Made from Scratch by Yours Truly
For the past three weeks, I've been working extremely hard at these lesson plans for a Capstone Teaching Methods Practicum. This week I have begun implementing them and found that my students have had a really positive response so far. Seeing as how I worked this hard, I wanted to share what I've done.
Day One
Grade/Level: 10th/on-level
Subject/Content
Area: English
Title of
Lesson: Frontloading Macbeth: Gallery Walk
Duration of
Lesson: 50 minutes
Purpose
The
purpose of this lesson is to engage students in discussion pertaining to
Macbeth by using statements about the themes and morals expressed in the play
as instigators of conversation. After reading and commenting on several topics,
each student will have the opportunity to choose a topic to discuss in detail
with a small group of peers.
Rationale
Understanding
topics related to the play before beginning to read the play will help students
to understand the plot while reading the play. This activity will also allow
students to practice manners such as giving each group member a turn to talk
and politely agreeing or disagreeing in a classroom discussion.
Standards/GLEs
CCSS.ELA-LITERACY.SL.9-10.1.C
Propel
conversations by posing and responding to questions that relate the current
discussion to broader themes or larger ideas; actively incorporate others into
the discussion; and clarify, verify, or challenge ideas and conclusions.
CCSS.ELA-LITERACY.SL.9-10.1.D
Respond
thoughtfully to diverse perspectives, summarize points of agreement and disagreement,
and, when warranted, qualify or justify their own views and understanding and
make new connections in light of the evidence and reasoning presented.
CCSS.ELA-LITERACY.SL.9-10.4
Present
information, findings, and supporting evidence clearly, concisely, and
logically such that listeners can follow the line of reasoning and the
organization, development, substance, and style are appropriate to purpose,
audience, and task.
Goals
Ask and respond
to questions based on topics related to
The Tragedy of Macbeth.
Choose a topic
and discuss in greater detail with a small group of peers.
Present a
summary of small group discussion to the class.
Objectives
Given several conversation
topics, TSWBAT list thoughts on at least
four topics.
Using a
discussion topic of their choice, TSWBAT weigh and rephrase all opinions and
beliefs on a chosen topic.
Given a series
of statements TSWBAT determine his or her stance on at least four particular
ideas based on lived experience.
Materials/Tools/Resources
Projector and
Power point stating directions
Posters with
statements about themes and pictures
Timer
Black pens
Lesson Procedures
Introduction:
1. Get students’
attention: Good morning you guys.
2. Activate prior knowledge: Raise your
hands if you’ve ever been to an art gallery or a museum before or seen one in a
movie. By a show of hands, who can tell me some things that you do there? TTW
call on a few students with examples (walk around, look at stuff, talk about
art).
3. Connect to the
lesson: Well, today we are doing something like that called a gallery walk,
which is themed around The Tragedy of Macbeth.
4. State student-friendly
objectives: By the end of the lesson today, you will be able to identify and
explain your feelings about ideas in the play Macbeth.
Body: Collaborative Learning or
Inquiry-Based Lesson
1. Preparation for
Activity: (3 minutes)
TTW display some ground rules:
1. No talking
during the gallery walk. First offense is given a warning, and second offense
will be given a written assignment having to do with one of the topics.
2. Mill about and
read the statements on the posters around the classroom. You may comment on them,
ask a question, or reply to another classmate’s question or comment
3. After
commenting on a poster, you must initial the poster in uppercase letters
4. You must write
on at least four different posters
5. You must
comment on one classmate’s writing
6. Five comments
and/or questions are required from you total.
TTW model the rules as they are given.
2. Title for
Activity: Gallery Walk (15 minutes)
TSW participate in the gallery walk. They will
comment on statements and pictures that pertain to Macbeth such as:
Greed
is ok if you are not the only person who benefits from the takings.
Everything
we delight in is evil to other beings (this is a play on “fair is foul…”)
A
picture of a movie still- Macbeth with Lady Macbeth holding a dagger
TTW make note of popular topics and monitor the
class.
TTW make note of students who are participating and
encourage those who need to be motivated.
