Daily Lesson Plans
Day and Date: Monday, Dec. 7
Standard: ELAGSE11-12RL4 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.) ELAGSE11-12RL5 Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.
EQ: How does Shakespeare’s Macbeth fit the characteristics of a classical tragedy?
How does Shakespeare develop his characters, setting and action to support the theme?
What teaching strategies can be introduced to help students grasp the language of Shakespeare?
Lesson Goal: Shakespeare’s Macbeth is at a high reading lexile and once students have read, performed and watched various scenes and acts of the drama, they will know how Shakespeare structures the play to provide for a tragic resolution. They will also analyze the play’s figurative language to understand words have multiple meanings.
Activator: 1. Open the No Fear Shakespeare version of Macbeth you saved last week during stations in iBooks. In Act 1, Scene 3 locate the exchange between the witches and Macbeth/Banquo.
2. Complete a 3-2-1. Identify the three prophecies the witches give. Identify which two belong to Macbeth and which one belongs to Banquo. You may work in partners to complete this activity.
Performance Tasks: 1. Teacher led discussion on the three prophecies and intended outcomes.
2. Teacher led discussion on the major events of the play from last week’s performance. As students suggest an event write this on the board. After a set of 7-10 events, have the class place the events in sequential order. Students will then write these events down.
3. Review scenes 5 and 7 of Act 1. These are scenes in which Macbeth and Lady Macbeth discuss their intentions of whether or not to kill King Duncan. It is through this exchange, Shakespeare develops the characterization of Lady Macbeth. Read through both the modern and original texts.
4. In partners, discuss whether or not you believe Lady Macbeth is more responsible in killing the king than Macbeth. Find at least three examples of textual evidence within these scenes. Record your opinion in Notes, Pages, or another app.
Summarizer: Return to the Popplet on tragedy elements that you created during stations last week. Open the attachment below about a Tragic Hero. Copy and paste these notes into the Popplet. As you copy and paste, review these characteristics for future reference.
Differentiation: Throughout the semester, students have been given the opportunity to remediate or accelerate with two challenges that are being offered. One challenge is for an extra test grade due to its rigor and time involvement; the other challenge The Grammar and Writing Challenge replaces an older test grade writing assignment.
Assessment/Evaluation: Activator, textual evidence Lady Macbeth
Materials Needed: iTunes U, apps, Macbeth play
Day and Date: Tuesday, Dec. 8
Standard: ELAGSE11-12RL4 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.) ELAGSE11-12RL5 Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.
EQ: How does Shakespeare’s Macbeth fit the characteristics of a classical tragedy?
How does Shakespeare develop his characters, setting and action to support the theme?
What teaching strategies can be introduced to help students grasp the language of Shakespeare?
Lesson Goal: Shakespeare’s Macbeth is at a high reading lexile and once students have read, performed and watched various scenes and acts of the drama, they will know how Shakespeare structures the play to provide for a tragic resolution. They will also analyze the play’s figurative language to understand words have multiple meanings.
Activator: Teacher led discussion on MyOn. Show students how to navigate around website.
Performance Tasks: 1. Go to APP store and download MyOn APP. Show students how to use this app.
2. Locate the graphic novel Macbeth and download it.
3. Read Act 1 and Act 2
Summarizer: In partners, discuss how Macbeth tries to prevent one of the witches’ prophecies from occurring.
Differentiation: Throughout the semester, students have been given the opportunity to remediate or accelerate with two challenges that are being offered. One challenge is for an extra test grade due to its rigor and time involvement; the other challenge The Grammar and Writing Challenge replaces an older test grade writing assignment. Assessment/Evaluation: Summarizer
Materials Needed: iTUnes U, play
Day and Date: Wednesday, Dec. 9
Standard: ELAGSE11-12RL4 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.) ELAGSE11-12RL5 Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.
EQ: How does Shakespeare’s Macbeth fit the characteristics of a classical tragedy?
How does Shakespeare develop his characters, setting and action to support the theme?
What teaching strategies can be introduced to help students grasp the language of Shakespeare?
