Alexandria Mott Tws

PSU
TEACHER WORK SAMPLE

TEMPLATE
Your First and Last Name:

Alexandria Mott
Date Submitted: December 3,
2014
District where you completed
the TWS: Shawnee Mission
Name of School Building
where you completed the
TWS: Shawnee Mission North
High School
Content Area of your TWS:
English
TWS Unit Topic: Macbeth
Grade Level of the Classroom
/ Students in Which the TWS
Unit Was Completed: 12
(Senior)
Pittsburg State University
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I. Contextual Information and Learning Environment Factors

A. Narrative General Contextual Information for Community, District, and School (limited to 1 page)
Shawnee Mission North has one of the most diverse student populations in the Shawnee Mission School District. Among the approximately 1,500 students that
make up the student population, 62% are white, 10% are African American, and 20% are Hispanic or Latin American. The student population also varies greatly in
terms of socioeconomic status. 40% of the student population receives free or reduced lunch. Shawnee Mission North has a reputation among the district as being
one of the less fortunate schools. The building itself is very well kept and although obviously aged, the facility itself is very well maintained. Students are offered a
variety of classes in a number of locations, including Honors, AP, IB, and duel credit classes which allow students to receive high school and college credit
simultaneously. Students at North come from a number of middle schools in the surrounding area that feed into the high school, many of which have similar
diversity populations as North.
Table 1.1 Class Contextual Information (limited to 1 page)

Grade level ___12____ Content area (e.g., mathematics) ____English_________
Topic (e.g., geometry)____Macbeth_________
Age range of students ____17-18___________
Number of male students ___19________
Total number of students _____29_______
Number of female students ____10______
Percentage of students receiving free lunch _____20%_____
Percentage of students receiving reduced lunch______20%________
[if free/reduced lunch information not available for class, provide school percentages]
Area in which students live (check all that apply) Urban ___X__ Suburban ______ Rural ______
Ethnicity of students (give numbers)
___7___ African American or Black

___0___ Native American/Alaskan Native
___1___ Asian or Pacific Islander
Language proficiency of students (give

numbers)
___28___ Fluent English Proficient
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__4____ Hispanic or Latino

___17___ White
___0___ Other (specify) __________
___1___ English Language Learners
Identified special needs categories

represented (give numbers)
__1_____ Specific Learning Disability

___0____ Speech/Language Impaired
___0____ Hard of Hearing
____0___ Visually Impaired
___0____ Deaf
____0___ Orthopedically Impaired
___0____ Deaf-Blind
___0____ Emotionally Disturbed
__0_____ Other Health Impaired
___0____ Autism
___0____ Multiple Disabilities
____0___ Mental Retardation
___0____ Brain Injury
___0____Gifted
___0____ Established Medical Disability (0-5 yrs) ___0____ Developmentally Delayed
___0____ At risk for developmental disabilities
___0___ Other (Specify)_______________
Subgroup Selected (describe the group) : I selected my 7th block class as my subgroup. They are my biggest class and provide the
biggest struggle as a group as a whole of all of my classes. The class is comprised of predominantly male students. All students in the class
are enrolled in a regular education English class (not Honors, AP, IB, etc.) although many are enrolled in Honors/AP/IB courses in other
subject areas. The class is the last block of the day and the wear and tear of the day is evident based off the students difficulty to stay
focused, involved, and awake throughout the class.
Rationale for Selection: I chose this group because of the struggle they impose upon my daily routine. I know that I will have future
classes that challenge me in many of the same ways this class does. It will be of much benefit to understand how or why student
involvement and achievement varies depending on the time the class meets and how to combat some of the challenges that time schedule
presents. Additionally, this class has some of the highest numbers of missing assignments of all the classes. I also hoped to benefit from
the recognition of and analysis of student achievement factoring in participation and involvement as an important component of that
achievement.
Provide appropriate charts/graphs to display demographic data for district, school, and classroom in Appendix A.
Table 1.2 Student Characteristics for Whole Class (limited to 1 page)

Student Characteristics
Intellectual Characteristics
- Including readiness,
cognitive abilities, learning
needs, developmental levels,
Specific Descriptions
There are two 504 plans between the students in the classroom. Their learning needs are to include visual instruction
in addition to oral instruction and allowing the opportunity for extended time on tests. Their cognitive abilities are
limited by their own limited expectations of themselves. Attitude is a clear factor in achievement among these
students. They require instructions repeated several times before they are on track and tend to struggle with open-
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etc.
Previously demonstrated
academic performance/
ability:
% Above standard ___24/10_
% Meets standard __3/6___
% Below standard ___2/13__
Social Characteristics
- Including emotional,
attitudinal, motivational, etc.
Personal Characteristics
- Including physical, social,
individual experiences,
talents, language, culture,
family and community
values, etc.
ended questions and providing specific examples to support reasoning.

Based off of scores for assignments turned in, that is, discounting all scores of 0 for missing or late assignments,
the statistics to the left demonstrate the true academic ability of the students within my class without factoring in
participation/involvement. The statistics on the right are representative of student achievement based off scores
including missing/late assignments. There is an obvious shift in student achievement as participation is considered an
important factor or not.
There is low motivation (as is apparent in the aforementioned statistics) among the students in this group. The large
size of the group is evident in the constant chatter between students. The class is generally in high spirits, although
there are some students who regularly come in looking like they have been or are currently crying. There are several
class clowns in the group. Overall, they are pleasant with no overwhelmingly disruptive students.
This is a tight-knit class. They are very friendly with each other and rotate seats (as there are no assigned seats) much
more frequently than any other class. There is a very casual and relaxed atmosphere in the room during this block.
There are several athletes and musicians within the group. The vast majority of the class have jobs after school.
B. Narrative: Implications for Whole Class Instruction Based on Information from Table 1.2 (limited to 1 page)
My 7th block requires a lot more attention and affection than my other blocks do. They feel the need to be constantly encouraged for behavior and
academic achievement very regularly. Without this acknowledgement of achievement or at least participation, they quickly lose interest in whatever
is being covered in class. As I have chosen them as my focus group for this analysis, this is a key piece of information as I design my lessons.
Instruction for this class is extremely different from that of other classes. My approach to the class has to be one that is similar to how my students in
7th block approach my class. It is a necessary requirement for graduating high school. However, it is my hope that my students will gain more than
required credits from this unit. By adjusting my lessons and instructional methods to the learning styles of my students, I do not have to change the
expectations or learning objectives I have for every single student present for this unit. It simply means that the information will be presented in a
different fashion than it will be in other blocks. It could also mean that the follow up questions I ask or the examples I provide to the class during
class discussions are different than those asked or provided in other classes based off the needs of my students in this specific block. It is vital for the
success of my students that I make the information and content covered in my class relevant by whatever means necessary. I chose this class as my
focus for this analysis because of the challenge that they would present to me as a beginning educator and because of the opportunity to learn from
differentiated instruction not only based off the needs and learning abilities of individual students but between classes as well.
C. Sub- Groups/Students Information

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Describe this
subgroup/student
using information
from Table 1.1
The first subgroup I am
going to focus on will
be made up of the male
students in the class.
There are 19 total boys
from a variety of
cultural backgrounds.
The academic
achievement and level
of participation in extra
curricular activities also
varies greatly among the
SUBGROUP male students. 12 of the
or
19 boys have decided
FOCUS
that they are interested
STUDENT in attending some sort of
college or university
after their senior year,
although 9 of them are
currently receiving a D
or an F in the class.
SUBGROUP
or
FOCUS
STUDENT
One girl, I will call her

Student K for the purposes
of this document, will be
my focus student within the
group. She is a white
student, eligible for free
lunch and absent from 25%
Why was this

subgroup/student
selected?
What was learned about this subgroup/student?