3. Title for
Follow-Up Activity: Walk Discussion (2-3 minutes for small group, 7
minutes for whole class discussion)
TTW ask students to the poster that represents the
topic they are most passionate about.
TSW discuss the topic at length with their group
members
TTW display conversation tips such as:
o How did the
poster make you feel?
o Tell a personal
story related to the topic on the poster
o What comment stuck
out to you?
o Share another
thing you wish you would have said on the topic during the walk
o Debate either
side of a topic
TTW then ask the oldest person in the group to share
· One thing the
whole group agreed on
· One thing that
they debated on
· One other thing
the group talked about
Closure: (7 minutes)
1. Review of
Learning: TTW ask, “Raise your hands if you think you have an idea what Macbeth
is going to be about.” TTW will call on a few students.
2.
Connections to Future Learning: After hearing
from several student and validating their responses, TTW state: You have
learned a great about main ideas and topics that relate to Macbeth. During our next meeting, we will do another activity that
will help prepare you for reading this play.
Assessment
·
Monitoring—TTW
circulate as students do the gallery walk and as they converse in their small
groups as a way for checking for understanding.
·
Class
discussion—TTW ask students to explain to the class what their small groups
talked about.
·
Closure
responses—TTW call on several students to share their ideas about Macbeth and explain what they think the
gallery walk taught them.
Student Diversity
This lesson
allows for differentiation in two parts of the lesson:
- Activity: Students are given the opportunity to choose
the pictures they want to comment on as long as they comment on at least
four of the ten.
- Closure: Students get to choose how they want to
respond to the question “What do you think Macbeth is about?”
The lesson
caters to students with many learning styles and multiple intelligences:
- Verbal/Linguistic: Students who excel in this area will benefit from
discussion of the topics.
- Interpersonal: Students with this intelligence will be good at
operating within a group setting and will be good moderators in an
argument within the group.
- Auditory: Students who learn by listening will benefit from hearing
the teacher and other students talk about the material.
- Visual: Students who learn by watching and reading will be able to read the instructions, the topic and responses to the topics.
The following
list details how I will aid students with Specific Needs:
- Visual Needs: The visually impaired student in my third hour is
accompanied by a paraprofessional who is willing to read any material
aloud. The student also has a braille typewriter for constructing
responses if there is no good way for her to participate in the silent
activity.
- Hearing Needs: Any student with hearing impairments will be aided by
repetition of instruction and visual representation of the material.
- Inclusion Students: All inclusion students are accompanied by a
full-time study skills teacher that aids them with all they need in class.
I will connect with this teacher to address any extra need they may have
during the lesson.
The following is a list of statements I used in my gallery walk along with a few pictures:
Greed is ok
if you are not the only
person who benefits
from the takings.
“An eye for an eye
ends up making the whole
world blind.”
-Mahatma Gandhi
Everything we delight in is
evil to other beings
You can never have too
much ambition
Accomplices to murder are
just as guilty even
if they were not present.
What does this image
make you think?
What does this image
make you think?
A person should do
everything their spouse tells
them to do even if it is evil.
Day Two
Grade/Level: 10th/on-level
Subject/Content
Area: English
Title of
Lesson: Frontloading Macbeth: Shakespeare Jigsaw
Duration of
Lesson: 2- 50 minute periods
Purpose
The
jigsaw requires students become experts in Shakespeare’s Life, Elizabethan
Theater, Shakespeare’s Writing, or Macbeth. The students will learn one part of
the content and be able to teach it to their classmates.
Rationale
It is important
for students to understand an author’s background so they can achieve a greater
understanding of the style of writing the author used. Understanding the time
and place where Shakespeare grew up will help students understand that the text
that they are reading is from a different time period of English (Middle English/Early
Modern English) and will therefore prepare them to interpret the unfamiliar
language they will come across in the play.
Standards/GLEs
CCSS.ELA-LITERACY.SL.9-10.1.A
Come to
discussions prepared, having read and researched material under study;
explicitly draw on that preparation by referring to evidence from texts and
other research on the topic or issue to stimulate a thoughtful, well-reasoned
exchange of ideas.
