Julianna​ ​Rees

Teaching​ ​English​ ​Learners

November​ ​27th,​ ​2017

ELD​ ​Lesson​ ​Plan

Subject:​​ ​10th​ ​Grade​ ​English/Language​ ​Arts

Context​ ​of​ ​Site:

Tamalpais​ ​High​ ​School​ ​integrated​ ​10th​ ​grade​ ​English​ ​class.
Tam​ ​is​ ​a​ ​suburban​ ​high​ ​school​ ​in​ ​Marin​ ​County,​ ​a​ ​wealthy​ ​community​ ​north​ ​of​ ​San
Francisco.​ ​It​ ​includes​ ​students​ ​from​ ​Marin​ ​City,​ ​a​ ​mostly​ ​African​ ​American​ ​community
whose​ ​students​ ​are​ ​typically​ ​under-prepared​ ​and​ ​academically​ ​challenged.​ ​The​ ​student
population​ ​is​ ​isolated​ ​(which​ ​makes​ ​up​ ​5%​ ​of​ ​Tam's​ ​total​ ​student​ ​body)​ ​from​ ​the​ ​other
feeder​ ​schools,​ ​so​ ​the​ ​Marin​ ​City​ ​8th​ ​grade​ ​does​ ​not​ ​integrate​ ​with​ ​the​ ​larger​ ​Tam
community.​ ​There​ ​are​ ​support​ ​services​ ​for​ ​them,​ ​but​ ​one​ ​of​ ​the​ ​challenges​ ​is​ ​the​ ​rigor
and​ ​pace​ ​of​ ​the​ ​Tam​ ​curriculum.​ ​ ​Marin​ ​City​ ​students​ ​have​ ​low​ ​SES​ ​scores,​ ​and​ ​read
well​ ​below​ ​grade​ ​level.​ ​There​ ​are​ ​major​ ​issues​ ​for​ ​DFI​ ​grades​ ​for​ ​the​ ​9th​ ​grade​ ​African
American​ ​male​ ​students​ ​coming​ ​from​ ​Marin​ ​City.​ ​Many​ ​students​ ​are​ ​on​ ​the​ ​free​ ​or
reduced​ ​lunch​ ​program.​ ​Discipline​ ​is​ ​also​ ​an​ ​issue:​ ​11​ ​African​ ​American​ ​students
committed​ ​22​ ​of​ ​the​ ​58​ ​suspensions.​ ​The​ ​Marin​ ​City​ ​students​ ​are​ ​joining​ ​a​ ​Mill​ ​Valley
Middle​ ​School​ ​population​ ​that​ ​is​ ​fully​ ​focused​ ​on​ ​high​ ​school​ ​preparation​ ​and​ ​has​ ​strong
special​ ​education​ ​as​ ​well​ ​as​ ​enrichment​ ​programs​ ​for​ ​students.​ ​MVMS​ ​also​ ​has​ ​a​ ​1:1
student​ ​to​ ​iPad​ ​ratio.​ ​In​ ​addition​ ​there​ ​is​ ​a​ ​segregated​ ​ELD​ ​class​ ​at​ ​Tam.​ ​Its​ ​eight​ ​ELs
speak​ ​ten​ ​languages​ ​among​ ​them,​ ​with​ ​only​ ​a​ ​few​ ​speaking​ ​crossover​ ​languages.

Native​ ​Language​ ​of​ ​Students:

2​ ​Spanish​ ​speaking
2​ ​Russian​ ​speaking
2​ ​Arabic​ ​speaking
1​ ​Vietnamese
1​ ​Mandarin

English​ ​Language​ ​Learners:

The​ ​two​ ​Spanish​ ​language​ ​speakers​ ​are​ ​at​ ​the​ ​Emerging​ ​level​ ​for​ ​reading​ ​and​ ​writing
and​ ​one​ ​is​ ​at​ ​the​ ​Bridging​ ​level​ ​for​ ​speaking​ ​and​ ​listening;​ ​the​ ​other​ ​is​ ​at​ ​the​ ​Expanding
level​ ​for​ ​speaking​ ​and​ ​listening.​ ​One​ ​Russian​ ​learner​ ​is​ ​at​ ​the​ ​Bridging​ ​level​ ​for​ ​all
language​ ​input​ ​and​ ​output.​ ​The​ ​other​ ​Russian​ ​learner​ ​is​ ​at​ ​the​ ​Expanding​ ​level.​ ​One
Arabic​ ​learner​ ​is​ ​at​ ​the​ ​Expanding​ ​level​ ​for​ ​reading,​ ​listening,​ ​and​ ​writing​ ​and​ ​at​ ​the
Emerging​ ​level​ ​for​ ​speaking.​ ​The​ ​other​ ​Arabic​ ​learner​ ​is​ ​at​ ​the​ ​Emerging​ ​level​ ​for​ ​all
language​ ​input​ ​and​ ​output.​ ​ ​The​ ​Vietnamese​ ​and​ ​Mandarin​ ​students​ ​are​ ​at​ ​the
Emerging​ ​level​ ​for​ ​speaking​ ​and​ ​writing​ ​and​ ​the​ ​Expanding​ ​level​ ​for​ ​reading​ ​and
listening.​ ​ ​The​ ​lesson​ ​therefore​ ​will​ ​need​ ​to​ ​take​ ​into​ ​account​ ​the​ ​varying​ ​levels​ ​of
competence​ ​and​ ​confidence​ ​of​ ​the​ ​class's​ ​English​ ​learning​ ​population,​ ​and​ ​will​ ​diversify
instruction​ ​to​ ​include​ ​the​ ​learning​ ​styles​ ​and​ ​language​ ​abilities​ ​of​ ​all​ ​the​ ​students.

Students​ ​with​ ​Special​ ​Needs:

Several​ ​students​ ​have​ ​learning​ ​disabilities​ ​that​ ​affect​ ​reading​ ​comprehension,​ ​so​ ​strategies​ ​will​ ​have
to​ ​be​ ​in​ ​place​ ​to​ ​ensure​ ​texts​ ​are​ ​fully​ ​understood.​ ​One​ ​student​ ​was​ ​recently​ ​diagnosed​ ​with​ ​anxiety
and​ ​has​ ​been​ ​moved​ ​to​ ​the​ ​front​ ​of​ ​the​ ​class​ ​to​ ​be​ ​closer​ ​to​ ​the​ ​teacher​ ​during​ ​instruction.​ ​This​ ​way
they​ ​can​ ​communicate​ ​non-verbally​ ​if​ ​the​ ​student's​ ​anxiety​ ​needs​ ​to​ ​be​ ​addressed.​ ​Another​ ​student
has​ ​executive-functioning​ ​issues​ ​and​ ​needs​ ​help​ ​tracking​ ​assignments.​ ​All​ ​of​ ​the​ ​students​ ​have
"calendar​ ​buddies"​ ​to​ ​check​ ​that​ ​they've​ ​written​ ​assignments​ ​down​ ​correctly​ ​and​ ​understand​ ​what
the​ ​expectations​ ​are​ ​for​ ​completion​ ​of​ ​work​ ​before​ ​they​ ​leave​ ​the​ ​class.​ ​Buddies​ ​are​ ​also
responsible​ ​for​ ​asking​ ​clarifying​ ​questions​ ​if​ ​one​ ​of​ ​them​ ​is​ ​confused.​ ​Finally,​ ​one​ ​of​ ​the​ ​Russian
speakers​ ​and​ ​one​ ​of​ ​the​ ​Arabic​ ​ ​speakers​ ​want​ ​to​ ​go​ ​on​ ​to​ ​AP​ ​classes​ ​their​ ​Junior​ ​year.​ ​They​ ​want
to​ ​be​ ​prepared​ ​for​ ​the​ ​greater​ ​rigor​ ​of​ ​AP-track​ ​classes.​ ​Assignments​ ​and​ ​tests​ ​will​ ​have​ ​"go​ ​further"
sections,​ ​for​ ​students​ ​who​ ​have​ ​the​ ​ability​ ​for​ ​more​ ​complex​ ​analysis,​ ​or​ ​the​ ​appetite​ ​to​ ​challenge
themselves.

