Professional Documents
Culture Documents
Lesson Objectives:
The students will be able toanalyze the text.
The students will be able toselect text evidence.
The students will be able toexplain important aspects of the novel.
The students will be able toanalyze Shakespearian language.
The students will be able todiscuss the basics of Macbeth.
Concepts:
Commonplace
Passage
Shakespeare
Language
Essential Questions:
What passage in Lord of the Flies is significant to the text?
What can you say about that passage?
What do you know about Shakespeare?
How can you understand Shakespeare better?
Content
Factual Content:
Students will understand that reading Shakespeare aloud can lead to a greater understanding of the
text.
Vocabulary:
Commonplace, Shakespeare, Language
Tier 1:
Language
Tier 2:
Commonplace, Shakespeare
Tier 3:
Procedures: For each procedure, list the teacher or student actions (with accommodations and
modifications) as well as the anticipated amount of time it will take to accomplish each task.
Homework
o Read Act I for Monday. There will be a quiz.
Reflection on Lesson
a) The Lesson Plan: Perfect planning, got everything in right on time. Good balance
between quiet individual work and class discussion. Clarify in lesson when students
should sit or stand.
b) Teaching Skills: Very animated with the students, allowed myself to feel silly with them.
Set a good example as to exactly what they should be doing. Created a positive
atmosphere for the class. Encouraged wild guesses since this is a challenging topic, but
still told students I expected them to give thoughtful answers that could be backed up.
c) The Students: Responded really well to my involvement in the activity. Participated fully
and enthusiastically. Gave thoughtful responses after the activity which showed what a
success this activity was. Many different students responded when asked about their line,
some who typically dont speak in classthis was able to reach them as well.
Teacher: Julia Maturo Date: November 3rd, 2017
Subject: World Literature Grade Level: 10
Title of Lesson: Annotation and Acting of Macbeth Lesson Length: 85 Minutes
Overview of the Lesson
Lesson Summary:
In this lesson students will read and annotate Macbeth in a guided activity to determine which
annotation method works best for them. They will also act out a short scene as a class.
Lesson Objectives:
The students will be able toread and annotate the text.
The students will be able toanalyze the deeper meaning of the language.
The students will be able toidentify annotation strategies.
The students will be able todiscuss the text and well as different annotation strategies.
The students will be able toact out a scene from the play.
Concepts:
Annotation
Predictions
Essential Questions:
How can annotating be helpful to your reading of the text?
What annotating method works best for you?
Content
Factual Content:
Students will understand that both predictions and annotation and assist in comprehension of the
text, especially a Shakespearian text.
Vocabulary:
Annotation, Prediction
Tier 1:
Prediction
Tier 2:
Annotation
Tier 3:
Procedures: For each procedure, list the teacher or student actions (with accommodations and
modifications) as well as the anticipated amount of time it will take to accomplish each task.
Homework
o Read Act I for Monday. There will be a quiz.
Reflection on Lesson
d) The Lesson Plan: Did not get through everything. Honestly over planned, but I was
really upset I couldnt fit in all the annotating together. Now things will be a bit
disjointed and Ill have to re-teach things on Monday to continue with the annotation.
e) Teaching Skills: Good direction and modeling, but could have been better. I need to get
back to the basics and focus on these things. These kids are smart, but they still need the
supports.
f) The Students: Did great with the possible sentences, they like this activity, but they dont
always like making guesses because they dont like being wrong. Seemed engaged with
the presentation, but lost them a bit during the modeling of annotation.
Teacher: Julia Maturo Date: November 6th, 2017
Subject: World Literature Grade Level: 10
Title of Lesson: Annotation and Act I of Macbeth Lesson Length: 85 Minutes
Overview of the Lesson
Lesson Summary:
In this lesson students will read and annotate Macbeth and analyze Act I through several
significant passages.
Lesson Objectives:
The students will be able toread and annotate the text.
The students will be able toanalyze the deeper meaning of the language.
The students will be able toidentify annotation strategies.
The students will be able todiscuss the text and well as different annotation strategies.
Concepts:
Annotation
Passages
Essential Questions:
How can annotating help you understand the text?
What does this passage tell us about the text?
Content
Factual Content:
Students will understand that annotation and close reading can be effective tools to understanding
a complex text.
Vocabulary:
Annotation, Passage
Tier 1:
Passage
Tier 2:
Annotation
Tier 3:
Procedures: For each procedure, list the teacher or student actions (with accommodations and
modifications) as well as the anticipated amount of time it will take to accomplish each task.
Homework
o Read Act II for ThursdayAnnotate (3-4 per page)
Reflection on Lesson
g) The Lesson Plan: I did not anticipate the quiz to take so long, but it did. I had to really
move through the review and the annotating demonstration because I wanted them to be
set to start their homeworkreading Act II and annotating. I will move the passage
analysis to the following lesson.
h) Teaching Skills: Tried to get the students back into the lesson after the quiz; they were
very tired. Should have done stretches with themas silly as it sounds it wouldve
helped to get them up. Tried to be very animated in review and break it down for them so
that it makes sense. Should have asked more questions along the way but I knew I did
not have much time. Very good demonstration, even though it was a tad fast. I wouldve
spent more time on it if I had the chance.
i) The Students: Worked for about an hour on the quizthis really bogged them down and
made them not as involved for the review and annotation activity. They were also
reluctant to talk today. They are very back and forth with the energy levels.