CCSS.ELA-LITERACY.SL.9-10.4
Present
information, findings, and supporting evidence clearly, concisely, and
logically such that listeners can follow the line of reasoning and the
organization, development, substance, and style are appropriate to purpose,
audience, and task.
Goals
Understand
basic details about Shakespeare, his literature, and Elizabethan Theater.
Share knowledge
with classmates
Complete a quiz
on the topic learned in class
Objectives
Given a
selected passage, TSWBAT list at least five members of Shakespeare’s family.
Given a
selected passage, TSWBAT identify the meaning of “anti-Stratfordian.”
Given a
selected passage, TSWBAT list three anti-Stratfordian writers.
Given a
selected passage, TSWBAT list at least two playhouses in London.
Given a
selected passage, TSWBAT describe the Globe Theatre.
Given a
selected passage, TSWBAT identify at least two differences between public and
private theater.
Given a
selected passage, TSWBAT describe gender roles in the theater.
Given a
selected passage, TSWBAT list three poems and three plays written by
Shakespeare.
Given a
selected passage, TSWBAT list three facts each about spelling, grammar, and
vocabulary in Shakespeare’s time.
Given a web
article, TSWBAT identify the year Macbeth
was written.
Given a web
article, TSWBAT describe the Curse of Macbeth.
Given a web
article, TSWBAT list three alternate names for Macbeth.
Given a web
article, TSWBAT list three themes from the play
Given a web
article, TSWBAT identify the year of the first theater and screen performances
of Macbeth.
From memory,
TSWBAT pass a quiz with 80% accuracy.
Materials/Tools/Resources
Copy of The Tragedy of Macbeth edited by Sylvan
Barnet
Classroom
Computers (at least 5)
Projector/Smartboard
Jigsaw
Worksheet
Power point
Jigsaw Quiz
Post-It
Lesson Procedures
Introduction:
1. Get students’
attention: “Well good morning you guys.”
2. Activate prior knowledge: “So when I
was in tenth grade and learning about Macbeth
for the first time, the teacher gave an hour long lecture on Shakespeare and
what it was like growing up in 16th century England.” How would a
lesson like that make you feel? TTW call on a few students to answer. What
would you rather do instead? TTW call on a few students for answers.
3. Connect to the
lesson: “So instead of standing in front of you all and lecturing for an hour,
we are going to be doing something a little different.”
4. State
student-friendly objectives: “By the end of class tomorrow, you will be able to
identify, list, and describe essential facts about Shakespeare, Elizabethan
Theater and Macbeth.
Body: Collaborative Learning or
Inquiry-Based Lesson
1. Pre-activity
Quiz: (15 minutes)
TSWB given a quiz before the activity to gauge how
much they know about Shakespeare. The True/False and Multiple Choice questions
address topics like:
· Shakespeare’s
birth and death year
· The “curse” of
Macbeth
· Anti-Stratfordian
theories
· Shakespeare’s
style of writing and his works.
They will be given an opportunity to make up the
points later in the lesson.
2. Preparation for
Activity: (3 minutes)
TTW explain, “To help you get a grasp on what being
Shakespeare was like, you are all going to participate in something called a
Jigsaw. For the rest of class you will meet in your “expert” groups to research
and discuss the topic that I will assign you. During that time, you will fill
out part of a worksheet, and prepare to teach what you learned to your
classmates from other groups.
TTW show a slide stating rules for the activity:
· Move into your
groups,
· Read the
section on your topic
· Look for the
information
· Write it down
in your puzzle piece.
· Make sure your
whole group has it written down
· Site page
numbers!!!
TTW show a slide that details who is in which group.
TTW instruct the class to move desks together if need be (groups are made of
five or six people and students are normally arranged in groups of four).
3. Jigsaw: (20 minutes)
(end of first class period)
While meeting in their expert groups, TCs will find
and discuss the topic they were assigned at the start of the activity. TTW walk
around to address any questions or concerns that they may have, and then
collect worksheets for redistribution the next day.
Day Three
1. Jigsaw Regroup: (20 Minutes)
TTW say, “You will be moving into small “jigsaw”
groups, which will consist of one student from each of the four expert groups.