Content​ ​Objectives:
Students​ ​will​ ​be​ ​able​ ​to​ ​identify​ ​internal/implied​ ​direction​ ​and​ ​articulate​ ​words​ ​and​ ​phrases​ ​that
Shakespeare​ ​uses​ ​to​ ​create​ ​the​ ​witches'​ ​heath​ ​in​ ​a​ ​modified​ ​version​ ​of​ ​the​ ​play​ ​Macbeth​ ​Act​ ​1.1,​ ​Act
1.2​ ​and​ ​ ​Act​ ​1.3.​ ​They​ ​will​ ​be​ ​able​ ​to​ ​cite​ ​evidence​ ​as​ ​well​ ​as​ ​draw​ ​inferences​ ​from​ ​the​ ​text.​ ​They​ ​will
understand​ ​that​ ​plays​ ​are​ ​intended​ ​to​ ​be​ ​performed​ ​rather​ ​than​ ​read.​ ​Students​ ​will​ ​determine​ ​the
meaning​ ​of​ ​words​ ​and​ ​phrases​ ​as​ ​they​ ​are​ ​used​ ​in​ ​the​ ​text,​ ​including​ ​figurative​ ​and
connotative​ ​meanings;​ ​they​ ​will​ ​analyze​ ​the​ ​impact​ ​of​ ​specific​ ​word​ ​choices​ ​on​ ​how​ ​the
language​ ​evokes​ ​a​ ​sense​ ​of​ ​time,​ ​place​ ​and​ ​mood.​ ​Students​ ​will​ ​use​ ​precise​ ​words​ ​and
phrases,​ ​telling​ ​details,​ ​and​ ​sensory​ ​language​ ​to​ ​convey​ ​a​ ​vivid​ ​picture​ ​of​ ​the​ ​experiences,
events,​ ​setting,​ ​and/or​ ​characters​ ​in​ ​Shakespeare’s​ ​Macbeth​.​ ​Students​ ​will​ ​have​ ​many
opportunities​ ​for​ ​both​ ​formal​ ​and​ ​informal​ ​spoken​ ​expression​ ​as​ ​they​ ​engage​ ​in
problem-solving​ ​exercises​ ​with​ ​small​ ​and​ ​whole-class​ ​peer​ ​group​ ​work.​ ​Students​ ​will
synthesize​ ​their​ ​understanding​ ​by​ ​writing​ ​or​ ​drawing​ ​in​ ​their​ ​Reading​ ​Journals.

​ ​CA-​ ​California​ ​Common​ ​Core​ ​State​ ​Standards​ ​Applied​ ​in​ ​the​ ​Lesson

Subject:​ ​English​ ​Language​ ​Arts​ ​&​ ​Literacy​ ​in​ ​History/Social​ ​Studies,​ ​Science,​ ​and​ ​Technical​ ​Subjects

Grade​ ​:​ ​Grades​ ​9–10​ ​students:

Content​ ​Area:​ ​ ​English​ ​Language​ ​Arts

Strand:​ ​ ​Reading​ ​Standards​ ​for​ ​Literature

Domain:​ ​ ​Key​ ​Ideas​ ​and​ ​Details

 Standard:​ ​ ​1.​ ​Cite​ ​strong​ a ​ nd​ ​thorough​ ​textual​ ​evidence​ ​to​ ​support​ ​analysis​ ​of​ ​what​ ​the
text​ ​says​ ​explicitly​ ​as​ ​well​ a​ s​ ​inferences​ ​drawn​ ​from​ ​the​ ​text.

Standard:​ ​ ​2.​ ​Determine​ ​a​ ​theme​ ​or​ ​central​ ​idea​ ​of​ ​a​ ​text​ ​and​ ​analyze​ ​in​ ​detail​ ​its
development​ ​over​ ​the​ ​course​ ​of​ ​the​ ​text,​ ​including​ ​how​ ​it​ ​emerges​ ​and​ ​is​ ​shaped​ ​and
refined​ ​by​ ​specific​ ​details;​ ​provide​ ​an​ ​objective​ ​summary​ ​of​ ​the​ ​text.

Domain:​ ​ ​Craft​ ​and​ ​Structure

Standard:​ ​ ​4.​ ​Determine​ ​the​ ​meaning​ ​of​ ​words​ ​and​ ​phrases​ ​as​ ​they​ ​are​ ​used​ ​in​ ​the​ ​text,
including​ ​figurative​ ​and​ ​connotative​ ​meanings;​ ​analyze​ ​the​ ​cumulative​ ​impact​ ​of​ ​specific
word​ ​choices​ ​on​ ​meaning​ ​and​ ​tone​ ​(e.g.,​ ​how​ ​the​ ​language​ ​evokes​ ​a​ ​sense​ ​of​ ​time​ ​and
place;​ ​how​ ​it​ ​sets​ ​a​ ​formal​ ​or​ ​informal​ ​tone).

Standard:​ ​ ​5.​ ​Analyze​ ​how​ ​an​ ​author’s​ ​choices​ ​concerning​ ​how​ ​to​ ​structure​ ​a​ ​text,​ ​order
events​ ​within​ ​it​ ​(e.g.,​ ​parallel​ ​plots),​ ​and​ ​manipulate​ ​time​ ​(e.g.,​ ​pacing,​ ​flashbacks)
create​ ​such​ ​effects​ ​as​ ​mystery,​ ​tension,​ ​or​ ​surprise.

Standard:​ ​ ​6.​ ​Analyze​ ​a​ ​particular​ ​point​ ​of​ ​view​ ​or​ ​cultural​ ​experience​ ​reflected​ ​in​ ​a​ ​work
of​ ​literature​ ​from​ ​outside​ ​the​ ​United​ ​States,​ ​drawing​ ​on​ ​a​ ​wide​ ​reading​ ​of​ ​world
literature.

Domain:​ ​ ​Range​ ​of​ ​Reading​ ​and​ ​Level​ ​of​ ​Text​ ​Complexity

Standard:​ ​ ​10.​ ​By​ ​the​ ​end​ ​of​ ​grade​ ​9,​ ​read​ ​and​ ​comprehend​ ​literature,​ ​including​ ​stories,
dramas,​ ​and​ ​poems,​ ​in​ ​the​ ​grades​ ​9–10​ ​text​ ​complexity​ ​band​ ​proficiently,​ ​with
scaffolding​ ​as​ ​needed​ ​at​ ​the​ ​high​ ​end​ ​of​ ​the​ ​range.
By​ ​the​ ​end​ ​of​ ​grade​ ​10,​ ​read​ ​and​ ​comprehend​ ​literature,​ ​including​ ​stories,​ ​dramas,​ ​and
poems,​ ​at​ ​the​ ​high​ ​end​ ​of​ ​the​ ​grades​ ​9–10​ ​text​ ​complexity​ ​band​ ​independently​ ​and
proficiently.

​ ​Strand:​ ​ ​Writing​ ​Standards

​ ​Domain:​ ​ ​Text​ ​Types​ ​and​ ​Purposes

Indicator:​ ​ ​3.d.​ ​Use​ ​precise​ ​words​ ​and​ ​phrases,​ ​telling​ ​details,​ ​and​ ​sensory​ ​language​ ​to
convey​ ​a​ ​vivid​ ​picture​ ​of​ ​the​ ​experiences,​ ​events,​ ​setting,​ ​and/or​ ​characters.

​ ​Domain:​ ​ ​Research​ ​to​ ​Build​ ​and​ ​Present​ ​Knowledge

Standard:​ ​ ​9.​ D​ raw​ ​evidence​ ​from​ ​literary​ ​or​ ​informational​ ​texts​ ​to​ ​support​ ​analysis,
reflection,​ ​and​ r​ esearch.

