ABSTRACT

While learning the content, themes and overall

significance of Macbeth is an important component of
high school students education, we as educators also
need to ensure students are learning how to
collaboratively and effectively use social networking
sites and the Internet as a whole to become engaged,
mindful and experienced citizens in the 21st century.

BY Emily Chicorli, Chris Cramer, Sean Turner &

Anne Winch

A LITERATURE UNIT ON
MACBETH FOR GRADE 10
STUDENTS VIA FACEBOOK
ETEC 510 Final Design Project
Table of Contents
Part 1: Purpose and Goals of Design Space ................................................................................................... 2
Part 2: User Guide for Interactivities ............................................................................................................. 6
1: Introductory Activity - Dramatis Personae Web .................................................................................... 6
2: Exploring Themes in Macbeth ............................................................................................................... 9
3: Soliloquy Emulation ............................................................................................................................. 11
4: Soon to be a Major Motion Picture! .................................................................................................... 13
Part 3: Assessment Model ........................................................................................................................... 15
Works Cited ................................................................................................................................................. 15

E. Chicorli, C. Cramer, S. Turner & A. Winch ETEC510 Final Design Project 1

Part 1: Purpose and Goals of Design Space

The purpose of our design project is to involve students as active participants in their learning by

hosting a grade 10 literature unit on Shakespeares Macbeth in an online environment using Facebook.

The use of Facebook as a space for a literature unit allows for an informal, alternative, mobile learning

environment with flexible teaching and learning opportunities that encourage students to engage in

active learning, while simultaneously exploring the use of social networking and collaboration (Ractham

and Firpo, 2011). Teacher Tamara Warhol, for example, identifies many of the positive outcomes of using

Facebook in classrooms in a 2014 article in the Journal of Adolescent and Adult Literacy. Her experience

informs us that Facebook provides a venue for both the teacher and students to critically engage in with

course readings and each other and that it gives students a new lens for evaluating international relations

and gave her as the teacher a new lens for evaluating their multimodal literacy practices. Similarly Cain

and Policastri (2011) argue that Facebook encourages openness, collaboration, and user-generated

content, and is an application that allows students to participate in informal learning experiences outside

of the classroom and on platform they are familiar with. We have incorporated these features within the

design to offer students an engaging way to learn, synthesize knowledge, reflect and share their ideas.

Our design has been framed around the constructivist learning theory that advocates for

students to construct their own knowledge from their surrounding environments together with students

actually participating in their learning in a space that they are familiar with outside of the traditional

classroom setting (Dogoriti, Pange and Anderson, 2014). This online learning environment in social media

spaces stands in stark contrast to the traditional teaching methods for English classes that involved a

teacher at the front of the classroom reading directly from Macbeth and students being evaluated in the

form of either a term paper or a written exam. As Bonwell and Eison (1991) and Meyers and Jones (1993)

advocate, students can gain experience with a subject using a Facebook group for classes, including

E. Chicorli, C. Cramer, S. Turner & A. Winch ETEC510 Final Design Project 2

English literature in a variety of ways, such as: discussions, debates, group projects, case studies, role

playing, and simulations (as cited in Dougherty and Andercheck, 2014).

In our learning space, students are encouraged to be actively involved in their own learning,

make connections between their experiences and others through meaningful activities and assessments,

and to engage with technology and the Internet through multi-media, hyperlinks, websites, text and

more. Astin (1996) discusses this concept by explaining that the cooperative and collaborative nature of

active learning is one of the strongest influences on a student's cognitive development (as cited in

Dougherty and Andercheck, 2014). While learning the content, themes and overall significance of

Macbeth is an important component of high school students education, we as educators also need to

ensure students are learning how to collaboratively and effectively use social networking sites and the

Internet as a whole to become engaged, mindful and experienced citizens in the 21st century. Educators

are increasingly aware that most jobs students will be applying for will require skills such as working with

word processing, spreadsheets, PowerPoint, e-mail, databases, basic internet searches for proper

research, social networking sites and more. These types of skills can be developed when activities are

designed to incorporate curriculum content, blended learning styles and environments, and flexible

learning. In addition, using resources like iMovie, CMAP, and Flickr, allow students to interact with a

variety of multimedia mediums to synthesize their learning and create a product that underscores their

learning and understanding, and offers an opportunity to learn new skills and interact with technology.

