Lesson Cover Page

Lesson Topic: Macbeth’s Dagger Soliloquy Length of Class Period: 60 mins

Course: Honors English Grade Level: 10

TERMINAL BEHAVIORAL OBJECTIVE
State the terminal objective (including content and behavior):

Students will be able to utilize Macbeth’s soliloquy in Act 2, Scene 1 of Macbeth to create a statement about Shakespeare’s characterization.

CONTENT STANDARDS
List all appropriate national, state or district curriculum or content standards that align to this lesson.
Arizona Department of Education English Language Arts Standards: 9-10th grade
Reading Standards for Literature
9-10.RL.2
9-10.RL.3
9-10.RL.7

ELL STANDARDS AND ACCOMMODATIONS

List the language objective for listening, speaking, reading and writing: Arizona ELP Standards [http://www.azed.gov/oelas/elps/]
ELL Stage V –
Listening and Speaking
Standard 1:
HI-3
LI-5
HI-7
Reading
HI-13
LI-2
HI-4
LI-12
HI-15
List any ELL accommodations, vocabulary, strategies you will use:
- Vocab review
- Provide an oral clip (movie scene) of the soliloquy
- Print instructions on the board as well as giving them orally.
- Page numbers printed on board
- Group work/group collaboration
- Not grading spelling

ADAPTATIONS/ENRICHMENT
List accommodations you will make for Exceptional Education students:
- Provide time extensions as necessary
 - Preferential seating
- In-class access to No Fear Shakespeare
List enrichment/extension activities you will provide for students:
- Translate the text themselves to more familiar terms

HOMEWORK
If there is homework following this lesson, list it here:
Complete Act II Study Guide questions

RESOURCES/MATERIALS
List all resources that you will need to teach this lesson:
Vocab handout
Close reading handout
YouTube clip
PPT with instructions and guidelines

Lesson Sequence
TIME TASK ANALYSIS TEACHING STRATEGY WHAT ARE THE STUDENTS DOING?
(Sub-tasks/topics) (BW, lecture, lab, group work, handout, (Active participation, Int. Closure)
guiding questions, etc)
10 BW: Create a story using at least 3 of the Students will individually construct stories utilizing
mins Act II vocab vocabulary words from act II. their vocab words. They are free to discuss with
Synthesis their groups about their creations before moving
into sharing as a whole class and discussing the
meaning of the words.

2 Activation of Soliloquy background knowledge Group Discussion: What is a soliloquy? Can you
mins think of any examples of soliloquies you might
have previously encountered? What is the function
of a soliloquy within a drama?
Knowledge
Students will discuss their prior knowledge and
familiarity with the term as a group before
addressing the questions as a whole class.
 5
mins Movie Clip: Is This a Dagger Which I See Guiding Question: Is this scene more or less
Before Me? effective because of the director’s stylistic choice
to not include the dagger for the audience to see?
We will revisit these questions after close reading
the soliloquy.
Analysis
30
mins Dagger Soliloquy close read Handout: opening of Act 2, Scene 1— annotate.
Comprehension, Analysis
10
mins Dagger Soliloquy discussion Teacher-led group discussion: What does the
dagger symbolize? What spurs Macbeth’s vision
on? What imagery is present? Does Macbeth
decide to kill Duncan before, during, or after
(when bell rings) his soliloquy?
Range of Analysis to Evaluation
3 Closure: What is one thing you learned about
mins Macbeth’s character Macbeth’s developing character through the close
reading of his speech before murdering Duncan?
Evaluation
Students will watch the clip intently, jotting down
notes about the stylistic choices they notice,
deeming them effective or ineffective.
Students will take some time to read through the
passage once on their own, annotating it for
meaning and analyzing Macbeth’s characterization
as they go. After this, students will work through
the passage as a group, discussing their findings and
building on ideas.
Students will explore the essential guiding
questions and unpack the passage’s potential
meanings through class discussion. Students will
make notes on their provided passage with further
comments and inquiries as the discussion
progresses.
Students will be able to utilize Macbeth’s soliloquy
in Act 2, Scene 1 of Macbeth to create a statement
about Shakespeare’s characterization.