Macbeth Unit

Teacher: Julia Maturo Date: November 2nd, 2017
Subject: World Literature Grade Level: 10

Title of Lesson: Commonplace for Lord of the Flies and Lesson Length: 85 Minutes
Start of Macbeth
Overview of the Lesson
Lesson Summary:
In this lesson students will analyze the text in their commonplace notebooks. Students will also
start interacting with and discussing the Shakespearian text Macbeth.
Lesson Objectives:
The students will be able toanalyze the text.
The students will be able toselect text evidence.
The students will be able toexplain important aspects of the novel.
The students will be able toanalyze Shakespearian language.
The students will be able todiscuss the basics of Macbeth.
Materials/Equipment to be Used in Teaching the Lesson:

Lord of the Flies
Commonplace notebook
Macbeth
Computer
Board
Shakespeare, Spoken Worksheet
Massachusetts Framework Standards:
RL1. 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.
RL2. 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.
RL4. 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.)
RL7. 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.)
SL1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grades 1112 topics, texts, and issues, building
on others ideas and expressing their own clearly and persuasively.
L1. Demonstrate command of the conventions of standard English grammar and usage when
writing or speaking.
L3. Apply knowledge of language to understand how language functions in different contexts, to
make effective choices for meaning or style, and to comprehend more fully when reading or
listening.
Enduring Understandings:
Big Ideas: The students will understand that
Certain passages reveal different things about a textsome are more important than others
Shakespeare is better understood when spoken aloud
Concepts:
Commonplace
Passage
Shakespeare
Language
Essential Questions:
What passage in Lord of the Flies is significant to the text?
What can you say about that passage?
What do you know about Shakespeare?
How can you understand Shakespeare better?
Content
Factual Content:
Students will understand that reading Shakespeare aloud can lead to a greater understanding of the
text.
Vocabulary:
Commonplace, Shakespeare, Language
Tier 1:
Language
Tier 2:
Commonplace, Shakespeare
Tier 3:
Critical Thinking Skills (Reading, Writing, Speech, Listening)

Identifying and selecting important passages
Discussing important passages
Read and speak Shakespeare
Respond to questions about language
Assessments (Performance Tasks/Tests/Quizzes Formative/Summative, Informal/Formal)

Completion of commonplace entry
Completion of SS worksheet
Participation in read aloud
Action/Instructional Procedures
Procedures: For each procedure, list the teacher or student actions (with accommodations and
modifications) as well as the anticipated amount of time it will take to accomplish each task.
Step One: Assign Commonplaces (5 Minutes)

o So yesterday we had our discussion and at the bottom of the page there was a
commonplace assignment. I would like you all to take that out and take a look at
it.
o Read assignment
o So for the rest of class you will be working on another commonplace entry in
your journals.
o Make sure to be using the text to help you with thisyou need to be analyzing
certain passages.
Step Two: Work Time (30 Minutes)

o Students will work for 30 minutes on their commonplaces
Step Three: Introducing Macbeth (5 Minutes)

o Who here has read Shakespeare before?
o All of your hands should be up
o So what was hard about Shakespeare? What did you like about Shakespeare?
o What are some other things we can say about Shakespeare?
o We are going to start Macbeth today
Step Four: Shakespeare Spoken (40 Minutes)

o You are all about to get a line from the play Macbeth.
o Once everyone has their line, we will be saying them aloud, all at the same time.
Ill do it too.
o Pass out lines.
o Read through your line to yourself silently.
o Now read it aloudready, set, go!
o Now shout it!
o Now were going to read the lines in different voices and tones.
o Ill tell you which voice or tone to do each time.
Angry
Sad
Insulting
Whispering
Happy/Joyful
Like a questions
Like a command
Like it is a love comment
o Now I will hand out a worksheet that you all will work on individually.
o Hand out worksheet, read directions
Step Five: Introduction to Macbeth (5 Minutes)
o Before we start reading, lets take a quick look at the important ideas in Macbeth.
o https://www.cliffsnotes.com/literature/m/macbeth/play-summary
o https://www.youtube.com/watch?v=rFtCYESosDw
Homework
o Read Act I for Monday. There will be a quiz.
Reflection on Lesson
a) The Lesson Plan: Perfect planning, got everything in right on time. Good balance
between quiet individual work and class discussion. Clarify in lesson when students
should sit or stand.
b) Teaching Skills: Very animated with the students, allowed myself to feel silly with them.
Set a good example as to exactly what they should be doing. Created a positive
atmosphere for the class. Encouraged wild guesses since this is a challenging topic, but
still told students I expected them to give thoughtful answers that could be backed up.
c) The Students: Responded really well to my involvement in the activity. Participated fully
and enthusiastically. Gave thoughtful responses after the activity which showed what a
success this activity was. Many different students responded when asked about their line,
some who typically dont speak in classthis was able to reach them as well.
Teacher: Julia Maturo Date: November 3rd, 2017
Title of Lesson: Annotation and Acting of Macbeth Lesson Length: 85 Minutes
Lesson Summary:
In this lesson students will read and annotate Macbeth in a guided activity to determine which
annotation method works best for them. They will also act out a short scene as a class.
Lesson Objectives:
The students will be able toread and annotate the text.
The students will be able toanalyze the deeper meaning of the language.
The students will be able toidentify annotation strategies.
The students will be able todiscuss the text and well as different annotation strategies.
The students will be able toact out a scene from the play.

Macbeth
Computer
Board
Macbeth Passage
Photo copies of scene 1
Annotation Packet

uncertain.
L1. Demonstrate command of the conventions of standard English grammar and usage when
writing or speaking.
L3. Apply knowledge of language to understand how language functions in different contexts, to
make effective choices for meaning or style, and to comprehend more fully when reading or
listening.
Annotation is a helpful tool for active reading
More careful reading of the text can help a student better understand it
Predicting parts of a play can help in comprehension
Concepts:
Annotation
Predictions
How can annotating be helpful to your reading of the text?
What annotating method works best for you?
Content
Factual Content:
Students will understand that both predictions and annotation and assist in comprehension of the
text, especially a Shakespearian text.
Vocabulary:
Annotation, Prediction
Tier 1:
Prediction
Tier 2:
Annotation
Tier 3:

Read and analyze the text
Identify annotation strategies
Discuss methods of annotation

Participation in discussion
Completion of Possible Sentences
Completion of annotation
SurveyIn computer lab

Sign Out Books
Step One: Possible Sentences (20 Minutes)

o Since weve just started Macbeth, lets make a few predictions about this book.
o Were going to do an activity called Possible Sentences. Youve done this before.
o Pass out PS
o On the top of this page are 20 key vocabulary words from the text.
o With those words, youre going to come up with possible sentences that might be
found in the book.
o Im going to pretend that I have not read the book and this is the first time Im
seeing these words. So, I might write
The witches use the dagger to kill the King.
Treason in this Scottish play leads to tragedy.
o Then, after you make seven sentences, youre going to make two sentences about
these sentences.
o For example
Why do the witches watch to kill the King?
Is the dagger important?
Why is it called the Scottish play?
Who commits treason?
o You can work with the person youre sitting next to for this.
o Lets take about 20 minutes to do this.
o After they finish, ask for a few possible sentences.
o Ask students to write them on the board for prizes.
o Ask their question and ask for one more from the class.
Step Two: Read Scene 1 and 2 Together (5 Minutes)

o Lets see if some of your predictions were correct.
o Were going to read the first few pages together.
o Read with students to end of Scene 1 and 2.
Step Three: Annotation Presentation (10 Minutes)

o So how many of you drifted a bit while we were reading? Its fine if you did, it
happens to everyone. (Show of hands)
o So what were going to do now is take some steps to prevent that drifting. Well
do that with annotation.
o Does anyone know what annotation is?
Do you like it?
Do you not like it?
Has it helped you before?
o Show Prezi Presentation
o https://prezi.com/batrbxvnxunz/copy-of-how-to-
annotate/?utm_campaign=share&utm_medium=copy&webgl=0
o There are all different ways to annotate. You should find the one that works best
for you.
o Here is a packet that you should look throughit has all different ideas and
methods for annotating that might be helpful for you.
o Hand out packet.
Step Four: Paradox (5 Minutes)

o Before we get into practicing annotation, there is one literary tem I want to go
over with you because its really important to this whole play.
o And that term is a paradox.
o Does anyone know what that means?
o A paradox is a seemingly absurd or contradictory. Even though it does not sound
logical, it can be true.
o Lets see if we find it at all while were working with the text.
Step Five: Annotation Practice (20 Minutes)

