Macbeth UNIT

Name: Shannon Kasstan

Lesson Title: Macbeth
Grade: 10 Academic English
Date: November 26, 2017 – ONGOING
Time: 3 Weeks – Continuing

Unit Plan Description:

In this unit, students will be learning the play Macbeth. Due to time, this unit will take roughly about four weeks with me teaching the first three.
Throughout this unit, the students will be able to understanding the basic plot, literacy devices, themes, and other notable symbolism and motifs.
During this unit, students will be immersed into the Old English and Modern English of William Shakespeare. As well as, have the opportunity to be
able to work with partners and group to act out each given scene. The class will start with a very descriptive discussion about what happens in each
scene and eventually progress into the students reading, understanding, and analysing what importance of each act, scene, and line. Throughout this
unit, students will use a variety of different ways to interpret the text. For example, group work, movie viewing, tape recordings. The variety of different
ways of listening and learning Macbeth will help the students stay engaged and ready to learn.

Overall Expectation:
Oral Communications:

 Listening to Understand: listen in order to understand and respond appropriately in a variety of situations for a variety of purposes;
 2. Speaking to Communicate: use speaking skills and strategies appropriately to communicate with different audiences for a variety of
purposes;
 3. Reflecting on Skills and Strategies: reflect on and identify their strengths as listeners and speakers, areas for improvement, and the
strategies they found most helpful in oral communication situations.

Specific Expectations:

 1.1 identify the purpose of a variety of listening tasks and set goals for specific tasks
 1.2 select and use appropriate active listening strategies when participating in a variety of classroom interactions
 1.3 select and use appropriate listening comprehension strategies before, during, and after listening to understand oral texts,
including increasingly complex texts
 1.4 identify the important information and ideas in oral texts, including increasingly complex texts, in a variety of ways
 1.5 develop and explain interpretations of oral texts, including increasingly complex texts, using evidence from the text and the oral
and visual cues used in it to support their interpretations
 1.6 extend understanding of oral texts, including increasingly complex texts, by making connections between the ideas in them and
personal knowledge, experience, and insights; other texts; and the world around them
 1.7 analyse oral texts, including increasingly complex texts, focusing on the ways in which they communicate information, ideas,
issues, and themes and influence the listener’s/viewer’s response
 2.1 communicate orally for a variety of purposes, using language appropriate for the intended audience
 2.4 use appropriate words, phrases, and terminology, and several different stylistic devices, to communicate their meaning and
engage their intended audience
 2.6 identify a variety of non-verbal cues, including facial expressions, gestures, and eye contact, and use them appropriately to help
convey their meaning and with sensitivity to audience need
 3.1 describe a variety of strategies they used before, during, and after listening and speaking; explain which ones they found most
helpful; and identify steps they can take to improve their oral communication skills
 3.2 identify a variety of their skills in viewing, representing, reading, and writing and explain how the skills help them improve their oral
communication skills

Reading and Literature Studies:

 1.Reading for Meaning: read and demonstrate an understanding of a variety of literary, informational, and graphic texts, using a range of
strategies to construct meaning;
 2. Understanding Form and Style: recognize a variety of text forms, text features, and stylistic elements and demonstrate understanding of
how they help communicate meaning;
 3. Reading with Fluency: use knowledge of words and cueing systems to read fluently;
 4. Reflecting on Skills and Strategies: reflect on and identify their strengths as readers, areas for improvement, and the strategies they
found most helpful before, during, and after reading.

Specific Expectations:

 1.1 read a variety of student- and teacher-selected texts from diverse cultures and historical periods, identifying specific purposes for
reading
 1.2 select and use appropriate reading comprehension strategies before, during, and after reading to understand texts, including
increasingly complex texts
 1.3 identify the most important ideas and supporting details in texts, including increasingly complex texts
 1.4 make and explain inferences about texts, including increasingly complex texts, supporting their explanations with well-chosen stated
and implied ideas from the texts
  1.5 extend understanding of texts, including increasingly complex texts, by making appropriate connections between the ideas in them and
personal knowledge, experience, and insights; other texts; and the world around them
 1.6 analyse texts in terms of the information, ideas, issues, or themes they explore, examining how various aspects of the texts contribute
to the presentation or development of these elements
 1.7 evaluate the effectiveness of texts, including increasingly complex texts, using evidence from the text to support their opinions
 2.1 identify a variety of characteristics of literary, informational, and graphic text forms and explain how they help communicate meaning
 2.2 identify a variety of text features and explain how they help communicate meaning
 2.3 identify a variety of elements of style in texts and explain how they help communicate meaning and enhance the effectiveness of the
texts
 3.1 automatically understand most words in a variety of reading contexts
 3.2 use appropriate decoding strategies to read and understand unfamiliar words
 4.1 describe a variety of strategies they used before, during, and after reading; explain which ones they found most helpful; and identify
detailed steps they can take to improve as readers
 4.2 identify a variety of their skills in listening, speaking, writing, viewing, and representing and explain how the skills help them read more
effectively