Teacher: Julia Maturo Date: November 8th, 2017
Subject: World Literature Grade Level: 10
Title of Lesson: Act I Passages Lesson Length: 85 Minutes
Overview of the Lesson
Lesson Summary:
In this lesson students will read and annotate Macbeth and analyze Act I through several
significant passages.
Lesson Objectives:
The students will be able toread and annotate the text.
The students will be able toanalyze the deeper meaning of the language.
The students will be able toidentify annotation strategies.
The students will be able todiscuss the text.
Concepts:
Annotation
Passages
Essential Questions:
How can annotating help you understand the text?
What does this passage tell us about the text?
Content
Factual Content:
Students will understand that annotation and close reading can be effective tools to understanding
a complex text.
Vocabulary:
Annotation, Passage
Tier 1:
Passage
Tier 2:
Annotation
Tier 3:
Procedures: For each procedure, list the teacher or student actions (with accommodations and
modifications) as well as the anticipated amount of time it will take to accomplish each task.
Homework
o Read Act II for ThursdayAnnotate (3-4 per page)
Reflection on Lesson
j) The Lesson Plan: Nice balance between quiet table twitter time and collaborative thesis
statement work. Thesis statements took a bit longer than expected because we
encountered problems with their ability to write solid thesis statements. Therefore we
will have to carry over the soliloquies into tomorrow.
k) Teaching Skills: Good directionseven better when I had given the directions to the
other class earlier. Also gave good directions and feedback for the thesis statements.
l) The Students: Very attentive, quiet, and thoughtful throughout the table twitter activity
but they struggled so much with the thesis statements. They need review on this asap.
Teacher: Julia Maturo Date: November 13th, 2017
Subject: World Literature Grade Level: 10
Title of Lesson: Act II Dagger Scene Lesson Length: 85 Minutes
Overview of the Lesson
Lesson Summary:
In this lesson students will analyze, act out, and discuss the significance of the dagger scene in Act
II of Macbeth.
Lesson Objectives:
The students will be able toread and analyze Act II Scene i.
The students will be able toact out Act II Scene i.
The students will be able todiscuss different ways to act out the scene.
The students will be able torespond in a journal about the best interpretation of the scene.
Concepts:
Acting
Tone
Staging
Essential Questions:
What is Macbeth thinking about and feeling in this scene?
Is the dagger really there?
What is the significance of the dagger?
How can we try this scene out in different ways?
Content
Factual Content:
Students will understand that acting out plays is an effective way to interact with them and fully
understand the concepts.
Vocabulary:
Acting, Tone, Staging
Tier 1:
Acting
Tier 2:
Tone, Staging
Tier 3:
Procedures: For each procedure, list the teacher or student actions (with accommodations and
modifications) as well as the anticipated amount of time it will take to accomplish each task.
Homework
o Read Act III for TuesdayThere will be a quiz
Reflection on Lesson
m) The Lesson Plan: Great pacing and balance of work, only did not fit in the journal at the
end. However, it was more important for a few people to try acting rather than fitting in a
journalI believe they got more from the different people than they would self
reflection.
n) Teaching Skills: Really tried to make things fun and engaging for them while still laying
down the law a bit when they got a tad out of hand. Very clear with directions as well as
expectations.
o) The Students: Very involved in review, if not at least active listening from my wonderful
rendition. Also worked well in their groups and then had some fun working as a class to
create the dagger scene up on stage with different classmates playing Macbeth. I gave
them some liberties and at first they didnt know what to do with them, but it worked out
well in the end.
Teacher: Julia Maturo Date: November 14th, 2017
Subject: World Literature Grade Level: 10
Title of Lesson: Feminist Lens in Macbeth Lesson Length: 85 Minutes
Overview of the Lesson
Lesson Summary:
In this lesson students will read, analyze, and discuss how Macbeth can be viewed with a feminist
lens.
Lesson Objectives:
The students will be able toread about the feminist lens.
The students will be able toanalyze and discuss the feminist lens.
The students will be able toapply the feminist lens to Macbeth.
Concepts:
Feminist Lens
Character Relationships
Essential Questions:
How can you apply the feminist literary theory to your scene?
How does Lady Macbeth and Macbeths relationship explore feminist theory?
Is Lady Macbeth a powerful woman?
Content
Factual Content:
Students will understand that a lens provides a new perspective to a text.
Vocabulary:
Feminist Literary Theory, Character Relationships
Tier 1:
Tier 2:
Character Relationships
Tier 3:
Feminist Literary Theory
Critical Thinking Skills (Reading, Writing, Speech, Listening)
Reading and analyzing the scene
Discussing a scene
Identifying elements of the feminist literary theory
Applying the feminist literary theory to Macbeth
Procedures: For each procedure, list the teacher or student actions (with accommodations and
modifications) as well as the anticipated amount of time it will take to accomplish each task.