Intellectual
The group of boys are resistant to making outward advances in their academic
achievement. It seems to be uncool amongst the group to know answers or at least share
them in class. As I suspected at the beginning of my analysis, students willingness to
participate in class has a large affect on their academic achievement.
I selected the male

students as my
subgroup because of
the contradictions
between their declared
goals and the current
academic path the
majority of the group
is currently on. I
thought it would be an
interesting study to see
if a change in teaching
style could stimulate
some sort of turn
around in their
involvement in class
and their academic
achievement.
I chose this student

because she is one who
tends to show up to class,
when she is present, very
emotional. She has excused
absences for medical
Social
The bond between the group of boys is undeniable. They all laugh at the same jokes and
are decidedly focused or unfocused during class as a collective group. In order to help these
students be more successful, I had to find ways to connect with the group as a whole and
make the information relevant to them and their lives.
Personal
The boys in this group are really focused on their lives and what they have going on.
Although they may care about their futures, they wear a kind of blinders that prevents
them from seeing how close the future actually is. In order to become somebody deserving
of their attention, I had to show them that we (myself and the content of the class) have
things in common with them. I had to become connected to these students on a personal
level in a way that I did not have to with the majority of other students in my classroom. I
learned that these students specifically believed needed more TLC than they most likely
genuinely needed. However, in an effort to connect with the students of this group I was
much more casual and took myself much less seriously during this class than in the others
in an attempt to seem relatable. Over the course of time spent with these students, based off
their interactions with me in class and outside of class and through their increased
participation in class discussions, I was successful in building those relationships.
Intellectual
Student Ks intellectual level is capable of completing tasks assigned, but only at an
average level. Her frequent absences have a negative effect on her performance. She
requires explicit directions provided visually and orally and extensive explanation of
expectations. When she missed instructions in class, she was too worried with completing
the assignment exactly right to be able to complete it at all.
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of classes.
reasons, so I am aware that

there is something
physically preventing her
from being in class
regularly and which I
assume is the cause of her
distress in class.
Social
Student K is very sensitive. If the class as a whole is scolded, she takes it very personally.
She becomes visibly upset and is on the verge of tears if she is corrected in anyway, by her
peers or by a teacher. She seems to have friends within the class, but is extreme in her
emotions within her relationships.
Personal
Student K has some serious problems within her personal life. In addition to her medical
struggles she is not in a safe and comfortable environment at home and feels very
threatened within her family relationships. She has shared bits and pieces of information
with me of lack of approval of her from her parents. It is clear that her issues at home have
an affect on her behavior and emotions within the classroom. A lot of her struggles come
from trying to overcome personal struggles. At 17-18 years old that is a difficult balance to
achieve, and although I think her measured academic achievement is hindered because of
her home life, I do think she is capable of more than she demonstrates at school.
D. Narrative Implications for Sub-Groups/Focus Students Instruction (limited to 1 page)

77th block requires a lot more monitoring than other classes do. On the whole, the maturity level of the class is very low and intrinsic motivation to do well in the
class is lower. As aforementioned, this particular group of students pose a lot of challenges for a beginning educator. They are very vocal in their approval or
disapproval of content, method(s) of instruction, and what they want from the class. Unfortunately, even when the list of demands is met, the students remain
mostly unresponsive to the majority of information presented in class. What I consider stimulating coursework is not always met with enthusiasm by every class.
However, I am particularly thoughtful of 7th block as I design assignments and quizzes to try to reach them. It is my hope that using this particular class as the
focus for my Teacher Work Sample will result in a better understanding of how to reach the students within this specific classroom and future students of mine
who will present similar challenges.
In terms of the group of male students, my instruction involves a lot of proximity control. I cannot lecture from the front of the classroom because students are
constantly off track with their laptops, cell phones, or conversations with their neighbors. Oftentimes, when I ask a general question to the class, I will be met with
blank stares. However, if I call on individual students, I can usually elicit a response from a member of the group. This method of increasing participation
coincides with my previous observations of how the members of the group feel the need to be an important participant of the group. Calling individual students to
attention fulfills their need to contribute to the group in a structured and productive way. I also have become very open minded in what responses are considered
correct. A lot of questions involving literature are not limited to one correct answer. As long as I can get members of this sub-group to justify their answer and
use examples from the text to support their reasoning, I have become much more accepting of responses. This positive reaction to participation usually encourages
other members of the group to contribute as well. The additional responses usually involved the answer I had originally deemed as correct, so the same
information can still be covered in class.
For Student K, I try to be sensitive to her needs without lowering my expectations. I try to listen to her whenever she feels the need to share information with me
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and try to help her understand that her feelings are all valid and justified, but do not serve as an excuse to not do assigned work. As I approach her with this
understanding, she has begun reacting less negatively to constructive criticism and is starting (although I will not be able to modify it completely in four months)
her thought process about making excuses for herself. My goal with her is to open her eyes to her abilities and encourage her not to limit herself with low
expectations of her own academic achievement.
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II. Instructional Design

A. Narrative Description of Range of Objectives and Rationale for Selection (limited to 1 page)
The objectives of this unit should be varied enough to ensure understanding of the content material on the parts of all students. Students will complete a variety of
assignments including but not limited to writing assignments, critical thinking, comparing and contrasting, predicting, using specific examples from text to support
ideas, defend ideas using logical reasoning and details from text, and connect new texts to previous materials and information covered in class and to every day
life. The skills gained by attaining these objectives will be useful for students pursuing a variety of paths after high school. Students attending college will have a
solid foundation of skills to analyze text and write reflective papers and students entering the work force will be able to use rational and logical thinking to make
educated decisions and predictions about the future. All students will be able to respond thoughtfully to questions and understand how to use evidence to support
their conclusions. The objectives of this unit should be relevant for students in their lives now and in their future lives. Connecting the texts covered in class to
modern day life in America is an easy way to help students understand the importance of what is being covered in class, giving them more reason to become
motivated and participate in class because of the immediate relevance of tasks assigned to students.
B. State Objectives Here: Focus should be on student performance not activities. What will students know or be able to do? (limited to 1 page)
Obj.
No.
1
2
3
4
5
6
7
Level(s)
(e.g. Blooms
Taxonomy)
Unit Objectives
Compare and contrast epic and tragic heroes using specific examples from texts covered in class.
Comprehension
Create stage directions and scripts using Shakespeares play and class notes as a model.
Analyze multiple/various texts and generate logical conclusions in written form using specific textual
references.
Synthesis
Use textual evidence and logical reasoning to predict rational outcomes of texts and situations within the texts.
Connect Macbeth to modern day situations using specific examples.
Evaluation
Comprehension,
Application
Describe differences in appearance and reality within the text.

