Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher: Rebecca Hull

Date: 11-25-17 Subject/ Topic/ Theme: Macbeth: Act 2 Grade: Junior AP Language Composition
I. Objectives
How does this lesson connect to the unit plan?
Watching Act 2 of Macbeth is an important aspect of the students understanding of Macbeth.

cognitive- physical socio-

Learners will be able to: R U Ap An E C* development emotional
Evaluate and analyze the directors style and choices. E, An
Discuss the video adaption with the class and their peers. U, An, E X
Understand that Shakespeares plays were meant to be watched. U
Gain exposure/experience with watching Shakespeare. R, Ap
Think about how the medium of communication changes the experience of the play. R, U, Ap, X
Common Core standards (or GLCEs if not available in Common Core) addressed:
http://www.michigan.gov/documents/mde/MDE_ELA_Standards_599599_7.pdf

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).
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.)

Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of
dramatic irony) create such effects as suspense or humor.

(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 read Acts 1 & 2 of Macbeth
knowledge and skills.

Pre-assessment (for learning): Act 1 Response Questions

Formative (for learning): Act 1 Response Questions

Outline assessment
activities Formative (as learning): Students will watch and discuss the play.
(applicable to this lesson)
Summative (of learning): Research Paper, Structured Informal Debate, Act 2 Response Questions

What barriers might this Provide Multiple Means of Provide Multiple Means of Provide Multiple Means of Action
lesson present? Engagement Representation and Expression
Provide options for self-regulation- Provide options for comprehension- Provide options for executive
expectations, personal skills and activate, apply & highlight functions- coordinate short & long-
What will it take strategies, self-assessment & Class discussion term goals, monitor progress, and
reflection Teacher clarification modify strategies
neurodevelopmentally, Taking notes Lesson is framed with
experientially, Act 2 Response
Discussion Synthesis Paper
emotionally, etc., for your Questions
students to do this lesson? Act 2 Response Lesson is structured with
Questions questions and discussion
 Provide options for sustaining
effort and persistence- optimize
challenge, collaboration, mastery-
oriented feedback
Students are given
certain things to look
for as they view the
play.
They will be asked
about them later during
discussion.
Provide options for language, Provide options for expression and
mathematical expressions, and communication- increase medium
symbols- clarify & connect of expression
language Questions and
Teacher is available to discussion
clarify what certain Act 2 Response
language means. Questions
Viewing the play will
enable the students to
have more context for
the text, and will be
able to comprehend the
plot with less
difficulty.

Provide options for recruiting Provide options for perception- Provide options for physical action-
interest- choice, relevance, value, making information perceptible increase options for interaction
authenticity, minimize threats Class discussion Students are
Students arent Teacher clarification encouraged to stand
required to take notes and/or stretch if they
or contribute to the find themselves getting
discussion, but they are drowsy while watching
encouraged to. the play- as long as it
Viewing the play will isnt distracting.
make it much more
authentic to students.
Materials-what materials
Version of Macbeth is set up and ready to watch.
(books, handouts, etc) do
The projection and audio systems have been tested beforehand to ensure that they work.
you need for this lesson
A list is written on the board of all the things that the students should be watching for in the
and are they ready to
play.
use?
Act 2 Response Questions are printed and ready to hand out.

Desks are arranged in a way that ensures that every student will be able to easily see the
How will your classroom projection screen.
be set up for this lesson?

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 Spend the first few minutes of class Spend the first few minutes of class
(opening/ discussing with the class about what they discussing what they wrote about in their
introduction/ wrote in response to their Questions. answers to their Response Questions
engagement) collect Act 1 Response Questions Turn in Act 3 Response Questions
introduce the video version of the play to Listen to instructions
the students
Point their attention to the list on the
board and tell them that they need to
watch for the things on that list
Encourage them to take notes and write
down questions.

Development
(the largest Start the play. Watch the play
component or
 When something significant happens, or Take notes, write down questions
something comes up that youd like to Participate in class discussion whenever
discuss, stop the tape, and ask the class the teacher stops the tape.
about it. Only do this a maximum of 5
times per viewing in order to avoid being
too disruptive.
main body of
the lesson)

Closure Watching the play is going to take up Ask the teacher for clarification about
(conclusion, multiple class periods, so plan on finishing anything that they are confused about.
culmination, the movie the following class. Discuss what they think is interesting.
wrap-up) Make sure to end on an appropriate
stopping point.
Allow students a few minutes to ask you
questions.
Hand out Act 2 Response Questions

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 watched Macbeth with my students, I think it was pretty successful. I think it was really helpful and interesting for
them to view the play after reading it. I really like the idea of reading it and watching it in small chunks, and Id like to
implement that in my future lesson plans. The students also verbally told me that they enjoyed watching the play, and were
always asking me when we were going to watch the next Act. Even though the lesson went pretty well, I think I would like it
to be more structured in the future. Id like to watch the portion of the play I was going through with the class beforehand,
and mark the certain places in the play where Id stop and discuss. This way, my questions and comments about the play
could be more intentional and thoughtful, which would hopefully hold the students engagement more effectively. Id also
potentially want to give them a worksheet to guide them in noticing the things in the play that they were told to look for. Then
maybe theyd have something to reference during discussion.