Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher: Rebecca Hull

Date: 11-24-17 Subject/ Topic/ Theme: Macbeth: Act 3 Grade: Junior AP Language Composition
I. Objectives
How does this lesson connect to the unit plan?
Reading, watching, and elaborating upon Act 3 of Macbeth is pivotal to the students understanding of Macbeth.

cognitive- physical socio-

Learners will be able to: R U Ap An E C* development emotional
Delve into the text of Macbeth to find substance for their arguments. R, U, An
Practice searching for textual and factual evidence to support their arguments. U, An, Ap
Work together with other students to present an argument. Ap, E, An, X
Gain exposure/experience with reading Shakespeare. C, U
Practice presenting and supporting their opinions and stances in a respectful and academic manner. R, Ap
R, U, Ap, X
C
Common Core standards (or GLCEs if not available in Common Core) addressed:
http://www.michigan.gov/documents/mde/MDE_ELA_Standards_599599_7.pdf

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.
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.)

Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and
sufficient evidence.

(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create

II. Before you start

Identify prerequisite Must have watched and read acts 1, 2, and 3 of Macbeth.
knowledge and skills.

Pre-assessment (for learning): Act 3 Response Questions

Formative (for learning): Act 3 Response Questions

Outline assessment
activities Formative (as learning): Students will prepare for and participate in a debate related to Macbeth.
(applicable to this lesson)
Summative (of learning): Research Paper, Structured Informal Debate

What barriers might this Provide Multiple Means of
lesson present? Engagement
Provide options for self-regulation-
expectations, personal skills and
What will it take strategies, self-assessment &
reflection
neurodevelopmentally, Reading along
experientially,
Annotating
emotionally, etc., for your Students will decide what
students to do this lesson? part of the debate is best
suited for them.
Provide Multiple Means of
Representation
Provide options for comprehension-
activate, apply & highlight
Class discussion
Teacher clarification
Debate preparation
Provide Multiple Means of Action
and Expression
Provide options for executive
functions- coordinate short & long-
term goals, monitor progress, and
modify strategies
Lesson is framed with
Synthesis Paper
Lesson is finished is all-
class discussion.
 Provide options for sustaining
effort and persistence- optimize
challenge, collaboration, mastery-
oriented feedback
Students will prepare
for the debate in teams
The actual
performance of the
debate.
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
Debate about ambition
and fate
Students can choose
their debate sections
Students arent
required to speak
during the debate, but
are encouraged to.
Materials-what materials
(books, handouts, etc) do A copy of Macbeth for each group, preferably for each student.
you need for this lesson Teachers copy of the Macbeth
and are they ready to Debate handouts and structure
use?
Provide options for language,
mathematical expressions, and
symbols- clarify & connect
language
Teacher is available to
clarify what certain
language means.
Students will have
access to devices and
resources in order to
assist them in forming
their arguments.
Provide options for perception- Provide options for physical action-
making information perceptible
Class discussion
Teacher clarification
Using evidence to
support an argument
Provide options for expression and
communication- increase medium
of expression
Questions and
discussion within
teams.
Debate
increase options for interaction
Students must go in
front of the class and
present their argument.

The desks are in a U shape.

How will your classroom 5 desks are in a row in the front of the classroom- this is where students will sit when they are
be set up for this lesson? presenting their arguments.

III. The Plan

Describe teacher activities AND student activities
Time Components for each component of the lesson. Include important higher order thinking questions and/or
prompts.

Motivation collect Act 3 Response Questions Turn in Act 3 Response Questions

(opening/ Announce to the class that they will be listen to instructions
introduction/ participating in a debate receive and look over handout
engagement)
Try to pass out debate handouts as early as ask any questions about the debate or
possible, maybe select one or two students handout that they have.
to pass them out. Separate their team into 3 sections for
Explain the activity, and various parts of each part of the debate.
the handout that could be confusing.
Number each student off as either a 1 or a
2. Students must remember their number.
1s will be in a group and 2s will be in a
group.
Separate groups into opposite sides of the
classroom.
Assign sides of the argument to each
group (also should be on the handout)

Development
(the largest
component or
 The students will have the rest of the hour
to prepare for the debate, which will take
place the next time the class meets.
Circulate around the classroom for the rest
of the period to assist students who need
help.
main body of
the lesson)
Students must work within their teams and
sections to prepare for the debate.
They will have the remaining time in the
hour to prepare for the debate, which will
take place the next time the class meets.

Closure
(conclusion, With a few minutes left of class, remind Finish the final touches on their
culmination, everyone that they must be ready to debate arguments.
wrap-up) during the next class period. They can They can continue to work on their
continue to perfect their arguments at arguments at home if they need to.
home if they wish.

Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)

When I first taught this lesson, I had the students prepare for the debate and present their arguments all in the same hour.
This left only about 20 minutes for the students to prepare for the debate. The whole process felt really rushed, so I decided to
split the lesson into 2 days: one day to prepare and one day to debate. I also think that extended time to prepare will let the
students be able to become more invested into the debate. I would also build in some extra time in between debate sections for
rebuttal sections to prepare their arguments. Other than the time restraint, the lesson went very well, and the students got
very passionate about defending their stance. They were surprisingly good at presenting convincing arguments and coming
up with textual evidence.