​ ​Strand:​ ​ ​Speaking​ ​and​ ​Listening​ ​Standards

​ ​Domain:​ ​ ​Comprehension​ ​and​ ​Collaboration

Standard:​ ​ ​1.​ ​Initiate​ ​and​ ​participate​ ​effectively​ ​in​ ​a​ ​range​ ​of​ ​collaborative​ ​discussions
(one-on-one,​ ​in​ ​groups,​ ​and​ ​teacher-led)​ ​with​ ​diverse​ ​partners​ ​on​ ​grades​ ​9–10​ ​topics,
texts,​ ​and​ ​issues,​ ​building​ ​on​ ​others’​ ​ideas​ ​and​ ​expressing​ ​their​ ​own​ ​clearly​ ​and
persuasively.
 Standard:​ ​ ​2.​ ​Integrate​ ​multiple​ ​sources​ ​of​ ​information​ p ​ resented​ ​in​ ​diverse​ ​media​ ​or
formats​ ​(e.g.,​ ​visually,​ ​quantitatively,​ ​orally)​ ​evaluating​ ​the​ ​credibility​ ​and​ ​accuracy​ ​of
each​ ​source.

Indicator:​ ​ ​1.a.​ ​Come​ ​to​ ​discussions​ ​prepared,​ ​having​ ​read​ ​and​ ​researched​ ​material
under​ ​study;​ ​explicitly​ ​draw​ ​on​ ​that​ ​preparation​ ​by​ ​referring​ ​to​ ​evidence​ ​from​ ​texts​ ​and
other​ ​research​ ​on​ ​the​ ​topic​ ​or​ ​issue​ ​to​ ​stimulate​ ​a​ ​thoughtful,​ ​well-reasoned​ ​exchange​ ​of
ideas.

Indicator:​ ​ ​1.c.​ ​Propel​ ​conversations​ ​by​ ​posing​ ​and​ ​responding​ ​to​ ​questions​ ​that​ ​relate
the​ ​current​ ​discussion​ ​to​ ​broader​ ​themes​ ​or​ ​larger​ ​ideas;​ ​actively​ ​incorporate​ ​others​ ​into
the​ ​discussion;​ ​and​ ​clarify,​ ​verify,​ ​or​ ​challenge​ ​ideas​ ​and​ ​conclusions.

Indicator:​ ​ ​1.d.​ ​Respond​ ​thoughtfully​ ​to​ ​diverse​ ​perspectives,​ ​summarize​ ​points​ ​of
agreement​ ​and​ ​disagreement,​ ​and,​ ​when​ ​warranted,​ ​qualify​ ​or​ ​justify​ ​their​ ​own​ ​views
and​ ​understanding​ ​and​ ​make​ ​new​ ​connections​ ​in​ ​light​ ​of​ ​the​ ​evidence​ ​and​ ​reasoning
presented.

Domain:​ ​ ​Presentation​ ​of​ ​Knowledge​ ​and​ ​Ideas

Standard:​ ​ ​4.​ ​Present​ ​information,​ ​findings,​ ​and​ ​supporting​ ​evidence​ ​clearly,​ ​concisely,
and​ ​logically​ ​(using​ ​appropriate​ ​eye​ ​contact,​ ​adequate​ ​volume,​ ​and​ ​clear​ ​pronunciation)
such​ ​that​ ​listeners​ ​can​ ​follow​ ​the​ ​line​ ​of​ ​reasoning​ ​and​ ​the​ ​organization,​ ​development,
substance,​ ​and​ ​style​ ​are​ ​appropriate​ ​to​ ​purpose​ ​(e.g.,​ ​argument,​ ​narrative,​ ​informative,
response​ ​to​ ​literature​ ​presentations),​ ​audience,​ ​and​ ​task.

Standard:​ ​ ​6.​ ​Adapt​ ​speech​ ​to​ ​a​ ​variety​ ​of​ ​contexts​ ​and​ ​tasks,​ ​demonstrating​ ​command
of​ ​formal​ ​English​ ​when​ ​indicated​ ​or​ ​appropriate.​ ​(See​ ​grades​ ​9–10​ ​Language​ ​standards​ ​1
and​ ​3​ ​for​ ​specific​ ​expectations.)

Indicator:​ ​ ​4a.​ ​Plan​ ​and​ ​deliver​ ​an​ ​informative/explanatory​ ​presentation​ ​that:​ ​presents
evidence​ ​in​ ​support​ ​of​ ​a​ ​thesis,​ ​conveys​ ​information​ ​from​ ​primary​ ​and​ ​secondary​ ​sources
coherently,​ ​uses​ ​domain​ ​specific​ ​vocabulary,​ ​and​ ​provides​ ​a​ ​conclusion​ ​that​ ​summarizes
the​ ​main​ ​points.​ ​(9th​ ​or​ ​10th​ ​grade.)

CA-​ ​California​ ​English​ ​Language​ ​Development​ ​Standards

Skill​ ​:​ ​Listening​ ​and​ ​Speaking

Area​ ​:​ ​Strategies​ ​and​ ​Applications

Proficiency​ ​Level​ ​:​ ​Early​ ​Intermediate

Category​ ​:​ ​Comprehension

Grade​ ​Level​ ​:​ ​Grades​ ​9-12

 Benchmark​ ​:​ ​Begin​ ​to​ ​be​ ​understood​ ​when​ ​speaking,​ ​but​ ​may​ ​have​ ​some
inconsistent​ ​use​ ​of​ ​standard​ ​English​ ​grammatical​ ​forms​ ​and​ ​sounds​ ​(e.g.,​ ​plurals,
simple​ ​past​ ​tense,​ ​pronouns​ ​[he/she]).

Benchmark​ ​:​ ​Ask​ ​and​ ​answer​ ​questions​ ​using​ ​phrases​ ​or​ ​simple​ ​sentences.

Benchmark​ ​:​ ​Restate​ ​and​ ​execute​ ​multi-step​ ​oral​ ​directions.

Skill​ ​:​ ​Reading

Area​ ​:​ ​Fluency​ ​and​ ​Systematic​ ​Vocabulary​ ​Development

Proficiency​ ​Level​ ​:​ ​Beginning

Category​ ​:​ ​Vocabulary​ ​&​ ​Concept​ ​Development​ ​(V/CD)

Grade​ ​Level​ ​:​ ​Grades​ ​9–12

Benchmark​ ​:​ ​Read​ ​aloud​ ​simple​ ​words​ ​presented​ ​in​ ​literature​ ​and​ ​content​ ​area
texts;​ ​demonstrate​ ​comprehension​ ​by​ ​using​ ​1-2​ ​words​ ​or​ ​simple​ ​sentence
responses.

Benchmark​ ​:​ ​Respond​ ​with​ ​appropriate​ ​short​ ​phrases​ ​or​ ​sentences​ ​in​ ​a​ ​variety​ ​of
social​ ​and​ ​academic​ ​settings​ ​(e.g.,​ ​answer​ ​simple​ ​questions).

Benchmark​ ​:​ ​Produce​ ​simple​ ​vocabulary​ ​(single​ ​words​ ​or​ ​short​ ​phrases)​ ​to
communicate​ ​basic​ ​needs​ ​in​ ​social​ ​and​ ​academic​ ​settings​ ​(e.g.,​ ​locations,
greetings,​ ​classroom​ ​objects).

Category​ ​:​ ​Vocabulary​ ​&​ ​Concept​ ​Development(Also​ ​are​ ​addressed​ ​in​ ​Listening​ ​&
Speaking)

Grade​ ​Level​ ​:​ ​Grades​ ​9–12

Benchmark​ ​:​ ​Produce​ ​simple​ ​vocabulary​ ​(single​ ​words​ ​or​ ​short​ ​phrases)​ ​to
communicate​ ​basic​ ​needs​ ​in​ ​social​ ​and​ ​academic​ ​settings​ ​(e.g.,​ ​locations,
greetings,​ ​classroom​ ​objects).