Homework
o Read Act IV for FridayThree to four annotations per page
Reflection on Lesson
p) The Lesson Plan: Flowed very well and very detailed. Nice transitions form activity to
the most. Also, good timing for most activities. Great hook, however it did not go over
as well as I thought it would.
r) The Students: Good, yet basic answers that need to be further developed. Not fully
engaged in the lesson, they need to take a step in and be more involved. Did not fully
grasp the conceptneed to have a new approach tomorrow.
Teacher: Julia Maturo Date: November 14th, 2017
Subject: World Literature Grade Level: 10
Title of Lesson: Feminist Lens in Macbeth Part 2 Lesson Length: 85 Minutes
Overview of the Lesson
Lesson Summary:
In this lesson students will read, analyze, and discuss how Macbeth can be viewed with a feminist
lens.
Lesson Objectives:
The students will be able toread about the feminist lens.
The students will be able toanalyze and discuss the feminist lens.
The students will be able toapply the feminist lens to Macbeth.
Concepts:
Feminist Lens
Character Relationships
Essential Questions:
How can you apply the feminist literary theory to your scene?
How does Lady Macbeth and Macbeths relationship explore feminist theory?
Is Lady Macbeth a powerful woman?
Content
Factual Content:
Students will understand that a lens provides a new perspective to a text.
Vocabulary:
Feminist Literary Theory, Character Relationships
Tier 1:
Tier 2:
Character Relationships
Tier 3:
Feminist Literary Theory
Critical Thinking Skills (Reading, Writing, Speech, Listening)
Reading and analyzing the scene
Discussing a scene
Identifying elements of the feminist literary theory
Applying the feminist literary theory to Macbeth
Procedures: For each procedure, list the teacher or student actions (with accommodations and
modifications) as well as the anticipated amount of time it will take to accomplish each task.
Homework
o Read Act IV for FridayThree to four annotations per page
Reflection on Lesson
s) The Lesson Plan: Great progression from one activity to the nextreally helped them
understand how they should start thinking about the concept. Also timed perfectly for
half the class time all of us working together and the other half them working in pairs. I
revised the DP activity and used a new hook to make them feel more comfortable as well
as get them more engaged.
t) Teaching Skills: Used think-pair-share and it worked wonders for themthey were
interested, engaged, and much more confident than usual. Wrote on the board and used
multiple visuals to help guide students through the activity. Checked in with partners as
they worked throughout the rest of the class.
u) The Students: Much more confident, engaged, and interested in the lesson. They also
demonstrated a better understanding as they worked off of each other as we listed ideas
on the board. They were also happy to pick their own DP to work withit helped them
get more interested.
Teacher: Julia Maturo Date: November 16th, 2017
Subject: World Literature Grade Level: 10
Title of Lesson: Macbeth Film Act I-III Lesson Length: 85 Minutes
Overview of the Lesson
Lesson Summary:
In this lesson students will be able to watch and analyze the film Macbeth.
Lesson Objectives:
The students will be able towatch and analyze Macbeth.
The students will be able towrite responses to questions about the film.
The students will be able toexplain plot points.
Enduring Understandings:
Big Ideas: The students will understand that
Films are helpful for understanding the text
Concepts:
Film
Essential Questions:
How does the film portray the text?
What can you remember from each scene?
Content
Factual Content:
Students will understand that films can help them understand texts better.
Vocabulary:
Film
Tier 1:
Film
Tier 2:
Tier 3:
Action/Instructional Procedures
Procedures: For each procedure, list the teacher or student actions (with accommodations and
modifications) as well as the anticipated amount of time it will take to accomplish each task.
Homework
o Read Act IV for MondayThree to four annotations per page
Reflection on Lesson
v) The Lesson Plan: Very clear and simple. Got through almost all of the planned Acts.
w) Teaching Skills: Instructed students to answer questions as we went along. Stopped film
every fifteen minutes so students could write things down or answer questions.
x) The Students: Seemed to really enjoy the film, very attentive, no one on their phones.
Teacher: Julia Maturo Date: November 17th, 2017
Subject: World Literature Grade Level: 10
Title of Lesson: Whos to Blame? Lesson Length: 85 Minutes
Overview of the Lesson
Lesson Summary:
In this lesson students will review their knowledge through a gallery walk summary. They will
then form arguments and persuade classmates on who is to blame for the murders in Macbeth.
Lesson Objectives:
The students will be able toform an argument.
The students will be able to closely examine the text.
The students will be able to provide textual evidence to support that argument.
The students will be able to close an argument using persuasive techniques.
The students will be able toexplain plot points.
Concepts:
Factors
Blame
Argument
Opening Statements
Closing Statements
Persuasive Techniques
Essential Questions:
Who is to blame for the murders in Macbeth?
Were there multiple factors?
How can you build a strong argument?
Content
Factual Content:
The students will know that arguments are built with strong openings, evidence, explanation, and
strong closings.
Vocabulary:
Factors, Blame, Argument, Opening Statements, Closing Statements, Persuasive Techniques
Tier 1:
Factors, Blame, Argument
Tier 2:
Opening Statements, Closing Statements, Persuasive Techniques
Tier 3:
Procedures: For each procedure, list the teacher or student actions (with accommodations and
modifications) as well as the anticipated amount of time it will take to accomplish each task.
