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Lesson Plan Template

EDIS 5882: English Education


Name: Kristi Vandygriff
Context:
Date and time for which lesson will be taught: Wednesday October 19, 2017
Course name: AP Literature and Composition
Grade level: 12th
Length of lesson: 88 minutes
Description of setting, students, and curriculum and any other important contextual characteristics: The
students in this class are all 12th grade AP students. The class is composed of a pretty even split between boys and
girls, and there are 25 students total. It is the first class of the day. For the most part the students are focused and
hardworking each block, and come to class prepared each day. There are not many issue on a typical day.

Objectives:
Number each objective to reference in the Assessment section
SWBAT:
1.
Cognitive (know/understand):
1.1.
Students will know background information on the life of William Shakespeare.
1.2.
Students will know information about performances and audiences during the
Elizabethan era.
1.3.
Students will understand crucial concepts and themes seen through the text Macbeth.

12.4

2.

Performance (do):
2.1.
Students will be able to analyze themes presented in Macbeth.
2.2.
Students will be able to connect their own ideas to concepts seen throughout Macbeth.
2.3.
Students will be able to recognize important ideas and viewpoints in Macbeth.
2.4.
Students will be able to demonstrate their comprehension about a given excerpt of text.

3.

SOLs:

The student will read, comprehend, and analyze the development of British literature and literature of other cultures.
c) Recognize the characteristics of major chronological eras.
d) Relate literary works and authors to major themes and issues of their eras.
i) Compare and contrast dramatic elements of plays from American, British, and other cultures.

Assessments: Methods for evaluating each of the specific objectives listed above.
Please use the sentence stems to describe your assessments. In brackets after each assessment note the number of the
objective(s) from above being assessed
Diagnostic: Students will demonstrate what they already know about by
o Students will participate in a discussion about Shakespeare. They will be able to voice
what they already know about him and his writing, and what they have read by him before. This discussion
will also allow students to reflect on what struggles they have had with Shakespeare in the past and dictate
what problems they anticipate having with his writing moving forward.
SWBAT 1.1

Formative: Students will show their progress towards by


o Students will show their progress towards comprehending a piece of text through a
multiple choice practice similar to what they will have on the AP test. It will be a released excerpt from a
previous text, and the questions will expose them to the types of questions they will see when they take the
test. A conversation about the answers will also demonstrate how well students are progressing in this skill.
SWBAT 2.4

o Students will show their progress towards understanding the main concepts presented in
Macbeth by completing an anticipation guide. The guide will present statements about ideas reflected in the
text, and students will be asked to state whether they agree or disagree with the statement. They must also
complete a justification of why they chose that answer. Students will then discuss the statements they feel
strongly about. This will show how they connect to the ideas presented in the text.
SWBAT 1.3, 2.1, 2.2, 2.3

Summative: Students will ultimately be assessed (today or in a future lesson) on by


o Students will ultimately be assessed in future lessons on how these concepts play a role in
the text through an essay they will write. They will be asked to reflect on these statements and chose one
from a list of 5 to develop and write an essay about.
SOL 12.4 d, 1.3, 2.1, 2.3

Materials Needed:
This is just a list of the materials you will need for this lesson to occur. In the Materials Appendix below, you will include the
actual materials or links to what you will be using.
Multiple Choice Passage
Anticipation Guide
List of notes

Beginning Room Arrangement:


[Changes in this arrangement that become necessary later will be noted in the plan]
Students will be sitting at seats of their choice.

Instructional Steps (Procedures): Detail student and teacher actions, discourse, and behaviors.
[Note: Any words that represent what you will say directly to students appear in italics. When students are speaking, indicate
your target response as well as any possible student misconceptions and/or off-the-target responses and how you will
respond to them.]

1. [5 mins.] Welcoming Students


I will welcome students to class at the door. We will wait for the pledge of allegiance and moment of silence.
After that, I will explain to students that today we will be doing a couple of things that will prepare them for both
the AP test and our next unit. I will tell them that we will start with a multiple choice practice like they will see on
the test so that they can get more exposure to the types of questions they will be asked. After that we will do some
activities and hear some information that will get them prepared for the Macbeth unit we will be starting. It will
give them some context as to when and why this play was written, and will help them start thinking about and
understanding some of the concepts of the play.
2. [20 mins.] Multiple Choice Practice
I will remind students that these practices are from old tests and are formatted similarly to what they will see on
the AP test. I will tell them to do their best when answering the questions, to read through the passage thoroughly
and to make sure they know what the question is asking. I will explain that the more we practice these, the more
familiar they will become with the style of questions and what sorts of things they should be prepared to look for
and answer.
I will give students copies of the released passage and the 15 multiple choice questions that go along with it.
While they are working I will circulate some to make sure students are on task. If they have questions I will

