COURSE: ENG 3U UNIT/THEME: Macbeth, Act 1, introducing the play‟s themes -blood, (un)naturalness, death etc
SPECIFIC EXPECTATIONS Listening to Understand: listen in order to understand and respond appropriately in a variety of situations for a variety of purposes ( 1.3, 1.4, 1.5) Speaking to Communicate: use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes (2.1, 2.5,2.6)
Reading for Meaning: read and demonstrate an understanding of a variety of literary, informational, and graphic texts, using a range of strategies to construct meaning ( 1.3,1.4,1.6) Reading With Fluency: use knowledge of words and cueing systems to read fluently (3.1,3.2)
STRANDS o Knowledge/Und
erstanding o Thinking/Inquir
y o Communication o Application
TIME LESSON PLAN ASSESSEMENT/
Prep Set up Smart board Presentation –
• gives student an outline of the today‟s lesson- review & acting 5:00-10:00 -Greet students at the computer lab door
• 3 minute challenge ( Things you can find in a gym) for students while I
EVAULATION STRATEGIES o Brainstorming o Checklist o Computers take attendance
o Conferencing INSTRUCTIONA
Tell student the day‟s lesson goals verbally and by using the smartboard o Discussion L STRATEGIES o Aural activity o Brainstorming o Computers o Cooperative learning o Demonstration o Field Trip o Group Work o Guest Speaker o Independent Activity o Independent
Research o Journals o Oral
Presentation
o Group
Assessment o Homework Check o Notebook Check o Observation o Oral Presentation o Peer Assessment o Project o Questioning o Quiz o Self
Evaluation/Asses sment o Written Test o Other: o ___________ o Questioning o Role playing o Whole Class
Instruction o Writer exercise
10- 15 mins Review Act 1
o review Act I that was discussed in previous classes o Asking simple plot questions and directing them to plot summaries
found at the beginning of each scene o Correcting common comprehension mistakes ( unconverage
1
): o Checking for their knowledge/understanding of key characters, events
and themes in Act I o Ask students to volunteer to play the different roles and narrator ( plot
synopsis) o If there aren‟t enough volunteers , I will then read but remind them that
everyone will have to talk in today‟s class o „Chunking‟ the scene by interpreting readings to emphasize key points, clarify what the characters are actually saying (translating Shakespeare into modern speech), highlighting repeated themes of blood, death etc. o Explicitly telling them to write certain things I am saying on the sticky
notes provided or in their notebooks o speaking slowly, repeating , and saying the same point in different ways
CHARACTER EDUCATION
1 “Think about the abstract ideas in the unit or course, those concepts and principles that are not obvious and may be counterintuitive .[...] What important concepts or processes do students often have difficulty grasping? What do they typically struggle with? About which big ideas are they likely to harbour a misconception? These are fruitful topics to select and uncover- by teaching for understanding” (Wiggins & McTighe p.11).
o Other:
_____________
RESOURCES/EQ UIPMENT o Blackboard o CD/Tape Player o Overhead o VCR/TV o Text: Macbeth o Handouts: o Other:
stickynotes, smartboard
LEARNING COMPONENTS o Group
Development o Cognitive
Theory o Multiple
Intelligence o Cooperative
Learning o Constructivism o Technology
o 10-15 mins Group Acting/Miming Explanation and Preparation
Courage Only after instructions are given and expectations are clear , will they be
o Empathy able to form their group Tell students that they have to select a crucial point in the scene and be capable of explaining why that scene was chosen.
• To increase/decrease the difficulty, students given the option of miming the action out without speaking
• These and the following instructions will be given to them verbally but also reinforced on the Smart board: Composition of groups
o Fairness o Honesty o Initiative o Integrity o Optimism o Perseverance o Respect o Responsibility
• Allow them to create their own 5 groups of 5-6 students
• Groups will tactile: Scene 1 & 2 , Scene 3, Scene 4, Scene 5 & 6, Scene 7 Group Roles
• Each person must have a role in scene(s)- i.e. a person can give the scene‟s context ( reading the synopsis/narrating)
• There will be opportunity for questions at the end and questions can be directed at any individual in the group ( accountability) Group should be discussing and be able to answer
LEARNING SKILLS o Responsibility o Independent
Work o Organization o Collaboration o Initiative o Self Regulation
• Why people have certain roles
o Work Habits/ Why the group decides/thinks a point in a scene is „crucial‟
o Homework ( E, G, S, N) 30 mins Presentations (5 mins max per group = 25 mins) plus ( 1 min per group for
questions = 5 mins)
• After presentations, I randomly ask a group member about the acting choices in the scene ( ensures individual accountability)
• Questions from the audience can also be directed at any particular person in the group, even the non speaking servant roles. 2 mins Closure
o Praise them for how well they did in demonstrating their knowledge o Remind them that Macbeth is a play and meant to be acted therefore to
visualize actors while reading it
HOMEWORK No Homework.