We frame our educational media around three themes: Curricular, Study-help and Social

(Dougherty and Andercheck, 2014). Curricular content relates to class and subject matter. Some

examples will include, sharing multimedia and graphics from the instructor but also from students,

students' posts, comments and discussions. Study-help consists of students sharing notes, preparing for

tests and asking questions about things such as course content. The third theme, Social, consists of posts

not related to course content but expressing care for or connecting with others in class. Students already

E. Chicorli, C. Cramer, S. Turner & A. Winch ETEC510 Final Design Project 3

use Facebook as a social platform and this will allow them to interact with one another in class on a more

personal level, thus create a sense of belonging (Dougherty and Andercheck, 2014).

More specifically, our design project has 4 goals related to students learning about Macbeth,

social networking sites, multimedia and technology:

1. Using graphic web programs, such as Inspiration or CMAP, students will explore the links and

relationships between the different characters and events in Shakespeares Macbeth to

understand the major themes in the play. Students will then post the link or a picture of their

graphic web on the class Macbeth Facebook page and peer review each others posts. The peer

reviews will require students to analyze two or three submissions and comment on how their

graphics differed or were similar, if there was something the student wish they included in their

graphic after seeing other student work, and provide constructive criticism and feedback.

2. Students will demonstrate a critical understanding of a theme in Macbeth and represent the

theme using a graphic medium. Students will find or create a picture that they feel represents the

theme they choose, writing a description on why they chose or created the picture to represent

it. Students will then post the image to the class Macbeth Facebook page. Once the students

upload their images, they will choose at least two other graphics from the class and comment on

how the graphic fits the theme the student has chosen. Students are required to be specific in

their feedback.

3. Students will demonstrate an understanding of the characters in Macbeth and demonstrate how

soliloquies provide a vehicle for specific ideas by reproducing the pattern of one of the soliloquies

in Macbeth Act V Scene V using their own ideas and words to replace the characters. Students

will participate in a discussion forum that has students reflect on what they learned about being a

speaker in a soliloquy, what the speaker said and how they said it, and which part of the human

experience they addressed with the soliloquy. Students are then required to read other

E. Chicorli, C. Cramer, S. Turner & A. Winch ETEC510 Final Design Project 4

 submissions from classmates and find one or two that speaks to them. They will discuss how and

why they can relate to the emulated soliloquy.

4. Students will demonstrate an understanding of the main idea and/or themes of the play by

creating a Coming Soon poster that would be hung in movie theatres or a movie trailer to be

shown in the theatre using resources like PowerPoint, Word, or any other poster making

programs, iMovie or other video programs, Flickr or other open source photos. Students will be

required to participate in a discussion forum that asks them to reflect on the design process,

answering questions such as: what process did you go through to create this piece? What was the

most difficult part of the process? Students will then be required to comment on at least two

other pieces created by other students that will have them role play as the teacher and think

about the types of comments they would make about each piece, as well as thinking if the work

makes you want to go and see the film version of Macbeth.

E. Chicorli, C. Cramer, S. Turner & A. Winch ETEC510 Final Design Project 5

Part 2: User Guide for Interactivities

1: Introductory Activity - Dramatis Personae Web

Objective(s):
To explore the links and relationships between the different characters and events to
understand themes in the play.

Activity Description: Looking carefully at the list of characters below, analyze how the characters
have been grouped, paying attention to relationships and social status. Using a graphic web
program such as Inspiration or CMAP, create a character web that shows the relationships.
Create a graphic web by drawing lines connecting characters to other characters and characters
to events that occur throughout the play. Each connection should have a short explanation. You
should use direct quotes from the play, pictures, symbols, or icons to help explain your
connections. Start with the main characters as you see them, and fill in the other characters as
you see the connections appear. Draw the connections between the characters and give the
explanation. Then fill in the other characters and events as they apply to each of the characters
above. There should be many places where the characters and the events overlap. Be sure to
include ALL the characters and the major events of the play. Post the link or a picture of your
completed web to the class Macbeth Facebook page.

Success Criteria:
All the main characters in the play are included on the web.
All connections between the characters are shown with lines or arrows.
Important events are included and connected to characters involved in the event.
All character connections have the relationship explained.
All connections between characters and events are explained.
Direct quotes from the play are added to enhance the connection.
Pictures, symbols, and icons are included to enhance understanding.