In your jigsaw groups, you will each have five minutes to teach your topic to
the other two students in the group. While your peers are teaching, you will
need to listen and write what they say on your worksheet. You will only have 20
minutes to do this. Once the timer goes off, I am going to collect the
worksheets and you will retake the quiz from yesterday.
TSWB reconfigured into five groups of four for the second
half of the activity. These groups will be displayed on a PP along with the
following reminder instructions.
· Move into your
new groups,
· One person
presents their information and everyone writes it in the corresponding puzzle
piece
· The person to
their left goes next
· Everyone fills
in every piece
· When time is up
TTW collect the worksheets.
2. Post-activity
Quiz: (15 minutes)
TTW re-administer the quiz the students took
yesterday. The True/False and Multiple Choice questions address topics like:
· Shakespeare’s
birth and death year
· The “curse” of
Macbeth
· Anti-Stratfordian
theories
· Shakespeare’s
style of writing and his works.
Closure:
1. Review of
Learning: TTW ask students to raise their hand and share one thing they learned
about Macbeth from their group that day.
2. Connections to
Future Learning: “Tomorrow we will begin reading Macbeth and doing
a little role play. This is going to be fun!”
Assessment
·
Monitoring—TTW
circulate as students work in their expert and jigsaw groups as a way of
checking for understanding.
·
Closing
discussion—TTW ask students to talk about what they learned from meeting in
their jigsaw groups.
·
Activity
sheets—TTW monitor as students complete their worksheets in their jigsaw
groups.
·
Pre-
and Post Quizzes—TTW formally assess knowledge growth through the quizzes at
the beginning and end of the lesson.
Student Diversity
The lesson
caters to students with many learning styles and multiple intelligences:
- Verbal/Linguistic: Students who excel in this area will benefit from
discussion of the topics.
- Interpersonal: Students with this intelligence will be good at
operating within a group setting and will be good moderators within the
group.
- Auditory: Students who learn by listening will benefit from hearing
the teacher and other students talk about the material.
- Visual: Students who learn by watching and reading will be able to
read the instructions, read the reading and learn this way.
The following
list details how I will aid students with Specific Needs:
- Visual Needs: The visually impaired student in my third hour is
accompanied by a paraprofessional who is willing to read any material
aloud. The student also has a braille typewriter for constructing
responses. I can give her a word document detailing what I need from her
and she will complete the activity.
- Hearing Needs: Any student with hearing impairments will be aided by
repetition of instruction and visual representation of the material.
- Inclusion Students: All inclusion students are accompanied by a
full-time study skills teacher that aids them with all they need in class.
I will connect with this teacher to address any extra need they may have
during the lesson.
Day Four
Grade/Level: 10th/on-level
Subject/Content
Area: English
Title of
Lesson: Macbeth Act I Scenes 1-3
Duration of
Lesson: 50 minutes
Purpose
This
lesson will cover scenes 1-3 of act one of Macbeth. The students will be given
parts to read and will fill out a worksheet as they go.
Rationale
The students
will benefit from this lesson because they get to not only experience classic
literature, but also experience a little bit of theater which is a rare
occasion for these students. The worksheet functions as a study guide for later
reading quizzes.
Standards/GLEs
CCSS.ELA-LITERACY.RL.1
Cite strong and
thorough textual evidence to support analysis of what the text says explicitly
as well as inferences drawn from the text.
CCSS.ELA-LITERACY.RL.10
By the end of
grade 9, read and comprehend literature, including stories, dramas, and poems,
in the grades 9–10 text complexity band proficiently, with scaffolding as
needed at the high end of the range. By the end of grade 10, read and
comprehend literature, including stories, dramas, and poems, at the high end of
the grades 9–10 text complexity band independently and proficiently.
Goals
Help students
understand Shakespeare jargon within the parameters of the play
Help students
retain storyline by using a worksheet
Objectives
Given a copy of
the text, TSWBAT explain quotations related to Macbeth’s character with 80%
accuracy.