Correctly answer questions regarding the plot and characters of Macbeth.
Analyze
Understanding
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Analyze
Pre-Assessment:
Lesson Date
11/10
Written Exam
T
R
I
Lesson
Instructional Activities/
Objective(s) Strategies
11/1211/13
T,I
1,2,3
11/14
4,5,6,7
Instructional strategies and

activities for today included
introductory materials over the
genre of tragedy. Students took
a pre-test over the material and
then listened to a lecture about
the key components of a
tragedy and a tragic hero. There
was also a brief presentation of
ideas surrounding
contradictions between
appearance and reality.
On the second day, students
finished notes over tragedy,
tragic heroes, and
appearance and reality. I also
presented a description sheet
and rubric for two writing
assignments, of which the
students were to choose 1.
Students had in-class time to
work on writing assignments
before covering background
information of Macbeth and
beginning to read Act I, scene i.
Students continued to read Act I
and answer a variety of
questions based on the reading.
Formative
Describe Specific
Assessment
Adaptations/
(formal/informal) Differentiation
Formal
Material is presented to reach a

variety of learners through visual
projections and oral presentation.
Formal
Students were given the option of two

different writing assignment (same
length requirements and same total
number of points) to allow them to
choose the style of writing with
which they felt most comfortable.
Informal
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10
11/17
T,R,I
4,5,6,7
Students took notes over the

tragic elements of Act I and
appearance and reality in the
text.
11/18
N/A
3,5,7
Students watched a video

adaptation of Macbeth Act I.
Informal
N/A
Students read Act II of Macbeth

and took notes over the tragic
elements of the act and
moments of contradiction
between appearance and reality
in the text.
Informal

Students watched a video

adaptation of Macbeth Act II.
Informal
N/A
Students read Act III of

Macbeth and took notes over
the tragic elements of the act
and moments of contradiction
between appearance and reality
in the text.
Informal

11/1911/20
R,I
4,5,6,7
11/21
N/A
3,5,7
11/2411/25
T,R,I
4,5,6,7
12/0112/02
T,R,I
1,4,5,6,7
Summative
Assessment:
Students took a test over the

unit on Macbeth.
Informal

Formal
Extended time, read aloud tests for

students with 504 plans who request
accommodations.
Written Exam
C. Identify State Standards Benchmarks Addressed by Unit Objectives How do objectives address these standards? (limited to 1 page)
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CCSS.ELA-LITERACY.RL.11-12.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text,
including determining where the text leaves matters uncertain.
Analyze the impact of the author's 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).
Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire,
sarcasm, irony, or understatement).
CCSS.ELA-LITERACY.W.11-12.1
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
CCSS.ELA-LITERACY.W.11-12.2.F
Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating
implications or the significance of the topic).
Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event
sequences.
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
CCSS.ELA-LITERACY.L.11-12.1
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and
to comprehend more fully when reading or listening.
Depending on the daily activities and lesson plans, the objectives of this unit may coincide with any number of the aforementioned State
Standards. Some of the standards of covered in practically every lesson and objective while others serve a more specific purpose.
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Table 2.1 Instructional Design Unit Plan

T- Lesson integrates technology; R- Lesson uses reading strategies; I- Lesson demonstrates integration of content across and within content fields
Table 2.2: Narrative Description of Pre-assessment, Formative Assessments, and Summative Assessment (limited to 2 pages)
Which
objectives Identify how the assessment will be
Describe the assessment to be Explain rationale for choosing
II. D, H, and K
does this
scored and/or the criteria to be
used
this assessment
assessment used for evaluation.
address?
Written test over the main theme

of Macbeth (appearance vs.
reality) and ideas and definitions
associated with tragedies.
Pre-Assessment
(Diagnostic)
Formative Assessment
- Informal
Class Discussion
I chose this assessment to measure

the current competence of my
students with the material of the unit.
I wanted to be able to measure where
they started the unit so I could use
my time in class with them most
productively by focusing on
materials and concepts not already
mastered.
Class discussions will be my tool for
measuring student understanding of
the text. While I read the various acts
aloud to students, I will pause and
ask questions regarding the plot or
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1,4,5,6,7
Students will earn a classwork grade for

the assessment. If the student completed
the assessment and made a valid attempt
of answering the questions, students will
receive full credit (10 points).
Students will not earn a grade for class

discussion.
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Formative Assessment
- Formal
Summative
Assessment
Writing Assignments
Unit Test
draw their attention to tragic

elements of the play. Doing so will
help me to ensure students are on
task, understanding, allow students
the opportunity to ask questions
during the reading, and better
prepare them for the unit exam.
Writing assignments require students
to demonstrate understanding of the
unit material in a written format.
Students must follow specific
instructions to complete a short
writing assignment of their choice.
The writing assignments are
included in the lesson to allow
students the opportunity to express
their creativity while still showing
understanding of the content of the
unit.
The unit test will check from student
understanding of the unit as a whole.
Students will be tested over the first
three acts of Macbeth using multiple
choice, short answer, and essay
questions.
1,2,3,4,5
Students receive up to 40 total points

based off a rubric provided to them at the
beginning of the unit. The rubric for each
writing assignment varies slightly to
include the objectives for each specific
assignment. Students who turn in the
assignment early will receive a 10%
bonus.
1,4,5,6,7
Students will receive up to 50 total points

for the unit test. The test is cumulative,
so the highest test score within a
grouping of three tests is the score that
shows up in the students grades. If a test
is missed, the next test will make up for
the absence.
Narrative for Instructional Design

II. E.
Why are the lessons sequenced in this
manner?
The lessons are sequenced in this manner to provide students relevant background information and context
before diving in to the play. The sequence of the play allows students to read each act, review the act
through note taking, and then see the act played out through a video adaptation. There is a summative
assessment in the middle of the play so as to allow students a chance to digest all of the information from
the first half of the play before continuing on to the second.
II. F.
What learning strategies were incorporated
into this unit?
I incorporated a variety of learning strategies such as lecture, class discussion, and individual student work
in order to allow students multiple ways of attaining information. They were not responsible for finding and
understanding all of the content themselves, but they were responsible for contributing to the class
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How do the instructional strategies/activities

address the learning objectives for this unit?
throughout the unit. The interactions during class discussions helped me to show the relevance of the text
while allowing students to open their minds to new ideas and thoughts.
The learning strategies are connected to the learning objectives because the majority of the learning
objectives are focused on students taking content from the text and relating it to their lives and formulating
more abstract thoughts regarding the ideas presented. The opportunity for students to share that learning
process with the rest of their classmates in addition to individual work allows students to express those
newfound ideas in a variety of manners without requiring them to share everything (their improvements,
new ideas learned, or questions or concerns) with the rest of the class.
II. G.
How will critical thinking and problem
solving strategies be implemented? Give
specific examples of use.
II. I.
Explain the reading strategies that will be
used throughout the unit. Give specific
examples. (Remember that using text is not a
reading strategy)
How will technology be integrated within the
unit? Explain both teacher use and student
use.
How does the unit demonstrate integration of
content across and within content fields?
Students must use critical thinking when predicting what may result from various scenes in the play. For
example, when students figure out Macbeths hamartia (tragic/fatal flaw) is ambition, they were able to
think critically and logically to predict what Macbeth might be capable of or willing to do to gain that
power he so desperately seeks. Students presented ideas such as stealing, lying, and murder (all of which
turn out to be true).
Some reading strategies that I will use in the unit are close reading (focusing on specific lines of the text to
analyze meaning and importance), summarizing (having students put Shakespeares words into modern day
English to check for understanding), and prediction (students predicting what may happen as a result of
specific events in the text).
Every student has a laptop on which they will take notes, complete pre- and post-assessments, and complete
writing assignments. They are allowed to research additional resources as necessary throughout the unit.
There are a lot of connections to history within Shakespeares plays, specifically Macbeth. A lot of the
background information presented at the beginning of the unit was based off historical context of the time
period during which the play was written. Lecture and class discussion also connected Macbeth to previous
Shakespeare plays and other examples of tragedies covered throughout their high school careers.
II. J.
What specific adaptations or differentiated
activities were used to accommodate
individual learning needs for the whole class?
What specific adaptations or differentiated
activities were used to accommodate
individual learning needs for the identified
sub-groups / students?
Students on 504 plans were provided personalized accommodations based off their needs and desire to have
the accommodations implemented. I also used a variety of presentation models to best accommodate all
types of learners. Students were also given the option to choose which writing assignment they wanted to
complete.
In addition to the accommodations provided to the rest of the class, the subgroups received additional
accommodations through extra one-on-one attention in the case of Student K and a change in lecture style
for the group of boys. I incorporated more humor and placed extra emphasis on connections to modern day
life in order to increase engagement and retention of information presented.
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Provide a copy of two complete detailed lesson plans in Appendix B.
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III. Teaching and Learning