encourage them to do their best on their own knowing that this is not a grade because that is how they will have to
work through it when it comes time for the AP test.
3. [10 mins.] Multiple Choice Discussion
I will give students a 2 minute warning and then have them stop their test practices. I will read the answers out to
them and have them correct their papers. I will then give them a chance to ask questions about ones that they got
wrong. When a student asks to review a question, I will ask for someone who got the question right to explain
why they chose that answer. I will then add on any additional tips or information as to why that should be the one
they picked. We will do this until no one has any more questions.
4. [8 mins.] Shakespeare Discussion
I will tell students that it is reasonable for them to have trouble with the multiple choice passages because they are
probably from unfamiliar works or authors. I will say that one author they have been exposed to and still may
have trouble with is Shakespeare. I will go through the following questions and guide a discussion led by the
students about Shakespeare.
-

What do you know about him?


What have you read?
What are your thoughts?
Any concerns?
What has caused you to struggle with his writing in the past?
What do you anticipate being a problem?
Worries for this unit?

I will take note of the things students say they have trouble with regarding Shakespeare and make sure to pay
special attention to addressing those factors throughout the unit. Hopefully this discussion will help students to
also recognize where they are challenged and prepare to work through those in a new way. By getting them to
recognize what is hard they will be able to better understand why they are struggling and hopefully find a more
precise solution to their problem. This will hopefully not be a large issue if I am able to support them with these
problems before they come up.
5. [5 mins.] Shakespeare Background
I will orally present the following information to students. I will tell them that this information will help them
understand how the play was presented in this time and what the audiences were like. By understanding more
about the era it was written in, it can be easier to understand why certain aspects of the text are the way that they
are.
Elizabethan Stage
Proscenium(who knows what it is & can speculate what impact it would have on the
audience?) stuck out into audience/different from our recessed boxes
Bathed in sunlightactors could see the people in the theater & interact w/
them (deer purse example). Audience interacted w/ each other
Groundlings were looking for slapstick humor, sex, and violence. Paid a penny to stand on the
yard
Rich paid 2 pennies to sit in the gallery, covered seating on the side
Three pennies to sit in higher gallery

Upstage (behind the stage or even on it) were the educated & nobility. As they watched, they
made motions & expressions about the play
THE GLOBE
- Southside of London
- Stage was several feet above the ground
Elizabethan Audience
Knew the story; they went to see how Shakespeare would tell it
Didnt speak the way he wroteWE actually have more in common w/ his writing patterns than
they did
They loved playing w/ language(can you think of language games we play now?)
Literacy rate was less than 50%, but they had a good grasp on: the Bible, history, politics, myths
(both Greek & Roman)
Very rich, upper middle class
Shakespeare had to appeal to the masseswhat do modern audiences like?
Plays were long, people would leave their seats to go eat, drink and visit friends during
performance
SHAKESPEARE
- Born in Stratford-upon-Avon in England on APril 23, 1564
- Don't know much about his early life
- Married Anne Hathaway, had three kids
- Died on his birthday at age of 52
6. [20 mins.] Anticipation Guide
I will tell students that now that they have some info on Shakespeare and when he was writing, we are going to
start looking at some of the ideas that will be presented in Macbeth. I will tell them that each of the statements
contained on the anticipation guide they are about to receive connect in some form to the text. It will be important
for us to think through how we view these ideas before reading the text so that we can try to recognize how they
are being presented and how the text is telling us to think about these concepts. I will tell them to read through
each statement, write whether they agree or disagree, and then give some sort of justification for their answer.
After they go through, they should mark the 2 that they feel most passionate about. Once other people around
them are finished they should discuss the ones they are chosen and talk through their thoughts.
As students are working on the anticipation guide I will be circulating to see students thoughts and listening to
their conversations about the statements.
7. [10 mins.] Anticipation Guide Discussion
I will ask students to wrap up their small discussions. Then I will ask for volunteers to tell us about the ones they
feel most passionate about. I will allow a student-driven conversation (and maybe small debate) on these
statements. I will try to let them work it out for themselves and only interject to help move the conversation
forward or to ask guiding questions if needed.
After we have gone through some of the statements I will remind students that we will see these ideas presented
in some form through the text and that they should look for them throughout.
8. [5 mins.] Macbeth Background
I will tell students that now that they have some knowledge on what is going to be included in the text, we are
going to look at some information about Macbeth that will help us understand why it was written. I will tell

