combine them to write a clear statement of the theme. Possibilities include: "True love conquers all"; "True love cannot be thwarted"; "It is futile to interfere with true love".

    2. Discuss the dramatic irony in the myth. Students should be able to recognize that the audience knows that the lioness did not kill Thisbe, although Pyramus kills himself thinking she is dead.

    3. Collect the graphic organizers and correct any incorrect answers in advance of the summative assessment.

  • Independent Practice: What activities or exercises will students complete to reinforce the concepts and skills developed in the lesson?

    Part 3 continued

    4. Students will write an explanation how either the symbols and the plot elements (see summative assessment section for prompt) develop the themes generated by the class during the Guided Practice activities.

    • They will use the plot diagram as the essay planner.
    • The essay prompt with a checklist for students and a sample essay are attached.
  • Closure: How will the teacher assist students in organizing the knowledge gained in the lesson?

    • Students will exchange essays with a peer and use the checklist to provide feedback. Allow students to edit their essays before submitting them for review.
    • Review the guiding questions with students.
  • Summative Assessment

    • Prompt:
      • Directions: Independently write a well-formed explanation how the plot and the symbols support the themes of “Pyramus and Thisbe”. The teacher can determine the length of the response.
      • Summative question: How do the plot and symbols develop the themes in “Pyramus and Thisbe”?
        • They will use the plot diagram as the essay planner.
        • The essay prompt with a checklist for students and a sample essay are attached.
  • Formative Assessment

    • The Plot Diagram for Cinderella will be used during the Teaching Phase as a collaborative activity where students and the teacher discuss, debate, and support answers in a whole-group setting.
    • The Plot Diagram for "Pyramus and Thisbe" will be used during Guided Practice as pairs work together to identify story elements while the teacher circulates among groups, probing students for support for their answers.
  • Feedback to Students

    • The teacher will have students complete the plot diagram on Cinderellain whole-group collaboration to provide immediate feedback on why an answer is correct or incorrect before filling in the sections. The teacher will be able to clarify misunderstandings and misconceptions immediately.
    • While students finish the plot diagram on "Pyramus and Thisbe," the teacher will monitor each group, providing feedback on correct and incorrect answers, probing students to revisit their vocabulary terms from the Prior Knowledge activity, and encouraging them to discuss with their partner why an answer is correct or incorrect using valid reasoning.
    • The teacher will allow students to correct wrong or incomplete answers on the "Pyramus and Thisbe" plot diagram before they are released to write the summative assessment mini-essay to ensure success on that independent assignment.
    • The teacher will collect and make necessary corrections/celebrate correct answers on the "Pyramus and Thisbe" plot diagram to return to students before they write their explanations.
  • Florida’s B.E.S.T. Benchmark Alignment Notes

    The grade level was changed to 9th grade due to the connection between "Pyramus and Thisbe" and Romeo & Juliet as well as focus on development of universal themes and how key elements add layers of meaning.

    For multi-day/part lessons, the focus and supporting benchmarks may change for each part depending on the task students are engaged in and the content covered.

Accommodations & Recommendations


  • Accommodations:
    • Students may be provided with an audio or illustrated version of the story to support and supplement the original translation of Ovid's story.
    • A writing frame for the summative assessment can be provided to students.

  • Extensions:
    • After reading Romeo and Juliet, students can compare how Shakespeare adapted Ovid's version of "Pyramus and Thisbe."
    • Students can write a new ending for the myth and explain how the theme changes.
    • After students’ responses are graded by the teacher, share a few exemplar essays on available technology, and explain why they qualify as exemplars using the scoring rubric.
  • Suggested Technology: Document Camera, Computer for Presenter, Computers for Students, Internet Connection, Interactive Whiteboard, LCD Projector, Speakers/Headphones

  • Special Materials Needed:

    • Copies of “Pyramus and Thisbe” translated from Ovid
    • Lesson attachments
    • Anchor chart with literary terms or notes previously taken by students for reference

  • Further Recommendations:

    This lesson can serve as an introduction to a unit on Romeo and Juliet.

Source and Access Information

Name of Author/Source: Anonymously Submitted
Is this Resource freely Available? Yes
Access Privileges: Public


Aligned Standards


Benchmark(s) of focus

The benchmark(s) of focus is the primary focus for student learning and instruction to be taught or reinforced and provides an intentional opportunity for students to work with that concept or skill.

Name Description
ELA.9.R.1.1: Explain how key elements enhance or add layers of meaning and/or style in a literary text.
Clarifications:
Clarification 1: Key elements of a literary text are setting, plot, characterization, conflict, point of view, theme, and tone.

Clarification 2: For layers of meaning, any methodology or model may be used as long as students understand that text may have multiple layers and that authors use techniques to achieve those layers. A very workable model for looking at layers of meaning is that of I.A. Richards: Layer 1) the literal level, what the words actually mean Layer 2) mood, those feelings that are evoked in the reader Layer 3) tone, the author’s attitude Layer 4) author’s purpose (interpretation of author’s purpose as it is often inferred)

Clarification 3: Style is the way in which the writer uses techniques for effect. It is distinct from meaning but can be used to make the author’s message more effective. The components of style are diction, syntax, grammar, and use of figurative language. Style helps to create the author’s voice.

ELA.9.R.1.2: Analyze universal themes and their development throughout a literary text.
Clarifications:
Clarification 1: A universal theme is an idea that applies to anyone, anywhere, regardless of cultural differences. Examples include but are not limited to an individual’s or a community’s confrontation with nature; an individual’s struggle toward understanding, awareness, and/or spiritual enlightenment; the tension between the ideal and the real; the conflict between human beings and advancements in technology/science; the impact of the past on the present; the inevitability of fate; the struggle for equality; and the loss of innocence.

Supporting Benchmark(s)

Supporting benchmarks either make a connection or may help students achieve the focus benchmark(s) and increase students’ opportunities to make connections within the subject or to other subjects. The information included in this section is not a comprehensive list, and educators are encouraged to find other supporting benchmarks.

Name Description
ELA.9.V.1.1: Integrate academic vocabulary appropriate to grade level in speaking and writing.
Clarifications:
Clarification 1: To integrate vocabulary, students will apply the vocabulary they have learned to authentic speaking and writing tasks independently. This use should be intentional, beyond responding to a prompt to use a word in a sentence.

Clarification 2: Academic vocabulary appropriate to grade level refers to words that are likely to appear across subject areas for the current grade level and beyond, vital to comprehension, critical for academic discussions and writing, and usually require explicit instruction.



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