A. Narrative: Daily Teaching Reflections (limited to 4 pages)
**Shawnee Mission North operates on block schedules occasionally. The descriptions following multiple days are a reflection of a
two block days during which I taught the same material. They do not represent the lesson stretching over multiple days for the same
class.
Day 1: Instructional strategies and activities for today included introductory materials over the genre of tragedy. Students took a pretest over the material and then listened to a lecture about the key components of a tragedy and a tragic hero. There was also a brief
presentation of ideas surrounding contradictions between appearance and reality. The pre-assessment served its purposes well,
although I think a short, in class writing assignment would have provided me with a better understanding of students working
knowledge rather than their understanding of basic concepts. The notes proved to be beneficial to the students who, although they had
a surface understanding of the content to be covered in the unit, were able to verbalize ideas and provide specific examples supporting
their existing knowledge.
Day 2/3: On the second day, students finished notes over tragedy, tragic heroes, and contradictions between appearance and reality. I
also presented a description sheet and rubric for two writing assignments, of which the students were to choose 1. Students had inclass time to work on writing assignments before covering background information of Macbeth and beginning to read Act I, scene i.
Students are never particularly enthused when a new writing assignment is assigned, but the opportunity to choose which writing
assignment they were going to complete made students slightly more interested in completing the assignment. I also took the advice of
past evaluations and divided the time between several activities during the block period. The mix up of activities made the hour and a
half class seem much shorter and helped greatly in capturing and maintaining student interest in the lesson. Students struggled
understanding Shakespeares language within the play, and we made less progress getting through the play that I had originally
anticipated.
Day 4: Students continued to read Act I and answer a variety of questions based on the reading. Students again struggled a lot in
understanding the text of the play. Once I had paraphrased the excerpts in modern day English, the students were able to participate
more heartily in class discussion and seemed to understand the ideas the text presented even if they could not understand the text
itself. There were a few students who, once they were able to paraphrase an excerpt on their own, got on a roll and were able to
contribute to dissecting the literal meaning of the text. It is my hope that this number of students increases the more we read the play.
Day 5: Students took notes over the tragic elements of Act I and contradictions between appearance and reality in the text. We are
focusing on the ways Macbeth fulfills the roll of a tragic hero throughout the play. Students are documenting these moments according
to an outline with which I provided them. Additionally, we are focusing on various moments throughout each act where there are
contradictions between what is said and what is implied or what seems to appear and what really is. These are the main ideas that I
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wanted to focus on throughout the play, so the end goal is being reached by using the notes. However, I think it could have been
beneficial to set up the notes differently. I would include the key points in the notes and have the students do the analysis of the
moments of contradiction between appearance and reality and how Macbeth fulfills the characteristics as a tragic hero in groups as
class work. After they completed the assignment, I would facilitate a class discussion to check for understanding.
Day 6: Students watched a video adaptation of Macbeth Act I. The video adaptation allows students to see a visual representation of
what we have been reading in class. I like to provide the students with the opportunity to actually see the play they way it was meant
to be preformed. I believe it increases their understanding of the text as a whole.
Day 7/8: Students read Act II of Macbeth and took notes over the tragic elements of the act and moments of contradiction between
appearance and reality in the text. I continued with the current method of note taking because the notes for the first three acts of the
play were on the same document shared with the students. I now feel more strongly about my aforementioned adaptation of the current
note taking system. Although the majority of students seem to be attentive and do take notes, I think that I could reach a large group of
students in a less formal (any method other than lecture) setting.
Day 9: Students watched a video adaptation of Macbeth Act II. The video adaptation allows students to see a visual representation
of what we have been reading in class. I like to provide the students with the opportunity to actually see the play they way it was
meant to be preformed. I believe it increases their understanding of the text as a whole.
Day 10/11: Students read Act III of Macbeth and took notes over the tragic elements of the act and moments of contradiction
between appearance and reality in the text. I continued with the current method of note taking because the notes for the first three acts
of the play were on the same document shared with the students. I now feel more strongly about my aforementioned adaptation of the
current note taking system. Although the majority of students seem to be attentive and do take notes, I think that I could reach a large
group of students in a less formal (any method other than lecture) setting.
Day 12/13: Students took a test over the unit on Macbeth. The longest a student spent on the test was an hour. Usually the students
can complete a full test in a 49 minutes class, but because block days offer an hour and a half of class time, students tend to utilize that
time a little bit more. Students scored lower than hoped for, but no lower than expected. The lower scores were received
(unsurprisingly) by the students who failed to participate actively in class discussions and who did not fill in or at least regularly fill in
the note outline/skeleton provided to them.
B. Classroom Management Plan (rules, procedures, preventative strategies, supportive strategies) (limited to 1 page)
As outlined in my Classroom Management Plan submitted earlier in the semester, I believe clear expectations are key to successful classroom management.
Starting the beginning of class by laying out the expectations and then sticking by those expectations ensures that the majority of students will be successful in the
classroom. For those who are unable to handle the expectations, there will be a clear discipline procedure followed in every case to ensure valid and equal
discipline of all students. Proximity control and open lines of communication (between students, parents, administration, and fellow educators) will be my main
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strategies of keeping classroom management under control. I will also encourage students to meet classroom expectations with positive reinforcement. I believe I
will be more successful in my classroom management focusing on positive rather than negative reinforcement. That is not to say that there will be no negative
consequences for failing to meet classroom expectations, but that positive reinforcement will serve as a preventative strategy.
I will have procedures such as option for revision of writing assignments available to students who turn in their writing assignments on or before the due date. I
will not deduct points for late work, but students handing in work after it is due will lose the opportunity to revise and raise their grade. I will have bell work, not
daily, but regularly, to ensure that students begin class focused and have a chance to review material or information presented in previous classes.
The layout of my classroom will be conducive to group work and cooperative learning, allowing students opportunities to converse with each other in a productive
manner rather than chattering throughout the class and creating distractions for other students. The layout will also make it easy for me to circulate throughout the
room to use proximity control as a management tool and preventative strategy.
C. Student Interaction and Engagement(Strategies for promoting student to student interaction and student motivation) (limited to 1 page)
Through group work, students will learn that they have some responsibility in terms of their success in the classroom. Depending on others and realizing others are
depending on them for success and increased academic achievement will help students come to this realization. Students will learn to interact with each other in a
productive and efficient manner, learning how to communicate and interact with people they do not necessarily always connect with. Group work will also
increase student motivation. If they are lacking intrinsic motivation, they will be provided with extrinsic motivation the (partial) success of others depends on
their contributions to the group.
Providing a variety of project types and opportunities and allowing room for flexibility and change within those projects will ensure that the majority of students
are able to demonstrate their levels of understanding in a variety of ways. There will be fixed regulations surrounding the projects, but students will have a choice
of which questions to answer or which method of presentation they chose to use.
Making the content of my class relevant, though, will be the key to promoting student motivation and interactions among classes. Connecting the content of my
classroom to current events, cultures represented among my students, and with thoughts, ideas, and emotions experienced by my students will motivate them to
understand the content. Creating these connections will promote interaction between students and using collaboration as a tool in the classroom.
D. Student Communication (detailed description of appropriate strategies to encourage student to student communication) (limited to 1 page)
Open lines of communication are key to establish between students. The easiest way to illustrate the importance of effective communication is to model it within
the classroom. If I allow students the opportunity to contact me through various modes of communication (meetings, e-mails, etc.) the students will learn to make
themselves available through similar modes of communication. If I meet confusion or resistance with an open mind and further explanation, students will be more
likely to do the same. In addition to encouraging students to communicate effective among each other, they need a clear expectation and description of what
effective communication is.
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In addition to modeling, group work will force students to communicate with each other to plan how they will be able to successfully work together. Repeated
group work with a steady rotation of group members will provide students with multiple opportunities for communication between students and provide them with
varied groups which will teach them that effective communication with one group of people may not always prove to be effective with a different group of people.
Narrative: Analysis of Assessment

