Engllapgood 1

UNIT PLAN | LESSON PLANS | TASK SHEETS
Simela Petridis (a1666 864)
Assignment 2: Planning Task

Senior English Curriculum and Methodology B
EDUC_0016
Subject: SACE Stage 1 English Topic: Macbeth
Content Responding to Texts Teacher: Miss Simela Petridis

Standard &
Area of
Study:
Course Stage 1 English is a 20-credit Context: The following unit plan has been created for a
Duration & subject to be completed over the year 11 mixed ability class of 26 students.
Timing course of a year. Students are familiar with Shakespearian
literature already having studied it in year 10.
The following unit plan is tailored to The following unit focuses on Macbeth for the
two double lessons a week that are beginning of the unit, using Macbeth as the
1 hour and 15 minuets long. precursor to Narrative writing and comparative
text studies. The classroom has an interactive
white board with access to the internet.
The following unit uses scaffolded learning to

ensure students can grasp concepts that will
be useful throughout the entire year.
Links to Responding to Texts responds to Aims & The following unit aims to teach students to:
SACE the following SACE content Goals of Understand connections between purpose,
Curriculum standards: Unit: audience and context
Understand language and stylistic choices
Knowledge and Understanding Analyse the ideas, perspectives, and
KU1 KU2 KU3 influences expressed and how these
shape their own and others ideas and
Analysis perspectives
An1 An2 An3
Application
Ap1 Ap2 Ap3
Further information on content

standards can be found here:
https://www.sace.sa.edu.au/web/en
glish/stage-1/planning-to-
teach/subject-outline
SACE STAGE 1 ENGLISH UNIT PLAN | TOPIC: MACBETH
CONTEXT AREA: RESPONDING TO TEXTS
TERM 1 WEEK THEMES LESSON APPROACH RESOURCES ASSESMENT/ STANDARDS/

HOMEWORK OUTCOMES
WEEK 1 The following lessons LESSON 1: W. Shakespeare, ASSESSMENT: OUTCOMES:

in week 1 serve as an This lesson consists of Macbeth. Ongoing Journal By week 1
introduction to William a brainstorming activity Writing students will be
Shakespeares on the playwright and YouTube: Assignment (this able to:
Macbeth. Macbeth, including https://www.youtu will be given a - Comprehend
discussion on be.com/watch?v= formative grade, the plot of
Students will begin characters, themes, T- due at the end scenes 1-4 act
reading Act 1 of objectives etc. PKotyoxys&t=83s of the unit, week one
Macbeth with in-class Following a Thug 7) - Express their
activity as well as Notes YouTube Video Journal personal
homework tasks. giving an overview of Activity/Assessme All entries for feelings and
the play. nt Task each week must questions of the
An ongoing journal Sheet/booklet. be completed first four scenes
writing assessment As a class, students for full marks.
(Appendix a.) will be will begin reading Act STANDARDS:
used throughout the 1, Scene 1, which they KU1
entire unit as a study will discuss in their first KU2
guide/tool for students journal entry An2
to reference back to. (Appendix a.) on their Ap1
This journal will be a thoughts, feelings,
formative assessment characters, themes
due at the end of the etc. thus far.
unit.
LESSON 2: HOMEWORK:
Students will continue Lesson 2
reading Act 1, Scenes Students must
2-4. The entire class complete their
will participate in an lesson 2 journal
acting/drama activity, entry for
where they will be homework if
assigned rolls to act they have not
out the play. completed it in
class.
Students are to
comment on the role of
witches in their journal
entries (to be
completed for
homework).
WEEK 2 The following week LESSON 1: W. Shakespeare, ASSESSMENT: OBJECTIVES:
focuses on In pairs students will Macbeth. Ongoing Journal By week 2
continuation of reading complete Macbeth Writing Activity students will be
Macbeth, particularly Character task sheet (this will be a able to:
focusing first on the (Appendix b.) task formative grade) - Comprehend
characterisation of sheet before reading Summative News the plot of the
Macbeth, as well as scenes 4-7. Paper Summative final three
the Death of the king. Assignment Task News Paper scenes of act
The purpose of the Sheet. Article task one
Students will be given task sheet is to sheet. Due - Express their
their first summative reinforce what they Week 4. personal
assessment due at the have learnt in week 1. feelings and
beginning of week 4. Whilst reading scenes questions of the
4-7 students must take HOMEWORK: final three
notes particularly on Lesson 1 scenes of act
two quotes: Lady Journal Entry on one
Macbeth at the Scenes 4-7. - Discuss key
beginning of scene 5 quotes
and Macbeth at the Lesson 2 analytically
beginning of scene 7. Students are to - Identify the key
Notes are to be taken begin their characteristics
in their journals and formative of Macbeth and
completed for assignment and Lady Macbeth
Homework. complete their after act one.
journal entries
LESSON 2: for week 2. STANDARDS:
Students being KU1
reading Act 2, roles KU2
are assigned to act out
the play.
Students will spend