Area​ ​:​ ​Literary​ ​Response​ ​and​ ​Analysis

 Proficiency​ ​Level​ ​:​ ​Intermediate

Category​ ​:​ ​Structural​ ​Features​ ​of​ ​Literature

Grade​ ​Level​ ​:​ ​Grades​ ​9-12

Benchmark​ ​:​ ​Use​ ​detailed​ ​sentences​ ​to​ ​orally​ ​identify​ ​at​ ​least​ ​two​ ​ways​ ​in​ ​which
poets​ ​use​ ​personification,​ ​figures​ ​of​ ​speech,​ ​and​ ​sounds.

Assessment/Rubrics:
The​ ​lesson​ ​is​ ​project-based​ ​and​ ​includes​ ​formative​ ​assessments​ ​in​ ​the​ ​group​ ​work​ ​students​ ​do.
The​ ​teacher​ ​will​ ​have​ ​several​ ​opportunities​ ​to​ ​check​ ​for​ ​comprehension​ ​throughout​ ​the​ ​lesson.
The​ ​final​ ​tableau​ ​of​ ​the​ ​scene​ ​from​ ​Macbeth​ ​will​ ​indicate​ ​students’​ ​overall​ ​understanding.​ ​In
addition,​ ​the​ ​Reading​ ​Journal​ ​entry​ ​at​ ​the​ ​end​ ​of​ ​class​ ​ ​(modified​ ​to​ ​be​ ​an​ ​illustration​ ​with
vocabulary​ ​labels​ ​for​ ​students​ ​with​ ​more​ ​limited​ ​English​ ​language​ ​output​ ​capacity)​ ​is​ ​another,
more​ ​formal​ ​assessment.

Instructional​ ​Materials/Handouts:
Copies​ ​of​ ​Shakespeare's​ ​Macbeth​,​ ​Act​ ​1​ ​scenes​ ​1-3,​ ​simplified
Highlighters​ ​or​ ​pens
Graphic​ ​organizers​ ​for​ ​taking​ ​notes​ ​(provided)
Teacher-created​ ​slideshow​ ​about​ ​Shakespeare’s​ ​Globe​ ​Theater
A​ ​chalkboard​ ​or​ ​whiteboard
An​ ​open​ ​space​ ​made​ ​in​ ​the​ ​room​ ​by​ ​pushing​ ​tables​ ​to​ ​the​ ​side​ ​and​ ​some​ ​chairs​ ​if​ ​needed
Students’​ ​Reading​ ​Journals

(​preparation​) Before​ ​the​ ​class​ ​begins,​ ​the​ ​lesson

plan/objectives​ ​will​ ​be​ ​written​ ​on​ ​the​ ​board:
● Learn​ ​About​ ​Play​ ​Scripts
● KWL​ ​Shakespeare​ ​and​ ​Macbeth
● Learn​ ​about​ ​acting​ ​in​ ​Shakespeare's
Globe​ ​theater​ ​and​ ​“internal​ ​direction”
● Brainstorm:​ ​what​ ​does​ ​Shakespeare​ ​tell
us​ ​is​ ​on​ ​Macbeth's​ ​heath?​ ​Why​ ​are
Macbeth​ ​and​ ​Banquo​ ​so​ ​afraid?

Do​ ​Now:​ ​10​ ​minutes
In​ ​the​ ​back​ ​of​ ​their
Reading​ ​Journals,
English​ ​Language
Learners​ ​will​ ​have​ ​a
Macbeth​ ​Unit
Vocabulary​ ​Log​ ​with
words​ ​and​ ​images
● As​ ​a​ ​Group​ ​do​ ​an​ ​Actor's​ ​Physical
Warm-up
● Create​ ​Macbeth's​ ​heath,​ ​using​ ​our
bodies​ ​-​ ​can​ ​we​ ​be​ ​the​ ​set,​ ​props,​ ​sound
and​ ​lights?
● Reflection:​ ​Reading​ ​Journal​ ​Activity
1.​ ​The​ ​first​ ​few​ ​minutes​ ​of​ ​class​ ​will​ ​be​ ​spent
reviewing​ ​the​ ​lesson’s​ ​objectives.
Building​ ​background: 2.​ ​Hook:​​ ​Have​ ​you​ ​ever​ ​been​ ​out​ ​in​ ​a​ ​storm?
explicitly​ ​linking Where​ ​is​ ​the​ ​most​ ​wild​ ​place​ ​you​ ​have​ ​been​ ​in
concepts​ ​to​ ​students' nature?​ ​Was​ ​it​ ​in​ ​the​ ​mountains?​ ​At​ ​sea?​ ​Have
backgrounds​ ​and you​ ​ever​ ​been​ ​afraid​ ​outside​ ​somewhere?​ ​Turn
experiences and​ ​talk​ ​to​ ​a​ ​classmate​ ​about​ ​your​ ​experience
for​ ​a​ ​few​ ​minutes
21st​ ​Century​ ​Skills: 3.​ ​Students​ ​will​ ​take​ ​out​ ​texts​ ​they've​ ​read​ ​from
Communication other​ ​classes,​ ​such​ ​as​ ​essays,​ ​books,​ ​lab
reports,​ ​etc.​ ​Why​ ​or​ ​how​ ​is​ ​Macbeth​ ​different?
Students​ ​brainstorm​ ​with​ ​a​ ​partner,​ ​then​ ​offer
ideas​ ​for​ ​discussion.​ ​Main​ ​idea:​ ​Macbeth​ ​is​ ​a
performance​ ​script​.​ ​As​ ​a​ ​class​ ​we​ ​will​ ​compare
the​ ​ways​ ​Macbeth​ ​is​ ​visually​ ​different​ ​from​ ​the
other​ ​texts​ ​or​ ​books​ ​the​ ​students​ ​have​ ​read.
Some​ ​ideas​ ​to​ ​include:
● list​ ​of​ ​characters
● broken​ ​into​ ​acts​ ​and​ ​scenes
● prose​ ​vs.​ ​verse
● dialogue
● it​ ​is​ ​intended​ ​to​ ​be
Scaffolding seen/heard/experienced/performed,
rather​ ​than​ ​read
Therefore,​ ​we​ ​will​ ​need​ ​to​ ​be​ ​actors,​ ​not
readers.​ ​Discuss​ ​how​ ​these​ ​are​ ​characters​ ​in​ ​a
play​,​ ​not​ ​a​ ​story
Building​ ​background: 4.​ ​Next,​ ​we​ ​will​ ​fill​ ​in​ ​a​ ​KWL​ ​chart​ ​about
linking​ ​past​ ​learning Shakespeare​ ​and​ ​Macbeth​ ​together​ ​as​ ​a​ ​class.
and​ ​new​ ​concepts, Students​ ​will​ ​have​ ​their​ ​own​ ​graphic​ ​organizers
scaffolding,​ ​applying (provided)​ ​to​ ​fill​ ​in​ ​as​ ​items​ ​are​ ​added​ ​on​ ​the
content​ ​and​ ​language board.​ ​Since​ ​the​ ​class​ ​has​ ​been​ ​reading​ ​the
that​ ​support​ ​learning
this​ ​material comprehensible​ ​input
(provided)
knowledge, play​ ​for​ ​several​ ​class​ ​periods,​ ​they​ ​will​ ​have​ ​a
lot​ ​of​ ​input​ ​for​ ​the​ ​Know​ ​section​ ​of​ ​the​ ​chart
Some​ ​key​ ​ideas​ ​to​ ​include:
● the​ ​play​ ​is​ ​400​ ​years​ ​old
● the​ ​language,​ ​vocabulary​ ​and​ ​sentence
structure​ ​can​ ​be​ ​different​ ​from​ ​ours
today
● Shakespeare​ ​invented​ ​words​ ​that​ ​were
used​ ​in​ ​the​ ​play​ ​for​ ​the​ ​first​ ​time
● the​ ​Elizabethan​ ​theatre​ ​had​ ​a​ ​bare​ ​stage
with​ ​few​ ​props​ ​and​ ​no​ ​set

