Subject: British Literature/ English IV

Lesson Plan #1

Text: Macbeth
Grade: 12th
Materials: Notebook, Writing Utensil
1. Students will begin class with writing into the day. I will ask the students to free write about
all of the possible concerns they may have about reading Macbeth. I want to use this prompt
so that I can gauge my students enthusiasm towards the text. (For writing into the day, I
would like for you all to write down any concerns you are having about the Macbeth unit we
are about to engage in.)
2. After they have completed the writing into the day activity, I will ask students to share what
they have written so that I can know what their attitudes are towards the text. This will also
let the other students in the class know what their classmates concerns are about the text.
3. After everyone has shared what they have written, I will ask the students to get together and
discuss everything that they already know about Shakespeare. This is designed to prepare
students for the text, and express thoughts to other classmates who may not have the same
thoughts that they are having.
4. After the students have discussed with each other, I will then ask the students to recreate, in
their own chosen language, a scene from a Shakespeare text that they remember. This
recreation does not have to be long because it is designed to get students thinking about the
difference in language that they are going to encounter while reading Macbeth. I will collect
this scene recreation as an exit ticket.
Reading Standards For Literature:

Analyze the impact of the authors choices regarding how to develop and relate elements of a
story or drama (e.g., where a story is set, how the action is ordered, how the characters are
introduced and developed).

Determine the meaning of words and phrases as they are used in the text, including figurative
and connotative meanings; analyze the impact of specific word choices on meaning and tone,
including words with multiple meanings or language that is particularly fresh, engaging, or
beautiful. (Include Shakespeare as well as other authors.)
Assessment: N/A

Rational
This lesson is designed to introduce the students into the Macbeth text by means of
discussion. I find it important for the students to share their thoughts about the text because it
lets everyone know the concerns that some individuals may be having, which can be relieving
for students that have similar concerns. This lesson is not meant to assess any learning
outcomes because I would rather focus on introducing the unit to the students rather than trying
to understand what they know. This lesson is designed to get feelings about the upcoming text
announced, so that students do not have any negative thoughts about the unit bottled up inside
of them. Students are not analyzing the text directly, which can be problematic for the students
that do not have much background about Shakespeare, or Macbeth. This may leave some
students feeling like they cannot do what I asked because they have no prior knowledge of the
subject.

Subject: British Literature/ English IV

Lesson #2

Text: Macbeth
Grade: 12th
Materials: Copies of Act I of the play for each student, digital slide of plot related questions,
Notebook, Writing Utensil
1. I will begin class by going over the agenda for the day, so that the students are aware of
what we will be doing during the class period.
2. After I have gone over the agenda, I will pass out the copies of Act I of Macbeth. After every
student receives a copy of the play, I will explain to the students that they are going to get
assigned a character in the play, and they will be responsible for reading the characters lines
as we read through the text together in class. After I have assigned characters to the
students, we will begin to discuss what is happening in the beginning scenes of the play.
3. After we have discussed the context the beginning scenes, we will begin to read the play
together as a class. As we are reading the play, I will take time to discuss the plot, so that
students can understand what is happening as they are reading the dialogue. I will also take
time to discuss any important dialogue that we encounter as we are reading the first act.
4. After we have read through the first two scenes of the act, I will ask students to break up into
pairs, and answer questions about the plot of the text. These questions will be made
apparent to students, and I will inform them that I expect their answers to be in complete
sentence format. Making the students answer questions about the plot of the play will help
me assess if the students are understanding what is happening between the characters. It

will also help me assess if students are paying attention while we are reading the dialogue of
the play.
5. These questions about the plot of the play will be an exit ticket for each pair of students. I
will expect only one answer sheet from each pair.
Questions about the plot
http://www.collaborativelearning.org/macbethcloselookact1.pdf
1. Find the word meaning Scottish lord.
2.Why would you say that the play begins in a supernatural way?
3.What is the event that has just taken place? Who is involved? Who brings news
to whom? What is that news?
4.When the witches meet Macbeth, what do they predict? How soon does the
first prediction come true? Why has this come about?
5. The witches predictions begin to influence Macbeth. What thoughts begin to
form in his mind? What news announced by Duncan provides fresh anxiety? Why is
it a worry?