Lesson Goal: Shakespeare’s Macbeth is at a high reading lexile and once students have read, performed and watched various scenes and acts of the drama, they will know how Shakespeare structures the play to provide for a tragic resolution. They will also analyze the play’s figurative language to understand words have multiple meanings.
Activator: View the photo of Macbeth and Lady Macbeth (attached at the bottom of this page) which was taken after the murder of King Duncan. Explain each of the character’s feelings at this moment, based on facial expressions and body language. Post your response in the Discussion thread at bottom.
Performance Tasks: 1. Open Macbeth from iBooks. Using Act 2, Scene 2, translate lines 20- 72 into tweets.
2. For this assignment, students can work in pairs to create a tweet for Macbeth and a separate tweet for Lady Macbeth from their dialogue. Include their feelings, concerns and actions experienced at this moment in the play. Each tweet needs to be 150 characters including spaces with a hashtag that describes that character’s personality. The most creative hashtags will earn extra points on their test grade. Students may write or type their tweets using notebook paper or Popplet.
Summarizer: In partners discuss five major events of Act 2. Make a Popplet in which you list each event and give a short explanation why it is important to the development of the plot.
Differentiation: Throughout the semester, students have been given the opportunity to remediate or accelerate with two challenges that are being offered. One challenge is for an extra test grade due to its rigor and time involvement; the other challenge The Grammar and Writing Challenge replaces an older test grade writing assignment.
Assessment/Evaluation: Tweet, Summarizer
Materials Needed: iTunes U, play
Day and Date: Thursday, Dec. 10
Standard: ELAGSE11-12RL4 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.) ELAGSE11-12RL5 Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact. EQ: How does Shakespeare’s Macbeth fit the characteristics of a classical tragedy?
How does Shakespeare develop his characters, setting and action to support the theme?
What teaching strategies can be introduced to help students grasp the language of Shakespeare?
Lesson Goal: Shakespeare’s Macbeth is at a high reading lexile and once students have read, performed and watched various scenes and acts of the drama, they will know how Shakespeare structures the play to provide for a tragic resolution. They will also analyze the play’s figurative language to understand words have multiple meanings.
Activator: Go to MyOn and read Act 3 of Macbeth.
Performance Tasks: 1. Students will participate in a performance of Act 3 led by the teacher. The teaching technique is called Woosh. Students should have their copies of the act to follow along and are expected to participate as the teacher invites them.
Summarizer: Go to the Popplet you created earlier this week over the tragic hero. What qualities does Macbeth display that could lead one to think he is the tragic hero of this play? Identify two characteristics with evidence from the play. Add this to your existing Popplet.
Differentiation: Throughout the semester, students have been given the opportunity to remediate or accelerate with two challenges that are being offered. One challenge is for an extra test grade due to its rigor and time involvement; the other challenge The Grammar and Writing Challenge replaces an older test grade writing assignment.
Assessment/Evaluation: Woosh, Summarizer
Materials Needed: iTunes U, play Day and Date: Friday, Dec. 11
Standard: ELAGSE11-12RL4 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.) ELAGSE11-12RL5 Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.
EQ: How does Shakespeare’s Macbeth fit the characteristics of a classical tragedy?
How does Shakespeare develop his characters, setting and action to support the theme?
What teaching strategies can be introduced to help students grasp the language of Shakespeare?
Lesson Goal: Shakespeare’s Macbeth is at a high reading lexile and once students have read, performed and watched various scenes and acts of the drama, they will know how Shakespeare structures the play to provide for a tragic resolution. They will also analyze the play’s figurative language to understand words have multiple meanings. Activator: Get ready to Kahoot.
Performance Tasks: 1. Students will be quizzed over Acts 1-3 of Macbeth using Kahoot.
2. Teacher led discussion over the Kahoot.
3. Open Act 4 summary of the plot. Identify four new prophecies the witches give to Macbeth. Put these new prophecies with your file you created earlier this week on the original prophecies.
Summarizer: Identify which of the new prophecies Macbeth tries to prevent from happening and how he attempts this. Show teacher your response.
Differentiation:
Assessment/Evaluation: Kahoot, new prophecies
Materials Needed: iTunes U, Macbeth play