Homework
o Read Act IV for MondayThree to four annotations per page
Reflection on Lesson
y) The Lesson Plan: Gallery walk review took longer than expected, but I believe that
students got more out of it, so it worked out better that way. It was also good to spend a
bit more time introducing the argument activity by getting students to respond to a
general question before presenting them with the more specific arguments.
z) Teaching Skills: Provided excellent instructions for studentswent slow and went
through every piece before sending students on their way for either activity. Pretended to
be a lawyer alongside them to get them to buy into the idea moreit seemed to work.
aa) The Students: Very thoughtful and engaged in the gallery walk review and then highly
interested and motivated to create a strong argument and beat everyone else. Worked
well together really thinking about the details of the play and how they can persuade their
peers with their argument.
Teacher: Julia Maturo Date: November 20th, 2017
Subject: World Literature Grade Level: 10
Title of Lesson: Whos to Blame Argument Presentations Lesson Length: 85 Minutes
Overview of the Lesson
Lesson Summary:
In this lesson students will review their knowledge through a gallery walk summary. They will
then form arguments and persuade classmates on who is to blame for the murders in Macbeth.
Lesson Objectives:
The students will be able toform an argument.
The students will be able to closely examine the text.
The students will be able to provide textual evidence to support that argument.
The students will be able to close an argument using persuasive techniques.
The students will be able toexplain plot points.
Concepts:
Factors
Blame
Argument
Opening Statements
Closing Statements
Persuasive Techniques
Essential Questions:
Who is to blame for the murders in Macbeth?
Were there multiple factors?
How can you build a strong argument?
Content
Factual Content:
The students will know that arguments are built with strong openings, evidence, explanation, and
strong closings.
Vocabulary:
Factors, Blame, Argument, Opening Statements, Closing Statements, Persuasive Techniques
Tier 1:
Factors, Blame, Argument
Tier 2:
Opening Statements, Closing Statements, Persuasive Techniques
Tier 3:
Procedures: For each procedure, list the teacher or student actions (with accommodations and
modifications) as well as the anticipated amount of time it will take to accomplish each task.
Homework
o Read Act V over breakyou will have a quiz once you get back from break.
Reflection on Lesson
bb) The Lesson Plan: Well timed and paced. The students just needed a bit of time to work
on their arguments before they were ready and we spent the rest of class watching the
film.
cc) Teaching Skills: Made it very clear we should be going into these arguments with an
open mind and advised students to pay attention to the details of each argument. I then
asked them to vote for the best argument (not their own) and they got very upset over
that. I told them it was to show that there are many possible arguments to the question
Whos to blame? and that there are all different factors and that no one is wrongthey
are all possible answers. However, I feel as if I gave away the punch line in an effort to
calm them down over the whole voting issue.
dd) The Students: Worked well together and had strong arguments, but were not as enthused
about presenting as they were on Friday. Some students were also a bit whiny over the
voting and I had to get stern with them because they are not in elementary school and we
dont whine to get what we want (didnt say thatjust thought it).
Teacher: Julia Maturo Date: November 21st, 2017
Subject: World Literature Grade Level: 10
Title of Lesson: Macbeth Film Act III-IV Lesson Length: 85 Minutes
Overview of the Lesson
Lesson Summary:
In this lesson students will be able to watch and analyze the film Macbeth.
Lesson Objectives:
The students will be able towatch and analyze Macbeth.
The students will be able towrite responses to questions about the film.
The students will be able toexplain plot points.
Enduring Understandings:
Big Ideas: The students will understand that
Films are helpful for understanding the text
Concepts:
Film
Essential Questions:
How does the film portray the text?
What can you remember from each scene?
Content
Factual Content:
Students will understand that films can help them understand texts better.
Vocabulary:
Film
Tier 1:
Film
Tier 2:
Tier 3:
Action/Instructional Procedures
Procedures: For each procedure, list the teacher or student actions (with accommodations and
modifications) as well as the anticipated amount of time it will take to accomplish each task.
Homework
o Read Act V over breakyou will have a quiz once you get back from break.
Reflection on Lesson
Lesson Objectives:
The students will be able toread and analyze Act IV scene i.
The students will be able toact out Act IV scene i.
The students will be able todiscuss different ways to act out the scene.
The students will be able torespond in a journal about the best interpretation of the scene.
Concepts:
Acting
Tone
Staging
Essential Questions:
All questions on worksheet
Content
Factual Content:
Students will understand that acting out plays is an effective way to interact with them and fully
understand the concepts.
Vocabulary:
Acting, Tone, Staging
Tier 1:
Acting
Tier 2:
Tone
Tier 3:
Staging
Critical Thinking Skills (Reading, Writing, Speech, Listening)
Reading and analyzing the scene
Acting out the scene
Criticizing the scene
Writing about the experience
Procedures: For each procedure, list the teacher or student actions (with accommodations and
modifications) as well as the anticipated amount of time it will take to accomplish each task.