Given a copy of
the text, TSWBAT identify a character’s relation to the plot with 80% accuracy.
Given a copy of
the text, TSWBAT describe a character’s reaction to an event with 80% accuracy.
Given a copy of
the text, TSWBAT describe the effect an event in the plot has on a character
with 80% accuracy.
Given a copy of
the text, TSWBAT describe a scene or soliloquy in his or her own words with 80%
accuracy.
Given a copy of
the text, TSWBAT describe the effect a character has on another character with
80% accuracy.
Given a copy of
the text, TSWBAT rephrase the witches’ prophecies with 80% accuracy.
Materials/Tools/Resources
Copy of The Tragedy of Macbeth edited by Sylvan
Barnet
Macbeth Reading Question Act I worksheet
Lesson Procedures
Warmup/Bellringer: (15 minutes)
TSWB given their weekly Core Curriculum
worksheet.
TTW go over the worksheet after 10
minutes
Introduction:
1. Get students’
attention: “Good morning class.”
2. Activate prior knowledge: “Raise your
hands if you have ever read a Shakespeare tragedy. By a show of hands who can
tell me some things that happen in a tragedy?” TTW call on students for
answers.
3. Connect to the
lesson: “During class today we are going to see if the same things come true
while reading Macbeth.
4. State
student-friendly objectives: By the end of class today, you will be able to describe
and rephrase the first three scenes in the play.
Body: Interactive Lecture (30 minutes)
1. Title of
Content: Act I Scene I
a. Input TTW pick students to read parts of the three
witches and hand out Macbeth Act I worksheets.
TSW read the scene
TTW read the scene notes
b. Output TTW check for
understanding and help students to fill in questions on the worksheet.
i.
Who
are the witches planning to meet on the heath?
ii.
Explain
the meaning of “Fair is foul and foul is fair.”
2. Title of
Content: Act I Scene II
a. Input TTW pick students to read parts of King
Duncan, Malcolm, Lennox, Captain, and Ross
TSW read the
scene
b. Output TTW check for
understanding and help students to fill in questions on the worksheet.
i. What did the captain report about
Macbeth?
ii. What does Ross report?
3. Title of
Content: Act I Scene III
a. Input TTW pick students to read parts of Macbeth,
Banquo, and Angus (all other parts will roll over from previous scenes.
TSW read the scene
b. Output TTW check for
understanding and help students to fill in questions on the worksheet.
i. What do the witches call Macbeth?
ii. What prophecy do the witches give Banquo?
iii. How do Macbeth and Banquo react to this
news?
iv. Why is the current Thane of Cawdor
condemned to death?
v. How does Macbeth react to his sudden
promotion?
Closure: (5 minutes)
1. Review of
Learning: TSW complete a Daily Dozen on a Post-It to be turned into the teacher.
a. One thing I
want to learn more about…
b. One thing that
confused me was…
2. Connections to
Future Learning: TTW remind the students that reading will continue
tomorrow, so not to forget their worksheets.
Assessment
Reading
Worksheet—TTW ask students to identify and write down the correct answer to the
reading questions. This worksheet will be collected and act as the formal
assessment.
Ticket out the
Door—TTW ask students to fill out a daily dozen which will act as a formal
assessment.
Student Diversity
This lesson
allows for differentiation in two parts of the lesson:
- Activity: Students get to pick their reading part
- Closure: Students get to choose what sentence starters
to use in the Daily Dozen.
The lesson
caters to students with many learning styles and multiple intelligences:
- Verbal/Linguistic: Students who excel in this area will benefit from
discussion of the topics.
- Auditory: Students who learn by listening will benefit from hearing
the teacher and other students talk about the material.
- Visual: Students who learn by watching and reading will be able to read the play, the worksheet and learn this way.
The following
list details how I will aid students with Specific Needs:
- Visual Needs: The visually impaired student in my third hour has a
braille typewriter for constructing responses. I can give her a word
document detailing what I need from her and she will complete the
activity. Since we are reading the play aloud, she will have no problem
understanding.
- Hearing Needs: Any student with hearing impairments will be aided by
repetition of instruction and visual representation of the material.