CA​ ​ELD​ ​Standard​ ​B Scaffolding, 5.​ ​ ​I​ ​will​ ​provide​ ​a​ ​slideshow​ ​of​ ​images​ ​of
5:​ ​Listening​ ​actively comprehensible​ ​input Shakespeare's​ ​Globe​ ​theater,​ ​both​ ​from​ ​his​ ​time
to​ ​spoken​ ​English​ ​in and​ ​the​ ​rebuilt​ ​Globe​ ​today.​ ​Students​ ​will​ ​take
a​ ​range​ ​of​ ​social 21st​ ​Century​ ​Skills: notes​ ​on​ ​the​ ​graphic​ ​organizer​ ​provided.​ ​ ​I​ ​will
and​ ​academic Technology explain​ ​that​ ​because​ ​Shakespeare's​ ​stage​ ​had
contexts no​ ​sets​ ​and​ ​few​ ​props,​ ​he​ ​had​ ​to​ ​write​ ​"internal
stage​ ​directions"​ ​to​ ​let​ ​the​ ​audience​ ​know​ ​what
they​ ​were​ ​supposed​ ​to​ ​be​ ​"seeing."​ ​This​ ​was
Shakespeare's​ ​“set​ ​design:”​ ​ ​characters​ ​tell​ ​the
audience​ ​where​ ​and​ ​when​ ​the​ ​scenes​ ​occur​ ​:
● Dark​ ​strangles​ ​the​ ​traveling​ ​lamp
● So​ ​foul​ ​and​ ​fair​ ​a​ ​day​ ​I​ ​have​ ​not​ ​seen
● This​ ​castle​ ​hath​ ​a​ ​pleasant​ ​seat

​ ​I​ ​Do:​ ​5​ ​minutes 6.​ ​I​ ​will​ ​model​ ​how​ ​to​ ​find​ ​“set,”​ ​“time”​ ​or​ ​“mood”
words​ ​in​ ​Shakespeare’s​ ​text,​ ​using​ ​other
scenes:​ ​“What​ ​bloody​​ ​man​ ​is​ ​that?”​ ​Explain
what​ ​“Til​ ​he​ ​unseamed​ ​him​​ ​from​ ​the​ ​nave​ ​to​ ​the
chops”​ ​means.​ ​“How​ ​goes​ ​the​ ​night​,​ ​boy?”​ ​“The
moon​ ​is​ ​down​,​ ​I​ ​have​ ​not​ ​heard​ ​the​ ​clock​.”

We​ ​Do:​ ​15​ ​minutes Emphasize​ ​key 7.​ ​At​ ​their​ ​tables​ ​of​ ​four,​ ​students​ ​will​ ​get​ ​out
vocabulary, their​ ​Macbeth​ ​books.​ ​Tables​ ​will​ ​be​ ​assigned
CA​ ​ELD​ ​Standard scaffolding, Act​ ​1.1,​ ​Act​ ​1.2​ ​or​ ​Act​ ​1.3.​ ​Students​ ​will​ ​look​ ​ ​for
A.3:​ ​Offering​ ​and higher-order​ ​thinking, clues​ ​Shakespeare​ ​left​ ​behind​ ​of​ ​what​ ​the
justifying​ ​opinions, opportunities​ ​for scenes​ ​should​ ​look​ ​like.​ ​What​ ​words​ ​and
negotiating​ ​with​ ​and interaction,​ ​apply phrases​ ​are​ ​important?​ ​On​ ​the​ ​graphic
persuading​ ​others content​ ​and​ ​language organizers​ ​provided,​ ​students​ ​can​ ​use
in​ ​communicative knowledge,​ ​integrate highlighters​ ​to​ ​highlight​ ​key​ ​words,​ ​or​ ​circle​ ​the
exchanges all​ ​language​ ​skills, words​ ​they​ ​think​ ​are​ ​appropriate​ ​.
comprehensible​ ​input Each​ ​table​ ​is​ ​comprised​ ​of​ ​a​ ​strong​ ​reader,​ ​an
average​ ​reader,​ ​a​ ​good​ ​reader​ ​and​ ​a​ ​poor
Student​ ​Friendly
Objective:​ ​Students
will​ ​be​ ​able​ ​to​ ​find
internal​ ​direction
and​ ​words​ ​that​ ​“set
the​ ​scene”​ ​of
Macbeth’s​ ​heath,
using​ ​the​ ​graphic
organizer​ ​provided.
CA​ ​ELD​ ​Standard​ ​B
5:​ ​Listening​ ​actively
to​ ​spoken​ ​English​ ​in
a​ ​range​ ​of​ ​social
and​ ​academic
contexts
reader.​ ​One​ ​of​ ​them​ ​may​ ​also​ ​be​ ​a​ ​leader,​ ​and
one​ ​may​ ​be​ ​a​ ​behavior​ ​challenge.​ ​These
21st​ ​Century​ ​Skills: students​ ​will​ ​read​ ​the​ ​scene,​ ​performing
Collaboration, different​ ​roles:
Communication, ● The​ ​Leader:​ ​facilitates/manages​ ​the​ ​job
Critical​ ​Thinking to​ ​be​ ​done,​ ​contributes​ ​to​ ​the
conversation
● The​ ​Grit​ ​Expert:​ ​helps​ ​with​ ​the​ ​“grit”​ ​or
hard​ ​parts
● The​ ​Gist​ ​Expert:​ ​responsible​ ​for​ ​the
main​ ​idea​ ​and​ ​facts
● The​ ​Note​ ​Taker:​ ​makes​ ​sure​ ​the
material​ ​is​ ​read​ ​and​ ​answers​ ​are​ ​written
down
All​ ​of​ ​them​ ​contribute​ ​to​ ​the​ ​final​ ​list​ ​and​ ​to
generating​ ​questions​ ​.
Feedback,​ ​assessment I​ ​will​ ​circle​ ​around​ ​during​ ​this​ ​time,​ ​listening​ ​as
each​ ​group​ ​works,​ ​clarifying​ ​any​ ​difficult
passages​ ​or​ ​points​ ​of​ ​confusion.​ ​This​ ​is​ ​time​ ​to
monitor​ ​progress,​ ​to​ ​make​ ​sure​ ​students
understand​ ​the​ ​main​ ​idea​ ​and​ ​key​ ​vocabulary
before​ ​moving​ ​on.
Words​ ​to​ ​look​ ​for:​ ​thunder,​ ​lightning,​ ​rain,
hurly-burly​ ​(already​ ​defined​ ​when​ ​we​ ​read​ ​the
scene​ ​out​ ​loud​ ​in​ ​a​ ​previous​ ​class),​ ​battle,​ ​set​ ​of
sun,​ ​heath,​ ​fair,​ ​foul,​ ​fog,​ ​filthy​ ​air,​ ​etc.​ ​A
representative​ ​from​ ​each​ ​table​ ​writes​ ​words​ ​on
the​ ​board,​ ​which​ ​should​ ​be​ ​full​ ​of​ ​words​ ​before
we​ ​move​ ​on.​ ​We​ ​will​ ​define​ ​any​ ​"grit"​ ​words​ ​for
the​ ​whole​ ​class​ ​so​ ​everyone​ ​knows​ ​the
vocabulary,​ ​in​ ​case​ ​they​ ​missed​ ​learning​ ​it​ ​in
the​ ​previous​ ​lesson.
Opportunities​ ​for 8.​ ​To​ ​begin​ ​the​ ​rehearsal​ ​part​ ​of​ ​the​ ​class,​ ​we
interaction, will​ ​move​ ​the​ ​tables​ ​and​ ​chairs​ ​to​ ​the​ ​walls​ ​of
practice/application the​ ​room​ ​to​ ​create​ ​as​ ​much​ ​space​ ​as​ ​possible​ ​in
the​ ​middle.​ ​We​ ​will​ ​then​ ​do​ ​acting​ ​warm​ ​ups​ ​that
begin​ ​with​ ​the​ ​body​ ​but​ ​culminate​ ​in​ ​an
ensemble​ ​game​ ​called​ ​Knights,​ ​Guards​ ​and
Foot​ ​Soldiers.​ ​Like​ ​many​ ​playground​ ​games,
this​ ​game​ ​involves​ ​students​ ​in​ ​such​ ​a​ ​way​ ​that
they​ ​don't​ ​realize​ ​they​ ​are​ ​forming​ ​alliances​ ​with
 each​ ​other.​ ​It's​ ​non-verbal,​ ​and​ ​excellent​ ​for
bringing​ ​students​ ​together​ ​to​ ​make​ ​a​ ​community