E. Chicorli, C. Cramer, S. Turner & A. Winch ETEC510 Final Design Project 6

 MACBETH
DRAMATIS PERSONAE

DUNCAN, King of Scotland.

MALCOLM & DONALBAIN, his Sons.
MACBETH & BANQUO, Generals of the Kings Army.
MACDUFF, LENNOX, ROSS, MENTEITH, ANGUS, & CAITHNESS:Noblemen of Scotland.
FLEANCE, Son to Banquo.
SIWARD, Earl of Northumberland, General of the English Forces.
YOUNG SIWARD, his Son.
SEYTON, an Officer attending Macbeth.
Boy, Son to Macduff.
An English Doctor.
A Scotch Doctor.
A Sergeant.
A Porter.
An Old Man.

LADY MACBETH.
LADY MACDUFF.
Gentlewoman attending on Lady Macbeth.

HECATE and Three Witches.

Lords, Gentlemen, Officers, Soldiers, Murderers, Attendants, and Messengers. The Ghost of Banquo, and
other Apparitions.

SCENE.Scotland; England.

Reflection: How does creating a character relationship web help you to understand character motivation
and themes in the play?

Peer Feedback: Check out two or three submissions from other students. How did their graphic web
differ from yours? Was there anything you found that you wish you had included on your web? Comment
on the submissions using stars and arrows for your feedback. Stars are what you think they did well, or
you really liked and arrows are for things that you think could be improved to enhance their submission.

Resources: Online graphic web tool such as Inspiration or CMAP, list of characters, Flickr.

E. Chicorli, C. Cramer, S. Turner & A. Winch ETEC510 Final Design Project 7

Activity 1 Example:

This is an example of the requirements and is not a completed version. However, it is draft character web
showing relationships to other characters and events.

E. Chicorli, C. Cramer, S. Turner & A. Winch ETEC510 Final Design Project 8

2: Exploring Themes in Macbeth

Objective(s):
To demonstrate critical understanding of themes in Macbeth
To represent a theme using graphic medium

Activity Description: Choose one of the major themes represented in the play, Macbeth. A good
description of the themes can be found at http://www.shmoop.com/macbeth/themes.html .
After reading through the theme description, try to answer the questions to give you a better
idea of its significance in the play. It is also a good idea to find examples of how the theme is
represented in the play. Find or create a picture that you feel represents your choice of theme.
Include the title of the theme you are representing and the reason why you chose the picture to
represent it. This should be a short description, as the picture should speak for itself. Post this to
our class Facebook group.
Examples of Themes Found in Macbeth

Fate and Free Will

Ambition
Power
Versions of Reality
Gender
The Supernatural
Violence
Time
(Clicking on one of the themes above should provide the hyper-link for the webpage)

Reflection:
How does your graphic explain your choice of theme?

Peer Feedback: Choose at least two other graphics from the class and comment on how the graphic fits
the theme the person has chosen. Be specific in your feedback.

E. Chicorli, C. Cramer, S. Turner & A. Winch ETEC510 Final Design Project 9

Resources: Flickr, Shmoop, Macbeth text

Activity 2 Example:

This picture is in the shape of two red hands holding a crown. I chose this because the crown represents
the central theme of power present in the play, while the red hands holding it represent the bloodiness of
the power struggle, for in the play, power seemed to rest upon he who had "bloodier hands" or had killed
for it. By Henry Bristol - Seeley English Macbeth

E. Chicorli, C. Cramer, S. Turner & A. Winch ETEC510 Final Design Project 10

3: Soliloquy Emulation

Objective:
To demonstrate an understanding of characters
To demonstrate how soliloquies provide a vehicle for specific ideas

Activity Description: Many artists study their craft by imitating the masters. In this activity you will
reproduce the pattern of one of Shakespeare's soliloquies, but use your own ideas and words to
replace the character's. This "emulation" is not a paraphrase or parody, but a unique composition
inspired by the form of the original. Write your own emulation of Macbeths soliloquy from Act V,
Scene V. Write about a time where you worked hard for a specific outcome, only to find that your
efforts were in vain or hopeless. Try to replace almost every word with a word of your own that
serves the same grammatical purpose (nouns with nouns, etc.) Prepositions and helping verbs
may be used as in the original. The goal is for you to retain Shakespeare's rhythm and structure,
but create your own meaning. Be as creative as possible! Remember to post your emulation to
our Facebook page for critique.