- Inclusion Students: All inclusion students are accompanied by a
full-time study skills teacher that aids them with all they need in class.
I will connect with this teacher to address any extra need they may have
during the lesson.
Day Five
Grade/Level: 10th/on-level
Subject/Content
Area: English
Title of
Lesson: Macbeth Act I Scenes 4-7
Duration of
Lesson: 50 minutes
Purpose
This
lesson will cover scenes 4-7 of act one of Macbeth. The students will be given
parts to read and will fill out a worksheet as they go.
Rationale
The students
will benefit from this lesson because they get to not only experience classic
literature, but also experience a little bit of theater which is a rare
occasion for these students. The worksheet functions as a study guide for later
reading quizzes.
Standards/GLEs
CCSS.ELA-LITERACY.RL.1
Cite strong and
thorough textual evidence to support analysis of what the text says explicitly
as well as inferences drawn from the text.
CCSS.ELA-LITERACY.RL.10
By the end of
grade 9, read and comprehend literature, including stories, dramas, and poems,
in the grades 9–10 text complexity band proficiently, with scaffolding as
needed at the high end of the range. By the end of grade 10, read and
comprehend literature, including stories, dramas, and poems, at the high end of
the grades 9–10 text complexity band independently and proficiently.
Goals
Help students
understand Shakespeare jargon within the parameters of the play
Help students
retain storyline by using a worksheet
Objectives
Given a copy of
the text, TSWBAT explain quotations related to Macbeth’s character with 80%
accuracy.
Given a copy of
the text, TSWBAT identify a character’s relation to the plot with 80% accuracy.
Given a copy of
the text, TSWBAT describe a character’s reaction to an event with 80% accuracy.
Given a copy of
the text, TSWBAT describe the effect an event in the plot has on a character
with 80% accuracy.
Given a copy of
the text, TSWBAT describe a scene or soliloquy in his or her own words with 80%
accuracy.
Given a copy of
the text, TSWBAT describe the effect a character has on another character with
80% accuracy.
Given a copy of
the text, TSWBAT rephrase Macbeth’s letter to Lady Macbeth with 80% accuracy.
Given a copy of
the text, TSWBAT describe a character’s internal conflicts with 80% accuracy.
Materials/Tools/Resources
Copy of The Tragedy of Macbeth edited by Sylvan
Barnet
Macbeth Reading Question Act I worksheet
Lesson Procedures
Warmup/Bellringer: (15 minutes)
TSW complete their Word-of-the-Week
worksheet.
Introduction:
1. Get students’
attention: “Good morning class
2. Activate prior knowledge: By a show of
hands, can anyone tell me what was prophesied to happen to Macbeth when we read
Act I Scene III last week?” TTW call on students to answer the question.
3. Connect to the
lesson: “Today, we are going to finish reading Macbeth Act I.
4. State
student-friendly objectives: By the end of class today, you will be able to describe
and rephrase Act I of Macbeth.
Body: Interactive Lecture (30 minutes)
1. Title of
Content: Act I Scene IV
c. Input TTW pick students to read parts of King
Duncan, Malcolm, Macbeth, and Banquo
TSW read the scene
TTW read the scene notes
d. Output TTW check for
understanding and help students to fill in questions on the worksheet.
i.
What
does “The service and loyalty I owe, / In doing it, pays itself” mean?
ii.
Who does King Duncan appoint as the Prince of
Cumberland?
iii.
How does this effect Macbeth?
iv.
Where do the men journey to at the end of the
scene?
2. Title of
Content: Act I Scene V
a. Input TTW pick students to read parts of Lady
Macbeth and Messenger (all other parts will roll over from previous scenes.)
TSW read the
scene
b. Output TTW check for
understanding and help students to fill in questions on the worksheet.
i. What does Lady Macbeth’s letter from
Macbeth say?
ii. What kind of King does Lady Macbeth think
Macbeth will be? Why?
iii. Summarize Lady Macbeth’s monologue on page 17.
iv. Explain the meaning of “Look like th’ innocent
flower/ But be the serpent under’t.”
