Subject(s) Honors English II Grade(s) 10th Grade Teacher(s) Raquel Britton, Marie Herrick

STAGE 1 – DESIRED RESULTS

Unit Title: The Discovery of Macbeth

Enduring Understandings: Students will understand that… Essential Question (Universal, Open-Ended, 1-3):

- SWBAT identify and paraphrase lines said - Fate: To what degree is our fate in our own
by characters throughout the play IOT hands? How can a person’s decisions and
actions change his/her life?
understanding the setting, individual
character plot , tone and other literary - Ambition: How do you define ambition?
devices used by Shakespeare to create Can ambition be as destructive as it can be
each character and the story’s plot. motivating?
- SWBAT take notes and compare character
actions (as we watch the play), and what - Gender: How do gender roles affect the
behavior of men and women? How is the
they say (as we listen to the play) IOT traditional gender role disrupted?
uncover the possible inward motives of
the characters making “real world”
connections to our individual motivations
and those of others around us.
- SWBAT identify Themes and motifs used
within the mentor texts IOT connect them
to other texts and situations that in other
instances may not have anything to do
with the mentor text.

Skill Focus (1-3): Students will be able to... Common Core Standard(s):

- identifying characters, plots structure, tone, diction, Standard - CC.1.2.9-10.A

and themes portrayed in the story in order to discuss Standard - CC.1.2.9-10.F
the text with precision Standard - CC.1.2.9-10.K
- uncover the significance of motivation and inward Standard - CC.1.3.9-10.C
desire through the specific literary devices used by Standard - CC.1.4.9-10.F
Shakespeare to portray characters in order to Standard - CC.1.4.9-10.J
understand the message Shakespeare desired for Standard - CC.1.4.9-10.K
the audience/reader to understand.
- Connect the text to their own ideas and thinking, to
other texts, and the world in order to discuss and
share in depth understanding and opinion based on
the text.

STAGE 2 – ASSESSMENT EVIDENCE

Final Assessment Task:

1. Macbeth Final Project:Create a Character or Theme Mind Map of the Play
a. Students will choose one of the essential questions/ themes from this unit. Students will then write one page
answering the Essential Question of their choosing. To accompany their answer, they will create a Mind Map
of quotes with explanations for each quote explaining how the quote supports their response to their chosen
Essential Question. They must have at least 5 quotes from each Act.

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Adapted from Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
Subject(s) Honors English II Grade(s) 10th Grade Teacher(s) Raquel Britton, Marie Herrick
Formative:

● Weekly logging
● journaling
● in class discussion
● company collaboration (script analysis, word tracing jig-saw, paraphrasing)

STAGE 3 – LEARNING PLAN

Texts + Resources:

Macbeth (play within virtual textbook)

Macbeth Log
Audio versions of Macbeth
Video version of Macbeth
Macbeth Weekly Graphic Organizer Slides
FlipGrid
Nearpod

Final Performance Task:

Progression:
1. Introduction to Macbeth:
a. Anticipation Guide (Asynchronous work)
i. Link: https://jamboard.google.com/d/1ye16SM32-t2YWpESEH-qAkQqah-
o2KNmWQj80nV4YYI/edit?usp=sharing and
b. Watch TED-ED o “Why You Should Read Macbeth gather background on Macbeth (Asynchronous work)
c. Show students where to find tools needed to engage in the reading of Macbeth
d. Explain how the Anticipation guide connects to Macbeth and how we will connect it to our reading

2. Act 1 (These steps are establishment steps to set students up for success in understanding the play. These
will be graded as classwork and homework grades that will not outway the more formative performance
grades)
a. Begin reading Act 1
b. Establish the setting of the play. Identify the mood of the play, and who we initially meet. And the relevance
of prophecy beginning with an opening dialogue on the exposition of the story.
c. Give students the opportunity to talk take notes within the their graphic organizer with character names and
descriptions, literary devices, and comparisons between Banquo and Macbeth.
d. Allow students to break down the scenes into “researchable/memorable”
e. Use graphic organizer to do compare and contrast Banquo and Macbeth’s reaction to prophecy.
f. Allow students to practice paraphrasing and interpreting text as a company and as a whole class with me.
g. Listen vs. Watching: Listen to Lady Macbeth’s soliloquy, talk about how tone and how it sets the mood and
creates dynamics of the character.
h. Have students engage in comparing Macbeth to Lady Macbeth and see how these comparisons create
comradery and tension in their relationship.
i. Think and Write: How do gender norms affect the behavior of men and women? How are these gender
norms disrupted? Support your responses with evidence from the text.
j. Allow students to read and paraphrase and interpret Macbeth’s soliloquy on their own, then do peer to peer
share outs within their companies of their interpretations of the text.
3. Act 2
a. Word Tracing: Give each student one word to trace through the remainder of the play. They must
trace this word each time it comes up by quoting the line, paraphrasing the line, then explaining
the significance of the word as it is used in the line considering the questions below. Give each
student one word to trace through the remainder of the play. They must trace this word each