o Lets have a bit of practice with it.
o Ill show you how I annotate a passage, and then youll do scenes 1 and 2 on your
own.
o Annotate the passage on the board using different color makers.
o Focus on Fair is foul and foul is fair
o Please do this quietly on your ownyou are reading and thinking on your own.
o Do at least two annotations on each pagethat means something circled,
underlined, marked, along with a note.
o You should start to think about which method works best for you.
o After students annotate, have them get up to share with two other students in the
class. They should share how they annotated and why they annotated.
o Be prepared to share at least one thing you had in common or one thing that was
very different about your annotating.
Step Six: Acting (30 Minutes)

o For the rest of class, we will be going through one of these scenes together.
o Were going to pick it apart and then act it out.
o Lets do scene ii.
o Were going to read through it together.
Assign parts and read.
o Now lets try to paraphrase.
What do you think they are talking about here?
What are the characters feeling?
Write responses on board to brainstorm.
o So what would our scene look like?
What might the characters be wearing?
What might the background look like?
o Now lets try to read it with some of those ideas.
o Who wants to be the characters for real this time?
o Stand up and come to the front.
o Read through it with some really feeling and movement.
o The rest of the class, keep a watchful eye on how they could improve. Youre all
directors that could help them.
o Keep going until class ends.
Homework
o Read Act I for Monday. There will be a quiz.
d) The Lesson Plan: Did not get through everything. Honestly over planned, but I was
really upset I couldnt fit in all the annotating together. Now things will be a bit
disjointed and Ill have to re-teach things on Monday to continue with the annotation.
e) Teaching Skills: Good direction and modeling, but could have been better. I need to get
back to the basics and focus on these things. These kids are smart, but they still need the
supports.
f) The Students: Did great with the possible sentences, they like this activity, but they dont
always like making guesses because they dont like being wrong. Seemed engaged with
the presentation, but lost them a bit during the modeling of annotation.
Teacher: Julia Maturo Date: November 6th, 2017
Title of Lesson: Annotation and Act I of Macbeth Lesson Length: 85 Minutes
Lesson Summary:
In this lesson students will read and annotate Macbeth and analyze Act I through several
significant passages.
Lesson Objectives:
The students will be able todiscuss the text and well as different annotation strategies.

Macbeth
Computer
Board
Quiz
Review
Macbeth Passage
Passage Worksheet

uncertain.
By analyzing and going deeper into passages, the meaning can become clearer
Concepts:
Annotation
Passages
How can annotating help you understand the text?
What does this passage tell us about the text?
Content
Factual Content:
Students will understand that annotation and close reading can be effective tools to understanding
a complex text.
Vocabulary:
Annotation, Passage
Tier 1:
Passage
Tier 2:
Annotation
Tier 3:

Reading and annotating the text
Discussing the text as a class and with a partner
Analyzing passages
Writing responses to questions about the text

Reading Quiz
Participation in Review
Completion of passage worksheet
Step One: Quiz on Act I (25 Minutes)

o Hand out quiz, students will work silently on this
Step Two: Review of Act I (10 Minutes)

o So what can you tell me about Act I of Macbeth?
o Hand out review, go through with students
Step Three: Annotation Practice (30 Minutes)

o We are going to do some more annotation practice together before I send you all
off on your own.
o Annotate the passage on the board using different color makers.
o You will now continue annotating this scene until Angus and Ross Enter.
o Please do this quietly on your ownyou are reading and thinking on your own.
o Do at least two annotations on each pagethat means something circled,
underlined, marked, along with a note.
o You should start to think about which method works best for you.
o After students annotate, have them get up to share with two other students in the
class. They should share how they annotated and why they annotated.
o Be prepared to share at least one thing you had in common or one thing that was
very different about your annotating.
Step Four: Act I Passages (20 Minutes)

o Now, we are going to take a look at some very important soliloquies in this Act.
o Does anyone know what a soliloquy is?
o A soliloquy is when a character speaks their thoughts aloud alone on stage so that
the audience knows what they are thinking or feeling.
o You will be working with a partner to annotate the Lady Macbeth soliloquy in
scene 5, and the Macbeth soliloquy in scene 7.
o You will then use all the annotations you just did to answer questions about those
soliloquies.
Homework
o Read Act II for ThursdayAnnotate (3-4 per page)
g) The Lesson Plan: I did not anticipate the quiz to take so long, but it did. I had to really
move through the review and the annotating demonstration because I wanted them to be
set to start their homeworkreading Act II and annotating. I will move the passage
analysis to the following lesson.
h) Teaching Skills: Tried to get the students back into the lesson after the quiz; they were
very tired. Should have done stretches with themas silly as it sounds it wouldve
helped to get them up. Tried to be very animated in review and break it down for them so
that it makes sense. Should have asked more questions along the way but I knew I did
not have much time. Very good demonstration, even though it was a tad fast. I wouldve
spent more time on it if I had the chance.
i) The Students: Worked for about an hour on the quizthis really bogged them down and
made them not as involved for the review and annotation activity. They were also
reluctant to talk today. They are very back and forth with the energy levels.
Title of Lesson: Act I Passages Lesson Length: 85 Minutes
Lesson Summary:
In this lesson students will read and annotate Macbeth and analyze Act I through several
significant passages.
Lesson Objectives:
The students will be able todiscuss the text.

Macbeth
Computer
Board
Quiz
Review
Passage Worksheet
Twitter Table Passages
Markers

uncertain.
By analyzing and going deeper into passages, the meaning can become clearer
Concepts:
Annotation
Passages
How can annotating help you understand the text?
What does this passage tell us about the text?
Content
Factual Content:
Students will understand that annotation and close reading can be effective tools to understanding
a complex text.
Vocabulary:
Annotation, Passage
Tier 1:
Passage
Tier 2:
Annotation
Tier 3:

Reading and annotating the text
Discussing the text as a class and with a partner
Analyzing passages
Writing responses to questions about the text

Completion of passage worksheet
Participation in twitter table
Step One: Twitter Table (40 Minutes)

o We are going to spend today looking at some different passages because to be
honest, one of the best ways that you will all be able to understand Shakespeare is
to really pick apart the text.
o We will be doing twitter table.
o Remember for this, you must be silent. Even if you believe you are going to
cough, you should step out of the room for a moment.
o Everyone will get their own marker, and you will be basically annotating all
together, just silently.
o You will spend about 10 minutes at the first station, and then I will tell you when
you are free to move about the room. After that, you can move to whatever poster
you want.
o When you get your marker, put your name on the back in that maker.
o Tell students to start, ensure they remain silent, tell them to move after 10
minutes.
Step Two: Act I Passages (45 Minutes)

o Now, we are going to take a look at some very important soliloquies in this Act.
o Does anyone know what a soliloquy is? I mentioned it on Monday, who
remembers?
o A soliloquy is when a character speaks their thoughts aloud alone on stage so that
the audience knows what they are thinking or feeling.
o You will be working with a partner to annotate the Lady Macbeth soliloquy in
scene 5, and the Macbeth soliloquy in scene 7.
o These were actually just in the twitter tables you did, so you should be able to
have a decent handle on them.
o You will then use your work in twitter table and all the annotations you just did to
answer questions about those soliloquies.
Homework
o Read Act II for ThursdayAnnotate (3-4 per page)
j) The Lesson Plan: Nice balance between quiet table twitter time and collaborative thesis
statement work. Thesis statements took a bit longer than expected because we
encountered problems with their ability to write solid thesis statements. Therefore we
will have to carry over the soliloquies into tomorrow.
k) Teaching Skills: Good directionseven better when I had given the directions to the
other class earlier. Also gave good directions and feedback for the thesis statements.
l) The Students: Very attentive, quiet, and thoughtful throughout the table twitter activity
but they struggled so much with the thesis statements. They need review on this asap.
Title of Lesson: Act II Dagger Scene Lesson Length: 85 Minutes
Lesson Summary:
In this lesson students will analyze, act out, and discuss the significance of the dagger scene in Act
II of Macbeth.
Lesson Objectives:
The students will be able toread and analyze Act II Scene i.
The students will be able toact out Act II Scene i.
The students will be able todiscuss different ways to act out the scene.
The students will be able torespond in a journal about the best interpretation of the scene.

