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Macbeth Learning Segment !

Subject: British Literature/ English IV"

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Text: Macbeth"
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Author Of The Text: Shakespeare "
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Grade: 12th"
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Number Of Lessons: 4"
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Time Allotted For Each Lesson: 60 minutes "
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Central Focus: Gaining a better understanding of Shakespeare, the plot of Macbeth, and certain
language elements within the text. "

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Assessment: Students will take a test at the end of the unit that will assess their understanding
of the texts plot, and the major characters within the text. The assessment will also examine the
students understanding of the language demands that are necessary for text comprehension. "

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Lesson Plan #1"

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Materials: Daybook, Writing Utensil, whiteboard, whiteboard markers, laptop computers for each
student, vocabulary list for the play."

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1. Class will begin by discussing the upcoming unit. I will inform students about Macbeth (the
text we will be reading for the unit), and the planned assessment for the unit. I will also go
over the agenda for the day, so that the students understand our plan for the day. "

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2. Students will then be asked to write down any previous knowledge they have about Shakespeare, or Macbeth. Students will then get into groups of 4, and be asked to share their responses to their group members. After the students have had time to share what they already know about the unit text, I will then ask one person from each group to share with the
entire class the responses that were shared in their specific group. As the students are sharing the responses, I will write down important information from the students responses that
relates to the unit. Once every group has shared, I will go over some of the responses I
have written down, while informing the class of their significance for the upcoming unit. "

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3. We will then transition into talking about Shakespeare. I will ask the students to go onto the
laptop computers, and do some research on Shakespeare. I will ask students to research
elements of his early life, his education, important texts that he has written, and the types of
texts that Shakespeare was most known for. There will be areas sectioned off on the whiteboard, where students will come up to the board, and record some of their research findings. "

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4. After students have done some independent research and recored what they have found,
we will go over their research, and discuss important elements relating to the author. "

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5. Once we have gone over the students research regarding Shakespeare, I will transition into
introducing the students to Macbeth. I will do this by talking about some of the main characters, the setting of the play, and the historical background of the play. I will inform students
that the language of the play is unique to the time period, which will impact their understanding of certain words, and phrases. "
6. After I have briefly gone over some background information of the play, I will distribute the
vocabulary list and inform students that the vocabulary will be in the assessment. I will ask
students to have definitions recored for each of the terms by the next class meeting. "

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Writing Standards!
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6.) Use technology, including the Internet, to produce, publish, and update individual or shared"
writing products in response to ongoing feedback, including new arguments or information. "

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10.)Write routinely over extended time frames (time for research, reflection, and revision) and"
shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and"
audiences."

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Reading Standards For Literature "
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3.)Analyze the impact of the authors choices regarding how to develop and relate elements of a"
story or drama (e.g., where a story is set, how the action is ordered, how the characters are"
introduced and developed)."

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Assessment: N/A"
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Lesson #2"
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Materials: Textbook containing text, vocabulary list Daybook, Writing Utensil"
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1. I will begin class by going over the agenda for the day, so that the students are aware of
what we will be doing during the class period. "

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2. After I have gone over the agenda, I will ask students to get out the textbook congaing the
play of Macbeth. After the students have found the play inside the textbook, I will assign students into their reading groups, which consist of four students. Once they are in their reading groups, the students will each pick two character roles for our reading. "

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3. Once the students have been assigned their character roles for the reading, I will ask the
students to jot down main plot points, that occur during our reading for today. Students will
be asked to share what they have learned about the plot of the play after the class has finished reading the text. I will also ask students to look over their vocabulary list while we are

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reading. Students will be asked to determine a possible meaning of the vocabulary word
based on the context in which it is used in the play. "

4. After all of the groups have finished reading I will ask the groups to share what they have
discovered about the text in terms of major plot events. I will also ask the students about the
vocabulary words they encountered, and what they understood the meaning of the word to
be. After all of the groups have shared, we will go over the vocabulary words that the students encountered, and I will provide a more exact definition for the words. "
5. For an exit ticket, I will ask the students to respond to questions that assess their understanding of the major plot events that took place in our reading for the day. "

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Exit Ticket Questions:"
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What do the witches tell Macbeth and Banquo? "
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Explain Lady Macbeths plan. Does Macbeth favor this plan?"
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So far, why do you think this play is considered a tragedy? "
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What do you think will happen next in the play? "
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Standards for reading literature!
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1.)Cite strong and thorough textual evidence to support analysis of what the text says explicitly
as well as inferences drawn from the text, including determining where the text leaves matters"
uncertain "

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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. "

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3.)Analyze the impact of the authors choices regarding how to develop and relate elements of a"
story or drama (e.g., where a story is set, how the action is ordered, how the characters are"
introduced and developed)."

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4.) Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and
tone, including words with multiple meanings or language that is particularly fresh, engaging, or"
beautiful. (Include Shakespeare as well as other authors.)"