E. Pre-Assessment Written Assessment
Overall analysis of results.
Discuss the results in reference to

the learning objectives.
Describe how pre-assessment data
was used to proceed with instruction
for all students.
What is the plan to differentiate for
all learners?
I expected that students would be able to answer most questions on the pre-assessment correctly. As seniors, they
have been exposed to Shakespeare and tragedies in the first years of their high school careers. Additionally, we have
covered ideas related to contradiction between appearance and reality. This previous exposure to the general ideas of
the concepts to be covered made me expect that the students would score well on the pre-assessment, which they did.
The average between the class was to have answered 5/6 questions correctly. My sub-group of students scored lower
than the class overage, averaging 4/6. My focus student, Student K, scored a 3/6, missing only questions that she left
blank.
Based on the results of the pre-assessment, it was clear that students would be able to function easily on the lower
levels of Blooms taxonomy. This information was useful as I was able to spend the majority of my time in class with
the students discussing more abstract ideas and pushing the students to the upper levels of Blooms rather than
focusing on the basic information needed for comprehension.
Understanding where the students current knowledge level was at the beginning of the unit allowed me to spend
more time focusing on areas of struggle and less time on areas in which students were already competent. Rather than
spending time reviewing material students already knew, I was able to use my time in the classroom more effectively
by placing the majority of the focus on the areas needing improvement as established by the pre-assessment.
I use a variety of instructional methods to incorporate all types of learners (visual, audial, oral, etc.). Students were
also provided with multiple options on formative assessments and on essay questions on the final summative
assessment of which they can choose.
F. Formative Assessment Writing Assignment
Overall analysis of results.
The majority of students had not handed in their writing assignment before the end of my student teaching
experience. However, the average score of the 10 students who had was a 35/40. It is unsurprising that a vast majority
of the class did not turn in the writing assignment, as there are over 50 missing writing assignments from the
beginning of the semester. However, the papers that were turned in are a reflection of the understanding of the key
components of the unit.
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Are students learning what was
intended they learn?
Discuss any adaptations based on the
results of formative assessments.
Identify differentiation needed to
help all students meet the goals and
objectives of this unit.
The majority of point deductions came from grammatical or conventional errors, which tend to be a source of struggle
with previous writing assignments as well. However, the demonstration of understanding of the similarities and
differences between epic and tragic heroes and the purpose and format of stage directions was high. Only two
students received point deductions in these areas, which were some of the main areas of focus as outlined by the
learning objectives of the unit.
In my own classroom, I will not allow excessive late submissions. Adapting the late work policy to meet the
performance of a class will aid in eliminating the problem of missing assignments, which would allow for analysis of
data to reflect an entire group better than a small sample of the class.
Students with a 504 plan will require accommodations upon their request during summative assessments or
other written exams. They will also be given additional time to complete homework or writing assignments,
although with the existing late work policy (late work is accepted until the end of the semester) every
student is provided that opportunity.
G. Summative Assessment Written Assessment

What did the disaggregated data of
the assessment reveal?

Did all students learn what was

intended they learn? Explain.
Both my sub-group of students and focus student scored lower than the class average. As I predicted, the frequent
absences and lack of participation in class resulted in lower test scores and less comprehension of the unit as a whole.
The average for my sub-group, though, was not that much lower than the class average. I feel that the adaptations I
made in my teaching style were effective in lessoning the gap between the average performance of the class as a
whole and the average performance of the male students.
As the exams for this class are cumulative (cover information from the beginning of the course through current
material) only about half of the exam focuses on the learning objectives from the current unit. The other questions
draw back from the learning objectives from units past.
For the purposes of this question, I will focus only on the questions that covered information presented in my unit and
disregard the cumulative questions at the beginning of the assessment. Overall, students had a general idea of what
the main themes of the play were, as can be seen in the low point deductions for their essay questions. However, there
were much higher levels of point deductions for the multiple choice questions which revolved entirely around the
plot. Based on this summative assessment, students were successful in the general objectives such as recognizing
theme and being able to recall scattered information from the play to support their ideas, but they were unable to
recall specific events from the plot or sequence events corrently.
Provide a copy of pre-assessment document and the corresponding scoring key/rubric in Appendix C.
Provide a copy of one formal formative assessment document and the corresponding scoring key/rubric in Appendix C.
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Provide a copy of one informal formative assessment document and the corresponding scoring key/rubric in Appendix C.
Provide a copy of the summative assessment document and the corresponding scoring key/rubric in Appendix C.
H. Visual Representation of Disaggregated Data
Chart/Table/Graphs of disaggregated data for the Pre-assessment should be included in Appendix C.
Due to the varied nature of data collected by the teacher candidates, each candidate is asked to create a chart/table/graph that includes data for the
Whole Class, Subgroup, and Focus Students. Title the table/chart/graph and use labels to accurately portray the data.
Chart/Table/Graph of disaggregated data for the Summative Assessment should be included in Appendix C.
Due to the varied nature of data collected by the teacher candidates, each candidate is asked to create a chart/table/graph that includes data for
the Whole Class, Subgroup, and Focus Students. Title the table/chart/graph and use labels to accurately portray the data.
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IV. Self-Evaluation and Reflection

A. Narrative description of Successful Activities and future implications
Based on the analysis of all the assessment
results, identify TWO learning objectives
from the unit students were most successful.
Objective 1:
Describe differences in appearance and reality
within the text of Macbeth.
Give more than one reason for each of the successes identified.
It is clear from the informal formative assessments of note taking and class discussion that the students
understand the difference between what is said in the text and what is meant in various instances. Also,
based on the final essay question of the formal summative exam, the majority of students were able to
provide specific examples supporting their explanations of the contradictions.
Objective 2:
Correctly answer questions about the plot of
Macbeth.
From both formal and informal assessments, the students understand what is happening throughout the plot
of Macbeth. Although there was the occasional multiple-choice question on the final summative that were
answered incorrectly, the majority were answered correctly. Based on the paraphrasing provided both by
myself during the class discussions and by students during the note taking, it is clear that this objective was
achieved.
Discuss at least TWO things to do differently in the future to extend these successes to continue students academic growth.
In order to continue students academic growth I would change the note taking to a group work activity during class time to ensure students could
understand the specific examples of appearance versus reality on a small group/independent level before discussing the answers as a full group. This
change would increase students responsibility and accountability to participate during class discussion. Additional short quizzes to check for
understanding and tracking of the events and characters involved with the plot of Macbeth would ensure student understanding before testing their
knowledge on a final, unit exam.
B. Narrative description of Least Successful Activities and future implications