Homework
o None
Reflection on Lesson
a) The Lesson Plan: Good timing and good attention to detail. Got them on track and kept
moving forward.
b) Teaching Skills: Very enthusiastic during the review. Answered many questions but also
made them get involved since they have the answers right in front of them. Gave clear
directions to a familiar activity.
c) The Students: Pretty well engaged. Very interested in the witches scene when we started
analyzing it. They were catching on with some of the language which was a nice surprise for
us.
Teacher: Julia Maturo Date: November 28th, 2017
Subject: World Literature Grade Level: 10
Title of Lesson: Witches, Apparitions, and Macduff Lesson Length: 85 Minutes
Overview of the Lesson
Lesson Summary:
In this lesson students will read, analyze, act out, and discuss portions of Act IV of Macbeth. They
will view the importance of each character and event in this Act and how it contributes to the play
overall.
Lesson Objectives:
The students will be able toread, analyze, act out Act IV scene i.
The students will be able todiscuss different ways to act out the scene.
The students will be able toevaluate Macduff with a list of qualities.
The students will be able tocompare Macduff to Macbeth.
Concepts:
Acting
Tone
Staging
Foil Character
Essential Questions:
How can you best act out this scene? What change can you make?
Is Macduff a good husband and father?
Is Macduff a good soldier and kinsman?
How does Macduff compare to Macbeth? Are they foils?
Content
Factual Content:
Students will understand that acting out plays is an effective way to interact with them and fully
understand the concepts.
Vocabulary:
Acting, Tone, Staging, Foil
Tier 1:
Acting
Tier 2:
Tone
Tier 3:
Staging, Foil
Critical Thinking Skills (Reading, Writing, Speech, Listening)
Finding and writing event sentences and signal phrases
Reading and analyzing the scene
Acting out the scene
Criticizing the scene
Evaluating Macduff
Comparing Macduff to Macbeth
Procedures: For each procedure, list the teacher or student actions (with accommodations and
modifications) as well as the anticipated amount of time it will take to accomplish each task.
o First, were going to do a focusing activity. We all need to pay attention to each
other, just like real actors would pay attention to the actions and reactions of their
cast mates.
o Gather everyone into a circle. One student starts by clapping his hands at another
and saying "Zip."
o That student immediately responds by clapping his hands at another and saying
"Zap."
o The process repeats over and over, getting faster and faster, until someone says
the wrong word, or hesitates too long.
o That person is then eliminated from the circle. The last student standing is the
winner.
Homework
o Finish response if not done
Reflection on Lesson
d) The Lesson Plan: Wow things took much longer than expected. We did not even get to
finish the acting activity. However, I think it was worth taking the time to do the other
things. This was also well planned out and organized so that things worked well together and
moved one into the next.
e) Teaching Skills: Really got them engaged with coming up with ideas for the scene as well as
with the acting games. Then had to remind them quite a few times to focus in on the activity.
f) The Students: Very interested and engaged, even a bit chatty for once! They seem to like the
acting activities for the most part. Its definitely not everyones thing, but thats why there
are director roles for the non-actors.
Teacher: Julia Maturo Date: November 29th, 2017
Subject: World Literature Grade Level: 10
Title of Lesson: The Demise of Macbeth and Lady Macbeth Lesson Length: 85 Minutes
Overview of the Lesson
Lesson Summary:
In this lesson students will write responses and discuss the demise of both Macbeth and Lady
Macbeth in Act V. They will then explore the play as a tragedy.
Lesson Objectives:
The students will be able towrite a response to journal prompts.
The students will be able todiscuss in small groups.
The students will be able toselect text evidence.
The students will be able to prove Macbeth is a tragedy.
Materials/Equipment to be Used in Teaching the Lesson:
Macbeth
Computer
Board
Tragedy worksheet
Demise of M and LM
Massachusetts Framework Standards:
RL1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly
as well as inferences drawn from the text, including determining where the text leaves matters
uncertain.
RL2. 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.
RL4. 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.)
RL7. 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.
(Include at least one play by Shakespeare and one play by an American dramatist.)
SL1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grades 1112 topics, texts, and issues, building
on others ideas and expressing their own clearly and persuasively.
Enduring Understandings:
Big Ideas: The students will understand that
Characters have a downfall in a tragedy
Concepts:
Tragedy
Essential Questions:
How did Macbeth have his downfall?
How did Lady Macbeth experience her downfall?
What do these downfalls tell us?
How is Macbeth a tragedy?
Content
Factual Content:
The students will know the elements of a Shakespearean tragedy.
Vocabulary:
Tragedy, Downfall
Tier 1:
Downfall
Tier 2:
Tragedy
Tier 3:
Procedures: For each procedure, list the teacher or student actions (with accommodations and
modifications) as well as the anticipated amount of time it will take to accomplish each task.
Homework
o None
Reflection on Lesson
g) The Lesson Plan: Did not get very far today, but that is okay, we had great discussions on
what we did cover.
h) Teaching Skills: Really worked back and forth with the students today through the activities
and the discussions. Pushed students to think further and explore more ideas.
i) The Students: Really thoughtful and talkative today. Worked really well with each other and
were very attentive during the class discussion.
Teacher: Julia Maturo Date: November 30th, 2017
Subject: World Literature Grade Level: 10
Title of Lesson: Macbeth as a Tragedy Lesson Length: 85 Minutes
Overview of the Lesson
Lesson Summary:
In this lesson students will explore and analyze how Macbeth is a tragedy.