the end portion of the
lesson discussing the
act as well receiving
their first formative
assessment, to write a
News Paper Article on
the Kings death
(Appendix c.).
WEEK 3 The week is LESSON 1: ASSESSMENT: OUTCOMES:
designated for Students will be Ongoing Journal In week 3
students to continuing allocated to a Writing Activity. students will be
working on their computed room where able to use their
formative News Paper they will work on their New Paper creativity to
Article Assignment due News Paper Articles. Article formative construct and
at the beginning of assignment. deliver a News
week 4. Students will be Paper Article.
informed that this
Students are able to weeks journal entry HOMEWORK:
receive feedback and must be a reflection on Lesson 1 & 2 STANDARDS:
drafting during this their assignment and Students are to KU1
week before their progress. continue the KU3
submission. assignment and An1
LESSON 2: are to use this Ap1
Students will be again weeks journal Ap2
allocated a computer entry to express
room. The teacher will how they have
give each student approached the
feedback on their assignment.
progress thus far, as
well as draft any
errors.
WEEK 4 The following week will LESSON 1: W. Shakespeare, ASSESMENT: OUTCOMES:
focus on Macbeth act Students are to hand Macbeth. Summative By week 4
3, particularly up a hardcopy of their 1000-word Students will be
Macbeths fears and News Paper Article J, Kurzel. character study able to:
soliloquy. As well as Assignment. Macbeth, 2015. essay on their - Comprehend
watching the current (Accessed via chosen Macbeth the plot of act 3
2015 film adaptation of The entire class will Google Play) character, due - Express their
Macbeth, where define and discuss end of week 6. personal
students will gain new soliloquy. Students feelings and
knowledge on the play. will read Act 3, Scene Movie consent Ongoing Journal questions
1 in groups of 4 as well forms. Activity (handed - Express their
as complete the up in week 6). knowledge of
corresponding task Summative 1000- specific
sheet (Appendix d.) word essay on the characters
downfall of
Students will be Macbeth through HOMEWORK:
notified to get consent the perspective of Lesson 2 - STANDARDS:
from parents to watch two characters. Students must KU1
the 2015 Macbeth begin writing KU2
Adaptation in lesson 2. their essay for KU3
drafting (drafts Ap1
LESSON 2: due in week 5). Ap2
All students must Ap3
have returned their An3
parental consent forms
at the beginning of the
lesson to watch the
film.
Prior to watching, the

first Summative
assignment task sheet
will be distributed and
explained (Appendix
e.). A 1000-word
essay on Macbeths
downfall through the
perspective of two
characters. Due in
week 6.
Students will being to