I​ ​Do:​ ​10​ ​Minutes 21st​ ​Century​ ​Skills: 9.​ ​I​ ​will​ ​ask​ ​for​ ​three​ ​volunteers​ ​to​ ​help​ ​me
Collaboration demonstrate​ ​the​ ​next​ ​activity.​ ​The​ ​volunteers
and​ ​I​ ​will​ ​show​ ​the​ ​class​ ​how​ ​bodies​ ​can​ ​tell​ ​a
story.​ ​First,​ ​the​ ​students​ ​all​ ​kneel​ ​down,​ ​and​ ​I
ask​ ​the​ ​class​ ​what​ ​we’re​ ​doing.​ ​Possible
answers​ ​are:​ ​I​ ​am​ ​the​ ​king​ ​and​ ​they​ ​are​ ​my
subjects;​ ​ ​they​ ​are​ ​being​ ​beheaded;​ ​ ​they​ ​are​ ​in
a​ ​church;​ ​they​ ​are​ ​asking​ ​me​ ​to​ ​marry​ ​them;
they​ ​are​ ​looking​ ​for​ ​my​ ​contact​ ​lens;​ ​they​ ​are
spying​ ​on​ ​me​ ​through​ ​a​ ​door.​ ​Then​ ​I​ ​put​ ​the
volunteers​ ​into​ ​various​ ​positions​ ​that​ ​look
abstract​ ​until​ ​I​ ​ask​ ​them​ ​to​ ​create​ ​the​ ​story​ ​of
Rapunzel,​ ​with​ ​one​ ​standing​ ​on​ ​a​ ​chair,​ ​one
kneeling​ ​in​ ​front​ ​portraying​ ​the​ ​castle,​ ​one
kneeling​ ​as​ ​the​ ​prince,​ ​and​ ​one​ ​acting​ ​as​ ​the
hair​ ​that​ ​falls​ ​from​ ​Rapunzel​ ​to​ ​the​ ​prince.​ ​Once
they​ ​are​ ​“activated,”​ ​they​ ​make​ ​a​ ​tableau​ ​of
Rapunzel​ ​dropping​ ​her​ ​hair​ ​down​ ​from​ ​the
castle​ ​to​ ​the​ ​prince.

We​ ​Do:​ ​25​ ​Minutes Higher-order​ ​thinking; 10.​ ​I​ ​will​ ​introduce​ ​the​ ​next​ ​activity​ ​by​ ​telling​ ​the
21st​ ​Century​ ​Skills: students​ ​that​ ​they​ ​will​ ​now​ ​be​ ​actors​ ​in​ ​the​ ​play
CA​ ​ELD​ ​Standard​ ​C Creativity,​ ​Critical Macbeth​,​ ​using​ ​the​ ​ideas​ ​they​ ​discovered​ ​in​ ​the
12:​ ​Selecting​ ​and Thinking text​ ​with​ ​their​ ​table​ ​groups​ ​earlier​ ​in​ ​the​ ​lesson.​ ​I
applying​ ​varied​ ​and will​ ​break​ ​students​ ​into​ ​new​ ​groups​ ​of​ ​4-6​ ​and
precise​ ​vocabulary assigning​ ​them​ ​a​ ​category:​ ​The​ ​Elements,
and​ ​other Supernatural,​ ​Animals​ ​&​ ​Landscape,​ ​and
People.​ ​I​ ​will​ ​ask​ ​each​ ​group​ ​to​ ​brainstorm
Student​ ​Friendly things​ ​in​ ​their​ ​category​ ​that​ ​would​ ​be​ ​on​ ​the
Objective: heath:​ ​what​ ​makes​ ​it​ ​scary​ ​to​ ​two​ ​war-weary
Students​ ​will​ ​be soldiers​ ​returning​ ​from​ ​battle?​ ​Some​ ​ideas​ ​may
able​ ​to​ ​create​ ​the come​ ​from​ ​the​ ​play,​ ​others​ ​they​ ​can​ ​imagine,
heath​ ​in and​ ​may​ ​include:
Shakespeare’s ● Trees​ ​-​ ​what​ ​kind?
Macbeth​ ​by​ ​acting ● Bushes
out​ ​the​ ​necessary ● Rocks
components. ● Wind
● Rain
● Animals​ ​-​ ​what​ ​kind?
● Birds​ ​-​ ​what​ ​kind?
● Witches
● Spell
 ● Fire
● Cauldron
● Smoke
● Soldiers​ ​-​ ​dead?​ ​Wounded?

21st​ ​Century​ ​Skills: Groups​ ​will​ ​take​ ​turns​ ​sending​ ​members​ ​up​ ​one
Creativity, at​ ​a​ ​time​ ​or​ ​in​ ​pairs​ ​to​ ​create​ ​the​ ​scene.​ ​Actors
Collaboration will​ ​remain​ ​frozen​ ​until​ ​everyone​ ​but​ ​Macbeth
and​ ​Banquo​ ​are​ ​left.​ ​At​ ​that​ ​point,​ ​the​ ​scene​ ​can
animate,​ ​with​ ​crows​ ​landing​ ​in​ ​trees​ ​or​ ​eating
dead​ ​soldiers,​ ​the​ ​wind​ ​will​ ​blow,​ ​the​ ​moon​ ​will
hover​ ​over​ ​rain​ ​or​ ​fog,​ ​snakes​ ​will​ ​writhe​ ​in​ ​a
pond​ ​or​ ​under​ ​rocks,​ ​a​ ​fire​ ​will​ ​make​ ​the
cauldron​ ​boil,​ ​the​ ​witches​ ​will​ ​gather,​ ​etc.​ ​The
scene​ ​will​ ​be​ ​very​ ​cinematic.​ ​Macbeth​ ​and
Banquo​ ​will​ ​enter,​ ​saying,​ ​"So​ ​foul​ ​and​ ​fair​ ​a​ ​day
I​ ​have​ ​not​ ​seen."​ ​Students​ ​will​ ​be​ ​able​ ​to​ ​look
around​ ​them​ ​and​ ​see​ ​the​ ​text​ ​that​ ​they​ ​read
come​ ​to​ ​life,​ ​as​ ​they​ ​participate​ ​in​ ​it​ ​.
Practice/application,
apply​ ​content​ ​and This​ ​activity​ ​demonstrates​ ​the​ ​students'
language​ ​knowledge, understanding​ ​of​ ​the​ ​vocabulary​ ​and​ ​concepts
authentic​ ​assessment in​ ​Macbeth​,​ ​Act​ ​1​ ​scenes​ ​1-3,​ ​as​ ​well​ ​as​ ​the
difference​ ​between​ ​experiencing​ ​a​ ​play​ ​and
reading​ ​a​ ​book​ ​.

11.​ ​After​ ​the​ ​activity,​ ​students​ ​will​ ​restore​ ​the

desks​ ​to​ ​their​ ​usual​ ​positions.

12.​ ​Together,​ ​we​ ​will​ ​review​ ​the​ ​lesson

objectives​ ​that​ ​are​ ​written​ ​on​ ​the​ ​board:​ ​did​ ​we
accomplish​ ​the​ ​objectives?