Lesson Objectives:
The students will be able towrite responses about Macbeth and Lady Macbeth.
The students will be able todiscuss in small groups their responses.
The students will be able toidentify qualities of a tragedy.
The students will be able to prove Macbeth is a tragedy.
Materials/Equipment to be Used in Teaching the Lesson:
Macbeth
Computer
Board
Tragedy worksheet
Computer Lab
Massachusetts Framework Standards:
RL1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly
as well as inferences drawn from the text, including determining where the text leaves matters
uncertain.
RL2. 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.
RL4. 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.)
RL7. 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.
(Include at least one play by Shakespeare and one play by an American dramatist.)
SL1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grades 1112 topics, texts, and issues, building
on others ideas and expressing their own clearly and persuasively.
Enduring Understandings:
Big Ideas: The students will understand that
Tragedies have many qualities
One of the main qualities of a tragedy is the downfall of the main character(s)
Concepts:
Tragedy
Essential Questions:
How is Macbeth a tragedy?
What evidence shows it is a tragedy?
What do the downfalls of these characters tell us about them and Shakespeare?
Content
Factual Content:
The students will know that Macbeth is a tragedy due to many factors, but mainly due to the
downfall of the main characters.
Vocabulary:
Tragedy
Tier 1:
Tier 2:
Tragedy
Tier 3:
Procedures: For each procedure, list the teacher or student actions (with accommodations and
modifications) as well as the anticipated amount of time it will take to accomplish each task.
Homework
o None
Reflection on Lesson
j) The Lesson Plan: Super well timed. Got everything done and it was well paced and a
good mix up between the activities.
k) Teaching Skills: Gave very clear and logical directions that they responded well to.
Could have written up a separate directions sheet but it was just as good on the board.
Facilitated discussion well.
l) The Students: Seemed to be interested and engaged. They wrote excellent responses so
they had a ton to talk about once they got to the discussion. They also stayed on task for
the most part and had good ideas to share from their group.
Teacher: Julia Maturo Date: December 1st, 2017
Subject: World Literature Grade Level: 10
Title of Lesson: Figurative Language in Macbeth Lesson Length: 85 Minutes
Overview of the Lesson
Lesson Summary:
In this lesson students will explore and analyze figurative language in Macbeth.
Lesson Objectives:
The students will be able toanalyze different figurative language.
The students will be able tofind and select examples of figurative language.
The students will be able toexplain the significance of figurative language.
Materials/Equipment to be Used in Teaching the Lesson:
Macbeth
Computer
Board
PowerPoint
Figurative Language Worksheet
Massachusetts Framework Standards:
RL1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly
as well as inferences drawn from the text, including determining where the text leaves matters
uncertain.
RL2. 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.
RL4. 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.)
RL7. 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.
(Include at least one play by Shakespeare and one play by an American dramatist.)
SL1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grades 1112 topics, texts, and issues, building
on others ideas and expressing their own clearly and persuasively.
Enduring Understandings:
Big Ideas: The students will understand that
Figurative language is an effective tool in literature
Figurative language is abundant in Macbeth
Concepts:
Figurative Language- Paradox, metaphor, personification, imagery, repetition
Essential Questions:
What figurative language can you find in Macbeth?
How is figurative language used in Macbeth?
Content
Factual Content:
The students will know that there is a plethora of figurative language in Macbeth.
Vocabulary:
Figurative Language- Paradox, metaphor, personification, imagery, repetition
Tier 1:
Tier 2:
Figurative Language- Paradox, metaphor, personification, imagery, repetition
Tier 3:
Procedures: For each procedure, list the teacher or student actions (with accommodations and
modifications) as well as the anticipated amount of time it will take to accomplish each task.
m) The Lesson Plan: Needed to take into account advisory schedule. This would have
worked well on a regular day but there was too much and I did not get to do the
Significant Passages because I wanted to ensure that I had plenty of time to assign the
paper/projects. Both Kristin and Abby really liked this lesson.
n) Teaching Skills: Got students up and moving today since they were being bumps on a
log. Needed to have a stronger start to class so that they were more engaged in the
PowerPoint presentation. However, the stretching got them ready for group work and the
scavenger hunt aspect of the activity was helpful in motivating them.
o) The Students: Worked well in their groups and listened well to directions when I was
assigning all the options.
Teacher: Julia Maturo Date: December 4th, 2017
Subject: World Literature Grade Level: 10
Title of Lesson: Preparing for Macbeth Essays/Projects Lesson Length: 85 Minutes
Overview of the Lesson
Lesson Summary:
In this lesson students will explore and analyze figurative language in Macbeth. They will then
prepare for their Macbeth essays and projects.
Lesson Objectives:
The students will be able toanalyze different figurative language.
The students will be able toexplain the significance of figurative language.
The students will be able tobuild introductory and body paragraphs in groups.
Materials/Equipment to be Used in Teaching the Lesson:
Macbeth
Computer
Board
PowerPoint
Figurative Language Worksheet
Introduction and Body Paragraph Worksheets
Massachusetts Framework Standards:
RL1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly
as well as inferences drawn from the text, including determining where the text leaves matters
uncertain.
