Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher: Rebecca Hull

Date: 10-6-17 Subject/ Topic/ Theme: Macbeth: Act 1 Grade: Junior AP Language Composition
I. Objectives
How does this lesson connect to the unit plan?
Reading Act 1 of Macbeth is pivotal to the students understanding of Macbeth.

cognitive- physical socio-

Learners will be able to: R U Ap An E C* development emotional
Read through Act 1 of Macbeth. R, U, An
Understand the plot and context of Act 1. U, An
Participate in class discussion and think-pair-shares about Act 1. Ap, E, An X
Gain exposure/experience with reading Shakespeare. R, Ap

Common Core standards (or GLCEs if not available in Common Core) addressed:
http://www.michigan.gov/documents/mde/MDE_ELA_Standards_599599_7.pdf

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.)
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 two or more themes or central ideas of a text and analyze their development over the course of the text,
including how they interact and build on one another to produce a complex account; provide an objective summary of the
text.

(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create

II. Before you start

Identify prerequisite Must have watched Shakespeare Uncovered: Macbeth.
knowledge and skills.

Pre-assessment (for learning): pop culture and Macbeth quiz

Formative (for learning): Soul mates and ambition/fate survey.

Outline assessment
activities Formative (as learning): Students discuss questions (asked by the teacher) as a class or in small groups.
(applicable to this lesson)
Summative (of learning): Research Paper, Act 1 Response Questions

What barriers might this Provide Multiple Means of Provide Multiple Means of Provide Multiple Means of Action
lesson present? Engagement Representation and Expression
Provide options for self-regulation- Provide options for comprehension- Provide options for executive
expectations, personal skills and activate, apply & highlight functions- coordinate short & long-
What will it take strategies, self-assessment & Class discussion term goals, monitor progress, and
reflection Teacher clarification modify strategies
neurodevelopmentally, Reading along Lesson is framed with
experientially, Think-pair-share
Annotating Synthesis Paper
emotionally, etc., for your Act 1 Response
Act 1 Response
students to do this lesson? Questions Questions
 Provide options for sustaining Provide options for language, Provide options for expression and
effort and persistence- optimize mathematical expressions, and communication- increase medium
challenge, collaboration, mastery- symbols- clarify & connect of expression
oriented feedback language Questions and
Participating in class Teacher stops every so discussion.
discussion. often to clarify what Think-pair-share
Think-pair-share certain language Act 1 Response
Act 1 Response means. questions.
questions Teacher points out
phrases and things that
are relevant in pop
culture
Provide options for recruiting Provide options for perception- Provide options for physical action-
interest- choice, relevance, value, making information perceptible increase options for interaction
authenticity, minimize threats Class discussion competing for
Class discussion about Teacher clarification characters by quickly
femininity, ethics, getting up and giving
masculinity, murder, the teacher a high five.
psychology
Students can choose
their characters
Students arent
required to have a
speaking part
Materials-what materials A copy of Macbeth for each student.
(books, handouts, etc) do Teachers copy of the Macbeth- must have places in the Act already marked that you would
you need for this lesson like to discuss (With pencil, sticky notes, etc.)
and are they ready to List of characters (who speak) in Act 1- make sure the Narrator is included in this list.
use? Act 1 Response questions are printed and ready to hand out at the end of class.

The desks are in a U shape.

Teacher sits in the middle of the U shape.
How will your classroom
Characters (that speak) in Act 1 are written on the white board.
be set up for this lesson?

III. The Plan

Describe teacher activities AND student activities
Time Components for each component of the lesson. Include important higher order thinking questions and/or
prompts.
Motivation
(opening/ Students will be able to pick their Envision being a voice actor in a
introduction/ characters if they wish to read a part of production of Macbeth.
engagement) Macbeth aloud.
 Once class begins and copies of Macbeth compete for characters by being the first
have been passed out, stand in the middle one to give the teacher a high five when
of the U and tell students that they will they say the desired characters name.
have an opportunity to be voice actors in Once a student earns a character, they will
this class. This should especially appeal to write their names under their characters
students who are interested/active in name on the board. (Cast list).
theater. You can ask if there are any
students involved with theater in the class.
Explain that their favorite animated
movies are made with voice actors, and
they should do the same while they are
reading Macbeth aloud.
Time to pick characters! Students will
have to earn their characters by being the
first one to give you a high five after
saying a characters name. Read from the
list on the board. Make sure to warn the
students to be careful (no running,
pushing, tackling, etc.)

Once all the students have their characters,
begin reading the play. Make sure the
narrator knows to read stage directions.
Explain the rules of the activity: Everyone
must use terms such as CUT and
ACTION throughout the lesson.
Development Yell CUT whenever you reach a part in
(the largest the play that has been pre-marked with
component or pencil or a sticky note. Discuss it with the
main body of class.
the lesson) More complicated questions or ideas will
discussed in small groups (think-pair-
share) and then brought back into class
discussion.
Make sure to cover topics such as toxic
masculinity, how gender is defined,
mental health, and the psychological states
of the characters.
CUT: use when youre confused or have
a question.
ACTION: use when youre ready to
continue.
Students who have characters will read
their parts, and follow along in their
books.
Students who dont have parts must follow
along in their books.
If the book copies belong to students, tell
them to annotate anytime the teacher yells
CUT.

The reading of Act 1 will likely take the The last few minutes of class should be
entire hour, and you will probably have to available to students to ask questions or
finish reading the Act the next time the get clarification about anything related to
class meets (especially if the discussion is Act 1.
Closure good). Students can get started on their Act 1
(conclusion, Keep an eye on the time, and just end at a Response question.
culmination, good stopping point in conjunction where
wrap-up) with the class is at. (If you have one scene
left to go, but theres only five minutes left
of class, dont try to cram scene 7 in).
Hand out Act 1 Response Questions to
class. If theres time left in class after Act
1 has been read, then devote the remaining
time to letting them work on their
question. If not, assign as homework.

Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)
I think that this lesson went really well. The students were engaged, asked good questions, participated in discussion, and
were able to comprehend what went on in Act 1 despite slogging through the difficult language. If I were to change anything,
I may put the voice actors in the middle or the front of the classroom to encourage them to read with more expression
(They were not as expressive as I hoped that theyd be). Id also include more opportunities for think-pair-share to include
kids in discussion that dont normally speak in front of the entire class. I also think that many different activities or games
could be used to earn characters, but the high-fiving method is one that came to me on the spot, and it worked pretty
well. I liked that it got the students engaged and moving. Competition got them excited and motivated.