Name: Shelby Vogel___________

Grade Level: ___Senior English_____

School: __Madison High School______
Time: ___Block 3 (B day)_____

Reflection from prior lesson:

The students finished the play and discussed what they thought about it.
Lesson Goal(s) / Standards:

11-12.RL.2 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.

11-12.RL.3 Analyze the impact of the author’s 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).

11-12.RL.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.)

11-12.R.L.5 Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of
where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure
and meaning as well as its aesthetic impact.

11-12.RL.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.

Lesson Objectives:
 I can examine multiple versions of a story, drama, or poem based on the source text.
 I can explain the strengths and weaknesses of more than one version of a work of literature.
 I can express and support my opinion and emotional response to the author’s work.
 I can identify two or more themes of the literary text.
 I can provide textual support to describe and demonstrate how the two themes interact and build throughout
the story.
 I can provide a summary about the text that does not include my feelings.
 I can tell the difference between character/speaker and author/creator in fiction.
 I can offer supported opinions about why the author chose the sequence of events in a work of fiction.
 I can create connections between the author’s choice of style and his/her historical and social background.
 I can point out how the author’s choices of characters, themes, and language provide clues to time period.
 I can explain how an author’s choice to structure a work (as a poem, graphic, story, diary, novel, etc.)
influences the
 meaning of the work and the audience’s interpretation of that work.
 I can find the meaning of words/phrases I don’t know.
 I can recognize and explain examples of figurative language and connotative meanings of words.
 I can analyze how word choice impacts tone or meaning.
 I can recognize when a word is used in a new or different way.
 I can identify the signal words the author uses to transition.
 I can explain why an author would begin a story in a specific place and/or time.
 I can explain why an author would include specific details.
 I can explain why the author chose to end the story in a specific way.
 I can explain how the story is impacted by my background and emotions (i.e., aesthetic impact).
  I can identify word choices that present the author’s meaning more clearly.

Materials Needed:
Chrome Books
Vocab Packet
Student Literature Books
Macbeth (2009 Film)
Act 5 quiz

Contextual Factors/ Learner Characteristics:

This class has 20 students who are all Caucasian, and there is 1 aid in the room. This class is a very quiet class, but
does fairly well. There are 3 students that are on IEP’s, but all of their accommodations are made on their requests.
These students do not use these accommodations very often.

A. The Lesson

 Introduction (10 minutes)

The students should come to class ready to take their quiz, but will get a few minutes to ask any questions they still
may have.

 Content Delivery (30 min)

The students will take their quiz and be introduced to their final project.

 Closure (10 min)

The final project asks students to pick one of 6 project options and complete with a partner (optional). They will
have the final minuets of class to pick their partner and discuss/brainstorm ideas for their project.

B. Assessments Used
They will be assessed over their understanding shown through the presentation of their final project.

C. Differentiated Instruction
I am not responsible for the differentiated instruction for this class. The special education department does the
differentiated instruction in their room.

D. Resources
Google Classroom
Final Project
Student and Teacher literature book

Reflection: The students seemed excited about the project. I gave them strict guidelines in order
to see their understanding of the play. However, they were still able to have freedom with
choosing a partner and their project topic.