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) Creating Media Texts: create a variety of media texts for different purposes and audiences, using appropriate forms, conventions, and techniques ( 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/Projector Presentation –

• outline of today‟s lesson: reviewing Act 1; Watch snippets of Macbeth adaptations using Today‟s Meet ; Act out scenes 5:00-10:00 -Greet students at the computer lab door

EVAULATION STRATEGIES o Brainstorming o Checklist o Computers -Tell student the day‟s lesson goals verbally and by using the projector - Guide them in signing up to Today‟s Meet on Macbeth to encourage comments/questions for the Macbeth adaptations

o Describe the topic, purpose and audience of Today‟s Meet o Discuss that student responsibility in participating, being polite and

commenting constructively -Use the Macbeth Sparknotes summary video up to3:19 (end of Act 1 ) as a review for students - practicing critical literacy skills

o Ask students :

o Were there biases or interpretative discrepancies in the Sparknotes

summary video in comparison to our class interpretation or their

o Conferencing o Discussion o Group

Assessment o Homework Check o Notebook Check o Observation o Oral Presentation o Peer Assessment o Project own interpretation? ( trying to emphasize that each adaptation , even summaries, has their own interpretation) o Did the summary capture the unnaturalness and evilness of the

Witches very well? Did it capture the ominous atmosphere of Macbeth‟s and their meeting? ( trying to emphasize that summaries can still lack key parts of the reading experience and key content elements) INSTRUCTIONA 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

o Questioning o Quiz o Self

Evaluation/Asses sment o Written Test o Other: o ___________ Presentation o Questioning

o Role playing o Whole Class

Instruction o Writer exercise o Other:

_____________

RESOURCES/EQ UIPMENT o Blackboard o CD/Tape Player o Overhead o VCR/TV o Text: o Handouts: o Other:

smartboard, computers

LEARNING COMPONENTS o Group

Development o Cognitive

Theory o Multiple

Intelligence o Cooperative

Learning o Constructivism o Technology

10- 15 mins Review up to 1.5 Through Video Viewings

Review Act I, Scenes 1-5 that were discussed in previous classes o While watching three ( 3) Macbeth film adaptations, while attending to

o discuss simple plot questions and directing them to plot summaries

found at the beginning of each scene o dispel common comprehension mistakes ( unconverage

) o to emphasize key points, clarify what the characters are actually

saying (translating Shakespeare into modern speech), highlighting repeated themes of blood, death etc. o ask students to comment on how actors of the same character made different choices ( how they said their lines, what gestures made to accompany words) according to how they wanted the play to enfold o ask students to comment about set design, lighting, music, shot , and casting choices ( conventions or language of film) work together ( or not) towards a cohesive film message/interpretation of the play o ask students on which adaptation they liked better and why o Ask students about the benefits and drawback Today‟s Meet

technology to facilitate the discussions of the Macbeth viewing i.e. Did it mimic a real class discussion? Did you feel more relaxed commenting through this medium than speaking in class? ( written v.s. oral communication) Did you feel limited or freed by the experience? How could this be used or not used in other classes? Teacher will:

o Check for their knowledge/understanding of key characters, events and

themes in Act I so far o „Chunk‟ the scenes o Explicitly telling them to write certain things I am saying in google

docs or other writing software for their own notes o speaking slowly, repeating , and saying the same point in different

ways Adaptation: in case of technical difficulties, have students review the scenes in a whole class discussion with teacher as facilitator

o Have students write notes in paper and/or sticky notes

CHARACTER EDUCATION o Courage o Empathy o Fairness o Honesty o Initiative o Integrity o Optimism o Perseverance o Respect o Responsibility

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).

10-15 mins Group Acting/Miming Explanation and Preparation

Only after instructions are given and expectations are clear , will they be 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

• 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

• Why people have certain roles Why the group decides/thinks a point in a scene is „crucial‟

LEARNING SKILLS o Responsibility o Independent

Work o Organization o Collaboration o Initiative o Self Regulation o Work Habits/ 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.