RL2. 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.
RL4. 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.)
RL7. 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.
(Include at least one play by Shakespeare and one play by an American dramatist.)
SL1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grades 1112 topics, texts, and issues, building
on others ideas and expressing their own clearly and persuasively.
Enduring Understandings:
Big Ideas: The students will understand that
Figurative language is an effective tool in literature
Figurative language is abundant in Macbeth
Introductions and body paragraph have a specific structure
Concepts:
Figurative Language- Paradox, metaphor, personification, imagery, repetition
Body Paragraph
Introduction
Structure
Format
Essential Questions:
What figurative language can you find in Macbeth?
How is figurative language used in Macbeth?
What is the format and structure of introductions and body paragraphs?
How does the structure make your writing clearer?
Content
Factual Content:
The students will know that there is a plethora of figurative language in Macbeth.
Vocabulary:
Figurative Language- Paradox, metaphor, personification, imagery, repetition
Tier 1:
Tier 2:
Figurative Language- Paradox, metaphor, personification, imagery, repetition
Tier 3:
Procedures: For each procedure, list the teacher or student actions (with accommodations and
modifications) as well as the anticipated amount of time it will take to accomplish each task.
p) The Lesson Plan: Lesson was a tad hijacked by Kristin, but that is fine, I think it really
helped the students understand the importance of analysis in their essays. However, this
means that the times were all thrown off and I will have almost a repeat of this lesson
tomorrow.
q) Teaching Skills: Fairly clear when explaining the worksheets, could have been more
clear. There was also a typo on one of the worksheets that confused the studentsI
should have double checked and prepared for that.
r) The Students: Quite engaged with Kristins activity and then worked well in groups to
complete the worksheets. However, they did not get as far as I expected.
Teacher: Julia Maturo Date: December 5th, 2017
Subject: World Literature Grade Level: 10
Title of Lesson: Preparing for Macbeth Essays/Projects Lesson Length: 85 Minutes
Overview of the Lesson
Lesson Summary:
In this lesson students will explore and analyze figurative language in Macbeth. They will then
prepare for their Macbeth essays and projects.
Lesson Objectives:
The students will be able toanalyze different figurative language.
The students will be able toexplain the significance of figurative language.
The students will be able tobuild introductory and body paragraphs in groups.
Materials/Equipment to be Used in Teaching the Lesson:
Macbeth
Computer
Board
PowerPoint
Figurative Language Worksheet
Introduction and Body Paragraph Worksheets
Massachusetts Framework Standards:
RL1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly
as well as inferences drawn from the text, including determining where the text leaves matters
uncertain.
RL2. 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.
RL4. 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.)
RL7. 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.
(Include at least one play by Shakespeare and one play by an American dramatist.)
SL1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grades 1112 topics, texts, and issues, building
on others ideas and expressing their own clearly and persuasively.
Enduring Understandings:
Big Ideas: The students will understand that
Figurative language is an effective tool in literature
Figurative language is abundant in Macbeth
Introductions and body paragraph have a specific structure
Concepts:
Figurative Language- Paradox, metaphor, personification, imagery, repetition
Body Paragraph
Introduction
Structure
Format
Essential Questions:
What figurative language can you find in Macbeth?
How is figurative language used in Macbeth?
What is the format and structure of introductions and body paragraphs?
How does the structure make your writing clearer?
Content
Factual Content:
The students will know that there is a plethora of figurative language in Macbeth.
Vocabulary:
Figurative Language- Paradox, metaphor, personification, imagery, repetition
Tier 1:
Tier 2:
Figurative Language- Paradox, metaphor, personification, imagery, repetition
Tier 3:
Procedures: For each procedure, list the teacher or student actions (with accommodations and
modifications) as well as the anticipated amount of time it will take to accomplish each task.
Homework
o Some due dates have been changed because we needed to spend some more time
on things yesterday that carried over into todayone of our lab days.
o Rough drafts are now due on Thursday at 11pm, Peer Reviews will be due on
Friday at 11pm, and the Final Draft will be due on Sunday at 11pm.
o The same applies for the commonplace assignment and the PowerPoints. They
will all be due on Monday with the PowerPoints being presented on Monday.
Reflection on Lesson
s) The Lesson Plan: Clear, but timing was off so we didnt get to finish the language
activity today. So we also didnt get to the lab so we had to move the due dates.
t) Teaching Skills: Working back and forth with Kristin looking at the students
introductions and body paragraphs. Had students rate them and give feedback, which
seemed to work well.
u) The Students: Engaged very much in looking at the different introductions and body
paragraphs. Good call by Kristin to spend more time on it.
Teacher: Julia Maturo Date: December 6th, 2017
Subject: World Literature Grade Level: 10
Title of Lesson: Working on Macbeth Essays/Projects Lesson Length: 85 minutes
Lesson Objectives:
The students will be able tocreate several theses using the Thesis Generator.
The students will be able toselect evidence from the text to support their thesis.
The students will be able tobegin writing the rough draft of their essays.
