Lesson Plan

Date: 11/6/2017 Time: 12:25-1:25

Class: English 12 Period: 3 Black
Strengths of the Class:
energetic, usually present and complete work
Unique Needs of the Class:
Several ELL students (L2, L3), can be distracted and noisy, difficulty listening to
lecture/discussions
Subject: English 12
Lesson Topic: Prosody in Macbeth by William Shakespeare
Curriculum Standards:
Reading: Literature Standard 5
Analyze how an authors choices concerning how to structure specific parts of a text
contribute to its overall structure and meaning as well as its aesthetic impact
Prior Knowledge:
Introduction to the play, Act I has been covered.
Homework and/or extra practice from previous day:
Students have an ongoing packet they are working on for the classroom teacher. This lesson
covers one of the questions as well as teaching the students about prosody.
Learning Objectives for Students:
SWBAT identify stressed and unstressed syllables, identify patterns of stressed and
unstressed syllables, and talk about differences those patterns might make in the
interpretation of Shakespearean works
Language Objectives for Students:
SWBAT listen to and read grade-level material, discuss specific aspects of that material
with the class
Starter:
Disturbed: The Sound of Silence.
Students will listen to a stanza of the song and identify the strong syllables. Follow
up with class discussion.
Setting Objectives:
Slide in Powerpoint presentation
Class Procedures:
Set behavioral expectations (3 min)
Talking during class discussion/teacher presentations
If you need to leave the room, please write your name and the time on the board after
asking the teacher for permission
Powerpoint intro + modeling (5 min)
Intro: Definition of prosody
Modeling: Everyday prosody
Starter/guided practice (5 min) (Listen to and circle strong syllables in the Sound of
Silence)
Worksheet (10-15 min)
Give background on Macbeths soliloquy (solicit information about previous
occurrences in the play from the class)
Listen to and follow along with Macbeths soliloquy
Short discussion (What is going on? What decision does Macbeth reach? What does
the phrase Dagger of the mind mean?)
Listen to and follow along with The Witchs Brew
Short discussion
Identify and mark strong and weak syllables on the worksheet
Complete follow up questions after finishing worksheet
Plans for Assessment:
Ask students to summarize instructions after instructions are given
Show individual understanding of material by writing on worksheet
Wrap Up: Final slide of Powerpoint/follow up questions
Homework and /or extra practice assigned: None
Plans for Enrichment (i.e., What is my plan for students who finish early?):
Extension question:
You are Macbeth. You have decided to do the deed. Write a journal entry from Macbeths
point of view.
Plans for Remediation (i.e., What is my plan for students who need additional support?):
The lesson is scaffolded so that the students should need no prior knowledge to complete
the tasks aside from basic reading and writing skills. Students who need additional help my
work with a partner on the worksheet.
Plans for English Language Learners (ELLs):
We are using the No Fear Shakespeare text, which includes a summary of the text in
question in simple language. We will also be supporting their understanding of the reading
using class discussion.