Teacher: Ms Margot Brass

Lesson Title: Collaborative Mural Project and Macbeth

Grade/Subject: 10th Grade English
Central focus/why are you teaching this lesson and what will it do? What do you want your
students to be able to know as a result of this lesson?

The central focus of this lesson is to explore the idea of foreshadow, and its relation to Macbeth.
Students will be able to identify and recognize recurring themes based on premonitions
(foreshadow) in pre-set groups with an assigned premonition to explore.

THEMES/FORESHADOWS TO BE ASSIGNED: Vengeance/Glory, Macduffs return to Scotland, the

bloody baby, the woods will move to the hills.

Essential Question: What are some important themes present in the predictions of the Witches in
Macbeth? How would you depict these premonitions in an artistic way?

Visual Arts and/or Media Standard(s): Each group will be approximately five students in a class of
20 students, where each student creates a silhouette, AND each group creates a prediction of the
foreshadows told by the Witches.
Learning Objectives
Content Objectives (conceptually, historically, culturally, aesthetically):
-Students will design and cut out one silhouette to aesthetically create their vision of their assigned theme
and its symbolic meaning/what it represents/students individual interpretation of it, or foreshadow AND
each group will design and cut out one based on their groups prediction of what will come from one of the
foreshadows of the witches (each group will be assigned a foreshadow, and each student will be assigned
a group).

Process/Skill Objectives (technically, elements of art/design, new art ed standards, including Gude, etc.)
-Students will use the concept of foreshadow, and silhouettes to create this class wall mural.

Academic Language (Language function, vocab, discourse overlap with each other....the most important thing is
for you recognize the language aspects of your lessons and explicitly write about it in your commentaries).
Syntax/writing about art: construction of sentences in a more formal or professional style.
Discourse/talking about art: the way that professionals speak/write in the discipline, the ARTS!)

For your lesson plan identify the primary language function that will be essential for students to investigate
your central focus in relation to visual art.

Possible language functions include: analyze, compare/contrast, critique, describe, interpret,

question. Describe specific learning tasks/activities that will engage students in at least one of
these functions.

-Students will analyze and interpret the predictions of the Witches

-Students will create their murals
-Students will describe their murals in an artist statement

Identify vocabulary that will be introduced in the lesson.

-Artist Statement - An artists written description of their work.

-Foreshadow A warning or indication of future events.
-Silhouette The dark shape and outline of something or someone visible against a lighter background
 especially in dimmer light.
-Theme the subject of a piece of writing.

How will you utilize experiences with reading, writing, artmaking, and discussion within the lesson to
address academic language?

When introducing the project to the students, I will explain everything slowly in full detail so that they can
understand the reason we can make predictions based on foreshadow, and help students show how to do
that on their own.

Monitoring Student Learning: Formal & Informal Assessments prior to, during & after learning
How will you know students are on track during lesson?

I will be walking around the room helping anyone who needs it, and we will have a check in every 10
minutes. There will also be an exit slip after the first day, which would be the journal they have been
keeping notes in and tracking their progress in.

How will you know at the end of the lesson what students learned?

They will be handing in an explanation or artist statement about their group and individual murals, to be
graded.

Instructional Resources and Materials: the art materials, books, videos, fieldtrips, handouts, etc. that
you will use.

We will be using large paper in: black, dark grey, dark blue, light blue, light grey, and white. We will be
using pencils, stencils, erasers, scissors, x-acto knives, tape, and glue sticks. We will also be using
computers to research the predictions of the Witches, and the play Macbeth itself.

Connection to prior academic learning and requisite skills: Identity what they learned prior to this unit
or lesson.

Prior to this project, students have completed reading the first half of Macbeth, and this lesson is
scaffolding from the completion of the first half of the novel to a full understanding of the literary elements
within it.

Connections to cultural/personal/community assets: How does this lesson link to students lives
inside and outside of school? Their communities, their cultures?

Students can be able to make predictions and see foreshadow elsewhere in life.
Instructional Strategies & Learning Tasks that support diverse student needs
Motivation: Good place to include essential question posing and if pertinent, hands-on activity to prompt
engagement with the new lesson

Procedure:
Time: Teacher Action (include higher order Student Action
5-6 Days thinking questions, grouping
strategies)
Day One Teacher will introduce the Collaborative Students will have a short lecture on the project, taking
Mural project, and explain the new notes and asking questions if they have any. They will
 vocabulary. Any questions will be answered be researching their theme and group prediction based
after explaining the project. Teacher will put on assigned premonition made by Witches.
students in groups and assign a one of the
themes/predictions above to all groups.

Teacher will make sure the class is on track

and students are staying focused. Art
Day Two supplies will be handed out on day two, as
research should be coming to a close by
the end of it.
Teacher will finish handing out art supplies
Day 3-4 in the very beginning of class, and be sure
to keep students on task and engaged.
Teacher will help any last minute needs,
and begin to attach every mural into one
Day Five huge class mural.
Students should begin to finish their research and as
they do so, keep a journal of their findings and decide as
a group what they want their individual and separate
group murals to be.
Students will be collaborating with their group to finish
the group murals, and begin to think about their artist
statements. Individual murals should be finished.
Students should be finished (or minutes away from
finished) with group murals, individual murals, and artist
statements.

Closure: how will you end the lesson? 5 minute check in to see if there are questions?; a recap of what
was covered and whats coming next?

During the first two days I will be doing check ins and collecting their progress journals at the end of every
class to make sure no questions go unanswered.

How students will reflect on their own learning: will you have them keep sketchbooks? Write artist
statements? Grade each others work or their own work? Do in-process gallery walks or sharing?

During the creation process, students will be tracking their process which they will turn into an
artist statement to go along with their piece. The group silhouette will have an artist statement
created by the group together. The students will also be able to take notes during the introduction
of the lesson.

Accommodation/Modification based on IEP or 504 plans (special needs students): Some of our
students need accommodations. When we teach, we need to make sure we organize our lessons to align
with their needs. You fill this in only if you are teaching in a class and have students with IEPs or 504
plans.

Differentiation strategies FOR ALL STUDENTS:

We all learn differently. Some of us are kinesthetic (movement-based) learners, others are visual or
listeners or readers How do you make sure that how you teach enables all of your students to access
the learning? HINT: most art lessons address multiple learning styles.

During this lesson, students of all learning abilities will be able to follow along as they are placed in groups
methodically by me. Students who learn best by watching will be able to do the research of silhouette
murals on the computer during the research time, students who learn best by research will benefit from
the same thing, students who learn best by doing will have the opportunity to take leadership in their
group.
Technology integration to support learning: will you use a smartboard? Projected imagery? Or
perhaps one of your lessons will work with technology as an art material like the 3Doodler or Makey
Makey.

Students will use the computers to research their assigned subject.

Students will be able to refer to their notes and the book.