3. Title of
Content: Act I Scene VI
a. Input All parts will roll over from previous
scenes.
TSW read the scene
b. Output TTW check for
understanding and help students to fill in questions on the worksheet.
i. Summarize this scene in your own words.
4. Title of
Content: Act I Scene VII
a. Input All parts will roll over from previous
scenes.
TSW read the scene
b. Output TTW check for
understanding and help students to fill in questions on the worksheet.
i. What is Macbeth conflicted about? Why?
ii. What does Lady Macbeth say that convinces him?
iii. What does “I dare do all that may become a
man/ Who dares do more is none” mean?
Closure: (5 minutes)
1. Review of
Learning: TSW complete a 5 W closure on a sheet of looseleaf. They must pick at
least 2 W’s to write on.
2. Connections to
Future Learning: TTW remind the students that there is a reading
quiz tomorrow and to study their reading worksheets. They should also bring
them to class to be collected at that time.
Assessment
Reading
Worksheet—TTW ask students to identify and write down the correct answer to the
reading questions. This worksheet will be collected and act as the formal
assessment.
Ticket out the
Door—TTW ask students to fill out a 5 W which will act as an informal
assessment
Student Diversity
This lesson allows for
differentiation in two parts of the lesson:
- Activity: Students get to choose their own speaking
parts
- Closure: Students get to choose which two of the 5Ws
they will write about.
The lesson
caters to students with many learning styles and multiple intelligences:
- Verbal/Linguistic: Students who excel in this area will benefit from
discussion of the topics.
- Auditory: Students who learn by listening will benefit from hearing
the teacher and other students talk about the material.
- Visual: Students who learn by watching and reading will be able to read the play, the worksheet and learn this way.
The following
list details how I will aid students with Specific Needs:
- Visual Needs: The visually impaired student in my third hour has a
braille typewriter for constructing responses. I can give her a word
document detailing what I need from her and she will complete the
activity. Since we are reading the play aloud, she will have no problem
understanding.
- Hearing Needs: Any student with hearing impairments will be aided by
repetition of instruction and visual representation of the material.
- Inclusion Students: All inclusion students are accompanied by a
full-time study skills teacher that aids them with all they need in class.
I will connect with this teacher to address any extra need they may have
during the lesson.
Day Six
Grade/Level: 10th/on-level
Subject/Content
Area: English
Title of Lesson:
Macbeth Act II
Duration of
Lesson: 50 minutes
Purpose
This
lesson will cover Act II of Macbeth. The students will be given parts to read and
will fill out a worksheet as they go.
Rationale
The students
will benefit from this lesson because they get to not only experience classic
literature, but also experience a little bit of theater which is a rare
occasion for these students. The worksheet functions as a study guide for later
reading quizzes.
Standards/GLEs
CCSS.ELA-LITERACY.RL.1
Cite strong and
thorough textual evidence to support analysis of what the text says explicitly
as well as inferences drawn from the text.
CCSS.ELA-LITERACY.RL.10
By the end of
grade 9, read and comprehend literature, including stories, dramas, and poems,
in the grades 9–10 text complexity band proficiently, with scaffolding as
needed at the high end of the range. By the end of grade 10, read and
comprehend literature, including stories, dramas, and poems, at the high end of
the grades 9–10 text complexity band independently and proficiently.
Goals
Help students
understand Shakespeare jargon within the parameters of the play
Help students
retain storyline by using a worksheet
Objectives
Given a copy of
the text, TSWBAT explain quotations related to Macbeth’s character with 80%
accuracy.
Given a copy of
the text, TSWBAT identify a character’s relation to the plot with 80% accuracy.
Given a copy of
the text, TSWBAT describe a character’s reaction to an event with 80% accuracy.
Given a copy of
the text, TSWBAT describe the effect an event in the plot has on a character
with 80% accuracy.
Given a copy of
the text, TSWBAT describe a scene or soliloquy in his or her own words with 80%
accuracy.
Given a copy of
the text, TSWBAT describe the effect a character has on another character with
80% accuracy.
Given a copy of
the text, TSWBAT describe a character’s internal conflicts with 80% accuracy.
