English10

UNIT:
Macbeth
LESSONTOPIC:

Macbeth
Act4.1
AIMQUESTION:
HowdothewitchesinteractionswithMacbethadvancetheplotand
illustrateathemeintheplay?
SCAFFOLDING:
Chunkingthetextstudentswillhavereadthesceneforhomeworksothey
arefamiliarwiththetexttheywillbeanalyzingjigsawactivity

CENTRALFOCUS:
Thecentralfocusofthislessonisforstudentstocloselyreadandanalyze
Act4.1.StudentswillworkwithpeerstoanalyzeanddecipherShakespeareslanguage.Students
willbeabletoexplainhowthisscenerelatesto/advancesathemeintheplay,usingtextual
evidencetosupporttheirclaims.

A.MAINIDEAS
1) 4.1foreshadowsMacbethsdownfallasMacbethcontinuestotryanddefyfate.
StudentswillanalyzeMacbethsinteractionwiththewitchesandexplainhowthis
sceneconveysathemeoftheplay.
2) Textualevidenceisneededtosupportclaimsaboutaliterarytext.
3) Studentswillbeabletoanswertextdependentquestionsusingtextualevidence
toexplain/supporttheiranswers.

B.COMMONCORESTANDARDS
RL.10.1:Citetextualevidencetosupportconclusions.
R.10.3:Analyzehowcomplexcharacters(e.g.,thosewithmultipleorconflicting
motivations)developoverthecourseofatext,interactwithothercharacters,and
advancetheplotordevelopatheme.
RL.10.4:Determinemeanings,includinguseofkeyterms.
RL.10.5:Analyzehowtextisstructured,andhowportionscontributetothewhole.
SL.10.4:Presentfindings/evidenceconveyclearperspectiveaddressalternate
perspectives.
W.10.1:Writeargumentstosupportclaimsinanalysis:provideaconcludingstatement
thatfollowsfromandsupportstheargumentpresented.
C.NEWYORKSTATESTANDARDS
Standard2:LanguageforLiteraryResponseandExpression

Standard4:LanguageforSocialInteraction

D.VOCABULARY
Analyze:
discoversomethingthroughdetailedexamination
TextualEvidence:
supportlifteddirectlyfromthetexttosupportinferences,claims
andassertions
CloseReading:
examiningselectportionsofatexttoidentify/analyzesignificanceand
importance
Toil:
battle,strife,struggle
Assurance:
fullconfidencefreedomfromdoubt,certainty
Twofold:
double
Apparition:
asupernaturalappearanceofapersonorthing

E.MATERIALS

Macbeth
byWilliamShakespeare

Act4.1handoutsforeachjigsawgroup

DoNowTweet

PowerPointPresentation

SMARTboard

F.DONOW/MOTIVATION
Studentswillhave57minutestocreateaTweet(140charactersorless)fromMacbeth.
Inaddition,theywillfindanareainthetextthatsupportswhyMacbethwouldsaytheir
tweet.Studentsmaytweet@anothercharacterinthebookoraboutaneventthatis
goingonintheworldtoday.

G.ACTIVITIES
1. CloseReading
:Act4.1isdividedintothreeparts.Studentswillbeseatedin
trios,andeachtriowillbegivenapassagefromAct4.1.Theirtaskistoanalyze
thegivenpassageandanswerguidedreadingquestionsfortheirpassageinbase
groups.

2. Jigsaw
:Studentswillbeplacedinnewgroupsandwillteachnewgroup

memberswhattheydiscussedabouttheirpassageinpreviousgroups.Students
willtakenotesandaskquestionsonwhattheylearnedfromtheirgroupmembers
intheboxesprovidedonthehandout.Bytheendofthisactivity,studentswill
haveheardfromgroupmembersforeachpassageandwillhavediscussedall
threepassagesfromAct4Scene1.

3. IndependentWriting:
Studentswillwriteasummaryofthesceneansweringa
questionthatwillserveasanexitticketthatassessesstudentunderstanding.
a. HowdothewitchesinteractionswithMacbethadvancetheplotand
illustrateathemeintheplay?