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Adapted from Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
Subject(s) Honors English II Grade(s) 10th Grade Teacher(s) Raquel Britton, Marie Herrick

time it comes up by quoting the line, paraphrasing the line, then explaining the significance of
the word as it is used in the line considering the questions below. Words are: Sleep, Blood,
Hands, Night. Questions to consider when assessing the use of your word in conclusion:
i. How has the word been used in previous scenes?
ii. Are characters using the word to mean different things? What is the tone in which the
word is used?
iii. Consider how the word functions in the scene as a whole. Which character uses it most
often?
iv. How does the denotation and connotations of the word change between characters?
v. Is there an unusual use of the word?
vi. How does this word affect your understanding of the scene?
4. Act 3
a. 3.1: Radio Stories: In companies, students will create a radio broadcast/story about King Macbeth’s plot to
kill Banquo. After reading and listening to the scene the students will be put in their groups to paraphrase the
scene, and create a script to perform for the class in the form of a radio reading. They will write a script,
create visuals to put as their profile picture as they perform their radio broadcast. This will act as an
assessment of the group and individuals at the end of the act. At the beginning of the following week we will
have one performance a day (one week and 3 days). Allow students to create a plan and share it with me.
They will have a conclusive due date but that date will not be the date they will perform.

5. Act 4

a. Quick Write (Nearpod): What stirs MacDuff’s anger against Macbeth? The murder of his family? Or what he
has done to Scotland?

b. Lady Macbeth’s Hallucinations Interview: Split the companies in half (students will work in pairs). Allow
them to choose which will be Lady Macbeth’s nurse and which will be the interviewer. After watching
(observing) the patient, Lady Macbeth, the students will perform a 4 question interview on Lady Macbeth’s
sickness. In this conversation, students will be asked to consider the question, how has LM decisions/
actions changed her life (Fate EQ)? Why has she began hallucinating? Who or what is she seeing? Who is
she speaking too? What is she washing off her hands? Why does she seek to have light with her at all
times? The following day students will take turns performing their interviews for the class.
6. Act 5
a. Read/watch the final scene. The battle!
b. Students will continue to log nightly their 3 entries on the scenes that we read. Here they will be questioning,
paraphrasing, and doing deep interpretation of the text.
c. Here I will introduce the final project choices. Doing this will allow them to think and begin working towards
this final point to insure ample time for thoughtful and thorough completion.

7.
Closing Activities
a. Tracing a Word
i. Have companies meet and compare notes of what the word they have been tracing since the
introduction thereof in scene 2.
ii. After comparing and “swapping” notes; students will be paired with students from other groups to
share their word trace, allowing for everyone to have the notes on each word tracing. Which will be
useful in creating their final assignment. And in their understanding many uses of these words
within the story.
Accommodations: How will you differentiate instruction for different learning styles and ability levels?

● Provide multiple ways of accessing the script (virtual copy, movie version, audio book, youtube recording)
● Allow student choice in when they will complete their assignments within the week (deadline for weekly
assignments is Friday evening)
● Provide students the time and accessibility to speak with me and receive clarity on assignments and the
reading.
● Walk students through the technology steps introduced to access and turn in assignments. Give multiple
explanations and all them multiple times to see this being done
● Remind students before and during discussions that they can send me their thoughts and answers in private
messaging first if they are unsure of their answer. I will only share it out to the group if it is correct or a point
that should be shared.
● Provide “How To” videos in how to create movie trailers online.