Macbeth
Computer
Board
Timer
Review Sheet
Scene Analysis Worksheet

uncertain.
Acting out a scene can lead to further understanding
There are many different ways to approach a scene through tone and staging
Concepts:
Acting
Tone
Staging
What is Macbeth thinking about and feeling in this scene?
Is the dagger really there?
What is the significance of the dagger?
How can we try this scene out in different ways?
Content
Factual Content:
Students will understand that acting out plays is an effective way to interact with them and fully
understand the concepts.
Vocabulary:
Acting, Tone, Staging
Tier 1:
Acting
Tier 2:
Tone, Staging
Tier 3:

Reading and analyzing the scene
Acting out the scene
Criticizing the scene
Writing about the experience

Participation in acting and criticizing
Completion of worksheet
Step One: Content Roundtable (15 Minutes)

o We are going to start off our review of Act II today with a content roundtable.
o So you will get into groups and your job is to write as many words from the text
as you can in 3 minutes.
o You will have one piece of paper and you need to pass it around your group. So
one person writes a word then passes, then they write a word and pass it, and so
on and so forth.
o You cannot skip a person, however you can help your group members by telling
them a word to write if they cant think of one.
o Finally, you cannot write any pronouns or common words that would be found in
any textsuch as he, she, it, the, andAnd no repeating words
o Ready? Go!
o Time students
o Stop!
o Now, you are going to number your words so that I can see how many you have.
The group with the most words wins.
o You are now going to use those words to create a summary of what has happened
so far in the play.
o You must use X amount of words from your list in your summary.
o Have students write then share
Step Two: Review of Act II (10 Minutes)

o Those were some great summariesnow lets go over some of the details.
o Pass out review handout, go through with students
Step Three: Dagger Scene (5 Minutes)

o So a very important part that you read in Act II was right in the beginning in
scene i.
o Does anyone have a guess as to what that important part is?
o The Dagger Scene
o So we are going to be doing some work with that soliloquy today.
o Lets read it aloud first.
o Read aloud
Step Four: Analyze Scene (20 Minutes)

o So now lets analyze this scene.
o You will work with a partner to answer the questions about the dagger scene
before we discuss it as a group.
o Questions:
What is happening in the speech? (Describe in one or two sentences.)
What has happened in the previous Act that influences this speech? In the
previous scene?
What is Macbeth trying to work out in the speech? What does he decide?
What discoveries does he make?
Is the dagger real or a projection of Macbeth's mind? Support your answer.
What is the mood or tone of the speech?
What examples of imagery, foreshadowing, and metaphor can be found in
the speech?
What could Macbeth be doing physically while he is delivering this
speech?
How would you stage this speech if you were the director?
What direction would you give the actor playing Macbeth?
o Allow 15 minutes to work before asking for answers.
o Write answers on board.
Step Five: Act Out Scene (20 Minutes)

o Now that we know whats going on a bit, lets act it out!
o We are going to try this a few different ways a few different times.
o May I please get my first Macbeth? Who would like to be Macbeth first?
o Lets try to read it with some of those ideas we just discussed.
o Read through it with some really feeling and movement.
o The rest of the class, keep a watchful eye on how they could improve. Youre all
directors that could help them.
o Keep going until class ends.
Step Six: Journal/Exit Ticket (10 Minutes)

o How would the play be different if the dagger scene was excluded?
o Think about what this scene tells us about Macbeth and how the readers image of
him would be changed if we did not have this scene.
o Answer in 6-8 complete sentences.
Homework
o Read Act III for TuesdayThere will be a quiz
m) The Lesson Plan: Great pacing and balance of work, only did not fit in the journal at the
end. However, it was more important for a few people to try acting rather than fitting in a
journalI believe they got more from the different people than they would self
reflection.
n) Teaching Skills: Really tried to make things fun and engaging for them while still laying
down the law a bit when they got a tad out of hand. Very clear with directions as well as
expectations.
o) The Students: Very involved in review, if not at least active listening from my wonderful
rendition. Also worked well in their groups and then had some fun working as a class to
create the dagger scene up on stage with different classmates playing Macbeth. I gave
them some liberties and at first they didnt know what to do with them, but it worked out
well in the end.
Title of Lesson: Feminist Lens in Macbeth Lesson Length: 85 Minutes
Lesson Summary:
In this lesson students will read, analyze, and discuss how Macbeth can be viewed with a feminist
lens.
Lesson Objectives:
The students will be able toread about the feminist lens.
The students will be able toanalyze and discuss the feminist lens.
The students will be able toapply the feminist lens to Macbeth.

Macbeth
Computer
Board
Feminist Lens Powerpoint
Feminist Lens Worksheet

uncertain.
RL8. Analyze a work of fiction, poetry, or drama using a variety of critical lenses (e.g., formal,
psychological, historical, sociological, feminist).
A lens can bring a new perspective to a text
It is important to analyze relationships between characters to fully understand the
characters themselves
Concepts:
Feminist Lens
Character Relationships
How can you apply the feminist literary theory to your scene?
How does Lady Macbeth and Macbeths relationship explore feminist theory?
Is Lady Macbeth a powerful woman?
Content
Factual Content:
Students will understand that a lens provides a new perspective to a text.
Vocabulary:
Feminist Literary Theory, Character Relationships
Tier 1:
Tier 2:
Tier 3:
Feminist Literary Theory
Discussing a scene
Identifying elements of the feminist literary theory
Applying the feminist literary theory to Macbeth

Participation in class discussion
Step One: Quiz (30 Minutes)

o Hand out quiz, allow about 30 minutes for students to work.
Step Two: Review of Act III (10 Minutes)

o I hope you all did well on those quizzes, lets see how much you understood.
o Were going to do a quick review of Act III.
o So lets go through this together, if you have any questions along the way, let me
know.
Step Three: Feminist Literary Theory (5 Minutes)

o So way early in the year, we talked a bit about Feminist Literary Theory.
o Who can tell me what they remember about that?
o So FLT is a lensa lens is a way of looking at a text. There are historical lens,
economic lens, and of course feminist lens.
o Read through handout with students
Step Four: Disney Princesses Analysis (5 Minutes)

o Lets do one together before you go off on your own.
o Who here is familiar with the Disney Princess Stories?
o So these stories are great examples to use for some practice with feminist literary
criticism.
o Pull up Disney Princesses
o Ask students to name princesses and then ask students to pick one we should
analyze.
o Begins asking students
What stereotypes of women are present? Are female characters
oversimplified? Weak? Foolish? Excessively naive?
Do the female characters play major or minor roles in the action of the
work? Are they supportive or independent? Powerless or strong?
Subservient or in control?
If the female characters have any power, what kind is it? Political?
Economic? Social? Psychological?
Step Five: Analyze Scene (35 Minutes)

o So you are now going to do your own analysis with a partner on Lady Macbeth.
o Hand out worksheet, read instructions, assign scenes to each partnership
o Make sure you are using both the handout and the text to help you.
Homework
o Read Act IV for FridayThree to four annotations per page
p) The Lesson Plan: Flowed very well and very detailed. Nice transitions form activity to
the most. Also, good timing for most activities. Great hook, however it did not go over
as well as I thought it would.
q) Teaching Skills: Super enthusiastic and relatable to students. Encourages students to

take stab in the dark at some questionsestablish that its ok to be wrong or not sure of
an answerthese are complicated topics. Ask students to participate more and get more
in depth with their analysis of the DP. Connects things from previous lessons to activate
prior knowledge. Gave timelines of what to expect for the day and for tomorrow.
r) The Students: Good, yet basic answers that need to be further developed. Not fully
engaged in the lesson, they need to take a step in and be more involved. Did not fully
grasp the conceptneed to have a new approach tomorrow.
Title of Lesson: Feminist Lens in Macbeth Part 2 Lesson Length: 85 Minutes
Lesson Summary:
In this lesson students will read, analyze, and discuss how Macbeth can be viewed with a feminist
lens.
Lesson Objectives:
The students will be able toread about the feminist lens.
The students will be able toanalyze and discuss the feminist lens.
The students will be able toapply the feminist lens to Macbeth.