Materials/Tools/Resources
Copy of The Tragedy of Macbeth edited by Sylvan
Barnet
Macbeth Reading Question Act II worksheet
Lesson Procedures
Warmup/Bellringer: (15 minutes)
TSW complete their Word-of-the-Week
worksheet.
Introduction: (four steps)
1. Get students’
attention: “Good morning class
2. Activate prior knowledge: By a show of
hands, can anyone tell me what Macbeth and Lady Macbeth plotted to do at the
end of Act One?” TTW call on students to answer the question.
3. Connect to the
lesson: “Today, we are going to read Act Two of Macbeth.”
4. State
student-friendly objectives: “By the end of class today, you will be able to
describe and rephrase Act I of Macbeth.”
Body: Interactive Lecture (30 minutes)
1. Title of
Content: Act II Scene I
a. Input TTW pick students to read parts of Banquo, Fleance, Porter, Macduff, Lennox, Macbeth, Lady Macbeth, Donalbain, Malcolm, Ross, and Old Man
TSW read the scene
TTW read the scene notes
b. Output TTW check for
understanding and help students to fill in questions on the worksheet.
i.
Describe
the apparition Macbeth sees in the hall after talking to Banquo?
ii.
How
does the apparition transform?
iii.
What
does the bell at the end of the scene signify?
2. Title of
Content: Act II Scene II
a. Input
TSW read the
scene
b. Output TTW check for
understanding and help students to fill in questions on the worksheet.
i. Interpret the quote: “That which hath
made them drunk hath made me bold.”
ii. What does Macbeth say the two guards do
after he murdered the King?
iii. How does Lady Macbeth react to having
bloody hands in comparison to Macbeth?
3. Title of
Content: Act II Scene III
a. Input All parts will roll over from previous
scenes.
TSW read the scene
b. Output TTW check for
understanding and help students to fill in questions on the worksheet.
i. What does the porter pretend he is doing
before he answers the door?
ii. What three things happen after Macduff
finds the King dead in his chambers?
iii. Where do Malcolm and Donalbain plan to
go? Why?
4. Title of
Content: Act II Scene IV
a. Input All parts will roll over from previous
scenes.
TSW read the scene
b. Output TTW check for
understanding and help students to fill in questions on the worksheet.
i. Ross and the Old Man talk about several
things that go against nature. Describe three.
ii. What is going to happen now that Malcolm and
Donalbain have fled?
Closure: (5 minutes)
1. Review of
Learning: TSW complete a 5 W closure on a sheet of looseleaf. They must pick at
least 2 W’s to write on.
2. Connections to
Future Learning: TTW remind the students that there is a reading
quiz tomorrow and to study their reading worksheets. They should also bring
them to class to be collected at that time.
Assessment
Reading
Worksheet—TTW ask students to identify and write down the correct answer to the
reading questions. This worksheet will be collected and act as the formal
assessment.
Ticket out the
Door—TTW ask students to fill out a 5 W which will act as an informal
assessment
Student Diversity
This lesson allows for
differentiation in two parts of the lesson:
- Activity: Students get to choose their own speaking
parts
- Closure: Students get to choose which two of the 5Ws
they will write about.
The lesson
caters to students with many learning styles and multiple intelligences:
- Verbal/Linguistic: Students who excel in this area will benefit from
discussion of the topics.
- Auditory: Students who learn by listening will benefit from hearing
the teacher and other students talk about the material.
- Visual: Students who learn by watching and reading will be able to
read the play, the worksheet and learn this way.
The following
list details how I will aid students with Specific Needs:
- Visual Needs: The visually impaired student in my third hour has a
braille typewriter for constructing responses. I can give her a word
document detailing what I need from her and she will complete the
activity. Since we are reading the play aloud, she will have no problem
understanding.
- Hearing Needs: Any student with hearing impairments will be aided by
repetition of instruction and visual representation of the material.
- Inclusion Students: All inclusion students are accompanied by a full-time study skills teacher that aids them with all they need in class. I will connect with this teacher to address any extra need they may have during the lesson.
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