watch the 2015
Adaptation of Macbeth
and are encouraged to
take notes.
LESSON PLANS
WEEK: 1
LESSON: 1
DAY/TIME: Tuesday 9.45-11am (1 hour and 15 minuet double lesson)
Before - Bring a copy of Macbeth
Plan/Pre- - Bring white board markers
Class - Print out 26 copies of the Journal Entry task sheet/booklet
Preparation - Bring the roll
Lesson Introduction to Macbeth
Plan:
Ensure the roll is marked and that all students have a hard copy of the play.
The following lesson will begin with a brainstorming activity. Write Macbeth on
the interactive whiteboard and allow students to comment on what they already
know on the play, key features, characters, themes and about the playwright
himself.
Introduce the journal entry assignment, explaining the conditions of the ongoing
assessment. Give time for students to ask questions.
Play Thug Notes Macbeth video via YouTube as a precursor to reading Act 1.
Read Act 1, Scene 1 as an entire class. After this has been read students will
have the remainder of their class time to complete their first diary entry on the play
thus far, commenting on their thoughts, feelings, plot hypothesis etc. Any
uncompleted journal entries must always be done for homework.
Back up In case of technical failure, students will be encouraged to continue reading their
Plan: way through Macbeth followed by class discussion driven by the teacher, using
the stationary white board.
If the reading-out-loud component of the lesson is too difficult for some students,
those students have the option to pass or read silently.
WEEK: 1
LESSON: 2
DAY/TIME: Thursday 9.45-11am (1 hour and 15 minuet double lesson)
Plan/Pre- - Bring the roll
Class
Preparation
Lesson Introduction to Macbeth cont
Plan:
The following lesson will continue reading Act 1 of Macbeth, scenes 2-4. Allocate
character rolls throughout the classroom. Students are to activity participate and
adopt their character roles to the best of their abilities.
After reading scenes 2-4 students are to reflect on the play thus far, particularly
their thoughts on witches and the role of the witches in the play, how will this effect
the story? What will happen next? Any uncompleted journal entries must always
be done for homework.
If students are not willing to act, or participate in the story, an alternative writing
activity will be distributed on the day (e.g. Students are to write a paragraph on the
play thus far).
WEEK: 2
LESSON: 1
Plan/Pre- - Print 26 copies of Macbeth Character task sheet
Class - Bring the roll
Preparation
Lesson Introduction to Macbeth cont
Plan:
The following lesson will begin with an activity. Arrange students in pairs to
complete the following task. The assigned task sheet tests students on how well
they have retained information on the play from last lesson. After completing the
interactive task sheets, students are to hand it up before the second half of the
lesson.
As an entire class, students will continue reading Act 1 of Macbeth, scenes 4-7.
After reading scenes 4-7 students are to reflect on the play thus far, particularly
two quotes: Lady Macbeth at the beginning of scene 5 and Macbeth at the
beginning of scene 7. Notes are to be taken in their journals and completed for
Homework.
If students are not willing to work in pairs, they are able to complete the work
sheet on their own, however are encouraged to interact with their peers.
WEEK: 2
LESSON: 2
Plan/Pre- - Print out 26 copies of the News Paper Article Assignment sheet
Class - Bring the roll
Preparation
Lesson Macbeth cont
Plan:
Students will be assigned acting roles when reading Act 2. As the act sees the
death of the king, the second half of the lesson will be devoted to discussing
students reactions, feelings and thoughts, as well as introducing the first formative
assessment News Paper Article Assignment.
The assessment sheet will be explained and open for discussion questions for the
end portion of this lesson.
Students are to begin planning their assessment for homework.