students that understanding the motivations behind the text and the history around it will allow us to better
comprehend what is included and the choices Shakespeare makes. I will then orally present the following
information to students.
- Probably written between 1605-1607, not sure
- Macbeth takes place in northern Scotland and in England
- Macbeth is a tragedy in five acts. It is an atypical tragedy in that the protagonist of the play,
Macbeth, is a villain.
- In Shakespeare's time, many people believed in the power of witches. One was King James I. In
1591, when he was King of Scotland during the reign of Elizabeth I, a group of witches and sorcerers
attempted to murder him.
- Their trial and testimony convinced him that they were agents of evil.
- James produced the book, Daemonologie (1597), which provided ways to recognize witches as
well as to defeat their spells. .....
- Shakespeare, good businessman that he was, well knew that a play featuring witches would
attract theatergoers and put a jingle in his pocket.
- Moreover, such a play would ingratiate him with James, who became King of England in 1603.
- When it was first performed in about 1605, it probably frightened audiences in the same way that
The Exorcist, the 1973 film about diabolical possession, scared American audiences.
- Magically, Shakespeare's bank account and reputation grew. In a manner of speaking, Macbeth
was The Blair Witch Project of the 17th Century.
- Shakespeare himself, a man of extraordinary intellect and insight, probably regarded witchcraft
for what it was: poppycock.
- According to the Chronicles, the "real" Macbeth became King of Scotland in 1040 after having
defeated a historical Duncan who was a weak, youthful ruler with little experience. Shakespeare presents
an older King Duncan who is due the respect of his thanes; consequently, his murder is more heinous in
the dramatic interpretation.
- The historical Macbeth reigned for 17 years and survived the battles which returned Malcolm to
the throne: whereas, Shakespeare presents a series of events which speed to the conclusion of a Macbeth
defeated and beheaded.
- The play has lots of graphic & gross referencesmultiple murders, splitting people open from
belly button to throat, nasty ingredients in witches brew (finger of a prostitutes murdered baby), grease
oozing from a corpse, & copious amounts of bloodall appealed to the audience
- Meant to be performed, not read. That could be why hard to read some time. More meant to be
seen.
9. [5 mins.] Wrap-up
I will tell students that we will begin reading the text next class. I will ask that at some point before next class
they look over the statements on the anticipation guide to remind them of ideas that we will see throughout. For
homework they should work on their Quarter 1 essays.

Attention to Individual Student Needs: (Differentiation):


Detail specific actions/materials you will use to differentiate instruction in this lesson. Use specific student names when
appropriate

Technology Use:
Detail specific technology being used in the lesson with explanation for why it is being used.

None

Materials Appendix:
Include the actual materials or links to what you will be using. If you are using a handout or a PowerPoint, or giving a quiz,
etc., these documents (or links to them) must be included. (see the list above)

Name _______________________________________ Period ________

Macbeth Anticipation Guide Pre-Reading Activity


Directions: The following statements are designed to get you thinking before we delve into the text
of Macbeth. Answer each question writing YES if you agree with the statement, NO if you
disagree, orNot Sure if you are not convinced either way about a statement. For each,
explain/justify in one or two sentences why you chose your answer, including examples or
reasoning. Be prepared to discuss and justify your responses in class. Put a STAR by the TWO

about which you feel most passionate.


_________ 1. Too much ambition can be dangerous.
Justification:

_________ 2. We cannot control our fate.


Justification:

_________ 3. It is not always easy to resist temptation.


Justification:

_________ 4. It is not fate, but our own human will, that controls us.
Justification:

_________ 5. We all have the power to control our own destiny.


Justification:

_________ 6. Violence leads to more violence.


Justification:

_________ 7. Everyone battles good and evil within themselves.


Justification:

_________ 8. No matter who we are, our conscience will eventually help us decide right from wrong.
Justification:

_________ 9. I always listen to my conscience.


Justification:

_________ 10. Most people will do whatever they need to do to reach a goal.
Justification:
_________ 11. We should be careful who we trust.
Justification:

_________ 12. There are people in this world who have the ability to predict the future.
Justification:

_________ 13. It is wrong to give in to temptation.


Justification:

_________ 14. It is impossible to make someone do something they dont want to do.
Justification:

_________ 15. No matter what people have, they always want even more.
Justification:

_________ 16. Husbands and wives always should support each other in their goals and aspirations.
Justification:

_________ 17. There is never a good reason to kill another person.


Justification:

_________ 18. I believe we should wait for someone or something to guide us through our lives, rather
than making things happen on our own.
Justification:

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