Standards for reading literature

3. Analyze the impact of the authors choices regarding how to develop and relate elements of a
story or drama (e.g., where a story is set, how the action is ordered, how the characters are
introduced and developed).
4. Determine the meaning of words and phrases as they are used in the text, including figurative
and connotative meanings; analyze the impact of specific word choices on meaning and tone,
including words with multiple meanings or language that is particularly fresh, engaging, or
beautiful. (Include Shakespeare as well as other authors.)
Lesson #3
Subject: British Literature/ English IV
Text: Macbeth
Grade: 12th

Materials: Copies of Macbeth soliloquy, Copies of Act I of the play, Writing utensil
1. Class will begin with a review of what we have read in Macbeth so far. We will go over major
plot points, and pieces of dialogue that are significant for understanding the text. This will be
the opportunity for students to ask any questions they may about the text so far.
2. After we have gone over what we have covered thus far, we will continue with our reading of
Act I. I will assign character roles to the students that did not have a character role during
our previous reading of the text. This will allow for all of the students to participate in our in
class reading of the play.
3. After we have finished reading the first act of the play, we will go over the entire act to make
sure that all of the students are aware of what is going in the play. This will also be an
opportunity for students to ask any questions they may have regarding our reading thus far.
4. After we have discussed the first act of the play, I will pass out copies of the Macbeth
soliloquy that the students will be analyzing. I will ask the students to annotate the soliloquy,
and highlight key phrases that help define the overall meaning of the speech. We will have
already read over this soliloquy as a class, so annotating the text will further help students
understand the significance of the passage.
5. After students have annotated the soliloquy, we will discuss the text as a class. This will
allow the students to hear the interpretations that their classmates have came up with, and it
will also help students better understand why the passage is significant.
6. As we are finishing our discussion of the soliloquy, I will inform students that we will be
engaging in act II during our next lesson.
7. For homework, I will ask students to go over the first act of the play, so that they can have a
better understanding of what we have already read.
Standards for reading literature
1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly
as well as inferences drawn from the text, including determining where the text leaves matters
uncertain.
7. Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production
of a play or recorded novel or poetry), evaluating how each version interprets the source text.
(Include at least one play by Shakespeare and one play by an American dramatist.)
Soliloquy
If it were done when tis done, then twere well
It were done quickly. If thassassination
Could trammel up the consequence, and catch
With his surcease success: that but this blow
Might be the be-all and the end-all, here,

But here upon this bank and shoal of time,

Wed jump the life to come. But in these cases
We still have judgement here, that we but teach
Bloody instructions which, being taught, return
To plague thinventor. This even-handed justice
Commends thingredience of our poisoned chalice
To our own lips. Hes here in double trust:
First, as I am his kinsman and his subject,
Strong both against the deed; then, as his host,
Who should against his murderer shut the door,
Not bear the knife myself. Besides, this Duncan
Hath borne his faculties so meek, hath been
So clear in his great office, that his virtues
Will plead like angels, trumpet-tongued against
The deep damnation of his taking-off,
And pity, like a naked new-born babe,
Striding the blast, or heavens cherubin, horsed
Upon the sightless couriers of the air,
Shall blow the horrid deed in every eye
That tears shall drown the wind. I have no spur
To prick the sides of my intent, but only
Vaulting ambition which oerleaps itself
And falls on thother.

Commentary
This learning segment is centralized around students understanding Shakespeares
tragic play Macbeth. Shakespeare is one of the most influential writers in British literature
history, which makes his plays significant when it comes to understanding the subject of
Renaissance British literature. Shakespeare is known for having his own unique language
throughout all of his different genres of writing. This language that Shakespeare uses can help
students understand different ways to create meaning within a text, which is important when
developing creative writing skills. Macbeth is one of Shakespeares most well known tragedies
because of the way it captivated audiences during performances of the play. The language, and
dialogue of the play are perfect for understanding the desires that audiences of the time period
possessed. This learning segment is designed to help students understand the cultural
differences of the time period at which the play was written. This understanding of the culture
can help students make comparisons to their own personal culture, which can help them reflect
on the positive aspects about their specific culture. This discussions during the lesson
segments are designed for students to ask questions about the culture. This allowance of free
discussion about the culture of the time period is designed to be more relaxed, so that students
do not feel pressured to ask more formal, academic based questions. I would prefer for
students to ask any questions that first come to their mind when they are engaging with the
context of the primary text. I am hoping that this will make the students want to ask questions
that are related to their own culture, and how they have noticed the influence that their culture is
having on their interpretation of the text. The only prerequisite skills that I would find necessary
before engaging in this text is a basic understanding of the Shakespeare, and the some basic
notions of British literature. This will help students understand the language, and the authors
purpose. I know that my students are not going to be completely familiar with the language of
the text, but the lesson segments are designed to assist with this understanding of the language.
I understand that students will struggle with understanding the meaning of certain phrases that
they will encounter in the text. I am having the students annotate certain parts of the text to help
them understand how Shakespeare uses certain elements of language to create his desired
meanings. This will also help them develop their Analytical skills for future texts they may
encounter. This is the language function that is centralized in the entire learning segment. By
annotating the text, students will also have the opportunity to develop their vocabulary by having
the opportunity to discover new words, and how they may be used in a written discourse. I will
monitor student learning by assessing students work that they will complete during certain
lessons. If I feel like I need to further assess the students understanding of the text, I will
incorporate more opportunities for me to assess what they are understanding from the text.