Macbeth
Computer
Board
Feminist Lens Powerpoint
Feminist Lens Worksheet

uncertain.
RL8. Analyze a work of fiction, poetry, or drama using a variety of critical lenses (e.g., formal,
psychological, historical, sociological, feminist).
A lens can bring a new perspective to a text
It is important to analyze relationships between characters to fully understand the
characters themselves
Concepts:
Feminist Lens
How can you apply the feminist literary theory to your scene?
How does Lady Macbeth and Macbeths relationship explore feminist theory?
Is Lady Macbeth a powerful woman?
Content
Factual Content:
Students will understand that a lens provides a new perspective to a text.
Vocabulary:
Feminist Literary Theory, Character Relationships
Tier 1:
Tier 2:
Tier 3:
Feminist Literary Theory
Discussing a scene
Identifying elements of the feminist literary theory
Applying the feminist literary theory to Macbeth

Participation in class discussion
Step One: Stereotypes (20 Minutes)

o Before we start the work from yesterday, we need to do something first.
o This might be a tad uncomfortable for some of you, but I promise it will help you
understand this concept.
o Were all going to do it together. No judgment whatsoever.
o Were all going to come up with some stereotypes. Any and all stereotypes.
Were going to think of them and say them out loud.
o This doesnt mean that you believe those stereotypes, just means that you notice
them and know that theyre out there in the world.
o Just because I know that Jewish people are often called cheap doesnt mean I
believe thatit just means that I know its a common stereotype that other people
might believe in.
o So I would like you to turn and talk with a partner and you are going to come up
with three stereotypes about any gender, race, sexual orientation, religion, or
anything else you can think of.
o Allow five minutes and then have students share.
o Now we are going to think of some gender stereotypesit could be about men or
women. Think of two with your partner and be ready to share.
o Allow five minutes and then have students share. Write on board.
Step Two: Disney Princess Analysis (15 Minutes)

o So now, were going to try looking at these Disney Princesses again with these
stereotypes in mind. Were going to take all these stereotypes about women, and
were going to put our glasses onwere going to look at it in this way.
o Again, this doesnt mean that you believe it, it just means that youre smart
enough to recognize that those stereotypes exist and you can see how it can affect
the way we look at a text.
o Pull up Disney PrincessesIll do Snow White.
She is very nice, sweet, and pretty and she gets the man without even
trying
She serves 7 men without questioning anything
She is super passivethis is ideal in attracting a mana man should do
all the work, a woman shouldnt have any control over her love life or
future
She does not speak a word to her love before they kissit is acceptable
for a man to kiss (or do more to) any woman he comes across, sleeping
or not
The only relationship between women in this story is one of hatethe
Evil Queen hates Snow White because she is jealous of her beauty
therefore beauty is the most important thing to women.
o Now you try
Step Three: Analyze Scene (30 Minutes)
o So you are now going to do your own analysis with a partner on Lady Macbeth.
o Hand out worksheet, read instructions, assign scenes to each partnership
o Make sure you are using both the handout and the text to help you.
Step Four: Macbeth Film (20 Minutes)

o Watch the film for the rest of class
Homework
o Read Act IV for FridayThree to four annotations per page
s) The Lesson Plan: Great progression from one activity to the nextreally helped them
understand how they should start thinking about the concept. Also timed perfectly for
half the class time all of us working together and the other half them working in pairs. I
revised the DP activity and used a new hook to make them feel more comfortable as well
as get them more engaged.
t) Teaching Skills: Used think-pair-share and it worked wonders for themthey were
interested, engaged, and much more confident than usual. Wrote on the board and used
multiple visuals to help guide students through the activity. Checked in with partners as
they worked throughout the rest of the class.
u) The Students: Much more confident, engaged, and interested in the lesson. They also
demonstrated a better understanding as they worked off of each other as we listed ideas
on the board. They were also happy to pick their own DP to work withit helped them
get more interested.
Title of Lesson: Macbeth Film Act I-III Lesson Length: 85 Minutes
Lesson Summary:
In this lesson students will be able to watch and analyze the film Macbeth.
Lesson Objectives:
The students will be able towatch and analyze Macbeth.
The students will be able towrite responses to questions about the film.
The students will be able toexplain plot points.

Macbeth
Computer
Board
Macbeth Film

uncertain.
Films are helpful for understanding the text
Concepts:
Film
How does the film portray the text?
What can you remember from each scene?
Content
Factual Content:
Students will understand that films can help them understand texts better.
Vocabulary:
Film
Tier 1:
Film
Tier 2:
Tier 3:

Watch and analyze film
Write responses to questions
Write and explain plot points

Watch film
Step One: Watch Macbeth Acts I-III (85 Minutes)

o Today we will be watching some of Macbeth.
o You will have questions to answer as you watch.
o Hopefully this will help with your understanding of the play.
Homework
o Read Act IV for MondayThree to four annotations per page
v) The Lesson Plan: Very clear and simple. Got through almost all of the planned Acts.
w) Teaching Skills: Instructed students to answer questions as we went along. Stopped film
every fifteen minutes so students could write things down or answer questions.
x) The Students: Seemed to really enjoy the film, very attentive, no one on their phones.
Title of Lesson: Whos to Blame? Lesson Length: 85 Minutes
Lesson Summary:
In this lesson students will review their knowledge through a gallery walk summary. They will
then form arguments and persuade classmates on who is to blame for the murders in Macbeth.
Lesson Objectives:
The students will be able toform an argument.
The students will be able to closely examine the text.
The students will be able to provide textual evidence to support that argument.
The students will be able to close an argument using persuasive techniques.

Macbeth
Computer
Board
Blame Questions
Closing and Opening Statement Tips

uncertain.
W1. Write arguments to support claims in an analysis of substantive topics or texts, using valid
reasoning and relevant and sufficient evidence.
There are many possible factors in the actions and choices of Macbeth
Effective arguments are carefully formed and supported
Persuasive techniques help strengthen an argument
Concepts:
Factors
Blame
Argument
Opening Statements
Closing Statements
Persuasive Techniques
Who is to blame for the murders in Macbeth?
Were there multiple factors?
How can you build a strong argument?
Content
Factual Content:
The students will know that arguments are built with strong openings, evidence, explanation, and
strong closings.
Vocabulary:
Factors, Blame, Argument, Opening Statements, Closing Statements, Persuasive Techniques
Tier 1:
Factors, Blame, Argument
Tier 2:
Opening Statements, Closing Statements, Persuasive Techniques
Tier 3:

Writing a persuasive argument
Analyzing the text
Selecting and explaining evidence
Presenting to the class

Completion of review activity
Completion of argument questions
Presentation of argument
Step One: Gallery Walk Review (25 Minutes)

o I really hope the film helped you get a better understanding of the text
o Were now going to see what you have remembered so far by doing a review
gallery walk.
o Each paper has an act or scene on it. You are going to travel around with a group,
silently, and you will write one fact or event from that act or scene.
o Everyone will have their own markeralmost like table twitter.
o The last thing is that when you travel around to the posters, youll have to read
what is already written there because you have to write something new that is not
on that paper already.
o Youll spend about 3-4 minutes at each posteryoull probably need some more
time to think and write as we go along
o Put students into groups and have them walk around to the posters.
Act III Scenes i-vi
o When you get back to the poster you started at, you will work with your group to
summarize that scene. Then you will share your summary and the most important
event from that scene.
Step Two: Who is to Blame? Introduction (15 Minutes)

o Up to this point, Macbeth is responsible for the murder of King Duncan and the
murder of Banquo. Macbeth has the blood of two friends on his hands.
o The play definitely did not start off this way.
o Sowho is to blame?
o Take a few answers
o Today we will be looking at who is possibly to blame for this situation.
o I will give you five options. Four are in defense of Macbeth and one is against
Macbeth.
o You need to pick one, and you will write your initial ideas down on a piece of
paper.
o Then, after you have your own thoughts down, we will see who picked what and
you will get into groups with them.
o It is then your job to either be Macbeths defense lawyer or the prosecuting
lawyer.
o You will write opening and closing statements, and when you are all set, you will
have a group member present to the jury your argument.
o At the very end, we will vote on the best argument.
o Put arguments on screen, have students pick and write responses
o After everyone finishes writing, have them form groupsbreak up into smaller
groups if any one group is too large. No more than 3 students per group
Step Three: Group Work on Arguments (30 Minutes)
o Now that you are in your groups, I will give you the directions for opening and
closing statements.
o This should sound a bit familiar
o What do you think these important parts of an argument could be related to?
(Introduction and conclusion)
o Hand out directions, read through directions with students
o Students should work in their small groups on their arguments
Step Four: Presentations (10 Minutes)

o Students will send a representative (who they think can speak/present the best) to
play the lawyer to present to the jury.
o After all groups have presented, students will vote by moving to and standing in
five sections of the room.
Homework
o Read Act IV for MondayThree to four annotations per page
y) The Lesson Plan: Gallery walk review took longer than expected, but I believe that
students got more out of it, so it worked out better that way. It was also good to spend a
bit more time introducing the argument activity by getting students to respond to a
general question before presenting them with the more specific arguments.
z) Teaching Skills: Provided excellent instructions for studentswent slow and went
through every piece before sending students on their way for either activity. Pretended to
be a lawyer alongside them to get them to buy into the idea moreit seemed to work.
aa) The Students: Very thoughtful and engaged in the gallery walk review and then highly
interested and motivated to create a strong argument and beat everyone else. Worked
well together really thinking about the details of the play and how they can persuade their
peers with their argument.
Title of Lesson: Whos to Blame Argument Presentations Lesson Length: 85 Minutes
Lesson Summary:
In this lesson students will review their knowledge through a gallery walk summary. They will
then form arguments and persuade classmates on who is to blame for the murders in Macbeth.
Lesson Objectives:
The students will be able toform an argument.
The students will be able to closely examine the text.
The students will be able to provide textual evidence to support that argument.
The students will be able to close an argument using persuasive techniques.