WEEK: 3
LESSON: 1
DAY/TIME: Tuesday 9.45-11am (1 hour and 15 minuet double lesson) COMPUTER ROOM
Class
Preparation
Lesson Macbeth cont
Plan:
Ensure the roll is marked and that all students have been allocated to a computer.
Students will be given computer time to continue with their News Paper Article
assignment.
Students are encouraged to use the time efficiently.
Back up In case of technical failure, students will be encouraged to hand write their
Plan: assessment and type it up at home.
WEEK: 4
LESSON: 2
Class - Print 26 copies of the Summative Essay task sheets
Preparation
Lesson Macbeth cont
Plan:
Ensure the roll is marked and all students are seated. Collect ALL consent forms.
Prior to watching the film, the Summative Essay task sheet will be distributed.
Spend a good portion explaining the assessment sheet, a 1000 word essay on
Macbeths downfall. Students are to choose 2 character perspective when
delivering their argument. The essay is due in week 6.
The next portion of the lesson, students will watch the 2015 Adaptation film on
Macbeth. Students are encouraged to take notes on any similarities and
differences that have found thus far. For homework students are to complete their
WEEK: 4
LESSON: 1
Class - Print out 26 copies of the Macbeths Fears Task sheet
Preparation - Print out 26 consent forms to watch the 2015 Macbeth Movie
Lesson Macbeth cont
Plan:
Ensure the roll is marked and all students are seated. Collect ALL News Paper
Article Assignments. Prior to class commencing distribute the consent forms for
students to watch the 2015 Adaptation Macbeth in Lesson 2, Week 4.
The class will then do a brainstorming activity on Soliloquy before reading Act 3,
Scene 1 in groups of 4, which corresponds to a task sheet Macbeths Fears to be
completed by the end of the lesson.
Back up In case of technical failure student are encouraged to continue reading Macbeth,
Plan: with discussion lead by the teacher.
WEEK: 3
LESSON: 2
DAY/TIME: Thursday 9.45-11am (1 hour and 15 minuet double lesson) COMPUTER ROOM
Class
Preparation
Lesson Macbeth cont
Plan:
Ensure the roll is marked and that all students have been allocated to a computer.
Students will be given computer time to continue with their News Paper Article
assignment.
Students are encouraged to show the teacher their work thus far and allow time
for drafting. This computer lesson will be the last time allocated to the assignment
prior to it being due.
Back up In case of technical failure, students will be encouraged to hand write their
Plan: assessment. If students have completed the assignment they are encouraged to
continue reading Macbeth.
journal entries for this week as well as begin their essay. Drafts are due at the end
of week 5.
Back up In case of technical failure student are encouraged to being planning their essays
Plan: in their books with reference to the notes they have taken in their journal entries.
APPENDIX
Appendix a.
*Booklet
MACBETH JOURNAL ENTRIES ASSINGMENT

FORMATIVE | DUE DATE: WK 7
This assignment will be assessed on an ongoing basis.
Throughout the study of Macbeth you are asked to keep a journal. The main objective of the
journal it to be a study guide and resource of notes for later assignments.
After each lesson you are expected to use either class time or homework time to reflect your
thoughts in your journal. You should write down questions you have about the play itself, the
characters, the language, etc. You should also express your feelings about the characters and
the plot.
After class discussions you should write down new ideas, challenges, other students
responses, comments, quotes and predictions.
Be sure to keep track of the development of the following characters: Duncan, Macbeth, Lady
Macbeth, Banquo, and Macduff.
Be original with your journal entries, illustrations and artwork are encouraged. Ensure you
have a clear title page for each journal entry.
STANDRADS: KU1 KU2 An2 Ap1
THE JOURNAL WILL BE ASSESSED ON AN ONGOING BASIS.

At the end of the unit you will turn ALL your journal entries in and receive an overall
mark.
You will be assessed on the following:

Are all your entries there?
Are your responses valuable? Have you made a statement and used material from the
play to support your argument?
Have you monitored the characters?
Did you make predictions and assess your own predictions?
Do you have title pages? Is your name clearly written?
Would another peer find your journal useful as a guide to the play?
*Seeing grading rubric on the following page