Writing:

 1. Developing and Organizing Content: generate, gather, and organize ideas and information to write for an intended purpose and
audience;
 2. Using Knowledge of Form and Style: draft and revise their writing, using a variety of literary, informational, and graphic forms and stylistic
elements appropriate for the purpose and audience;
 3. Applying Knowledge of Conventions: use editing, proofreading, and publishing skills and strategies, and knowledge of language
conventions, to correct errors, refine expression, and present their work effectively;
 4. Reflecting on Skills and Strategies: reflect on and identify their strengths as writers, areas for improvement, and the strategies they found
most helpful at different stages in the writing process.

Specific Expectations:

 1.1 identify the topic, purpose, and audience for a variety of writing tasks
 1.2 generate, expand, explore, and focus ideas for potential writing tasks, using a variety of strategies and print, electronic, and other
resources, as appropriate
 1.3 locate and select information to appropriately support ideas for writing, using a variety of strategies and print, electronic, and other
resources, as appropriate
 1.4 identify, sort, and order main ideas and supporting details for writing tasks, using a variety of strategies and organizational patterns
suited to the content and the purpose for writing
 1.5 determine whether the ideas and information gathered are relevant to the topic, accurate, and complete and appropriately meet the
requirements of the writing task
 2.2 establish a distinctive voice in their writing, modifying language and tone skilfully to suit the form, audience, and purpose for writing
 2.4 write complete sentences that communicate their meaning clearly and accurately, varying sentence type, structure, and length to suit
different purposes and making smooth and logical transitions between ideas
 3.2 build vocabulary for writing by confirming word meaning(s) and reviewing and refining word choice, using a variety of resources and
strategies, as appropriate for the purpose
 3.3 use punctuation correctly and appropriately to communicate their intended meaning
 4.1 describe a variety of strategies they used before, during, and after writing; explain which ones they found most helpful; and identify
appropriate steps they can take to improve as writers
 4.2 identify a variety of skills they have in listening, speaking, reading, viewing, and representing and explain how the skills help them write
more effectively

Media Texts:

 1. Understanding Media Texts: demonstrate an understanding of a variety of media texts

 2. Understanding Media Forms, Conventions, and Techniques: identify some media forms and explain how the conventions and techniques
associated with them are used to create meaning
 4. Reflecting on Skills and Strategies: reflect on and identify their strengths as media interpreters and creators, areas for improvement, and
the strategies they found most helpful in understanding and creating media texts

Specific Expectations:

 1.1 explain how media texts, including increasingly complex texts, are created to suit particular purposes and audiences
 1.2 interpret media texts, including increasingly complex texts, identifying and explaining the overt and implied messages they convey
 1.3 evaluate how effectively information, ideas, issues, and opinions, are communicated in media texts, including increasingly complex texts, and
decide whether the texts achieve their intended purpose
 1.4 explain why the same media text might prompt different responses from different audiences
 2.1 identify general and specific characteristics of a variety of media forms and explain how they shape content and create meaning
 2.2 identify conventions and/or techniques used in a variety of media forms and explain how they convey meaning and influence their audience
 4.1 describe a variety of strategies they used in interpreting and creating media texts, explain which ones they found most helpful, and identify
appropriate steps they can take to improve as media interpreters and producers
 4.2 identify a variety of their skills in listening, speaking, reading, and writing and explain how the skills help them interpret and produce media
texts

Learning Goals:
  Understand the basic plot
 Understand and identify the themes
 Notice devices used throughout

Assessment and Evaluation:

 I can identify the themes

 I can understand the plot of Macbeth
 I can read the old English and make meaning
 I an predict on future events, given on the evidence at the given time

Assessment For, As, Of Learning (Complete the chart below)

How will you be able to check their Assessment Mode: Assessment Strategy Assessment Tool
understanding? Written, Oral, Specific task for students Instrument used to record
Performance e.g., turn and talk, brainstorming, mind data
(Write, Say, Do) map, debate, etc. i.e., rubric, checklist,
observation sheet, etc.

