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LESSON 3

Subject: ELA
Topic: Women in Macbeth
Grade/Level: 10H
Learning Context: Students have already completed reading three acts, and have
read the first scene of act four. Students have been able to discuss and identify
some of the major conflicts in the play , and how they are impacting the characters
as the play progresses. Students are familiar with the titles of the characters, and
how some of the characters have changed dramatically since the first act. Today's
lesson has students discuss the difference between the two wives presented in this
play-Lady Macbeth and Lady Macduff. Students will get the opportunity to work in
small groups to analyze certain parts of the scene to understand the importance of
this small event in respect to the rest of the act. After today's lesson, students will
be more familiar with how the woman are looked upon in this play, and what
contribution they have toward the lingering conflicts present in the play.
Objectives:
Short-Term Objectives:
Students will be able to summarize what happens in act four, scene two.
Students will be able to distinguish the difference in character between Lady
Macbeth and Lady Macduff.
Students will be able to explain why the two female characters are similar yet very
different.
Long-Term Objectives:
Students will be able to document how different characters have grown
over the course of the text.
Students will be able to connect the beginning conflicts to the conflicts
presented at the end of the play.
Students will be able to question if Macbeth's sanity was changed because
of other people or solely his doing.
Standards:
NY- New York State Common Core Standards (2011)

Subject: English Language Arts & Literacy in History/Social Studies, Science, and
Technical Subjects
Grade: Grades 910 students:
Content Area: English Language Arts
Strand: Reading Standards for Literature

Domain: Key Ideas and Details


Standard:
Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text.
Standard:
Determine a theme or central idea of a text and analyze in detail its development
over the course of the text, including how it emerges and is shaped and refined by
specific details; provide an objective summary of the text.
Standard:
Analyze how complex characters (e.g., those with multiple or conflicting
motivations) develop over the course of a text, interact with other characters, and
advance the plot or develop the theme.
Domain: Craft and Structure
Standard:
Determine the meaning of words and phrases as they are used in the text, including
figurative and connotative meanings; analyze the cumulative impact of specific
word choices on meaning and tone (e.g., how the language evokes a sense of time
and place; how it sets a formal or informal tone).
Standard:
Analyze how an authors choices concerning how to structure a text, order events
within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create
such effects as mystery, tension, or surprise.
Strand: Writing Standards
Domain: Production and Distribution of Writing
Standard:
4. Produce clear and coherent writing in which the development, organization, and
style are appropriate to task, purpose, and audience. (Grade-specific expectations
for writing types are defined in standards 13 above.)
Domain: Range of Writing
Standard:
10. Write routinely over extended time frames (time for research, reflection, and
revision) and shorter time frames (a single sitting or a day or two) for a range of
tasks, purposes, and audiences.
Strand: Speaking and Listening Standards
Domain: Comprehension and Collaboration
Standard:
1. Initiate and participate effectively in a range of collaborative discussions (one-onone, in groups, and teacher-led) with diverse partners on grades 910 topics, texts,
and issues, building on others ideas and expressing their own clearly and
persuasively.
Indicator:
b. Work with peers to set rules for collegial discussions and decision-making (e.g.,
informal consensus, taking votes on key issues, presentation of alternate views),
clear goals and deadlines, and individual roles as needed.
Indicator:
c. Propel conversations by posing and responding to questions that relate the
current discussion to broader themes or larger ideas; actively incorporate others
into the discussion; and clarify, verify, or challenge ideas and conclusions.
Indicator:

d. Respond thoughtfully to diverse perspectives, summarize points of agreement


and disagreement, and, when warranted, qualify or justify their own views and
understanding and make new connections in light of the evidence and reasoning
presented.
Domain: Presentation of Knowledge and Ideas
Standard:
4. Present information, findings, and supporting evidence clearly, concisely, and
logically such that listeners can follow the line of reasoning and the organization,
development, substance, and style are appropriate to purpose, audience, and task.
Strand: Language Standards
Domain: Vocabulary Acquisition and Use
Standard:
4. Determine or clarify the meaning of unknown and multiple-meaning words and
phrases based on grades 910 reading and content, choosing flexibly from a range
of strategies.
Indicator:
a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a words
position or function in a sentence) as a clue to the meaning of a word or phrase.
Indicator:
b. Identify and correctly use patterns of word changes that indicate different
meanings or parts of speech (e.g., analyze, analysis, analytical; advocate,
advocacy).
Indicator:
d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by
checking the inferred meaning in context or in a dictionary).
Summary:

read act four, scene two


closely analyze the scene in small groups
discuss the difference in character in the women in the play

Procedure:
1. Class will begin by first reviewing what new insights have been revealed in act four, scene one.

This should take no more than three minutes.

2. I will then give students act four, scene two as a worksheet.

Students will break up into multiple small groups, no larger than four.

This should take no more than a minute.

3. I will assign each group a page from the scene to analyze closely.

I will be walking around monitoring students progress and asking them questions to push
their thinking further.

This will take majority of the class time, about 25 minutes.

4. I will then get students attention, and re-group their focus.

Starting with the group that focused on the first page, students will get the opportunity to
share what they have annotated and understood.
The next group will then get to share their findings.
This will continue until the entire scene is complete and students have fully understood the
content of this scene.

5. Students will then be asked to turn their attention to the power point, which will reveal a discussion
question that students must answer and turn in as closing to the lesson.

The question will ask students to compare and contrast Lady Macduff and Lady Macbeth. They
must identify key moments where they are similar and different.

Students will work on this until the bell rings.

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