You​ ​Do:​ ​10​ ​Minutes Apply​ ​content​ ​and 13.​ ​Students​ ​will​ ​then​ ​take​ ​out​ ​their​ ​Reading
language​ ​knowledge; Logs​ ​and​ ​choose​ ​from​ ​one​ ​of​ ​the​ ​following
CA​ ​ELD​ ​Standard​ ​C 21st​ ​Century​ ​Skills: activities:​ ​write​ ​a​ ​paragraph​ ​about​ ​Macbeth's
10: Critical​ ​Thinking heath,​ ​using​ ​words​ ​and​ ​ideas​ ​from​ ​today’s
Writing​ ​literary​ ​and lesson;​ ​illustrate​ ​the​ ​heath,​ ​being​ ​mindful​ ​of
informational​ ​texts what​ ​we​ ​just​ ​learned​ ​and​ ​using​ ​new​ ​words​ ​and
to​ ​present, ideas​ ​from​ ​today’s​ ​lesson;​ ​or​ ​choose​ ​a
describe,​ ​and vocabulary​ ​word​ ​or​ ​words​ ​from​ ​the​ ​board​ ​to
explain​ ​ideas​ ​and include​ ​in​ ​a​ ​poem.​ ​For​ ​the​ ​"Go​ ​Further"
information
assignment,​ ​students​ ​can​ ​write​ ​about​ ​the
importance​ ​of​ ​language​ ​in​ ​setting​ ​the​ ​scene​ ​in
 Shakespeare's​ ​play,​ ​using​ ​the​ ​Bloody​ ​Captain’s
speech​ ​as​ ​a​ ​resource.
Differentiated​ ​Instruction:
The​ ​first​ ​step​ ​in​ ​supporting​ ​struggling​ ​learners​ ​is​ ​to​ ​make​ ​the​ ​lesson's​ ​activities​ ​and​ ​expectations
clear.​ ​Both​ ​of​ ​these​ ​are​ ​accomplished​ ​by​ ​writing​ ​the​ ​day's​ ​lesson​ ​plan​ ​and​ ​goals​ ​on​ ​the​ ​board,​ ​and
reviewing​ ​them​ ​before​ ​learning​ ​begins.​ ​Special​ ​Education​ ​students,​ ​students​ ​with​ ​anxiety,​ ​and
English​ ​Language​ ​Learners​ ​especially​ ​can​ ​benefit​ ​from​ ​this​ ​structured​ ​approach​ ​at​ ​the​ ​beginning​ ​of
class.

The​ ​next​ ​support​ ​is​ ​built​ ​into​ ​the​ ​way​ ​the​ ​table​ ​groups​ ​are​ ​organized.​ ​Each​ ​group​ ​of​ ​four​ ​is​ ​a
community​ ​of​ ​learners​ ​with​ ​different​ ​strengths​ ​and​ ​challenges.​ ​For​ ​example,​ ​an​ ​advanced​ ​learner
may​ ​have​ ​difficulty​ ​with​ ​attention,​ ​while​ ​an​ ​Emerging​ ​English​ ​learner​ ​may​ ​have​ ​exemplary​ ​behavior
but​ ​may​ ​need​ ​guidance​ ​with​ ​written​ ​work;​ ​a​ ​student​ ​who​ ​has​ ​social​ ​status​ ​may​ ​have​ ​a​ ​learning
disability;​ ​an​ ​average​ ​reader​ ​may​ ​be​ ​very​ ​organized.​ ​Each​ ​member​ ​of​ ​the​ ​micro-community​ ​can
contribute​ ​effectively​ ​to​ ​small​ ​group​ ​work,​ ​learning​ ​from​ ​each​ ​other's​ ​example​ ​(note-taking,
summarizing,​ ​editing,​ ​assertiveness,​ ​etc.)​ ​while​ ​making​ ​progress​ ​in​ ​his​ ​or​ ​her​ ​own​ ​areas​ ​of
challenge.

The​ ​way​ ​the​ ​lesson​ ​is​ ​structured​ ​supports​ ​different​ ​learning​ ​styles.​ ​Within​ ​the​ ​90-minute​ ​class,
students​ ​listen,​ ​read,​ ​speak,​ ​write​ ​and,​ ​above​ ​all,​ ​move​ ​to​ ​exemplify​ ​the​ ​text.​ ​Students​ ​who​ ​struggle
in​ ​one​ ​or​ ​several​ ​areas​ ​of​ ​expression​ ​may​ ​excel​ ​in​ ​others.​ ​ELLs,​ ​for​ ​whom​ ​Shakespeare​ ​is​ ​a​ ​stretch,
will​ ​participate​ ​in​ ​“seeing”​ ​the​ ​text,​ ​and​ ​will​ ​understand​ ​it​ ​in​ ​visual​ ​and​ ​physical​ ​ways.

Another​ ​way​ ​different​ ​learners​ ​are​ ​supported​ ​is​ ​that​ ​the​ ​content​ ​material​ ​is​ ​pre-taught;​ ​the​ ​students
will​ ​have​ ​read​ ​the​ ​passages​ ​in​ ​the​ ​previous​ ​class​ ​and​ ​reviewed​ ​the​ ​vocabulary.​ ​ELLs​ ​will​ ​have
vocabulary​ ​words​ ​illustrated​ ​or​ ​explained​ ​in​ ​their​ ​Reading​ ​Journals.​ ​The​ ​whole​ ​class​ ​will​ ​learn​ ​new
information​ ​visually​ ​with​ ​images​ ​as​ ​well​ ​as​ ​through​ ​written​ ​text​ ​(slide​ ​show).​ ​Furthermore,​ ​small
groups​ ​will​ ​go​ ​through​ ​the​ ​text​ ​together,​ ​looking​ ​for​ ​key​ ​terms.​ ​This​ ​is​ ​a​ ​low-risk,​ ​high-investment
opportunity​ ​to​ ​practice​ ​an​ ​important​ ​skill​ ​on​ ​difficult,​ ​but​ ​appropriate,​ ​material.​ ​Students​ ​who​ ​struggle
with​ ​language​ ​learning​ ​issues​ ​and​ ​English​ ​language​ ​learners​ ​can​ ​find​ ​words​ ​that​ ​they​ ​recognize​ ​and
that​ ​are​ ​within​ ​their​ ​grasp:​ ​wind,​ ​rain,​ ​sun,​ ​sister,​ ​wife,​ ​tail,​ ​husband,​ ​etc.​ ​Intermediate​ ​learners​ ​will
be​ ​able​ ​to​ ​stretch​ ​to​ ​comprehend​ ​words​ ​they​ ​are​ ​familiar​ ​with​ ​used​ ​in​ ​unexpected​ ​ways:​ ​“As​ ​two
spent​ ​swimmers​ ​that​ ​do​ ​cling​ ​together/​ ​And​ ​choke​ ​their​ ​art.”​ ​Advanced​ ​learners​ ​will​ ​have​ ​a​ ​chance
to​ ​exceed​ ​expectations​ ​by​ ​unlocking​ ​difficult​ ​passages​ ​well​ ​beyond​ ​the​ ​10th-grade​ ​level​ ​by​ ​reading
the​ ​Bloody​ ​Captain's​ ​speech​ ​in​ ​Act​ ​1.2.