Assessment for Learning Oral/ Written Discussion Booklet

Assessment as Learning Oral/ Written Open-Ended Questions/ Discussion Mini-tasks
Questions
Assessment of Learning Oral/Written Reader Response Assignment

Differentiation: Content, Process, Product, Assessment/Accommodations, Modifications

 Ensure that the tone of voice is clear and each word is broken up to ensure that ELL and ESL can understand the activity
 Have an ESL/ELL learner setting beside a “buddy” that can help to communicate what is going on in case of confusion
 Be patient and allow for all students to have a grasp of what is going on within the class
 Use a variety of props, not just a single tool. For example, have words, pictures, colours, and vocals alive for the learner who is struggling.
 A child who struggles with hearing, have them close to the front of the class where they can hear the instructions of what they are doing in
the lesson
 A child who struggles with sight, have them close to the front of the classroom where they will be able to see the PowerPoint. Also, if needed
print out the pictures for this student(s) if they need a closer look.
 Ensure when making the small groups in the class that the class is diverse. For example, do not put all the ELL/ESL/ impaired students
together, make sure there is strong students with the weaker students to help with understanding in the activity. Having strong and weak
students together will help the weaker student grow and not be so nervous when the class has a discussion about the media texts.
A few students in this class have an IEP so providing those students with the answer booklet helps them gasp the material. So, for my introduction
class I have a few answer booklets that go around the class to ensure that the student can write down the words

**A student has a broken arm so he will be provided to work with his buddy as well as accommodations where seem fit*

New Vocabulary:

 Literary devices (Irony, Pathetic Fallacy, Allusion, Foreshadowing, etc.)

 Characters (Macbeth, Duncan, Malcolm, Lady Macbeth, etc.)
 Drama terms (Aside, Soliloquy, etc.)

Resources:

 PowerPoint (To see the text and pictures)

 Xmas bag (To draw student’s names from and have new surprises in there)
 Duatangs (Where the students put all their notes regarding Macbeth: I collect at the end of each class and give out at the beginning)
 Macbeth Books
 Macbeth tapes
 Macbeth DVD
 YouTube Clips
 Computers (provided by school)
 iPad (provided by school)

Delivery of Lesson:

Date Lesson Activity

Monday, November  Introduction to  Showed a YouTube Clip that was a brief introduction, then discussed it
27, 2017 Shakespeare further with the class
 Introduction to  Got the class to line themselves up by Roman Numerals and then read
Macbeth the general fact about Shakespeare
 Reading Act One  Put the class into groups of four (7 different groups), and each group read
Scene One a specific article regarding to Macbeth (3 different articles) they then
 Reading Act One wrote the 3-5 most important parts of the article on chart paper and as a
Scene Two class we took them up
 Then took a break, and together as a class went for a walk to the painting
of Macbeth A1. S1 that is present in St.Pats and got the class to have
three volunteers to read the first scene.
  Went back to the classroom to talk about the importance of the first scene
and at this time handed out the Macbeth duatangs
 Continued reading Act 1. Scene 2 and wrote notes, while filling in the
duatang as continued on
Tuesday  Reading A1. S3  Played deal or no deal (By having a Xmas bag and asking the class if
 Reading A1. S4 they wanted to use what was inside of the page: the answer was YES) so
drew names from the bag and read A1S3 together as a class, giving
specific roles to the drawn names
 Once completed a1s3 the class had discussion questions that were given
five-ten minutes to complete and then were taken up by the class and
discussion
 In the Shakespeare groups that were created, they read a1s4 where they
were provided the old English and modern English side by side to have
the students being able to read the old English while understanding what
is being said
 There were discussion questions given at the end that they were able to
work out with their groups, and then together as a class we took up the
answers
Wednesday  Reading A1. S5  Read the act together, discussed, and filled in the end scene questions
together as a class.
Thursday  Reading A1. S6  Watched the movie and stopped after each important part to discuss what
 Reading A1. S7 was happening and the importance.
 Students worked on discussion questions (marks for completion) and then
taken up
Friday  Reading A2. S1  The students read these acts with a partner and were provided a side by
 Reading A2. S2 side English translation. In partners the students worked to answer the
a2s1 questions
 The students still in their partners read the a2s2, with translations, and did
not answer the a2s2 questions in their partners, but with their
Shakespeare group. These discussion questions were more based on
importance and analysing the quote
 The students did not quiet finish the analysing of the quote so will be
taken up on Monday
Monday, December  Take up A2. S2
4, 2017  Read a2s3
 Read a2s4
Tuesday  Act 3
Wednesday  Act 3
Thursday  Act 3
 Act 4 (first two
scenes)
Friday Test Review ACT 1,2,3
Monday, December Test on first three acts
11, 2017
Tuesday  Act 4 (finish)
Wednesday Assignment on the first four acts
Thursday Assignment
Friday Assignment
Monday Assignments back to them

Lead into:

 Act 5 of Macbeth

Personal Reflection:

 I am making Macbeth very entertaining and simple to follow, so the class is loving this unit! I am really enjoying teaching Macbeth too. In
fact, a few students skipped their first class, but made sure to come to this class because they didn’t want to miss any Macbeth.
 I make the Macbeth plot very easy and relatable to the students, so they can fully understand.
 The class actually asks to read more of Macbeth, which is awesome!
 Also, a student who hasn’t participated all year, is participating the most in this unit.
 The whole class is really enjoying the new and engaging activities while learning about Macbeth.
 Having a great time with this class!