H.DIFFERENTIATED/ACCOMMODATIONS

Accommodation:Passagewasreadaloudforthestudents.

Strugglingreaderswereprovidedwithvocabularytoassisttheirreadingofthe

textandparaphrasesofdifficultpassagesfromthetext.

Advancedlearnersmaypursueatopicingreaterdepth,i.e.thefootnotesorread

ahead.

Duringgroupwork,teacherwillmeetwithgroupstoreteachanideaorclarify

misunderstandingsintheiranalysisofthetextand/orextendthethinkingof
advancedlearners.

Astudentintheclasshasadeficitinprocessingspeedthatcanimpactstudent
performance.Studenthasdifficultywithpentopapertasks,whichimpactsability
totakenotesstudentwillbeprovidedwithcopyofclassnotesandPowerPoint
PresentationwillbeuploadedtotheclassswebsiteonGoogleClassroomfor
studentreference.

I.H.O.T.QUESTIONS

WhatarethewitchesdoingwhenMacbetharrives?
Howdolines4445impactthemoodofthescenebeforeMacbetharrives?
WhatdothewitchesinteractionwithMacbethsuggestabouttheirintentions?
Findevidenceinthetext.

WhatisMacbethsattitudetowardsthewitches?Whatdoesitrevealabout
Macbethsstateofmind?

Whatissignificantabouttheingredientsthatarethrownintothecauldronand
whatdotheyimplyaboutMacbethscharacter?

HowdoesMacbethreacttoeachoftheapparitions?Whydoeshereactthatway?

Explainthesignificanceofthejuxtapositioninthispassage.
WhatdoesMacbethsaytothewitchesoncetheyleave?Isitwise?
HowdoesthisfinalseriesofapparitionsfulfillHectatesdirectionsinAct3.5
(lines2833)?
HowdoesMacbethattempttocontrolhisownfatewhenhedefiesthewitches?

J.FORMAL/INFORMALASSESSMENT

InformalAssessment:Coldcallingonstudents,listeningtostudentssharetheir
ideasastheyanalyzethetextingroupslisteningtostudentsworkintheir
groupstodecipherwhatthetextissayingandanalyzehowtheirpassagerelates
toathemeintheplay.Informallyassessingwhatstudentssayduringthe
activitieswillenabletheteachertoguidetheirdiscussionintheneededdirections
toreinforceideasthatmayneedtobeclearer.

FormalAssessment:Thehandoutforthejigsawactivityallowstheteacherto
formallyassesstheworkstudentsdidintheirbasegroups,andthenotesthey
tookwhentheylistenedtotheirpartner.Thewritingattheendclassalsoserves
asaformalassessmentofstudentunderstandingoftheentiresceneandthe
themesitportrays.

K.CLOSURE(SUMMARYQUESTION)
Tocloseclass,studentswillmakeapredictionaboutthetext:
Makeaprediction:WhatdoyouthinkMacbethwilldonext?

L.HowwillIreinforceandextendstudentlearning?
1.

CLASSROOMAPPLICATIONS:SMARTboard,Googlepresentationforlesson,
Macbeth
text,handoutsforclassactivities.Studentlearningisreinforcedinthattheyare
familiarwiththetextfrompreviouslessonsclosereadingandtextdependentquestions
arestrategiesreinforcedfrompreviouslessons.Studentlearningisalsoextendedasthey
workwiththeirpeersandengageindiscussionwiththeirclassmatestodecipherthe
meaningofShakespearestext.
2.ENRICHMENTACTIVITIES:Studentsmayresearch
Macbeth
spublicationyear,and
researchthefootnotestoextendtheircomprehensionofthetext.

3.HOMEWORK:Readandannotate
Macbeth
4.2

M.Whathappensnext?
1.TOMORROW:
Macbeth
4.2
2.DAYAFTER:
Macbeth
4.3