Shannon Roberts Professor Wisnewski

EDU 329 April 4, 2017

10th Grade Finding the authors style English

INSTRUCTIONAL OBJECTIVES

After reading Macbeth by William Shakespeare and discussing tone, diction, dialect, and
sentence structure, students will analyze the text and write a paragraph evaluating how
Shakespeare uses each component to form his style throughout Macbeth by referencing two of
the four components and citing at least three specific examples from the text.

NYS-CCLS / +NYS STANDARDS AND INDICATORS

New York State ELA & Literacy Standard

Reading: Informational Text (RI. 10:1) a. 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.
Indicator: This will be evident when the students write a paragraph evaluating the way
Shakespeare uses techniques and his own style throughout the text using textual
evidence.

INSTRUCTIONAL RESOURCES

Macbeth by William Shakespeare, big Pot-its, markers

MOTIVATION

Class will begin with 1-2 minutes of the students brainstorming as a class about the components
in which the students will later place on the big Post-It notes that are hung up around the
classroom.

Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
*edTPA academic language
 DEVELOPMENTAL PROCEDURES

1. The students will review diction, tone, dialect, and sentence structure. (What are the
definitions of each of these components?)

2. The teacher will write the components that the class comes up with on separate pieces of
Big Post it paper around he room.

3. The students will then be broken up into assigned groups.

4. The students will move to each paper and write what they know about each component.
(What are some examples of each component? What do you know about each
component?)

5. The students will return to their seats while staying in their small groups.

6. I will give each group a specific component to focus on. (How is this component used
within Macbeth?)

7. The students will discuss their specific component and find examples of it within the text.
(Where can you see this component being used?)

8. The students will come back together as a whole group to begin discussing each
component and examples. (How can we see these components being used?)

9. The students will then discuss the ways in which each component helps to create the
authors style collectively. (How does the author use these components to form
his overall style?)

10. The students will then get back into rows.

11. The students will individually write a paragraph about two components and how it makes
up Shakespeares style. (How does Shakespeare use these components throughout
Macbeth forming his own style?)

12. The students will hand in this paragraph as they leave the classroom.
Molloy College, Division of Education, Rockville Centre, NY 11571
Revised 10/25/16
*edTPA academic language
 INSTRUCTIONAL STRATEGIES

Group Investigation
Indicator: This will be evident when the students get into groups and analyze Macbeth
finding examples of different components.

Round Robin
Indicator: This will be evident when the students are in assigned groups go around to
each Big Post It on the wall putting up what they know about each component.

ADAPTATIONS

A student who has fine motor skill issues will be given the opportunity to complete the
assessment orally or use a bigger writing tool on a bigger sheet of paper.
A student who becomes stressed or overwhelmed when the classroom structure changes will be
notified ahead of time that there will be group work on this day and will also be notified of his or
her assigned group in advanced as well.

DIFFERENTIATION OF INSTRUCTION

Struggling Students
For struggling students, the definitions of each term used within an authors style will be up on
the board.

Average Students
This lesson is tailored to the needs of the average students; therefore, they will complete the
lesson as planned.

Advanced Students

Advanced students will be asked to more deeply analyze the ways in which Shakespeares use of
each component compliments and adds to the story of Macbeth.

ASSESSMENT (artifacts* and assessment [formal & informal]*)

Molloy College, Division of Education, Rockville Centre, NY 11571
Revised 10/25/16
*edTPA academic language
The students will complete a paragraph evaluating the ways Shakespeare uses two of the four
components throughout the text to form his style by referencing two of the components and
citing at least three specific examples from within the Macbeth.

INDEPENDENT PRACTICE

For homework, the students will need to come in with a paragraph evaluating the way
Shakespeare uses the other two components that they did not write about in class to create his
style while citing at least two specific examples from Macbeth.

FOLLOW-UP ACTIVITIES: DIRECT TEACHER INTERVENTION AND

ACADEMIC ENRICHMENT

Direct Teacher Intervention

Students will be provided with passages highlighting the ways in which each component is used.

Academic Enrichment
Students will begin to examine and determine why Shakespeare decided to use the tone, diction,
dialect, and sentence structure in the ways he used them in Macbeth.

Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
*edTPA academic language
 REFERENCES

New York State P-12 Common Core Learning Standards for English Language Arts &

Literacy . (n.d.). Retrieved from New York State P-12 Common Core Learning

Standards for English Language Arts & Literacy

Shakespeare, W. (2013). The tragedy of Macbeth. Leicester, United Kingdom: Sweet Cherry

Publishing.

Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
*edTPA academic language