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Lesson #3"

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Materials: Copy of Macbeth movie, T.V and DVD player, Daybook, Writing Utensil "
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1. Class will begin with a review of what we have read in Macbeth so far. We will go over major plot points, and pieces of dialogue that are significant for understanding the text. This will
be the opportunity for students to ask any questions they may about the text so far. "

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2. After we have gone over what we have covered thus far, I will inform students that we will be
watching the Macbeth movie. I will ask students to take notes about the major plot points
that are occurring in the movie, as well as their reflection of these plot points (The students
notes should be done in a what is happening/ thoughts on what is happening format)"

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3. After we have watched a portion of the movie, I will ask students to share their thoughts
about what happened during the movie. I will also clarify the major plot points to the students so that the entire class understands what occurred. "
4. After we have gone over the film, I will ask students to reflect on how the film version compares to the the traditional performing of the play. This reflection will be collected as an exit
ticket for class. "

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Assessment: Exit ticket"
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Standards for reading literature !
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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.)"

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Writing Standards!
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10.) Write routinely over extended time frames (time for research, reflection, and revision) and"
shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and"
audiences."
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Lesson #4!

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Materials: Vocabulary List, Daybook, Writing Utensil, Test Study Guide for each student"

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1. When class begins, I will inform students that we will be finishing up the rest of the Macbeth
movie today. Before we begin the movie, I will ask students to do some writing into the day,
and respond to the prompt written on the whiteboard. The prompt will state: Summarize the
plot of Macbeth in your own word. After you have summarized the text, provide a definition
for five vocabulary terms. "
2. After students have completed their writing into the day, I will ask a few students to respond
to what they have written. This will help students review the plot of the text, as well as the
language demands required for understanding meaning. "
3. We will then finish watching the movie, and students will be asked to write down five questions they have about the plot of the play, or any particular pieces of dialogue they did not
understand. "

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4. After we have finished watching the movie, I will assign the students into groups of four to
answer each others questions. Students will collaborate and put together a list of ten questions that think would be possible test questions. After students have put together their list, I
will ask each group to switch, and answer another groups questions. This will continue until
all of the groups have answered each others questions. "
5. After the students have completed the previous activity, I will pass of the student guide for
the test that we will be having on the unit. Students will be asked to have this study guide
complete by the time they come into class the next day. "

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Standards for reading literature !
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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."

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4.) Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and
tone, including words with multiple meanings or language that is particularly fresh, engaging, or"
beautiful. (Include Shakespeare as well as other authors.)"

"

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.)"

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Writing Standards"
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8.) Gather relevant information from multiple authoritative print and digital sources, using"
advanced searches effectively; assess the strengths and limitations of each source in terms of"
the task, purpose, and audience; integrate information into the text selectively to maintain"
the flow of ideas, avoiding plagiarism and overreliance on any one source and following a"
standard format for citation."

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10.) Write routinely over extended time frames (time for research, reflection, and revision) and"
shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and"
audiences."

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Central Focus !

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Planning Commentary"
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This unit is centered around the students gaining an understanding of William Shakespeares famous tragedy, Macbeth, as well as giving them an understanding of the language
demands required for understanding the text. Macbeth is a tragedy that delves into topics of
morality, which helps present the reader with a familiar conflict. This play contains supernatural
elements, and political warfare. The issues that the characters endure in the play are similar issues that they encounter in their daily lives. The text also contains a thrilling plot that attracts the
modern reader. The standards, and activities within the lesson help the gain an understanding
of this plot, so that they can draw their own inferences from what occurs. The language of the
text can be hard for some students to understand. I have addressed this by having students understand certain vocabulary terms that are within the text. This helps the students gain a better
understanding of the plot, as well as the terms that the author uses in the dialogue. The standards that I have incorporated allow students to respond to the text by giving their summarization of the plot. The students are making connections to the previous lessons by discussing
questions that the class is having, as well as reviewing the play by engaging in whole-class discussion. Understanding the language demands allow the students to have better knowledge of
particular vocabulary terms. Understanding the plot of the play allows students to deepen their
understanding of the types of texts that were getting written during Shakespeares time period. "

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Knowledge Of Students To Inform Teaching !
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I have asked the students to engage in writing prompts that help me determine what the
students know about the author of the text. This allows me to know if I need to spend more time
going over the author, and the historical background of the play. The in class discussions allow
for the students to state their personal beliefs, and aspects about their culture that relate to the
text. This helps me assess if the students are connecting the text to their daily lives. This will
help them with gaining a better understanding because they will be more interested in what they
are learning about. The students should have some prior knowledge of Shakespeare, but they
will most likely not have much understanding of Macbeth. "

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Supporting Students Language Arts Learning !
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The students have a prior understanding of the physical activities required to adapt to
the lesson because they have been engaging in these activities throughout prior grade levels.
The students understand the proper way to conduct research, which allows me to have the students conduct research activities. The students are also capable of responding to certain
prompts that ask them to provide an understanding of the plot. This is an activity that has been
conducted in lower grade levels. The activities that I have asked the students to do support the
learning needs for a variety of students. Individuals that are more visual learners will have an
easier time understanding the text by watching the movie that I have incorporated in the
lessons. Individuals that are more auditory learners will be able to connect to the group reading
activities. Students will commonly misunderstand the plot of the text while we are engaging in
group reading because of the language associated with the play. I have addressed this by hav-