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Adapted from Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
Subject(s) Honors English II Grade(s) 10th Grade Teacher(s) Raquel Britton, Marie Herrick

STAGE FOUR - MAKE YOUR THING VISIBLE

Rationale for each of the desired results - EU/EQ/Skills (3 paragraphs)

My initial reasoning for teaching this lesson in the way I have decided is to break down the narrative that many students have
painted in their head about Shakespeare; that his plays are hard to understand the ability (or lack thereof) to harness desire.
Many of my students when told that we would be reading “Macbeth” immediately had flashbacks to their (what seemed to be)
awful experience of reading “Romeo and Juliet”. They were groaning and saying how they did not understand the point of the
story and why Shakespeare was included in their reading list other than the fact that he’s a historic literary icon. Knowing my
students plight, I made it my mission to change their opinion of Shakespeare and the reason behind reading these stories by
showing how they can relate to the underlying themes of the story through practical interactions while reading the story and
thematic essential questions that they most likely already had strong opinions on that could be challenged or confirmed by this
story.

In selecting my Essential Questions I wanted to choose questions that students could answer with prior knowledge from either
their own life experience or prior knowledge of literature. In learning my students, I have found in order to get then to expound
on their understanding, I must not just ask one question, but include a follow up question. To insure this work is being done
throughout our Macbeth journey, I decided to include a question and follow up question for each essential question to expand
my students’ thinking within the given categories. I also understand that the students that I have been given are preparing to
enter the magnet program of the school which requires them to be able to think on a complex level, answering questions, with
questions, and to expand their answers. By expanding these essential questions, I am metacognitively enacting this work for
them as they will be expected to do this work in the future.

In answering these essential questions, my students will be required to look closely at the text to uncover supporting evidence
of their beliefs. They must dissect Shakespearian language by learning to paraphrase and decode the linguistics choices of
Shakespeare to really understand the plot, themes, and motivations of each of these characters. By doing this work, students
will also learn literary devices by first seeing them in action, and then by definition; questioning the text on why particular lines
influence them in particular ways, finding the answer in Shakespeare’s repetitive use of particular devices that create his
masterpiece. It is my desire that this unit not only eliminates my students dread of Shakespeare but also empowers them with
the tools needed to not only read Shakespeare in a more analytical manner, but in a way that they are able to closely read and
pull universal lessons and understandings thereof to enhance their understandings of life and the world around them.
Grading Philosophy - ~250 words - What is your philosophy of grading (What should be graded? How should it be graded?
Why?) and what, if anything, in the readings or in class has influenced your current perspective?

It is my desire, especially this year, to grade as many of the small assignments as I possibly can in order to add some cushion
to my students grades. I understand in the virtual environment, engaging in large assignments can be taxing on the anxiety of
students who are driven by their grades and seeing their progress through their grades. By giving them smaller assignments
like “do nows”, weekly in class assignments, and exit tickets, that do not outweigh their more weighted performance and test
grades; students are able to have “markers” and small gratifications through positive grades to help boost their motivation to
continue and complete the more cumbersome, larger assignments. This also helps students who are not doing as well to see
where they are and allows me the opportunity to make a plan with them to get them on the right track for success. I also
believe that grading larger projects are important, but should be graded in small increments. Meaning at every stage of the
process. By doing this students understand the trajectory of what their grade might be before the end of the large assignment
allowing for them to make changes necessary on their way when and if needed.

Reflection - no more than 250 words - What are your big take-aways from this project? Was there anything that challenged or
changed your thinking around planning, teaching, or learning? How confident are you in your final product? How do you think
this might inform your future practice?

My initial take away from this assignment is that it is quite difficult to create a unit. There are many moving parts and once
ideas get flowing, it is challenging to harness them into a unit that is not too robust for the grade level in which I teach. I have
learned that it is imperative to have a “why” behind what I have my students doing. If I can not explain why we are doing the
activity, it will be quite difficult to gain buy-in from the students. What I found most challenging in creating this unit was the fact
that it was based on a text that I had little experience with. I was creating because it was where I was instructed to go, and I
am always up for a challenge. This challenge became two fold because I found in the preliminary activities that many of my
students either had never experienced Shakespeare and feared it, or have had encounters with Shakespeare and hated it. So,
it then became my duty to show them the lessons and the richness that Shakespeare’s writing holds in a new and fresh way. I
am quite confident in this final product. The only thing that I feel hesitant about is my class’s ability to complete all that I have
included, but I am flexible in realizing that what might take one week in person will average two or so virtually. I hope to use
this unit in my future practice with some tweaks here and there that I have already uncovered as I am teaching this unit right
now.

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Adapted from Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
Subject(s) Honors English II Grade(s) 10th Grade Teacher(s) Raquel Britton, Marie Herrick

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Adapted from Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)