LESSON 1

Subject: ELA
Topic: Point of View
Grade/Level: 10H
Learning Context: Students have already completed reading acts one through
three of this play. Students have already practiced identifying key quotes and
phrases as they have read through many of the scenes. Today's lesson will allow
students to focus on one specific character, and write a journal entry from their
point of view at this point in the play. Students are already very familiar with what
major events are currently taking place, and what major events are about to take
place. After today's lesson, students will have a better idea of how the play is about
to pick up right before the ending. Students will also have a better idea or a closer
insight into one of the character's mindset at this point in the play.
Objectives:
Short-Term Objectives:
Students will be able to construct a journal entry from the point of view of one of the
characters in the beginning of act four.
Students will be able to justify their inclusion of an important quote by discussing
why it is important to the present conflict.
Students will be able to discuss how the witches' contribution to the play
shapes the play as a whole.
Students will be able to document the growth of the characters from the
beginning to the end of the play.
Students will be able to identify what key conflicts lead to the resolution
of the play.
Standards:
NY- New York State Common Core Standards (2011)
Subject: English Language Arts & Literacy in History/Social Studies, Science, and
Technical Subjects
Grade: Grades 910 students:
Content Area: English Language Arts
Strand: Reading Standards for Literature
Domain: Key Ideas and Details
Standard:
Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text.
Standard:

Analyze how complex characters (e.g., those with multiple or conflicting

motivations) develop over the course of a text, interact with other characters, and
advance the plot or develop the theme.
Domain: Craft and Structure
Standard:
Determine the meaning of words and phrases as they are used in the text, including
figurative and connotative meanings; analyze the cumulative impact of specific
word choices on meaning and tone (e.g., how the language evokes a sense of time
and place; how it sets a formal or informal tone).
Strand: Writing Standards
Domain: Production and Distribution of Writing
Standard:
4. Produce clear and coherent writing in which the development, organization, and
style are appropriate to task, purpose, and audience. (Grade-specific expectations
for writing types are defined in standards 13 above.)
Domain: Range of Writing
Standard:
10. Write routinely over extended time frames (time for research, reflection, and
revision) and shorter time frames (a single sitting or a day or two) for a range of
tasks, purposes, and audiences.
Strand: Speaking and Listening Standards
Domain: Comprehension and Collaboration
Standard:
1. Initiate and participate effectively in a range of collaborative discussions (one-onone, in groups, and teacher-led) with diverse partners on grades 910 topics, texts,
and issues, building on others ideas and expressing their own clearly and
persuasively.
Indicator:
b. Work with peers to set rules for collegial discussions and decision-making (e.g.,
informal consensus, taking votes on key issues, presentation of alternate views),
clear goals and deadlines, and individual roles as needed.
Indicator:
c. Propel conversations by posing and responding to questions that relate the
current discussion to broader themes or larger ideas; actively incorporate others
into the discussion; and clarify, verify, or challenge ideas and conclusions.
Indicator:
d. Respond thoughtfully to diverse perspectives, summarize points of agreement
and disagreement, and, when warranted, qualify or justify their own views and
understanding and make new connections in light of the evidence and reasoning
presented.
Domain: Presentation of Knowledge and Ideas
Standard:
4. Present information, findings, and supporting evidence clearly, concisely, and
logically such that listeners can follow the line of reasoning and the organization,
development, substance, and style are appropriate to purpose, audience, and task.
Strand: Language Standards
Domain: Vocabulary Acquisition and Use
Standard:

4. Determine or clarify the meaning of unknown and multiple-meaning words and

phrases based on grades 910 reading and content, choosing flexibly from a range
of strategies.
Indicator:
a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a words
position or function in a sentence) as a clue to the meaning of a word or phrase.
Indicator:
b. Identify and correctly use patterns of word changes that indicate different
meanings or parts of speech (e.g., analyze, analysis, analytical; advocate,
advocacy).
Indicator:
d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by
checking the inferred meaning in context or in a dictionary).
Standard:
6. Acquire and use accurately general academic and domain-specific words and
phrases, sufficient for reading, writing, speaking, and listening at the college and
career readiness level; demonstrate independence in gathering vocabulary
knowledge when considering a word or phrase important to comprehension or
expression.
Summary:

read act four, scene one

write a journal entry from the point of view of one of the characters

Procedure:
1. Class will begin with a quick discussion of the do now question: What is point of
view, and how is it important in our everyday lives?
This discussion should take no more than five minutes.
2. Students will then turn to act four, scene one.
Students will be able to take the parts they will like. I will assign any lingering
parts.
This should take no more than a minute.
3. As a class, we will then participate in a reading of act four, scene one.
I will be stopping frequently throughout the reading to explain any difficult
words or phrases, and to ask students questions to check their understanding
of the content.
4. At the end of the scene, I will put the power point that outlines what activity
students will be completing.
As an ending to the class, students will be able to begin writing their journal
entry based of a character in the scene.
Students will be assigned to finish this writing assignment for homework and
turn it in the following day.