Macbeths Final Soliloquy - Act V, Scene V

There would have been a time for such a word.
Tomorrow, and tomorrow, and tomorrow,
Creeps in this petty pace from day to day
To the last syllable of recorded time,
And all our yesterdays have lighted fools
The way to dusty death. Out, out, brief candle!
Lifes but a walking shadow, a poor player
That struts and frets his hour upon the stage
And then is heard no more: it is a tale
Told by an idiot, full of sound and fury,
Signifying nothing.

Reflection:
1. How did you feel while writing your emulation of this soliloquy?
2. Do you feel that you captured a sense of hopelessness as in the original?
3. After reading some of the other contributions, would you change anything?

E. Chicorli, C. Cramer, S. Turner & A. Winch ETEC510 Final Design Project 11

Questions for Discussion:
1. What did you learn about the speaker in this soliloquy?
2. What did the speaker say, and how did he say it?
3. Which part of the human experience did your soliloquy address?

Peer Feedback: Read the other submissions from the class and find one or two that speaks to you.
Discuss how and why you can relate to the emulation. Be specific.

Resources: A copy of the soliloquy from Act V, Scene V of Macbeth.

Activity 3 Example:

E. Chicorli, C. Cramer, S. Turner & A. Winch ETEC510 Final Design Project 12

4: Soon to be a Major Motion Picture!

Objective(s):
To demonstrate understanding of the main idea and/or themes of the play.

Activity Description: Imagine that Macbeth is going to be turned into a major motion picture.
Create a Coming Soon poster that would hang in movie theatres or Movie Trailer to be shown in
the theatre. Remember that the posters should be eye catching and include a memorable tag
line. Movie trailers should engage and intrigue the audience without any spoilers. Be sure to
make connections to specific moments or events in the play. Include a short description of the
poster or the trailer and your reasons for choosing the elements you have included. Both poster
and/or trailer should be posted to our Facebook page for comments and discussion.

Reflections:
1. What process did you go through to create this piece?
2. What was the most difficult part of the process?
3. What was particularly satisfying for you about either the process or the finished product?
4. What thing do you want people to notice when they look at this piece of work?

Peer Feedback: Comment on at least two other pieces done by other students. If you were a
teacher, what comments would you make about each piece? Does their work invite you to go and
see the film version of Macbeth?

Resources: Powerpoint, Word, or other poster making programs, iMovie or other video programs,
Flickr or other open source photos.

E. Chicorli, C. Cramer, S. Turner & A. Winch ETEC510 Final Design Project 13

Activity 4 Example:

This is my movie poster. I chose the picture of the storm vortex as Macbeth seems to find himself in the
center of all the storms raging around him, which pull him into a downward spiral. He starts the play as a
heroic figure, but quickly gets caught up in the intrigue and is pulled into a downward spiral. The knife
represents the killings he is responsible for and it is at the center of the spiral, spinning out of control, as
Macbeth starts to lose control. "Is this a dagger which I see before me?" I chose the quote "Foul is fair,
and fair is foul" because it reminds me of "all is fair in love and war", and in the play Macbeth and Lady
Macbeth start to believe that they are entitled to the crown and can use any means in which to succeed
in their endeavours. Friends become enemies and it is fair to use foul play to gain their ends.

E. Chicorli, C. Cramer, S. Turner & A. Winch ETEC510 Final Design Project 14

Part 3: Assessment Model

Works Cited

Cain, Jeff and Anne Policastri (2011). Instructional design and assessment: Using Facebook as an Informal
Learning Environment. American Journal of Pharmaceutical Education 75(10), 1-8.

Dogoriti, E., Pange, J., & S. Anderson, G. (2014). The use of social networking and learning management
systems in english language teaching in higher education. Campus-Wide Information Systems, 31(4), 254-
263.

Ractham, P., Kaewkitipong, L., & Firpo, D. (2012). The use of facebook in an introductory MIS course:
Social constructivist learning environment. Decision Sciences Journal of Innovative Education, 10(2), 165-
188.

E. Chicorli, C. Cramer, S. Turner & A. Winch ETEC510 Final Design Project 15