Lesson Plan Template ED 3501 (Version C)

Lesson Title/Focus Subject/Grade Level Unit Act 2: Literary Analysis E20 Macbeth Date Time Duration Teacher 8 October 2013 60 minutes Mrs. Anderson

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES General Learning Outcomes: Specific Learning Outcomes: 1. 2. 4 2.1.2 Understand and interpret content 4.1.3 Develop content: supporting details;

LEARNING OBJECTIVES Students will examine text for significance and meaning Students will provide details and examples from the text to support their ideas/interpretations ASSESSMENTS Observations: Discussion; circulate Key Questions: What is the significance of this passage? Products/Performance Passage analysis s: LEARNING RESOURCES CONSULTED MATERIALS AND EQUIPMENT stirlinge20.wordpress.com Macbeth PROCEDURE Introduction Time Expectations for Tell students: I know that Shakespeare can seem confusing; today we Learning and are going to try to get past that. Behaviour This play has very strong humanistic themes. People have been performing, watching and reading it for over 400 years. 2 minutes There is something about the themes, ideas and characters that people have been able to relate to. We are going to work on looking for deeper meaning. Advance 1. Practice analyzing a passage together. Organizer/Agenda 2. I will assign a different passage for you to work on individually. Attention Grabber Review from yesterday: what examples of imbalances or disturbances in nature did you find in scene 4? Examples: 1. Worst night that the old man can remember; trifled former knowings 2. the heavens, as troubled with mans act 3. by the clock, tis day,/ and yet dark night strangles the travelling lamp 4. A falcon towring in her pride of place,/ Was by a mousing owl hawkd at and killed. 5. Duncans horses turnd wild in nature, broke their stalls, flung out,/ Contending gainst obedience, as hey would make/ War with mankind. and they eat each other 6. Donalbain and Malcolm have fled and are suspected to have killed the king (The idea that the two sons would kill their father is against nature as well) Body 1. Mrs. Andersons number one rule: prove it 2. When you are analyzing a passage from Shakespeare, there are possibly many different ways to interpret the significance of it. Make sure that everything you say can be backed up by the text. 3. Who is involved/ and who is speaking? 4. What is the context or what has just happened? 5. What is the dramatic significance? (how does it develop: plot,

5 minutes

Learning Activity #1

Time 10 minutes

Adapted from a template created by Dr. K. Roscoe

Lesson Plan Template ED 3501 (Version C)

6. 7. 8. character, irony, theme, image or symbol) Look for metaphors, similes, allusion or other figurative language. When you write your paragraph, it should show depth of understanding. Go beyond the obvious or trivial. ALWAYS make sure that the statements/observations/ interpretations you make are supported by the text! This is not an assignment to tell me what you like, or dont like, or what you think of Lady Macbeth. This assignment is a chance for you to demonstrate understanding of the text. Example together:

Assessments/ Differentiation: Learning Activity #2

1.

Whence is that knocking? How ist with me, when every noise appals me? What hands are here! Ha, they pluck out mine eyes. Will all great Neptunes ocean wash this blood Clean from my hand? No, this my hand will rather The multitudinous seas incarnadine, Making the green one red. Macbeth is speaking; it is right after he has killed Duncan. 1. Every noise appals him? (dismay or horrify) 2. He doesnt seem to recognize his own hands (because of the blood) 3. They pluck out mine eyes (Perhaps a reference back to let the eye wink at the hand or biblical 4. Allusion: Neptune God of the ocean 5. Hyperbole: There is enough blood on his hands to turn the entire ocean red. Perhaps meant to signify the depth of his guilt. Assessments/ Differentiation Learning Activity #3 10 minutes

Passage to work on individually: Act 1: Scene 5: lines 67-73 O, never Shall sun that morrow see! Your face, my thane, is as a book, where men May read strange matters. To beguile the time, Look like the time; bear welcome in your eye, Your hand, your tongue: look like the innocent flower, But be the serpent under it. Act 2: Scene 2: lines 47-52 Methought, I heard a voice cry, Sleep no more! Macbeth does murder sleepthe innocent sleep, Sleep that knits up the ravelld sleave of care, The death of each days life, sore labours bath, Balm of hurt minds, great natures secon course, Chief nourisher in lifes feast--

20 minutes

Assessments/ Differentiation Closure Assessment of Learning: Feedback From Students: Feedback To Students Quick review of what students have been able to get done. Questions about the assignment now that you have started? Take the time to do this well. 1 minute Time 2 minutes

Adapted from a template created by Dr. K. Roscoe

Lesson Plan Template ED 3501 (Version C)

Transition To Next Lesson We will begin reading Act III tomorrow.

Adapted from a template created by Dr. K. Roscoe