Knowledge and Understanding Analysis Application
A Detailed knowledge and understanding of Perceptive evaluation of the Fluent and precise writing and
ideas and perspectives explored in a complex relationship between speaking.
diverse range of texts. purpose, audience, and context
and how they shape meaning. Sophisticated use of appropriate
Extensive knowledge and understanding language features, stylistic
of the variety of language features, Insightful analysis of how features, and conventions for a
stylistic features, and conventions authors language features, stylistic range of audiences and purposes.
use to make meaning. features, and conventions
combine to influence readers in Detailed and appropriate use of
Comprehensive knowledge and various text types. evidence from texts to support
understanding of ways in which texts are conclusions, with textual
created for a range of purposes and Analysis of complex intertextual references integrated into
audiences. connections between different responses.
texts.
B Knowledge and understanding of ideas Effective analysis of the Mostly fluent and precise writing
and perspectives explored in a range of relationship between purpose, and speaking.
texts. audience, and context and how
they shape meaning. Use of accurate language
Knowledge and understanding of a range features, stylistic features, and
of language features, stylistic features, Analysis of how language conventions for a range of
and conventions authors use to make features, stylistic features, and audiences and purposes.
meaning. conventions influence readers in
various text types. Accurate use of evidence from
Knowledge and understanding of ways in texts to support conclusions, with
which texts are created for a range of Analysis of intertextual textual references incorporated
purposes and audiences. connections between different fluently in responses.
texts.
C Knowledge and understanding of ideas Description, with some analysis of Generally fluent and accurate
and some perspectives explored in a purpose, audience, and context writing and speaking.
range of texts. and how they shape meaning.
Use of language features, stylistic
Knowledge and understanding of some Description, with some analysis, features, and conventions
language features, stylistic features, and of how language features, stylistic appropriate for familiar audiences
conventions authors use to make features, and conventions and purposes.
meaning. influence readers in some text
types. Use of evidence from texts to
Knowledge and understanding of ways in support conclusions, with some
which texts are created for familiar Description, with some analysis of textual references incorporated in
purposes and audiences. intertextual connections between responses.
different texts.
D Reference to simple ideas explored in Identification of the purpose, Some control and fluency of
texts. audience, and context of texts. expression.
Knowledge and understanding of a narrow Reference to some ways in which Use of some language features
range of language features and conventions and language and conventions appropriate for
conventions authors use to make features influence readers in audience and purpose.
meaning. some text types.
Limited use of evidence from texts
Knowledge and understanding of a Recognition of similarities and or to support conclusions, with
restricted range of ways in which texts are differences between texts. limited textual references to
created for limited purposes and support responses.
audiences.
E Identification of an idea in a text. Reference to the purpose and Emerging development of control
audience of a text. of expression.
Recognition of a restricted range of
language features used by authors. Recognition of a way in which Emerging use of some language
language features influence features appropriate for audience
Acknowledgment of one or more ways in readers in a text type. and/or purpose.
which texts are created for a purpose or
an audience. Recognition of a connection Restricted use of evidence from a
between texts. text to support conclusions.
*The grey highlight components do not apply to this assignment.

Appendix b.
Macbeth Act 1 scene 3

Macbeths character (1)
The answers in column B have been muddled up. Work out the correct order and then fill in
column C in your own words.
A B C
What Macbeth What this means What this reveals
says about him
Speak, if you can: Why are you making me out to be
what are you? something Im not?
Stay you imperfect Two of the predictions have come
speakers, tell me true, giving me hope that the third
more Speak, I one will, too
charge you
Why do you dress The witches predictions cant be all
me in borrowed bad, or all good
robes?
Two truths are Why am I even considering

told/As happy something so horrible that it brings
prologues to the me out in a cold sweat to even think
swelling act/Of the about it?
imperial theme
This supernatural Speak, if you can: who or what are
soliciting/ Cannot be you?
ill, cannot be good
Why do I yield to I was miles away, thinking of the

that suggestion/ past
Whose horrid image
doth unfix my hair/
And make my
seated heart knock
at my ribs/ Against
the use of nature?
My dull brain was Dont go you havent told me

wrought with things everything I want to know. Tell me
forgotten more. Speak, I command you
Now complete the following sentences:

1) The audiences first impressions of Macbeth are _______ because ____.
2) Macbeths reaction to Banquos warning about evil shows that he is _______ because
___________. The main difference between them is that ______.
3) By the end of the scene, Macbeth has revealed himself to be ________, ________ and
________
2003 www.teachit.co.uk 1203

Macbeth Act 1 scene 3
Macbeths character (2)
In your own words, compete column B and column C.
A B C
What Macbeth What this means What this reveals
says about him
Speak, if you can:
what are you?
Stay you imperfect Dont go you havent told me
speakers, tell me everything I want to know. Tell me
more Speak, I more. Speak, I command you
charge you
Why do you dress me
in borrowed robes?
Two truths are

told/As happy
prologues to the
swelling act/Of the
imperial theme
This supernatural
soliciting/ Cannot be
ill, cannot be good
Why do I yield to that

suggestion/ Whose
horrid image doth
unfix my hair/ And
make my seated
heart knock at my
ribs/ Against the use
of nature?
My dull brain was
wrought with things
forgotten
Now complete the following sentences:

1) The audiences first impressions of Macbeth are _______ because ____.
2) Macbeths reaction to Banquos warning about evil shows that he is _______ because
___________. The main difference between them is that ______.
3) By the end of the scene, Macbeth has revealed himself to be ________, ________ and
________
2003 www.teachit.co.uk 1203
Teachit, 2003. Macbeths Character. Accessed via,

http://www.teachit.co.uk/resources/ks3/macbeth-act-1/plays/act-1-scene-3-macbeth-
s-character/3111.
Appendix c.
*Booklet
NEWS PAPER ARTICLE ASSINGMENT

FORMATIVE | DUE DATE: TUESDAY, WK 4
THE KING IS DEAD! DUNCAN HAS BEEN FOUND DEAD AT MACBETHS

RESIDENCE.
The editors of the newspaper have assigned you to report on the tragic event.
Task:
Come up with a headline that catches the attention of the reader
Have a picture of the crime scene
Write a minimum of one-page (600-800words), single spaces, size 12 font article
that reports on the event. What happened? Who are the suspects? What evidence is
there? You should also include Interviews.
To Consider:
What type of paper are you writing for? What style? What writing/language should you use?

Is there a headline that catches the readers attention?
Is there a picture that is creative, original, and artistic?
Does the report summarise clearly what happened?
Is the report engaging?
Did you include interviews?
Did you report on who might be suspects and what evidence was found?
Are there grammatical or spelling errors that takes away from the quality of the
report?
STANDRADS: KU1 KU3 An1 Ap1 Ap2
Late assessments will be penalised by 1 mark per day.

texts.
texts.
different texts.
audiences.

Appendix d.
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Teach it. 2017. Macbeths Fears. Accessed via,

www.teachit.co.uk 2017 26576 Page 1 of 1
http://www.teachit.co.uk/resources/ks4/macbeth-act-3/plays/macbeth-s-fears-act-3-
scene-1/26576.
Appendix e.
MACBETHS DOWNFALL - ESSAY

SUMMATIVE | DUE DATE: THURSDAY WK 6
WORD COUNT: 800-1000words
King Duncans murder marks the beginning of Macbeths downfall. With reference to
two character who can be held responsible for this?
*Use the attached character guide
Use evidence from the play to justify your argument as well as secondary sources.
STANDRADS: KU1 KU2 KU3 Ap1 Ap2 Ap3 An3

Clear argument and body paragraphs
Essay fluency
Knowledge and understanding of the play and the characters themselves
Knowledge and understanding on how the characters interact
Good use of grammar and spelling throughout
Good use of argument supported by the text and secondary source material
Word count is met

texts.
texts.
different texts.
audiences.

GCSE Coursework Assignment Macbeth
King Duncans murder marks the beginning of Macbeths downfall. Who can be held mostly responsible for this?
Introduction Describe her character and explain how she would not have represented a stereotypical
woman in Shakespearian times.
Explain the dramatic effect of her opening soliloquy on the audience.
Introduce the play What is her role in Duncans murder?
and the main How does she contribute to Macbeths downfall after this?
characters.
Lady Macbeth
www.teachit.co.uk.
Comment on why
the play was Say that the Shakespearian audience would have believed in witches.
Comment on the dramatic effect of these characters - appearance, characteristics etc.
Copyright ! 2000 Teachit
written (Chain of
being - murder of What part did they play in Duncans murder?
king leads to How did they further contribute to Macbeths downfall in Act 4?
This free resource is available at
chaos. This idea Why do you think they told Macbeth the predictions in the first place?
would please
James I. Why?)
The Witches
responsible-for-macbeth-s-downfall/1824.
Introduce the Conclusion
Comment on his character and how it changes throughout the course of the play.
Teachit. 2000. Macbeth Essay. Accessed via,