Enduring Understandings:
Big Ideas: The students will understand that
Creating a thesis does not have to be a challenge
Writing a well developed, argumentative paper first requires a strong thesis
Supporting a thesis requires finding relevant and useful evidence from the text
Concepts:
Thesis
Evidence
Argument
Essential Questions:
How can you create a thesis by using the Thesis Generator?
What are some factors that determine if evidence from the text is relevant and useful?
How can you develop your argument?
Content
Factual Content:
The students will know that all analytical essays require a thesis and evidence to support that
thesis.
Vocabulary:
Thesis, evidence, argument, assertion
Tier 1:
Argument, evidence
Tier 2:
Thesis
Tier 3:
Assertion
Critical Thinking Skills (Reading, Writing, Speech, Listening)
Write ideas in the Thesis Generator
Read and analyze the text for evidence
Draft essay
Procedures: For each procedure, list the teacher or student actions (with accommodations and
modifications) as well as the anticipated amount of time it will take to accomplish each task.
Homework/Extension Activities
o All you have for homework tonight is to work on your rough draft and projects.
o The rough draft is due Thursday at 11pm, we will be in the computer lab
tomorrow and Thursday as well.
Reflection on Lesson
v) The Lesson Plan: Finished up the language from yesterday before moving to the lab.
They took the rest of class to work on their papers and projects.
w) Teaching Skills: Floated around the room a lot to help them on various tasks and
questions. Reminded them of tools to use and checked in where I could.
x) The Students: Impatient to get to the lab to work but were able to get some good
information out of the language exercisesome even used it for the passages in their
essays. They then worked very hard and had many questions in the lab that I was able to
help them with.
Teacher: Julia Maturo Date: December 7th, 2017
Subject: World Literature Grade Level: 10
Title of Lesson: Working on Macbeth Essays/Projects Lesson Length: 85 minutes
Lesson Objectives:
The students will be able tocreate several theses using the Thesis Generator.
The students will be able toselect evidence from the text to support their thesis.
The students will be able tobegin writing the rough draft of their essays.
Enduring Understandings:
Big Ideas: The students will understand that
Creating a thesis does not have to be a challenge
Writing a well developed, argumentative paper first requires a strong thesis
Supporting a thesis requires finding relevant and useful evidence from the text
Concepts:
Thesis
Evidence
Argument
Essential Questions:
How can you create a thesis by using the Thesis Generator?
What are some factors that determine if evidence from the text is relevant and useful?
How can you develop your argument?
Content
Factual Content:
The students will know that all analytical essays require a thesis and evidence to support that
thesis.
Vocabulary:
Thesis, evidence, argument, assertion
Tier 1:
Argument, evidence
Tier 2:
Thesis
Tier 3:
Assertion
Critical Thinking Skills (Reading, Writing, Speech, Listening)
Write ideas in the Thesis Generator
Read and analyze the text for evidence
Draft essay
Procedures: For each procedure, list the teacher or student actions (with accommodations and
modifications) as well as the anticipated amount of time it will take to accomplish each task.
Homework/Extension Activities
o All you have for homework tonight is to work on your rough draft and projects.
o The rough draft is due tonight at 11pm
o We will be in the computer lab tomorrow as well to do the peer editing for the
essays, and everyone else doing a different project will just have a work day.
Reflection on Lesson
Lesson Objectives:
The students will be able toread and critique peers essays.
The students will be able towrite comments on their peers essays.
Enduring Understandings:
Big Ideas: The students will understand that
Editing is an important part of the writing process
Concepts:
Editing
Essential Questions:
How can this paper be improved?
What did the paper do well?
Content
Factual Content:
The students will know that editing is an important part of the writing process.
Vocabulary:
Editing
Tier 1:
Editing
Tier 2:
Tier 3:
Procedures: For each procedure, list the teacher or student actions (with accommodations and
modifications) as well as the anticipated amount of time it will take to accomplish each task.
Homework/Extension Activities
o Peer reviews are due at 11pm tonight.
o Final drafts are due 11pm on Sunday.
Reflection on Lesson
Lesson Objectives:
The students will be able topresent a PowerPoint on Macbeth.
The students will be able tolisten to a presentation on Macbeth.
The students will be able toreview and edit their research papers.
Materials/Equipment to be Used in Teaching the Lesson:
Macbeth
Paper
Board and markers
Computer Lab
Research Papers
Enduring Understandings:
Big Ideas: The students will understand that
How material is presented is directly related go how the material is understood.
Revising and editing is a major part of the editing process.
Structure and format is essential to a quality paper.
Concepts:
Editing
Revising
Sentence Structure
Format
Essential Questions:
How can you develop your argument?
What edits can you make to make your paper stronger?
Content
Factual Content:
The students will know that a research paper requires a specific structure to create a sound and
well supported argument.
Vocabulary:
Thesis, evidence, argument, format
Tier 1:
Argument, evidence, format
Tier 2:
Thesis
Tier 3:
Assertion
Critical Thinking Skills (Reading, Writing, Speech, Listening)
Read and analyze the their essay
Edit the papers
Draft essay
Procedures: For each procedure, list the teacher or student actions (with accommodations and
modifications) as well as the anticipated amount of time it will take to accomplish each task.
Homework/Extension Activities
o Work on your research papers
Reflection on Lesson