Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher: Rebecca Hull

Date: 10-6-17 Subject/ Topic/ Theme: Macbeth: Act 4 Grade: Junior AP Language Composition
I. Objectives
How does this lesson connect to the unit plan?
Reading, watching, and elaborating upon Act 3 of Macbeth is pivotal to the students understanding of Macbeth.

cognitive- physical socio-

Learners will be able to: R U Ap An E C* development emotional
Read through a scene in Act 4 of Macbeth on their own without teacher leadership. R, U, An
Comprehend the plot and context of Act 4. U, An, Ap
Discuss Act 4 in groups . Ap, E, An, X
Gain exposure/experience with reading Shakespeare. U
Collaborate with other students to create a summary/presentation about their specific scene. U, An
U, Ap, C X X
Common Core standards (or GLCEs if not available in Common Core) addressed:
http://www.michigan.gov/documents/mde/MDE_ELA_Standards_599599_7.pdf

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.)
Analyze the impact of the authors choices regarding how to develop and relate elements of a story or drama (e.g., where a
story is set, how the action is ordered, how the characters are introduced and developed).

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.

(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create

II. Before you start

Identify prerequisite Must have watched and read acts 1, 2, and 3 of Macbeth.
knowledge and skills.

Pre-assessment (for learning): Review first 3 acts of Macbeth

Formative (for learning): Student presentations/performances/summaries of Act 3.

Outline assessment
activities Formative (as learning): Composing a way to summarize and present a scene for the rest of the class.
(applicable to this lesson)
Summative (of learning): Research Paper, Scene Presentations, Act 4 Response Questions

What barriers might this Provide Multiple Means of Provide Multiple Means of Provide Multiple Means of Action
lesson present? Engagement Representation and Expression
Provide options for self-regulation- Provide options for comprehension- Provide options for executive
expectations, personal skills and activate, apply & highlight functions- coordinate short & long-
What will it take strategies, self-assessment & Group reading of their term goals, monitor progress, and
reflection specific scene modify strategies
neurodevelopmentally, Presentation
experientially, Expressing that scene
Act 4 Response
emotionally, etc., for your through a presentation
Questions
students to do this lesson? Provide options for sustaining Provide options for language, Provide options for expression and
effort and persistence- optimize mathematical expressions, and communication- increase medium
challenge, collaboration, mastery- symbols- clarify & connect of expression
oriented feedback language Students can choose in
Collaboration with Group discussion. what way they will
group members Reading the text in present their scene
Student-led reading groups. Illustration, quotes,
instead of teacher-led Translation into current acting it out,
vernacular translating, etc.
 Provide options for recruiting Provide options for perception- Provide options for physical action-
interest- choice, relevance, value, making information perceptible increase options for interaction
authenticity, minimize threats group discussion Students must go in
Groups can choose translation of ideas into front of the class and
which strategy they application. present their scene
want to use to present summary.
their scene to the class. Getting up, moving
Students must think around in groups. Not
about why their scene required to sit in desks.
is important to the plot. Acting out scenes.
Drawing/ creating a
presentation.
Materials-what materials
(books, handouts, etc) do A copy of Macbeth for each group, preferably for each student.
you need for this lesson Kahoot game needs to be premade and ready to go.
and are they ready to Students must each have a personal device ready for Kahoot.
use? Rubrics must be printed and ready to hand out to students.

How will your classroom The desks are arranged in groups of 8-9.
be set up for this lesson?

III. The Plan

Describe teacher activities AND student activities
Time Components for each component of the lesson. Include important higher order thinking questions and/or
prompts.

Motivation Review Acts 1, 2, and 3. Review through the game Kahoot.

(opening/ Review through the game Kahoot. Play individually.
introduction/
engagement) Students must each have their own
devices.

Development
(the largest
component or Split the class into 3 groups (as even as Students will read their assigned scenes
main body of possible). from Act 4 in their groups.
the lesson) Each group is assigned one scene of Act They will discuss their scene with their
4. group, and will clarify any
The students will then have to read their misunderstandings or confusion about the
scene in their groups (about 10-15 scene that they may have.
minutes). They will collaborate to create a scene
The students will then, after making sure presentation/summary that will be briefly
that each group member comprehends the presented to the entire class.
scene, come up with a way to Their presentation must answer this
summarize/present their scene to the question: Why is this scene important to
class. the overall plot?
 While the students are reading their Students must clear their presentation
scenes, hand out their rubrics. ideas with the teacher to make sure there
This is where the students can get is enough variety among the groups.
creative: they can illustrate the scene on Students will use the remaining time in
Chart Paper, they can act it out, they can class to prepare their presentations.
translate it into current vernacular, pull
out quotes that they think are important,
etc.
Make sure to suggest some of these ideas
to the class.
Each group must get their idea approved
by the teacher.
Try to make sure that there are a variety
of strategies among the groups, and
everyone isnt doing the same thing.
Make sure the students know that they
must answer the question: Why is this
scene important to the overall plot?
through their presentation.
Circulate around the classroom while the
students are working to ensure that they
stay on task, and that youre available to
help anyone who needs assistance.
Students will have the rest of the class
period to compose their presentations.

The forming and creating of their scene
Closure
presentations will take the rest of the hour,
(conclusion,
so class presentations will take place
culmination,
during the following class meeting.
wrap-up)
Check in with each group and make sure
they are on pace and in a good place to
present.
Students will work on their presentations
for the rest of the class period. They can
continue to work on it outside of class if
they wish.
They must present during the following
class period.
Check in with the teacher and explain the
progress that they have made during the
class period.

Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)