4th Observation

EDIS 5882: English Education

Name: Justin Talley

Context:
 Date and time for which lesson will be taught: Thursday, March 22 at 11:30
 Course name: 12th English Standard
 Grade level: 12
 Length of lesson: 1 hour 20 minutes
 Description of setting, students, and curriculum and any other important contextual characteristics:
This is a class of students with lower levels of readiness. There are usually about 16 students in the
classroom on any given day. The class requires a lot of motivation in order to complete academic
tasks assigned to them. We are currently working on a “How to Live a Good Life” unit in which we
are developing career products (resumes, research, how to raise children, etc.) on an individual basis.
Concurrently, we are reading Macbeth in a modern translation and pairing life’s many themes with
the text. In other words, we are attempting to both abstractly and practically prepare them for living
a good life, as they graduate in just a few short months.
Objectives:
Number each objective to reference in the Assessment section
SWBAT:
 Cognitive (know/understand):
1. Students will know the importance of mindfulness in their day to day life.
2. Students will know that allusions to Christianity are prevalent in classic literature.
 Affective (feel/value) and/or Non-Cognitive:
1. Students will value their time for inward reflection/meditation.
 Performance (do):
1. Students will analyze Christianity in Macbeth in both text and film.
2. Students will reflect on how they are mindful in their own life.
 SOL’s: [List with numbers portrayed in the SOL document]
 12.4 The student will read, comprehend, and analyze the development of British literature and
literature of other cultures.
 e) Analyze the social and cultural function of British literature.

 CCS’s: [List with numbers portrayed in the CCS document]

 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.

Assessments: Methods for evaluating each of the specific objectives listed above.
 Diagnostic: Students will demonstrate what they already know about… by…
Students will demonstrate what they already know about inference and analysis by taking past reading
comprehension quizzes that require inference.
 Formative: Students will show their progress towards … by…
Students will show their progress towards analyzing themes present in literature by participating in whole-class
discussion in determining the use of religious diction in Macbeth.
 Summative: Students will ultimately be assessed (today or in a future lesson) on… by...
Students will ultimately be assessed on their ability to apply themes from Macbeth in their own life by
creating a letter to their future selves that reminds them of the themes and where they found them in the
text.
Materials Needed:
Computer
Internet
YouTube
Vimeo
Timer
Macbeth Made Easy Text
Beginning Room Arrangement:
Students will begin class situated in pods, with their books out ready for SSR.

Instructional Steps (Procedures): Detail student and teacher actions, discourse, and behaviors.
[Note: Any words that represent what you will say directly to students appear in italics. When students are speaking, indicate
your target response as well as any possible student misconceptions and/or “off-the-target” responses and how you will
respond to them.]

1. [_15_mins.] SSR

2. [_10_mins.] Hook

Watch this video on the projector: https://www.youtube.com/watch?v=1Je0mu4GG-o

After the video, I will tell them my reasoning for bringing it in. Okay, so our hook for the day was all about what?
That’s right. Meditation. At the end, the narrator said that meditation takes many forms. What are some ways we
can meditate? List these on board. Yes, these are all ways we meditate. What meditation really boils down to is
giving ourselves time to just be in the moment. We aren’t worried about what happened in our past. We aren’t
worried about what is to come. Another word for this is “mindfulness.” So, our i-write question for the day is:
What activity do you do that clears your mind? How do you see this activity helping you in your day to
day life?

3. [_10_mins.] I-write

I will now write the I-write question on the board and begin to set up the timer for 7 minutes of continuous
writing. I will walk around and encourage students that are seemingly distracted or unsure of what to write
about. When we are finished, I will ask students to put their notebooks on the desks at the front of the
room. Okay, thank you guys. I need all of my people on the right side of the room to come over and form our
circle for reading Macbeth.

4. [_30_mins] Macbeth Reading Here is a similar text to the one we will be using in-class:
https://hibsenglish.weebly.com/uploads/7/2/3/6/7236232/macbeth_no_fear_script.pdf We are
starting with the scene on page 52 of the PDF. (Act 4, Scene 3)

Okay, so as we read. We are going to be looking for Christian diction or Christian word choice. I am going
to ask you to tell me why you think Shakespeare may have used these Christian words for his characters.
Before we start, I want to tell you all a story that will help you figure this out a little bit. Does anyone know
how the bible explains how Satan ended up in hell? I will let a student tell the story if they know it. If
not, I will tell them. Satan was once God’s right hand man, essentially. He was the best angel of them all.
But, he tried to overthrow God and take over his kingdom in heaven. Because of this, God banished him to
hell. He is now known by many names, Satan, the devil, Lucifer. This story is referenced in this part of
Macbeth. Keep your eye out for it. I will ask you about it after we read.
Macbeth: Start at 153. Pause at top of 157.
Discuss “this tyrant” and “Angels are still bright, though the brightest fell”
After pausing on 157, I will ask them if they noticed the part where they talked about Lucifer falling from
grace. I will guide them toward it. Then, I will ask them why Malcolm would decide to use this story to
talk about Macbeth? (guiding them toward linking the similarities between Macbeth’s taking out King
Duncan and Satan attempting to take out God)

Start at “Oh Scotland” on 161. Stop after Macduff’s first speech.

Discuss this speech. Why would he mention his father as a saintly king and his mother as praying all
the time? Help them make connections between Christianity and goodliness in this time period. How
were good people described? Bad people?

Start at 167 and end at 171.

What happened to Macduff’s family? What type of language is Macduff using when he says “they died
for my sins, not for their own?” Trying to get them to see that Christian motif some more.
What are Macduff and Ross planning to do now?

Okay, so now that we’ve read this scene, let’s see what filmmakers decided to do in order to make this script
come to life. In this section of the film, I want you guys to answer these two questions. Where is this scene set?
Why do you think the filmmaker chose to set it at a church?

5. [_15_mins] Macbeth Film

Film: 1:59:22 -> 2:06:00
We will then discuss the film with the remainder of class. If there is time remaining, I will get the whole
class helping me in creating a complete plot review on the board.

Attention to Individual Student Needs: (Differentiation):

Prior to reading Macbeth and watching the film, I am going to make sure to remind students that their
phones must be away during this class time. Most students do not have an issue with this. However, I
have a few students with ADD and ADHD on their IEP that this will greatly benefit. During this time of
class, I will be sure to walk around the circle a little bit and ensure that those students are not hiding
their phones behind their books.

Technology Use:
Detail specific technology being used in the lesson with explanation for why it is being used.
We will be using my computer to display the Macbeth film and the Hook on meditation and mindfulness. The movies are
being used to both hook students into the content and writing for the day and for them to analyze the choices that film makers
use when adapting a Shakespeare play.

Materials Appendix:
Include the actual materials or links to what you will be using. If you are using a handout or a PowerPoint, or giving a quiz,
etc., these documents (or links to them) must be included. (see the list above)
Macbeth Translation:
https://hibsenglish.weebly.com/uploads/7/2/3/6/7236232/macbeth_no_fear_script.pdf
Hook video:
https://www.youtube.com/watch?v=1Je0mu4GG-o