main characters
who can be held
mostly to blame Consider the following:
for Duncans - how he is introduced at the beginning of the play - hero
Sum up
murder. - his meeting with the witches Macbeths fate.
- Lady Macbeths influence on him Say why you think
- the murder of Duncan / doubts the play ends like
- Banquo this and who you
- revisits witches think is mostly to
- Macduffs family blame for the
Now take each in murder of Duncan
turn and discuss What makes Macbeth kill Duncan? and Macbeths
http://www.teachit.co.uk/resources/ks3/macbeth/plays/essay-who-can-be-held-
their role in the Who influences him? downfall.
kings death: To what extent can he be held responsible for
Macbeth
a) the murder of Duncan b) his own downfall?
REFERENCES:
Teachit. 2000. Macbeth Essay. Accessed via,

http://www.teachit.co.uk/resources/ks3/macbeth/plays/essay-who-can-be-held-
responsible-for-macbeth-s-downfall/1824.
Teach it. 2017. Macbeths Fears. Accessed via,

http://www.teachit.co.uk/resources/ks4/macbeth-act-3/plays/macbeth-s-fears-act-3-
scene-1/26576.
Teachit, 2003. Macbeths Character. Accessed via,

http://www.teachit.co.uk/resources/ks3/macbeth-act-1/plays/act-1-scene-3-macbeth-
s-character/3111.
YouTube. Thug Notes Macbeth. Accessed via, https://www.youtube.com/watch?v=T-

PKotyoxys&t=83s.

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UNIT PLAN | LESSON PLANS | TASK SHEETS

Simela Petridis (a1666 864)

Assignment 2: Planning Task

Subject: SACE Stage 1 English Topic: Macbeth

Content Responding to Texts Teacher: Miss Simela Petridis

The following unit uses scaffolded learning to

Further information on content

TERM 1 WEEK THEMES LESSON APPROACH RESOURCES ASSESMENT/ STANDARDS/

WEEK 1 The following lessons LESSON 1: W. Shakespeare, ASSESSMENT: OUTCOMES:

Students will spend

Prior to watching, the

Students will being to

Students are to begin planning their assessment for homework.

Students are encouraged to use the time efficiently.

MACBETH JOURNAL ENTRIES ASSINGMENT

This assignment will be assessed on an ongoing basis.

STANDRADS: KU1 KU2 An2 Ap1

THE JOURNAL WILL BE ASSESSED ON AN ONGOING BASIS.

You will be assessed on the following:

*Seeing grading rubric on the following page

*The grey highlight components do not apply to this assignment.

Macbeth Act 1 scene 3

Two truths are Why am I even considering

Why do I yield to I was miles away, thinking of the

My dull brain was Dont go you havent told me

Now complete the following sentences:

2003 www.teachit.co.uk 1203

Two truths are

Why do I yield to that

Now complete the following sentences:

2003 www.teachit.co.uk 1203

Teachit, 2003. Macbeths Character. Accessed via,

NEWS PAPER ARTICLE ASSINGMENT

THE KING IS DEAD! DUNCAN HAS BEEN FOUND DEAD AT MACBETHS

You will be assessed on the following:

STANDRADS: KU1 KU3 An1 Ap1 Ap2

Late assessments will be penalised by 1 mark per day.

*The grey highlight components do not apply to this assignment.

Teach it. 2017. Macbeths Fears. Accessed via,

MACBETHS DOWNFALL - ESSAY

STANDRADS: KU1 KU2 KU3 Ap1 Ap2 Ap3 An3

You will be assessed on the following:

*Seeing grading rubric on the following page

*The grey highlight components do not apply to this assignment.

Teachit. 2000. Macbeth Essay. Accessed via,

Teachit. 2000. Macbeth Essay. Accessed via,

Teach it. 2017. Macbeths Fears. Accessed via,

Teachit, 2003. Macbeths Character. Accessed via,

YouTube. Thug Notes Macbeth. Accessed via, https://www.youtube.com/watch?v=T-

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