Students​ ​also​ ​employ​ ​a​ ​variety​ ​of​ ​learning​ ​strategies.​ ​They​ ​analyze​ ​text,​ ​extrapolate​ ​information,
compare​ ​texts,​ ​recall​ ​previously-learned​ ​knowledge​ ​and​ ​integrate​ ​it​ ​with​ ​new​ ​information.​ ​With​ ​their
table​ ​groups,​ ​they​ ​discuss​ ​and​ ​defend​ ​ideas​ ​and​ ​discover​ ​vocabulary.​ ​In​ ​the​ ​rehearsal​ ​part​ ​of​ ​the
lesson,​ ​they​ ​apply​ ​what​ ​they've​ ​learned​ ​about​ ​Shakespeare's​ ​theater,​ ​the​ ​concept​ ​of​ ​the​ ​heath​ ​and
about​ ​Macbeth​,​ ​ ​physically​ ​manifesting​ ​their​ ​ideas​ ​by​ ​creating​ ​a​ ​living​ ​scene.​ ​Finally,​ ​they​ ​synthesize
the​ ​lesson​ ​in​ ​writing​ ​or​ ​in​ ​drawing.
Because​ ​the​ ​lesson​ ​is​ ​project-based,​ ​all​ ​learners​ ​can​ ​succeed.​ ​Once​ ​the​ ​smaller​ ​groups​ ​have
decided​ ​on​ ​and​ ​defined​ ​"heath"​ ​words,​ ​which​ ​will​ ​be​ ​written​ ​on​ ​the​ ​board​ ​and​ ​defined​ ​for​ ​the​ ​whole
class,​ ​everyone​ ​will​ ​be​ ​capable​ ​of​ ​acting​ ​out​ ​the​ ​heath​ ​scene.​ ​This​ ​is​ ​an​ ​opportunity​ ​for​ ​students
who​ ​are​ ​kinesthetic​ ​learners,​ ​but​ ​who​ ​may​ ​have​ ​difficulty​ ​with​ ​language​ ​expression​ ​or​ ​are​ ​at-risk
academically,​ ​to​ ​excel.​ ​However,​ ​all​ ​students​ ​can​ ​participate​ ​at​ ​whatever​ ​degree​ ​they​ ​feel
comfortable,​ ​whether​ ​it​ ​be​ ​as​ ​a​ ​tree​ ​or​ ​as​ ​a​ ​dying​ ​soldier.

Finally,​ ​the​ ​lesson​ ​is​ ​differentiated​ ​during​ ​the​ ​last​ ​activity.​ ​When​ ​students​ ​write​ ​in​ ​or​ ​illustrate​ ​their
Reading​ ​Journals,​ ​each​ ​student​ ​can​ ​express​ ​to​ ​his​ ​or​ ​her​ ​fullest​ ​capability,​ ​and​ ​in​ ​the​ ​form​ ​most
suitable,​ ​what​ ​was​ ​learned.​ ​This​ ​will​ ​be​ ​different​ ​for​ ​a​ ​special​ ​education​ ​student,​ ​an​ ​English
language​ ​learner​ ​at​ ​the​ ​Emerging,​ ​Expanding​ ​or​ ​Bridging​ ​level,​ ​an​ ​at-risk​ ​learner​ ​and​ ​an​ ​advanced
learner,​ ​who​ ​in​ ​addition​ ​can​ ​do​ ​a​ ​"Go​ ​Further"​ ​assignment​ ​for​ ​credit.

Below​ ​please​ ​find​ ​the​ ​graphic​ ​organizers​ ​and​ ​Reading​ ​Journal​ ​Vocabulary​ ​support​ ​for​ ​this​ ​lesson.
 What​ ​Do​ ​I  What​ ​Do​ ​I  What​ ​Do​ ​I 
Know​ ​About  Want​ ​to​ ​Know  Know​ ​About 
Shakespeare?  About  Shakespeare? 
Shakespeare?  The​ ​Students​ ​Will​ ​Make 
The​ ​Students​ ​Will​ ​Have  a​ ​List​ ​of​ ​Things​ ​They 
Written​ ​Things​ ​They  The​ ​Students​ ​Will​ ​Have  Have​ ​Learned​ ​About 
Know​ ​About  Written​ ​Things​ ​They  Shakespeare​ ​As​ ​We 
Shakespeare​ ​from  Want​ ​to​ ​Know​ ​About  Continue​ ​to​ ​Read 
Previous​ ​Reading​ ​and  Shakespeare​ ​from  Macbeth​. 
Lessons  Previous​ ​Reading​ ​and   
  Lessons   
They​ ​can​ ​write​ ​words,   
make​ ​lists,​ ​draw​ ​pictures, 
or​ ​write​ ​in​ ​their​ ​native 
language 
  These​ ​are​ ​images​ ​of​ ​the 
  rebuilt​ ​Globe​ ​Theater, 
● the​ ​play​ ​is​ ​400​ ​years  showing​ ​it​ ​has​ ​no​ ​roof 
old  and​ ​is​ ​open​ ​to​ ​the​ ​air. 
Actors​ ​performed​ ​from 
● the​ ​language, 
2:00-5:00​ ​pm​ ​during​ ​the 
vocabulary​ ​and 
season​ ​with​ ​very​ ​little 
sentence​ ​structure 
scenery​ ​to​ ​suggest​ ​time 
can​ ​be​ ​different  or​ ​place.​ ​ ​This​ ​is​ ​why 
from​ ​ours​ ​today  Shakespeare​ ​helped​ ​the 
● Shakespeare  audience​ ​by​ ​telling​ ​them 
invented​ ​words​ ​that  where​ ​and​ ​when​ ​the 
were​ ​used​ ​in​ ​the  acting​ ​was​ ​taking​ ​place. 
play​ ​for​ ​the​ ​first 
time:​ ​hurly-burly, 
assassination 
● the​ ​Elizabethan 
theatre​ ​had​ ​a​ ​bare 
stage​ ​with​ ​few 
props​ ​and​ ​no​ ​set 
 
 With​ ​your​ ​table​ ​group, 
Macbeth  read​ ​the​ ​scene​ ​from 
Macbeth​.  
Act​ ​I​ ​scene​ ​I 
 
(modified)  Find​ ​words​ ​that 
  Shakespeare​ ​used​ ​to 
  create​ ​the​ ​setting,​ ​and​ ​tell 
  his​ ​audience​ w ​ hen​​ ​and 
1.​ ​WITCH.  where​​ ​the​ ​action​ ​takes 
When​ ​shall​ ​we​ ​three  place.  
meet​ ​again?   
Also​ ​find​ ​the​ ​words​ ​that 
In​ ​thunder​,  help​ ​create​ ​the​ m ​ ood​​ ​of  This​ ​is​ ​a​ ​picture​ ​of​ ​a 
lightning,​ ​or​ ​in​ ​rain? 
scene.​ ​The​ ​first​ ​has​ ​been  heath.​ ​What​ ​do​ ​you 
2.​ ​WITCH.  done​ ​for​ ​you.  notice? 
When​ ​the   
  Think:​ ​Why​ ​is​ ​this​ ​a​ ​good 
hurly-burly’s​ ​done,  place​ ​for​ ​witches​ ​to 
Thunder
When​ ​the​ ​battle’s  meet?​ ​Why​ ​would 
lost​ ​and​ ​won.  ________________________ Macbeth​ ​and​ ​Banquo​ ​be 
3.​ ​WITCH.  _______________________
afraid​ ​here?
That​ ​will​ ​be​ ​ere​ ​the 
________________________
set​ ​of​ ​sun.  _______________________
1.​ ​WITCH.  _______________________ _______________________
Where​ ​the​ ​place?  ________________________ _______________________
2.​ ​WITCH.  ________________________ _______________________
Upon​ ​the​ ​heath.  ________________________ _______________________
3.​ ​WITCH. 
________________________ _______________________
There​ ​to​ ​meet​ ​with 
________________________
Macbeth.  _______________________
THREE​ ​WITCHES  ________________________ _______________________
Fair​ ​is​ ​foul,​ ​and​ ​foul  ________________________ _______________________
is​ ​fair,  ________________________ _______________________
Hover​ ​through​ ​the  ________________________
fog​ ​and​ ​filthy​ ​air.  _______________________
________________________ _______________________
________________________ _______________________
________________________ _______________________
________________________ _______________________
_______________________
Reading​ ​Journal:​ ​Macbeth​ ​Unit​ ​Vocabulary
theater

actor
Scotland

King
witch

castle