Macbeth
Computer
Board
Blame Questions
Closing and Opening Statement Tips

uncertain.
W1. Write arguments to support claims in an analysis of substantive topics or texts, using valid
There are many possible factors in the actions and choices of Macbeth
Effective arguments are carefully formed and supported
Persuasive techniques help strengthen an argument
Concepts:
Factors
Blame
Argument
Opening Statements
Closing Statements
Persuasive Techniques
Who is to blame for the murders in Macbeth?
Were there multiple factors?
How can you build a strong argument?
Content
Factual Content:
The students will know that arguments are built with strong openings, evidence, explanation, and
strong closings.
Vocabulary:
Factors, Blame, Argument, Opening Statements, Closing Statements, Persuasive Techniques
Tier 1:
Factors, Blame, Argument
Tier 2:
Opening Statements, Closing Statements, Persuasive Techniques
Tier 3:

Writing a persuasive argument
Analyzing the text
Selecting and explaining evidence
Presenting to the class

Completion of review activity
Completion of argument questions
Presentation of argument
Step One: Group Work on Arguments (20 Minutes)

o Please get back with your groups and continue working on your arguments.
o You will have 15 more minutes to polish up your arguments.
o You will also need to decide if youre going to tag team this, or just have one
person present your argument. Either way is fine, but you need to pick the
strongest approach for your group.
o Remember, your goal is to convince everyone else that your argument is the only
answer to Whos to blame?
Step Two: Presentations (25 Minutes)

o Students will send a representative (who they think can speak/present the best) to
play the lawyer to present to the jury.
o After all groups have presented, students will vote by moving to and standing in
five sections of the room.
Step Three: Macbeth Film

o For the rest of class, we will watch the Macbeth film. We should be able to get
through Act III today.
o Remember to continue answering the film questions as you watch.
Homework
o Read Act V over breakyou will have a quiz once you get back from break.
bb) The Lesson Plan: Well timed and paced. The students just needed a bit of time to work
on their arguments before they were ready and we spent the rest of class watching the
film.
cc) Teaching Skills: Made it very clear we should be going into these arguments with an
open mind and advised students to pay attention to the details of each argument. I then
asked them to vote for the best argument (not their own) and they got very upset over
that. I told them it was to show that there are many possible arguments to the question
Whos to blame? and that there are all different factors and that no one is wrongthey
are all possible answers. However, I feel as if I gave away the punch line in an effort to
calm them down over the whole voting issue.
dd) The Students: Worked well together and had strong arguments, but were not as enthused
about presenting as they were on Friday. Some students were also a bit whiny over the
voting and I had to get stern with them because they are not in elementary school and we
dont whine to get what we want (didnt say thatjust thought it).
Teacher: Julia Maturo Date: November 21st, 2017
Title of Lesson: Macbeth Film Act III-IV Lesson Length: 85 Minutes
Lesson Summary:
In this lesson students will be able to watch and analyze the film Macbeth.
Lesson Objectives:
The students will be able towatch and analyze Macbeth.
The students will be able towrite responses to questions about the film.

Macbeth
Computer
Board
Macbeth Film

uncertain.
Films are helpful for understanding the text
Concepts:
Film
How does the film portray the text?
What can you remember from each scene?
Content
Factual Content:
Students will understand that films can help them understand texts better.
Vocabulary:
Film
Tier 1:
Film
Tier 2:
Tier 3:

Watch and analyze film
Write responses to questions
Write and explain plot points

Watch film
Step One: Watch Macbeth Acts III-IV (85 Minutes)

o Today we will be watching some of Macbeth.
o You will have questions to answer as you watch.
o Hopefully this will help with your understanding of the play.
Homework
o Read Act V over breakyou will have a quiz once you get back from break.
ee) The Lesson Plan:
ff) Teaching Skills:
gg) The Students:

Title of Lesson: Witches and Apparitions Lesson Length: 85 Minutes
Lesson Summary:
In this lesson students will analyze, act out, and discuss the significance of the witches and
apparitions in Act IV.
Lesson Objectives:
The students will be able toread and analyze Act IV scene i.
The students will be able toact out Act IV scene i.
The students will be able torespond in a journal about the best interpretation of the scene.

Macbeth
Computer
Board
Quiz
Review Sheet
WA Worksheet

uncertain.
Concepts:
Acting
Tone
Staging
All questions on worksheet
Content
Factual Content:
Vocabulary:
Acting, Tone, Staging
Tier 1:
Acting
Tier 2:
Tone
Tier 3:
Staging
Writing about the experience

Completion of quiz
Participation in review
Step One: Quiz (40 Minutes)

o Students will complete the quiz quietly on their own
Step Two: Review (15 Minutes)

o Review Acts 4 and 5 with students by going through the review sheet.
Step Three: Act IV Activity (30 Minutes)

o We will now be analyzing Act IV scene I, where Macbeth meets with the witches.
o This will be similar to the dagger scene in which you will answer some questions,
we will discuss is briefly as a group, and then we will have many people (this
time) come up and act it out.
o Have students work on worksheet in small groups.
o When students finish, ask for answers to write on board.
o Will need 8 actorsHectate, First Witch, Second Witch, Third Witch, Macbeth,
First Apparition, Second Apparition, Third Apparition
Homework
o None
a) The Lesson Plan: Good timing and good attention to detail. Got them on track and kept
moving forward.
b) Teaching Skills: Very enthusiastic during the review. Answered many questions but also
made them get involved since they have the answers right in front of them. Gave clear
directions to a familiar activity.
c) The Students: Pretty well engaged. Very interested in the witches scene when we started
analyzing it. They were catching on with some of the language which was a nice surprise for
us.
Title of Lesson: Witches, Apparitions, and Macduff Lesson Length: 85 Minutes
Lesson Summary:
In this lesson students will read, analyze, act out, and discuss portions of Act IV of Macbeth. They
will view the importance of each character and event in this Act and how it contributes to the play
overall.
Lesson Objectives:
The students will be able toread, analyze, act out Act IV scene i.
The students will be able toevaluate Macduff with a list of qualities.
The students will be able tocompare Macduff to Macbeth.

Macbeth
Computer
Board
Event Sentence and Signal Phrase Worksheet
Mad about Macduff

uncertain.
There are many qualities to be found in one character
Comparing characters reveals information about each one
Concepts:
Acting
Tone
Staging
Foil Character
How can you best act out this scene? What change can you make?
Is Macduff a good husband and father?
Is Macduff a good soldier and kinsman?
How does Macduff compare to Macbeth? Are they foils?
Content
Factual Content:
Vocabulary:
Acting, Tone, Staging, Foil
Tier 1:
Acting
Tier 2:
Tone
Tier 3:
Staging, Foil
Finding and writing event sentences and signal phrases
Evaluating Macduff
Comparing Macduff to Macbeth

Completion of list and journal
Event Sentences and Signal Phrases (20 Minutes)

o So the research papers were not grade. If you looked at your grades on turnitin,
youve seen that. So Mrs. Hall and I have decided that we are going to go back
and review a few things so that you can all make edits to your paper and improve
both your writing and your grade.
o The first thing were going to review is event sentences and signal phrases.
o Read through worksheet with students.
o Do part one with students
o Have them to part two with a partner.
o Have them check their answers.
Step One: Finish Analyzing Act IV scene I (5 Minutes)

o Well take five minutes to wrap up that worksheet before we share some answers
Step Two: Gather Answers to Put on Board (5 Minutes)

o Go through questions with students, put apparitions, tone/mood, imagery,
foreshadowing staging on board
Step Three: Warm Up GameMoving Name (5 Minutes)

o So now were going to play a few games to get us warmed up to acting.
o Get your group into a circle.
o Say your name with a matching gesture and vocalization. Samuel for instance
could be signaled with two punches and spoken in a high pitched voice.
o Once you have performed your name, the whole group mimics you. They must try
to copy the way you said your name as well as the physical movement.
o Continue this around the circle till each person has said their name.
o Tip: the more whacky you set the standard the better result youll get from the
students.
o Tip: encourage the students not to think too much, but to jump straight it
looking stupid is mandatory.
Step Four: Focusing GameZip Zap Zop (5 Minutes)
o So before we get to acting, were going to do some warm up activities as a class
since so many people will be acting today.
o First, were going to do a focusing activity. We all need to pay attention to each
other, just like real actors would pay attention to the actions and reactions of their
cast mates.
o Gather everyone into a circle. One student starts by clapping his hands at another
and saying "Zip."
o That student immediately responds by clapping his hands at another and saying
"Zap."
o Again, that student claps at yet another and says "Zop."
o The process repeats over and over, getting faster and faster, until someone says
the wrong word, or hesitates too long.
o That person is then eliminated from the circle. The last student standing is the
winner.
Step Five: Acting Warm UpCharades (5 Minutes)