Based on the analysis of all the assessment
Give more than one reason for each of the least successful objectives identified.
results, identify TWO learning objectives
from the unit students were least successful.
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Objective 1:
Connect Macbeth to modern day situations
using specific examples.
Students have struggled providing specific examples throughout the entire semester, and this summative
assessment as no different. Students had really good ideas in their responses to essay and short answer
questions, but generally failed in providing specific examples. Additionally, in the formative assessment of
the writing assignment, students lost the majority of the points deducted for not providing specific examples
supporting their statements. The students may have been able to connect Macbeth to the modern day world,
but they were unable to do so using specific examples.
Objective 2:
Analyze multiple/various texts and generate
logical conclusions in written form using
specific textual references.
Again, the students struggled with using specific examples. There were multiple opportunities for students
to produce evidence in written form using specific examples: pre-assessment, writing assignments,
summative assessments of the units content. The students failed to support the information presented with
specific details from the text as evidence on all fronts. The students were successful on the front of
analyzing, but unsuccessful on the front of providing specific textual references.
Discuss at least TWO things to do differently in the future to improve students performance.
In order to help the students improve performance, I could have provided mini-lessons on how to include specific examples from text to support
presented ideas. It has been an area of struggle for my students from the beginning of the semester and could have used some extra emphasis.
Additionally, I could have made multiple connects of Shakespeares Macbeth to modern day situations using specific examples before assuming that the
students would make the connections on their own. My students do best when provided with multiple specific examples of what is expected of them. I
provided various examples during class, but nothing written or any written activities with examples provided. I think that students academic
achievement would have been dramatically increased if these examples had been presented to them.
TABLE 4.1 Communication Log
Reason for Contact
Result or Impact on
Instruction
e-mail
Introduction of myself for student teaching

semester
Opened lines of communication for

upcoming semester
Phone call
James Coate
Phone call
Plan of when to start and details of arrival

plan
Further opened lines of

communication for upcoming
semester
N/A
09/07
Dick Kramer
(principal)
e-mail

semester
Opened lines of communication for

upcoming semester
N/A
09/09
Principal and Assistant
Face-to-face meeting
Further opened lines of
N/A
Date
Person Contacted
09/05
James Coate
(Cooperating teacher)
09/07
Method of
Contact
Follow Up
(if
necessary)
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Date
Person Contacted
Method of
Contact
Principals
11/11
Kate Miner (English

department head)
e-mail
Reason for Contact
Follow Up
(if
necessary)
Result or Impact on
Instruction
semester before an in-service meeting
communication for upcoming

semester
Sending supplementary materials for

professional portfolios related to annual or
bi-annual evaluations
Connected me to the English

department and solidified my role as
a contributing member
N/A
Add rows as needed
C. Narrative Reflection on Impact of Communications (limited to 1 page)
My communication with colleagues and administration throughout the semester helped me feel more connected to my building as a student teacher. As there are
no other student teachers in the building and collaboration between departments and even inter-department collaboration is so limited, it is difficult to feel needed
or like a contributing member of the school community at times. Introductory e-mail allowed me to feel secure and confident in my role at Shawnee Mission
North, which was reflected in my instruction during classes. Being aware that administration could at least recognize me and that my department chair was aware I
was in the building at all made a huge difference in how I approached my time at North. Without these connections I would have felt my role as a student teacher
was much less significant and I would have been less willing to get involved outside of the classroom. I am pleased with my exposure to professional
communication and feel that it will greatly benefit me as I begin working as a full-time educator.
D. Narrative Reflection on Future Professional Development (limited to 1page)

Identify at least TWO aspects of instruction that could be improved.
Explain reasoning.
What specific professional development opportunities/activities will

help to acquire that knowledge or skill?
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Aspect 1: Lecture Students are oftentimes disengaged when presented with

standard lecture presentations in the classroom. Most teachers are aware of this,
yet continue to use lecture as a key component of lesson instruction.
Unfortunately, it is the easiest way to present information and therefore
becomes the default method of instruction. I found myself resulting to this
several times throughout the unit when different methods, such as a Socratic
seminar or cooperative learning activities, would have been much more
effective and engaging for students.
Aspect 2: Note taking As aforementioned, I think that the students would
have become more responsible for the attainment and retention of information
presented throughout the unit if they had had the opportunity to analyze some
text and come up with short responses on their own or in small groups rather
than in a class discussion setting. There is not much individual accountability in
a class discussion, and I would have liked to incorporate more opportunities for
students to take responsibility for their understanding of the information and
rely on me for support or clarification rather than to provide all of the
information and explanations.
Especially being in the Shawnee Mission School district where every student is
provided with a laptop, I would have liked opportunities to develop more
technological skills. North offered Tech Tuesdays but they were never about
applications or software that could be used in the classroom as a substitute for
standard lecture. Having been given this great tool of technology, I wish I could
have had more training on how to use it most effectively.
I would love increased collaboration between content teachers. Simply talking

with other teachers about what they are doing in their classrooms and how they
are using group work and what is or is not working for them is a great resource
and starting place for new ideas. I felt very limited in my resources (my
cooperating teacher) and would have liked additional opportunities to expand
my repertoire of in class activities.
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REFERENCES
https://k12.niche.com/shawnee-mission-north-high-school-overland-park-ks/
http://online.ksde.org/rcard/building.aspx?org_no=D0512&bldg_no=8888&rpt_type=1
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APPENDIX A
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APPENDIX B
LESSON PLAN 1:
Macbeth Lesson Plan 1

Lesson Title: Macbeth Introduction
Lesson Length: 49 minutes
Objectives:
Be able to define a tragedy and give an example.
Be able to identify the four main components of a tragedy.
Be able to identify the four main components of a tragic hero.
Identify and explain contradictions between appearance and reality.
Connect ideas of tragedy, tragic hero, and contradictions between appearance and reality to
Macbeth.
Standards:
Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a
text from what is really meant (e.g., satire, sarcasm, irony, or understatement).
Apply knowledge of language to understand how language functions in different contexts, to make
effective choices for meaning or style, and to comprehend more fully when reading or listening.
Anticipatory Set: Students will take a pre-assessment testing their knowledge of the contents of this lesson
(definition and example of tragedy, clearly distinguishing differences between appearance and reality).
Input Modeling: Students will complete a skeleton or outline of notes with the required components of a tragedy
and tragic hero in addition to specific examples of contradictions between appearance and reality.
Guided Practice: Students will generate specific examples of tragedies using logical rational to support their
ideas through class discussion. The will also identify the contradictions between moments of appearance and
reality in examples presented to the class.
Closure: Students will be introduced to one of the biggest themes of Macbeth - things are not always as they
seem. This theme will serve as a connection or Segway from the introductory lesson to the lessons involving
the actual text of Macbeth in the upcoming days.
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LESSON PLAN 2:
Macbeth Lesson Plan 2

Lesson Title: Macbeth Writing
Lesson Length: 1 hour
Objectives:
Create stage directions and scripts using Shakespeares play and class notes as a model.
Analyze multiple/various texts and generate logical conclusions in written form using specific
textual references.
Standards:
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well
as inferences drawn from the text, including determining where the text leaves matters uncertain.
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning
and relevant and sufficient evidence.
CCSS.ELA-LITERACY.W.11-12.2.F
Provide a concluding statement or section that follows from and supports the information or
explanation presented (e.g., articulating implications or the significance of the topic).
Write narratives to develop real or imagined experiences or events using effective technique, wellchosen details, and well-structured event sequences.
Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.
Demonstrate command of the conventions of standard English grammar and usage when writing or
speaking.
Anticipatory Set: Students will participate in a brief review of elements of a tragedy and the importance of
recognizing contradictions between appearance and reality within a text.
Input Modeling: Students are provided with a description sheet and rubric for two writing assignments. Students
are to choose one of the two assignments to complete.
Guided Practice: Students will be provided with some spoken examples of correct and incorrect elements for the
writing assignments.
Independent Practice: Students will begin working on the writing assignments. They will be given
approximately 40 minutes to get started on their papers. While the students are writing, they will be working on
live documents, which I will edit as they produce information.
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Closure: Material covered in the introductory lesson and elements of the writing assignments are connected to
Macbeth before students begin reading the first act.
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APPENDIX C
PRE-ASSESSMENT:
1.
2.
3.
4.
5.
6.
MACBETH PRE-TEST
Can appearance be different than reality? Give a specific example supporting your answer.
What is a tragedy?
Give a specific example of a tragedy.
What is a character flaw?
Give a specific example of a character flaw.
Is a tragic hero different than a hero? Why or why not?
PRE-ASSESSMENT KEY:
MACBETH PRE-TEST
1. Can appearance be different than reality? Give a specific example supporting your answer. **Answers
may vary. Appearance can be different than reality. For example, it can appear that two people are best
friends because they hang out with each other all of the time. In reality, they may not be friends if they talk
about each other behind each others backs or tell each others secrets.
2. What is a tragedy? A tragedy is a text with sorrowful events encountered or caused by a heroic
character, usually calling the role of man into question.
3. Give a specific example of a tragedy. **Answers may vary. A specific example of a tragedy is
Macbeth.
4. What is a character flaw? A character flaw is a fault within a character that results in bad decisions on
the part of the character with the flaw.
5. Give a specific example of a character flaw. **Answers may vary. A specific answer of a character flaw
is vaulting ambition.
6. Is a tragic hero different than a hero? Why or why not? Yes, a tragic hero is different than a hero
because they have additional characteristics from previous heroes discussed in class such as having a
hamartia, being well-liked, self aware, and fated with inevitable doom.
FORMAL FORMATIVE ASSESSMENT (rubric included):