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ing the students understand certain vocabulary terms that are used within the play. This will also
facilitate the language demands necessary for the entire learning segment. "

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Supporting English Language Arts Development Through Language!
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Students must be able to interpret certain terms in order to gain an understanding of the
dialogue that takes place in the text. Understanding the meaning of certain terms, as well as
how they can be used in context will allow for the students to better understand the play. Having
the students provide a definition of a vocabulary term in their own words allows for students the
improve the way they interpret a term because they are making the definition more relatable to
themselves. This occurs in lesson four, during the writing into the day prompt. The students are
understanding the vocabulary, and associating it to the discourse in which it is used in the text
by having the students individually complete the vocabulary list. This will allow for them to understand the definition of particular terms before they even engage in the reading. That way,
students will have an understanding of the terms before the encounter them in the context of the
play. "

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Monitoring Student Learning !
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The planned assessment will allow me to observe what the students understood from
the play. By giving students a summative test formatted assessment, I will be able to see what
the students have taken in from the lessons. The assessment will be multiple choice formatted,
so that students who do not have great writing skills will not be assessed on that particular skill.
This assessment is designed specifically to show what the students have understood in regards
to the plot, and the vocabulary that is associated with the text. Gifted students that have
reached this grade level should be able to complete this form of assessment, for they have engaged in tests previous to this one.

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Assessment "

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1.)Duncan ordered who to be executed for treason? "

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Banquo, the Thane of Fife"
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Donalbain, prince of Scotland"
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the original Thane of Cawdor (correct answer)"
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Malcolm, prince of Scotland"
Macbeth, the Thane of Glamis"
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2.)Who rewards Macbeth with the title of Thane of Cawdor? "

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King Duncan gives Macbeth the role as a prize for success on the battlefield. (correct
answer)"
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The witches give it to him."
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Malcolm and Donalbain are pleased to announce Macbeth's new title."
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Banquo awards Macbeth with this title."
Lady Macbeth gives it to him for his role in the murder of the king."
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3.)In Act II who spends the night in Lord and Lady Macbeths home?"
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All of the characters listed here spend the night at Dunsinane. (correct answer)"
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Donalbain"
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King Duncan"
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Malcolm"
Macbeth and Lady Macbeth"
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4.)Macbeth has a vision or imagines that something is floating in the air. What is it?"
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an iPod Nano"
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a sword"
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a dagger (correct answer)"
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a pistol"
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a cannon"

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5.)Who did the Macbeths set up and blame for Duncans murder? "
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Brittany Spears, because they don't like her hair."
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Banquo and Fleance"
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Macduff and Lady Macduff"
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the two guards to Duncans chamber (correct answer)"
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Malcolm and Donalbain, princes who would benefit most from the king's death"

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6.)Why did Lady Macbeth return the daggers to the guards and smear them with Duncans
blood? "
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She returned the daggers because she was the one who killed Duncan."
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Macbeth refused to return to the murder scene, so she had to do it. (correct answer)"
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That was the original agreement. He would do the murder if she would clean up afterwards."
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She wanted to personally see if her husband did a good enough job."
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She wanted to assure herself as to whether King Duncan was completely dead."

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7.)Why does Macduff come to Macbeths castle early in the morning? "
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King Duncan commanded him to come there. (correct answer)"
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just to see if Duncan is still alive, since he was already suspicious"
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to get a pancake breakfast"
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He was just riding by and decided to stop for coffee."
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to
see if anyone wanted to go horseback riding with him"

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8.)Who discovers Duncans corpse? "

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the old man and Ross"
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Macbeth"
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Macduff (correct answer)"
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Lady Macbeth"
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his sons, Malcolm and Donalbain"

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https://www.quia.com/quiz/1381408.html?AP_rand=1266819448#q1

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Dear Dr. Hartman,"

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When putting together this learning segment, I realized that I was struggling in trying to
connect all of the activities together. I feel like I have a good grasp on what I want the students
to know, but I am having a hard time connecting all of the activities to each other. I felt like I
added more variety to my lessons, and allowed for the students to do most of the talking. I also
feel like I incorporate technology more frequently, which was an improvement from my last draft.
The only thing I am concerned about is if the students will be able to grasp the concepts that I
am trying to get them to think about, since most of my lessons are student response focused. I
feel like I center most of my lessons around the students, with little teacher guidance, but I am
not sure if I gave them enough room to grow on their own. As for the assessment, I plan to add
more questions then what I have. I included these questions because I was wanting to here
your feedback on them, and the idea of giving a test before I complete the assessment. I am not
sure if a test is the best way to assess if the students understood the plot of the play, and I am
having trouble thinking of a writing assignment that could possibly take the place of the test.
Overall I feel more confident about every aspect of this learning segment, and I feel like I have
narrowed my focus enough for students to grasp one particular subject. "

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Sincerely,"
Brian Inouye