o Has anyone ever played charades?
o Split everyone into two teams.
o Best two out of three wins
o Directions:
Use fingers to show number of words
To indicate a book, pretend to read a book.
To indicate a song, pretend to sing.
To indicate a movie or tv show, pretend to crank an old movie camera.
Only gestures, no words
Demo for students
o Options:
The Lion King
The Big Bang Theory
The Cat in the Hat
Step Six: Act IV Activity (20 Minutes)

o So now we will act it out!
o We will need 8 actorsHectate, First Witch, Second Witch, Third Witch,
Macbeth, First Apparition, Second Apparition, Third Apparition
o Come up to the stage
o Now, whoever is not acting, your job is to look at what can be improved. We
want to create the best rendition of this scene, so we need your help.
o Have students act out scene, keep stopping to make edits
Might not get this far
Step Seven: Evaluating Macduff (15 Minutes)

o We are now going to move along with Act IV and take a look at Macduff.
o He seems to be a pretty good guy, but Lady Macduff is pretty upset with him
o So youre going to work with a partner on this
o Have students complete lists, then ask for answers to write on the board
Step Eight: Journal on Macduff (15 Minutes)

o Now, considering what we determined about Macduff, Id like you to compare
him to Macbeth.
o Write quietly on your own for this part. I want to know what you think.
Homework
o Finish response if not done
d) The Lesson Plan: Wow things took much longer than expected. We did not even get to
finish the acting activity. However, I think it was worth taking the time to do the other
things. This was also well planned out and organized so that things worked well together and
moved one into the next.
e) Teaching Skills: Really got them engaged with coming up with ideas for the scene as well as
with the acting games. Then had to remind them quite a few times to focus in on the activity.
f) The Students: Very interested and engaged, even a bit chatty for once! They seem to like the
acting activities for the most part. Its definitely not everyones thing, but thats why there
are director roles for the non-actors.
Title of Lesson: The Demise of Macbeth and Lady Macbeth Lesson Length: 85 Minutes
Lesson Summary:
In this lesson students will write responses and discuss the demise of both Macbeth and Lady
Macbeth in Act V. They will then explore the play as a tragedy.
Lesson Objectives:
The students will be able towrite a response to journal prompts.
The students will be able todiscuss in small groups.
The students will be able toselect text evidence.
The students will be able to prove Macbeth is a tragedy.
Macbeth
Computer
Board
Tragedy worksheet
Demise of M and LM
uncertain.
Characters have a downfall in a tragedy
Concepts:
Tragedy
How did Macbeth have his downfall?
How did Lady Macbeth experience her downfall?
What do these downfalls tell us?
How is Macbeth a tragedy?
Content
Factual Content:
The students will know the elements of a Shakespearean tragedy.
Vocabulary:
Tragedy, Downfall
Tier 1:
Downfall
Tier 2:
Tragedy
Tier 3:

Analyzing different characters
Finding and explaining evidence

Writing a response
Completion of worksheets
Finish Acting out Act IV Scene I (15 Minutes)
Step One: Evaluating Macduff (15 Minutes)

o We are now going to move along with Act IV and take a look at Macduff.
o He seems to be a pretty good guy, but Lady Macduff is pretty upset with him
o So youre going to work with a partner on this
o Have students complete lists, then ask for answers to write on the board
Step Two: Journal on Macduff (15 Minutes)

o Now, considering what we determined about Macduff, Id like you to compare
him to Macbeth.
o Write quietly on your own for this part. I want to know what you think.
o Have students share answers
Step Three: Review of Act V (10 minutes)

o Go through Act V with students from review sheet
Written Responses (30 Minutes)

o So we will now take a look at Act V.
o Hand out worksheet
o I want you to take your time and look at the downfalls of both Macbeth and Lady
Macbeth.
o Answer all the questions and make sure to use some text evidence.
o You will use these answers to have a small discussion in a group.
Step Four: Small Group Discussion (15 Minutes)

o Now, I will put you into groups and you need to address each of these questions.
o Then, as a group, you will write down two important conclusions that you can all
agree on for both Macbeth and Lady Macbeth.
Step Five: Introduction to Tragedy (10 Minutes)

o So if both the main characters died, what could we call this play? A Tragedy
o To put it really simply, a tragedy is a play that ends badly where everyone dies.
o However, a Shakespearean tragedy has some very specific qualities.
o Lets take a look at those
o Read through with students
Step Six: Prove Macbeth is a Tragedy (20 Minutes)
o So youre going to now work with your group to prove Macbeth is a tragedy.
o There are 10 elements there. You will pick 5 to explain and support with at least
one piece of text evidence.
Homework
o None
g) The Lesson Plan: Did not get very far today, but that is okay, we had great discussions on
what we did cover.
h) Teaching Skills: Really worked back and forth with the students today through the activities
and the discussions. Pushed students to think further and explore more ideas.
i) The Students: Really thoughtful and talkative today. Worked really well with each other and
were very attentive during the class discussion.
Title of Lesson: Macbeth as a Tragedy Lesson Length: 85 Minutes
Lesson Summary:
In this lesson students will explore and analyze how Macbeth is a tragedy.
Lesson Objectives:
The students will be able towrite responses about Macbeth and Lady Macbeth.
The students will be able todiscuss in small groups their responses.
The students will be able toidentify qualities of a tragedy.
The students will be able to prove Macbeth is a tragedy.
Macbeth
Computer
Board
Tragedy worksheet
Computer Lab
uncertain.
Tragedies have many qualities
One of the main qualities of a tragedy is the downfall of the main character(s)
Concepts:
Tragedy
How is Macbeth a tragedy?
What evidence shows it is a tragedy?
What do the downfalls of these characters tell us about them and Shakespeare?
Content
Factual Content:
The students will know that Macbeth is a tragedy due to many factors, but mainly due to the
downfall of the main characters.
Vocabulary:
Tragedy
Tier 1:
Tier 2:
Tragedy
Tier 3:

Writing about the downfall of Macbeths
Discussing in groups
Identifying qualities of a tragedy
Finding and explaining evidence

Step One: Written Responses (30 Minutes)

o So we will now take a look at Act V.
o I want you to take your time and look at the downfalls of both Macbeth and Lady
Macbeth.
o Answer all the questions and make sure to use some text evidence.
o You will use these answers to have a small discussion in a group.
Step Two: Small Group Discussion (15 Minutes)

o Now, I will put you into groups and you need to address each of these questions.
o Then, as a group, you will write down two important conclusions that you can all
agree on for both Macbeth and Lady Macbeth.
Step Three: Introduction to Tragedy (10 Minutes)

o So if both the main characters died, what could we call this play? A Tragedy
o To put it really simply, a tragedy is a play that ends badly where everyone dies.
o However, a Shakespearean tragedy has some very specific qualities.
o Lets take a look at those
o Read through with students
Step Four: Prove Macbeth is a Tragedy (20 Minutes)

o So youre going to now work with your group to prove Macbeth is a tragedy.
o There are 10 elements there. You will pick 5 to explain and support with at least
one piece of text evidence.
Step Five: Student Teacher Survey (10 Minutes)

o Go to lab to complete survey on me, their student teacher
o I cannot be present
Homework
o None
j) The Lesson Plan: Super well timed. Got everything done and it was well paced and a
good mix up between the activities.
k) Teaching Skills: Gave very clear and logical directions that they responded well to.
Could have written up a separate directions sheet but it was just as good on the board.
Facilitated discussion well.
l) The Students: Seemed to be interested and engaged. They wrote excellent responses so
they had a ton to talk about once they got to the discussion. They also stayed on task for
the most part and had good ideas to share from their group.
Teacher: Julia Maturo Date: December 1st, 2017
Title of Lesson: Figurative Language in Macbeth Lesson Length: 85 Minutes
Lesson Summary:
In this lesson students will explore and analyze figurative language in Macbeth.
Lesson Objectives:
The students will be able toanalyze different figurative language.
The students will be able tofind and select examples of figurative language.
The students will be able toexplain the significance of figurative language.
Macbeth
Computer
Board
PowerPoint
Figurative Language Worksheet
uncertain.
Figurative language is an effective tool in literature
Figurative language is abundant in Macbeth
Concepts:
Figurative Language- Paradox, metaphor, personification, imagery, repetition
What figurative language can you find in Macbeth?
How is figurative language used in Macbeth?
Content
Factual Content:
The students will know that there is a plethora of figurative language in Macbeth.
Vocabulary:
Tier 1:
Tier 2:
Tier 3:

Finding and explaining figurative language

Step One: PowerPoint on Figurative Language (15 Minutes)

o Today we will be working with the language in Macbeth.
o We have been looking at the plot a lot and analyzing certain parts, but we need to
spend some time looking at the specific language Shakespeare uses.
o First, well take a look at some figurative language before we look at the diction.
o Show PowerPoint
Step Two: Finding Figurative Language (30 Minutes)

o So now you are going to work in groups to find examples of figurative language
in the play. I encourage you to look all throughout the play, not just in one act or
one scene.
o Read through instructions
Step Three: Analyzing Significant Lines (20 Minutes)

o Next, after you finish the little scavenger hunt for figurative language, you will
need to look at language in general in the passages I provided.
o They are from all throughout the play.
o They are all significant passages in regard to both language and meaning.
o Read instructions to students
Step Four: Assign Paper (5 Minutes)

o So tomorrow we will start working on your Macbeth papers. There is also an
option for a project.
o You can pick to do either onethe only catch is that with the next book we do,
there is also a paper or a project. If you do a paper this time, youll do the project
next time. And if you do the project this time, youll do the paper next time.
o Explain both paper and project
Step Five: Thesis Generator (10 Minutes)

o You need to come up with your own topics for this essay, so I want you to do a
Thesis Generator to come up with a thesis.
o So lets put one together as a class.
o Take responses for Title, Things, Verbs, and Ideas
o Now take some time to create some thesis statements on your own.
m) The Lesson Plan: Needed to take into account advisory schedule. This would have
worked well on a regular day but there was too much and I did not get to do the
Significant Passages because I wanted to ensure that I had plenty of time to assign the
paper/projects. Both Kristin and Abby really liked this lesson.
n) Teaching Skills: Got students up and moving today since they were being bumps on a
log. Needed to have a stronger start to class so that they were more engaged in the
PowerPoint presentation. However, the stretching got them ready for group work and the
scavenger hunt aspect of the activity was helpful in motivating them.
o) The Students: Worked well in their groups and listened well to directions when I was
assigning all the options.
Teacher: Julia Maturo Date: December 4th, 2017
Title of Lesson: Preparing for Macbeth Essays/Projects Lesson Length: 85 Minutes
Lesson Summary:
In this lesson students will explore and analyze figurative language in Macbeth. They will then
prepare for their Macbeth essays and projects.
Lesson Objectives:
The students will be able tobuild introductory and body paragraphs in groups.
Macbeth
Computer
Board
PowerPoint
Introduction and Body Paragraph Worksheets
uncertain.
Introductions and body paragraph have a specific structure
Concepts:
Body Paragraph
Introduction
Structure
Format
What is the format and structure of introductions and body paragraphs?
How does the structure make your writing clearer?
Content
Factual Content:
Vocabulary:
Tier 1:
Tier 2:
Tier 3:

Write introductions and body paragraphs

Step One: Analyzing Significant Lines (30 Minutes)

o Last week we worked with figurative language.
o We are going to finish that up today before moving onto your essays/projects.
o You will need to look at language in general in the passages I provided.
o Assign students to groups
Step Two: Issues with Essays (5 Minutes)

o So last week we also talked about some issues with your essays.
o What did we go over? Event sentences and signal phrases
o So those two things have to do with structure and we are going to be looking at
more structural issues today.
o First, well look at introductions, and then body paragraphs.
o Then youll work in groups to create your own sample introductions and body
paragraphs.
Step Three: Review Introductions and Body Paragraphs (10 Minutes)

o Go over introduction sheet with students
o Read through each part
o Explain Body Paragraphs before letting students work
o Read through each part
Step Four: Introductions and Body Paragraphs (30 Minutes)

o Students will work in assigned groups to complete worksheets
Step Five: Work on Essays/Projects (10 Minutes)

o If there is time, students will tell me what option they have selected and they will
work on it until the end of class
p) The Lesson Plan: Lesson was a tad hijacked by Kristin, but that is fine, I think it really
helped the students understand the importance of analysis in their essays. However, this
means that the times were all thrown off and I will have almost a repeat of this lesson
tomorrow.
q) Teaching Skills: Fairly clear when explaining the worksheets, could have been more
clear. There was also a typo on one of the worksheets that confused the studentsI
should have double checked and prepared for that.
r) The Students: Quite engaged with Kristins activity and then worked well in groups to
complete the worksheets. However, they did not get as far as I expected.
Title of Lesson: Preparing for Macbeth Essays/Projects Lesson Length: 85 Minutes
Lesson Summary:
In this lesson students will explore and analyze figurative language in Macbeth. They will then
prepare for their Macbeth essays and projects.
Lesson Objectives:
The students will be able tobuild introductory and body paragraphs in groups.
Macbeth
Computer
Board
PowerPoint
Introduction and Body Paragraph Worksheets
uncertain.
Introductions and body paragraph have a specific structure
Concepts:
Body Paragraph
Introduction
Structure
Format
What is the format and structure of introductions and body paragraphs?
How does the structure make your writing clearer?
Content
Factual Content:
Vocabulary:
Tier 1:
Tier 2:
Tier 3:

Write introductions and body paragraphs

Step One: Introductions and Body Paragraphs (30 Minutes)

o Students will continue work in groups to complete worksheets
o Ask for some samples after they complete both worksheets
Step Two: Analyzing Significant Lines (30 Minutes)

o Last week we worked with figurative language.
o We are going to finish that up today before moving onto your essays/projects.
o You may even find that some of these passages would be great to use in your
essays.
o You will need to look at language in general in the passages I provided.
o Assign students to groups
Step Three: Work on Essays/Projects (25 Minutes)

o With remaining time in class, students will work on their essays, commonplaces,
and PowerPoints in the computer lab.
o Students who want to do PowerPoints must get an assigned scene.
Homework
o Some due dates have been changed because we needed to spend some more time
on things yesterday that carried over into todayone of our lab days.
o Rough drafts are now due on Thursday at 11pm, Peer Reviews will be due on
Friday at 11pm, and the Final Draft will be due on Sunday at 11pm.
o The same applies for the commonplace assignment and the PowerPoints. They
will all be due on Monday with the PowerPoints being presented on Monday.
s) The Lesson Plan: Clear, but timing was off so we didnt get to finish the language
activity today. So we also didnt get to the lab so we had to move the due dates.
t) Teaching Skills: Working back and forth with Kristin looking at the students
introductions and body paragraphs. Had students rate them and give feedback, which
seemed to work well.
u) The Students: Engaged very much in looking at the different introductions and body
paragraphs. Good call by Kristin to spend more time on it.
Title of Lesson: Working on Macbeth Essays/Projects Lesson Length: 85 minutes

Lesson Summary:
In this lesson, students will work on their Macbeth essays and projects in the computer lab.
Lesson Objectives:
The students will be able tocreate several theses using the Thesis Generator.
The students will be able toselect evidence from the text to support their thesis.
The students will be able tobegin writing the rough draft of their essays.

Macbeth
Paper
Board and markers
Computer Lab

uncertain.
W 1. Write arguments to support claims in an analysis of substantive topics or texts, using valid
W 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.
SL 1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in
Creating a thesis does not have to be a challenge
Writing a well developed, argumentative paper first requires a strong thesis
Supporting a thesis requires finding relevant and useful evidence from the text
Concepts:
Thesis
Evidence
Argument
How can you create a thesis by using the Thesis Generator?
What are some factors that determine if evidence from the text is relevant and useful?
How can you develop your argument?
Content
Factual Content:
The students will know that all analytical essays require a thesis and evidence to support that
thesis.
Vocabulary:
Thesis, evidence, argument, assertion
Tier 1:
Argument, evidence
Tier 2:
Thesis
Tier 3:
Assertion
Write ideas in the Thesis Generator
Read and analyze the text for evidence
Draft essay

Completion of Thesis Generator
Completion of an outline or the introduction of their essay to show adequate progress
Step One: Work in Computer Lab (85 Minutes)

o Were now going to move to the computer lab so that you can get started on your
essays.
o We have plenty of time so Im expecting everyone to have an outline or their
introduction done by time class is over. If you want to spend the time planning
and finding quotes, thats great. If you want to jump right in and get some things
down, thats great too. I just want to see you working. The rough draft is due
Friday.
Homework/Extension Activities
o All you have for homework tonight is to work on your rough draft and projects.
o The rough draft is due Thursday at 11pm, we will be in the computer lab
tomorrow and Thursday as well.
v) The Lesson Plan: Finished up the language from yesterday before moving to the lab.
They took the rest of class to work on their papers and projects.
w) Teaching Skills: Floated around the room a lot to help them on various tasks and
questions. Reminded them of tools to use and checked in where I could.
x) The Students: Impatient to get to the lab to work but were able to get some good
information out of the language exercisesome even used it for the passages in their
essays. They then worked very hard and had many questions in the lab that I was able to
help them with.
Title of Lesson: Working on Macbeth Essays/Projects Lesson Length: 85 minutes

Lesson Summary:
In this lesson, students will work on their Macbeth essays and projects in the computer lab.
Lesson Objectives:
The students will be able tocreate several theses using the Thesis Generator.
The students will be able toselect evidence from the text to support their thesis.
The students will be able tobegin writing the rough draft of their essays.