TRAGEDY WRITING ASSIGNMENT OPTION 1
Description
In 300-400 words, write the final scene (downfall of the hero) of a tragedy. Your final scene will be the
downfall of your tragic hero, which is an important component of all tragedies.
Stage directions will serve as a summary of what has happened in the play up to your final scene. All content of
your scene other than dialogue will follow the written standards of stage directions.
Include at least 2 characters in your scene, one of which should be your tragic hero. The dialogue between the
characters will follow the format of a script for a play. Even though there will be no quotation marks, the
conversation should still follow the standard rules of written English.
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Tragedy/Tragic Hero
Keep in mind the necessary components of a tragedy as you write your short scene. Check your Tragedy
notes on your Google Classroom page if you have forgotten what should be included in a tragedy or what
characteristics a tragic hero possesses.
Stage Direction
State directions are an important component of plays. They give the reader an idea of how the scene would be
set, what the mood of the scene is, and who is participating in the scene. They are always written in italics
within brackets.
Your stage directions will include the name and role of the characters in your scene and provide a brief
background of what has happened up to this point in the play.
Rubric
Conventions 10% (4 points) **1 point deduction for every 2 errors, up to 8 errors
Stage Directions 10% (4 points)
Characters 20% (8 points)
Organization 30% (12 points)
Tragedy 30% (12 points)
**Make sure to mark OPTION 1 at the top of your paper!

Total Points: 40
Due Date: Tuesday, November 25
INFORMAL FORMATIVE ASSESSMENT (rubric included):

Understanding Checkpoint (Act III): Questions asked and answered in class discussion format
as review and recorded in notes before continuing in reading:
How do Macbeths and Lady Macbeths thoughts about Duncans murder change in Act III?
In Act II, Macbeth is overwhelmed with remorse from killing Duncan. In Act III, he is plotting additional
murders. He has switched from being a good guy to being a bad guy. In Act II, Lady Macbeth is really happy
she and Macbeth have killed Duncan because she is now queen. In Act III, she becomes overwhelmed with
remorse and tries to convince Macbeth to stop planning murders. It is like she switched from the bad guy to the
good guy.
Who do the murderers represent in modern-day life?
The murderers represent hitmen. This is important because Macbeth hiring the murderers symbolizes the final
nail in Macbeths good guy coffin.
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Who could the third murder be? **Answers will vary. The third murder could be Lady Macbeth. She could
have found out about Macbeths plan to kill Banquo and Fleance and gone to sabotage the attack. Sabotage is a
valid idea because somebody put the torch out during the attack, which allowed Fleance to escape.
What does Macbeths final line of Act III, scene iv imply?
The final line (we are yet but young in deed) implies that Macbeth and Lady Macbeth are young in the deed of
killing, meaning that there will be many more murders before the play is over.
What do we learn about Macduff in Act III?
Macduff has figured it out he knows that Macbeth killed King Duncan. He has gone to England to talk with
Malcom (Duncans son) to convince him to come back to Scotland, overthrow Macbeth, and take his rightful
place on the throne.
SUMMATIVE ASSESSMENT:
Name____________
English 12
Test: Seafarer-Macbeth, Act 3
1. Define epic and give an example of one we have studied in class. (2 pts.)
2.
Define frame story and give an example of one we have studied in class. (2 pts)
3.
Define allegory and give an example of one we have studied in class. (2pts.)
4.
Define tragedy and give an example on one we have studied in class (2pts.)
5.
Define elegiac poetry and give an example of one we have studied in class. (2 pts)
6.
List two of the four characteristics of a tragic hero. (2 pts.)
MULTIPLE CHOICE: Choose the response which is most correct. (1 pt. each )
___1. What would be considered Macbeths tragic flaw?
A.
obdurate pride
C. vaulting ambition
B.
mistaken morality:
D. wanton wickedness:
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___2. Which character symbolizes man the way he is?

A.
Plowman
C. Banquo
B.
Bedivere
D. Knight
___3. What happens first in Macbeth?

A.
death of Duncan
B.
death of Cawdor
C. death of Malcolm
D. death of Banquo
___4. Who was happy with the nights fierce work?

A.
Beowulf
C. Arthur
B.
Grendel
D. Lady Macbeth
___5. Who is too full of the milk of human kindness?
A.
Parson
C. Duncan
B.
Arthur
D. Macbeth
___6. What does Lady Macbeths ringing of a bell signify in Act 11?
A.
the guests should come to dinner
C. its time to kill Duncan
B.
Banquo has arrived at the castle
D. it symbolizes Macbeths guilt
___7. What do Duncans sons do after the murder of their father?
A.
flee
C. weep
B.
accuse Macbeth
D. accuse Lady Macbeth
___8. Who or what is responsible for the failure of the treaty in Morte dArthur?
A.
serpent
C. Mordred
B.
a knight
D. mutual distrust
___9. Hamartia means what?
A.
pride
B.
tragic hero
C. tragic flaw
D. tragic irony
__10. According to the Weird Sisters whose sons will be kings?

A.
Duncans
C. Macbeths
B.
Banquos
D. Macduffs
__11. What is the purpose of the Porters scene in Act II?
A.
to ridicule Macbeth
C. to inform the viewer of the murder
B.
comic relief
D. to describe Hells environment
__12. Whose ghost appears to Macbeth in Act III?
A.
Duncans
C. Malcolms
B.
the bodyguards
D. Banquo
__13. What does Macbeth see a vision of just before the murder of Duncan?
A.
a ghost
C. a bloody dagger
B.
the witches
D. Lady Macbeths death
__14. What vision does Macbeth see after the death of Banquo?
A.
a ghost
C. Macduffs betrayal
B.
the death of Malcolm
D. a vision of Hell
__15. What term does Chaucer use to describe society?
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A.
B.
brotherhood
nation
C. family
D. fellowship
IN A MINIMUM OF TWO COMPLETE SENTENCES, STATE WHO YOU THINK THE THIRD
MURDERER IS IN ACT 3 OF MACBETH AND TELL WHY YOU THINK IT IS THIS PERSON. (3
POINTS)
ESSAY: RESPOND TO ONE OF THE TWO QUESTIONS. DO NOT ANSWER BOTH. YOUR
RESPONSE MUST BE A MINIMUM OF SIX COMPLETE SENTENCES AND HAVE AT LEAST THREE
SPECIFIC EXAMPLES FROM THE TEXT THAT SUBSTANTIATE YOUR RESPONSE. (8 POINTS)
1.
Explain how Macbeth fits the definition of a tragic hero.
2.
Discuss how the conflict between appearance and reality is a theme of Macbeth.
SUMMATIVE ASSESSMENT KEY:

Name____________
English 12
Test: Seafarer-Macbeth, Act 3
2. Define epic and give an example of one we have studied in class. (2 pts.)
An epic is a long narrative poem that reveals the values of a culture through adventures of a hero. An example of an
epic we have read in class is Beowulf.
3.
Define frame story and give an example of one we have studied in class. (2 pts)
A frame story is a story within a story. An example of one we have read in class is The Canterbury Tales.
4.
Define allegory and give an example of one we have studied in class. (2pts.)
An allegory is a story that uses symbols to reveal universal (usually moral) truths. An example of one we have read in class is Le
Morte de Arthur.
5.
Define tragedy and give an example on one we have studied in class (2pts.)
A tragedy is a text with sorrowful events encountered or caused by a heroic character, usually calling the role of man into question. An
example of a tragedy we have read in class is Macbeth.
6.
Define elegiac poetry and give an example of one we have studied in class. (2 pts)
Elegiac poetry is a poem that honors somebodys life. An example of one we have read in class is The Seafarer.
Teacher Work Sample
36
7.
List two of the four characteristics of a tragic hero. (2 pts.)
Any 2 of the following is acceptable: Has a tragic hero, there is a goal for/of/involving the tragic hero, there are unfortunate
events/struggles/obstacles, there is a downfall scene where the hero faces his inevitable doom.
MULTIPLE CHOICE: Choose the response which is most correct. (1 pt. each )
_C__1. What would be considered Macbeths tragic flaw?
C.
obdurate pride
C. vaulting ambition
D.
mistaken morality:
D. wanton wickedness:
_D__2. Which character symbolizes man the way he is?
C.
Plowman
C. Banquo
D.
Bedivere
D. Knight
_A__3. What happens first in Macbeth?

C.
death of Duncan
D.
death of Cawdor
C. death of Malcolm
D. death of Banquo
_C__4. Who was happy with the nights fierce work?

C.
Beowulf
C. Arthur
D.
Grendel
D. Lady Macbeth
_D__5. Who is too full of the milk of human kindness?
C.
Parson
C. Duncan
D.
Arthur
D. Macbeth
_C__6. What does Lady Macbeths ringing of a bell signify in Act 11?
C.
the guests should come to dinner
C. its time to kill Duncan
D.
Banquo has arrived at the castle
D. it symbolizes Macbeths guilt
_A__7. What do Duncans sons do after the murder of their father?
C.
flee
C. weep
D.
accuse Macbeth
D. accuse Lady Macbeth
_D__8. Who or what is responsible for the failure of the treaty in Morte dArthur?
C.
serpent
C. Mordred
D.
a knight
D. mutual distrust
_C__9. Hamartia means what?
C.
pride
D.
tragic hero
C. tragic flaw
D. tragic irony
_D_10. According to the Weird Sisters whose sons will be kings?

C.
Duncans
C. Macbeths
D.
Banquos
D. Macduffs
_D_11. What is the purpose of the Porters scene in Act II?
C.
to ridicule Macbeth
C. to inform the viewer of the murder
D.
comic relief
D. to describe Hells environment
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37
_D_12. Whose ghost appears to Macbeth in Act III?

C.
Duncans
C. Malcolms
D.
the bodyguards
D. Banquo
_C_13. What does Macbeth see a vision of just before the murder of Duncan?
C.
a ghost
C. a bloody dagger
D.
the witches
D. Lady Macbeths death
_C_14.
What vision does Macbeth see after the death of Banquo?
C.
a ghost
C. Macduffs betrayal
D.
the death of Malcolm
D. a vision of Hell
_D_15. What term does Chaucer use to describe society?
C.
brotherhood
C. family
D.
nation
D. fellowship
IN A MINIMUM OF TWO COMPLETE SENTENCES, STATE WHO YOU THINK THE THIRD
MURDERER IS IN ACT 3 OF MACBETH AND TELL WHY YOU THINK IT IS THIS PERSON. (3
POINTS)
**ANSWERS MAY VARY:
I think the third murder is Lady Macbeth. She could have found out about Macbeths plan to kill Banquo and Fleance and gone to
sabotage the attack. Sabotage is a valid idea because somebody put the torch out during the attack, which allowed Fleance to escape.
ESSAY: RESPOND TO ONE OF THE TWO QUESTIONS. DO NOT ANSWER BOTH. YOUR
RESPONSE MUST BE A MINIMUM OF SIX COMPLETE SENTENCES AND HAVE AT LEAST THREE
SPECIFIC EXAMPLES FROM THE TEXT THAT SUBSTANTIATE YOUR RESPONSE. (8 POINTS)
1.
Explain how Macbeth fits the definition of a tragic hero.
**ANSWERS MAY VARY Macbeth fits the role of a tragic hero because he embodies all four of the characteristics of a
tragic hero. He is well liked, self aware, has a tragic flaw, and he is doomed from the start of the play. It is evident that Macbeth is
well liked because he is granted the Scottish title of nobility Thane of Cawdor for his bravery in battle. He is self-aware because he
takes time to reflect on how he is thinking. For example, he knows that the vision of the dagger in Act II is not real, just a figment of
his imagination powered by guilt and remorse. Macbeths tragic flaw is ambition he is willing to do anything and everything to gain
power and become king. For example, he kills Duncan and Banquo to ensure that he not only becomes king, but also can stay king for
a long time. He is also doomed from the beginning of the play, which is evident from the witchs prophecies and because of his
change from a good, noble person, to a murderer.
2.
Discuss how the conflict between appearance and reality is a theme of Macbeth.
**ANSWERS MAY VARY The conflict between appearance and reality is a main theme in Macbeth because things are not
always as they seem. There are many moments where the dialogue of the characters seems to mean one thing but actually means
something entirely different. One example is when Macbeth tells his servant to tell Lady Macbeth to ring the bell when his drink is
ready. It seems the ringing of the bell means that his nightcap is ready, but it really means that it is time to kill Duncan. Another
example is when the witches tell Banquo he will be lesser than Macbeth but greater. It seems that he cant be both, but he is lesser than
Macbeth because he wont be king but greater because his decedents will be. The third example is in Act I when the witches say, fair
is foul and foul is fair. Even though those things are opposites and it seems they couldnt be the same thing, the witches are actually
implying that there are no rules throughout the play and that there will be a lot of fair play by many characters.
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38
DISAGGREGATED DATA FOR PRE-ASSESSMENT:
DISAGGREGATED DATA FOR SUMMATIVE ASSESSMENT:
Teacher Work Sample
39

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I. Contextual Information and Learning Environment Factors

Table 1.1 Class Contextual Information (limited to 1 page)

___7___ African American or Black

Language proficiency of students (give

___28___ Fluent English Proficient

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__4____ Hispanic or Latino

Identified special needs categories

__1_____ Specific Learning Disability

Table 1.2 Student Characteristics for Whole Class (limited to 1 page)

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ended questions and providing specific examples to support reasoning.

C. Sub- Groups/Students Information

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One girl, I will call her

Why was this

What was learned about this subgroup/student?

I selected the male

I chose this student

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reasons, so I am aware that

D. Narrative Implications for Sub-Groups/Focus Students Instruction (limited to 1 page)

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II. Instructional Design

Describe differences in appearance and reality within the text.

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Instructional strategies and

Material is presented to reach a

Students were given the option of two

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Material is presented to reach a

Students took notes over the

Students watched a video

Students read Act II of Macbeth

Material is presented to reach a

Students watched a video

Students read Act III of

Material is presented to reach a

Students took a test over the

Material is presented to reach a

Extended time, read aloud tests for

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Table 2.1 Instructional Design Unit Plan

Written test over the main theme

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I chose this assessment to measure

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_7_ African American or Black

_28_ Fluent English Proficient

4__ Hispanic or Latino

1___ Specific Learning Disability