Teachers: Ms.

Velazquez

Lesson Plan
Subject: English (Language Arts)

Standard:
ELA. RL. 11-12. 2- Determine two or more themes or central ideas of a text and analyze their
development over the course of the text, including how they interact and build on one another to
produce a complex account; provide an objective summary of the text.
ELA. RL. 11-12. 7- Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live
production of a play or recorded novel or poetry); evaluating how each version interprets the source
text. (Include at least one play by Shakespeare and one play by an American dramatist.)
ELA. RI. 11-12. 3- Analyze a complex set of ideas or sequence of events and explain how specific
individuals, ideas, or events interact and develop over the course of the text.
Objective (Explicit):
Students will be able to evaluate by determining two or more themes or central ideas of a text and
provide an objective summary.
Students will be able to analyze multiple interpretations of a drama examining how each version
interprets the source text.
Students will analyze a complex set of sequence of events by finding how specific events interact
and develop over the course of the text.
Evidence of Mastery (Measurable):
Assessment The students will show mastery of the objective by creating their own potion and examining
what the possible outcomes and consequences could be. They will also be able to make references and
connections to Macbeth and the theme of fate in their reflection paragraph.
Sub-objectives, SWBAT (Sequenced from basic to complex):
Students will be able to develop a sequence of events chart
Students will be able to provide an objective summary
Students will be able to create a word bank
Key vocabulary:
Materials:
Fate
Powerpoint
Prophecy
Word Bank Worksheet
Potion/Weird Sisters
Potion Worksheet
Consequences
Pens/Paper
Macbeth
Opening (state objectives, connect to previous learning, and make relevant to real life)

Opening: If you could make a potion to make your life better what would it be? What ingredients would you
use to make this potion? Take five minutes to answer these questions in your notebook. The response must
be 4-5 sentences long.

Instructional Input
Guided Practice

Teacher Will:

Student Will:

Teacher Will: Give information what will be

done for the lesson. Provide information about
the text Macbeth and provide additional notes.
The teacher will also point out sections/lines
which should be highlighted that pertain to
Macbeth taking fate into his own hands

Check for understanding:

What information are we going over?
What are key notes that should be written
down?
What sections were highlighted?

Co-Teaching Strategy/ Differentiation Strategy--

The teacher will provide information about the teacher signal and model what the signal is. The teacher
will provide a description of the general outline of the days knowledge to be learned. The teacher will
also include lecture notes for students to record and use to help develop the theme. The teacher will
provide those notes on a power point for students to visually see while also verbally providing the
information. For students who need additional accommodations the teacher will be providing guided
notes to assist students who need help with note taking. The teacher will have the students work in
pairs to highlight important lines from the text that relate to Macbeth taking fate into his own hands. The
class will also develop a word bank to assist students in the activity. Additionally, the instructor will
check for student understanding. If students are unclear about any information the instructor will
resurface the directions for further clarity.
Teacher Will:
Student Will:
The Teacher will: provide a sequence of
The Students will: The students will listen to the
events chart. Students will work in pairs
teachers instructions.
(shoulder partner) and together to fill out the
Students will fill out the sequence of events chart
sequence of events chart. The teacher will also
Students will silently view the videos.
present two videos of Act 4 Scene One for
Students will also contribute to the class word bank
students to view. Additionally, the teacher will
and record what is written on the board.
start a class word bank on the board.
Co-Teaching Strategy/ Differentiation Strategy:

The instructor will have students work in pairs to fill out a sequence of events chart. Students can later
reference the chart to assist them in remembering important events when providing a summary of the
text. The teacher will present videos to the students to provide visual stimulation. The teacher will also
start a class word bank to assist the students in the next activity.

Ind
ep
en
de
nt
Pra
cti
ce

Teacher Will:

Student Will:

The Teacher will: Have the students break out

into their groups. The teacher will have students
number out by fives, and the students with the
same number will form a group. The teacher will
provide instructions and a potion worksheet for
the students to fill out. The teacher will walk
around the classroom to make sure students
are on task or need assistance.
The teacher will also have the students reflect
on possible consequences of their potion in a
group discussion.

The Students will: complete a potion with their

group. Each member must contribute two lines to the
potion, but may use the class word bank for help and
inspiration.
Students will discuss in their groups of possible
consequences of their potion.
Students will participate in a class discussion on
what was discussed in each group.

Co-Teaching Strategy/ Differentiation Strategy- The teacher will provide verbal instructions, but also
display them on a PowerPoint slide for students who need visual assistance. The teacher will have the
students work in groups so they may assist each other with ideas or writing if necessary. Groups will
be given ten minutes to complete the activity. However, more time will be given if students show a need
for more time. Groups may also use the class word bank if they need help or inspiration. Only one
student who feels comfortable speaking will have to present their group discussion to the class.
Additionally, the teacher will walk around and assist any group that needs help.
Closing/Student Reflection/Real-life connections:
Ticket out- In your notebook write a 4-5 sentence paragraph on what the overall theme of Macbeth is
concerning fate. Draw upon your answers from the Macbeth sequence of events chart, group activity, and
class/group discussions.