Macbeth
Paper
Board and markers
Computer Lab

uncertain.
Creating a thesis does not have to be a challenge
Writing a well developed, argumentative paper first requires a strong thesis
Supporting a thesis requires finding relevant and useful evidence from the text
Concepts:
Thesis
Evidence
Argument
How can you create a thesis by using the Thesis Generator?
What are some factors that determine if evidence from the text is relevant and useful?
Content
Factual Content:
The students will know that all analytical essays require a thesis and evidence to support that
thesis.
Vocabulary:
Thesis, evidence, argument, assertion
Tier 1:
Argument, evidence
Tier 2:
Thesis
Tier 3:
Assertion
Write ideas in the Thesis Generator
Read and analyze the text for evidence
Draft essay

Completion of Thesis Generator
Completion of an outline or the introduction of their essay to show adequate progress
Step One: Work in Computer Lab (85 Minutes)

o Continue working on your essays and projects.
o We have the full class time in here so Im expecting to see some good progress
today.
o All you have for homework tonight is to work on your rough draft and projects.
o The rough draft is due tonight at 11pm
o We will be in the computer lab tomorrow as well to do the peer editing for the
essays, and everyone else doing a different project will just have a work day.
y) The Lesson Plan:

z) Teaching Skills:
aa) The Students:
Title of Lesson: Peer Reviews for Macbeth Essay Lesson Length: 85 minutes

Lesson Summary:
In this lesson, students will read and review their peers Macbeth essays.
Lesson Objectives:
The students will be able toread and critique peers essays.
The students will be able towrite comments on their peers essays.

Do Androids Dream of Electric Sheep?
Paper
Computer Lab

uncertain.
Editing is an important part of the writing process
Concepts:
Editing
How can this paper be improved?
What did the paper do well?
Content
Factual Content:
The students will know that editing is an important part of the writing process.
Vocabulary:
Editing
Tier 1:
Editing
Tier 2:
Tier 3:

Respond to peers essays
Write constructive criticism

Completion of Peer Reviews
Step One: Directions for Peer Reviews (5 Minutes)

o Today we will be doing peer reviews. You must complete 3 of them before 11pm
tonight.
o So go on Turnitin.com and get started on those peer reviews.
o Remember, you need to both put comments on the paper and answer all the
questions on the right side.
Step Two: Work in Computer Lab (80 Minutes)

o Students will work on peer reviews all class
o Peer reviews are due at 11pm tonight.
o Final drafts are due 11pm on Sunday.
bb) The Lesson Plan:
cc) Teaching Skills:
dd) The Students:

Title of Lesson: Presenting Macbeth Projects Lesson Length: 85 minutes

Lesson Summary:
In this lesson, students will present their Macbeth projects. They will then review their research
papers to edit and improve them.
Lesson Objectives:
The students will be able topresent a PowerPoint on Macbeth.
The students will be able tolisten to a presentation on Macbeth.
The students will be able toreview and edit their research papers.
Macbeth
Paper
Board and markers
Computer Lab
Research Papers

uncertain.
How material is presented is directly related go how the material is understood.
Revising and editing is a major part of the editing process.
Structure and format is essential to a quality paper.
Concepts:
Editing
Revising
Sentence Structure
Format
What edits can you make to make your paper stronger?
Content
Factual Content:
The students will know that a research paper requires a specific structure to create a sound and
well supported argument.
Vocabulary:
Thesis, evidence, argument, format
Tier 1:
Argument, evidence, format
Tier 2:
Thesis
Tier 3:
Assertion
Read and analyze the their essay
Edit the papers
Draft essay

Edit their essay
Step One: PowerPoint Presentations (30 Minutes)

o We will start off class with our Macbeth PowerPoint presentations.
o Remember to not read off the slide, be enthusiastic, and be ready to answer
questions.
o Students will present their PowerPoints
Step Two: Review of Sentence Structure (10 Minutes)

o Were going back to the research papers now, so we will spend most of this week
reviewing, editing, and finalizing a new paper.
o Lets review sentence structure one more time before we move to the IRC.
o Go through color coding handout with students
Step Three: Work in IRC (45 Minutes)

o Everyone should have the papers with sentence structure, event sentences, and
signal phrases. Any review work we have done, you should be using.
o You have the rest of class to start making edits.
o Work on your research papers
ee) The Lesson Plan:

ff) Teaching Skills:
gg) The Students:

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Teacher: Julia Maturo Date: November 2nd, 2017

Subject: World Literature Grade Level: 10

Materials/Equipment to be Used in Teaching the Lesson:

Critical Thinking Skills (Reading, Writing, Speech, Listening)

Assessments (Performance Tasks/Tests/Quizzes Formative/Summative, Informal/Formal)

Step One: Assign Commonplaces (5 Minutes)

Step Two: Work Time (30 Minutes)

Step Three: Introducing Macbeth (5 Minutes)

Step Four: Shakespeare Spoken (40 Minutes)

Materials/Equipment to be Used in Teaching the Lesson:

Massachusetts Framework Standards:

Critical Thinking Skills (Reading, Writing, Speech, Listening)

Assessments (Performance Tasks/Tests/Quizzes Formative/Summative, Informal/Formal)

SurveyIn computer lab

Step One: Possible Sentences (20 Minutes)

Step Two: Read Scene 1 and 2 Together (5 Minutes)

Step Three: Annotation Presentation (10 Minutes)

Step Four: Paradox (5 Minutes)

Step Five: Annotation Practice (20 Minutes)

Step Six: Acting (30 Minutes)

Materials/Equipment to be Used in Teaching the Lesson:

Massachusetts Framework Standards:

Critical Thinking Skills (Reading, Writing, Speech, Listening)

Assessments (Performance Tasks/Tests/Quizzes Formative/Summative, Informal/Formal)

Step One: Quiz on Act I (25 Minutes)

Step Two: Review of Act I (10 Minutes)

Step Three: Annotation Practice (30 Minutes)

Step Four: Act I Passages (20 Minutes)

Materials/Equipment to be Used in Teaching the Lesson:

Massachusetts Framework Standards:

Critical Thinking Skills (Reading, Writing, Speech, Listening)

Assessments (Performance Tasks/Tests/Quizzes Formative/Summative, Informal/Formal)

Step One: Twitter Table (40 Minutes)

Step Two: Act I Passages (45 Minutes)

Materials/Equipment to be Used in Teaching the Lesson:

Massachusetts Framework Standards:

Critical Thinking Skills (Reading, Writing, Speech, Listening)

Assessments (Performance Tasks/Tests/Quizzes Formative/Summative, Informal/Formal)

Step One: Content Roundtable (15 Minutes)

Step Two: Review of Act II (10 Minutes)

Step Three: Dagger Scene (5 Minutes)

Step Four: Analyze Scene (20 Minutes)

Step Five: Act Out Scene (20 Minutes)

Step Six: Journal/Exit Ticket (10 Minutes)

Materials/Equipment to be Used in Teaching the Lesson:

Massachusetts Framework Standards:

Assessments (Performance Tasks/Tests/Quizzes Formative/Summative, Informal/Formal)

Step One: Quiz (30 Minutes)

Step Two: Review of Act III (10 Minutes)

Step Three: Feminist Literary Theory (5 Minutes)

Step Four: Disney Princesses Analysis (5 Minutes)

Step Five: Analyze Scene (35 Minutes)

q) Teaching Skills: Super enthusiastic and relatable to students. Encourages students to

Materials/Equipment to be Used in Teaching the Lesson:

Massachusetts Framework Standards:

Assessments (Performance Tasks/Tests/Quizzes Formative/Summative, Informal/Formal)

Step One: Stereotypes (20 Minutes)

Step Two: Disney Princess Analysis (15 Minutes)

Step Four: Macbeth Film (20 Minutes)

Materials/Equipment to be Used in Teaching the Lesson:

Massachusetts Framework Standards:

Critical Thinking Skills (Reading, Writing, Speech, Listening)

Assessments (Performance Tasks/Tests/Quizzes Formative/Summative, Informal/Formal)

Step One: Watch Macbeth Acts I-III (85 Minutes)