Grade 20-1

Macbeth Unit Plan Unit Length 18 Days

Unit Description:
This unit aims to have students engage with the text ‘Macbeth’ by William Shakespeare by analyzing language,
structure, character choices, symbolism, figurative language, societal norms, and themes throughout reading the
play and watching the film. Each day will mostly consist of reading/listening to at least one scene from the play
with the addition of questions, discussion, mini-lessons, and full length lessons to have students fully engage with
and understand the play. Throughout the unit, students are expected to complete a journal that consists of
unfamiliar vocabulary, questions, predictions, thoughts, inferences, and other important information while reading
the play. Students are also expected to complete exit slips that relate to Macbeth in a multitude of ways at the end
of classes. The unit will open with a student research assignment that allows students to find historical information
that will be helpful when reading Macbeth. This activity will get students collaborating with each other, and
gaining knowledge from multiple subject areas. There are two context quizzes that will take place after Acts I and
III that exist to ensure that students are understanding the plot of the play and the context in which it was
written. These quizzes are short answer format, providing students with multiple quotes that require students to
analyze the quote, explain its context and importance, and explain the connection between multiple given quotes.
The end of the unit will consist of an Essay Outline that students must complete in relation to the play. Once essay
structure has been reviewed, students will create an outline of an essay and write a fully developed thesis statement,
introduction paragraph, and a singular body paragraph to be handed in for a grade. This unit consists of multiple
formative and summative assessments that allow students to engage with the text Macbeth in a multitude of ways.

Program of Studies Outcomes:

General Outcome 1: Explore thoughts, ideas, feelings and experiences
1.1.2 Experiment with language, image, and structure
a. experiment with language, image and structure to create different effects in particular situations and for particular
purposes and audiences [for example, present the same information to two different audiences, and make appropriate
changes to the content to suit the audiences]
1.2.2 Express preferences, and expand interests
a. reflect on personal text preferences, identify influences that have contributed to the formation of these preferences,
and select strategies that may be used to expand interests in texts and text creators [for example, complete and
share reading inventories, and examine the role marketing plays in shaping popular culture]
1.2.3 Set personal goals for language growth
a. appraise own strengths and weaknesses as a language user and language learner; select appropriate strategies to
increase strengths and address weaknesses; monitor the effectiveness of selected strategies; and modify selected
strategies as needed to optimize growth [for example, assess growth in writing by using a writing portfolio and
portfolio reflections]
General Outcome 2: Comprehend literature and other texts in oral, print, visual and multimedia
forms, and respond personally, critically and creatively
2.1.1 Discern and analyze context
a. describe the text creator’s purpose, and analyze the target audience
b. describe how societal forces can influence the production of texts [for example, current issues and trends]
c. explain the relationship between text and context in terms of how elements in an environment can affect the way in
which a text is created [for example, the historical context in which the text is written; gender-biased language can
provide information about the context in which a text was created in terms of dominant culture]
2.1.2 Understand and interpret content
a. use a variety of strategies to comprehend literature and other texts [for example, reading passages out loud, forming
questions, making predictions, using context to determine the connotative meanings of words, using graphic
organizers and making annotations], and develop strategies for close reading of literature in order to understand
contextual elements [for example, understanding subtext]
c. describe the relationships among plot, setting, character, atmosphere and theme when studying a narrative
d. compare the personality traits, roles, relationships, motivations, attitudes, values, and archetypal qualities, when
appropriate, of characters developed/personas presented in literature and other texts
f. interpret figurative language, symbol and allusions; recognize imagery; and explain how imagery contributes to
atmosphere, characterization and theme in a text
2.2.2 Relate elements, devices and techniques to created effects
e. explain the contribution of motif and symbol to controlling idea and theme
2.3.1 Connect self, text, culture, and milieu
c. explain how the choices and motives of characters and people presented in texts may provide insight into the choices
and motives of self and others
2.3.2. Evaluate the verisimilitude, appropriateness and significance of print and nonprint texts
d. analyze and assess character and characterization in terms of consistency of behaviour, motivation and plausibility,
and in terms of contribution to theme [for example, determine the meanings suggested by a change in a character’s
behaviour or values]

Anchor Text:
Macbeth by William Shakespeare
Echo Texts:
The War Works Hard by Dunya Mikhail (After Act I). https://poets.org/poem/war-works-hard
- This text and Macbeth discuss themes of war, policy, and leaders using satirical commentary. What truth
or evidence is there for the satirical comments? What do these texts say about society? How are the
spirits used to comment on Macbeth?
The Tonya Harding and Nancy Kerrigan Scandal by Jessican McBirney (After Watching the Film)
https://www.commonlit.org/en/texts/the-tonya-harding-and-nancy-kerrigan-scandal
- How does this story connect with the theme of betrayal and rivalry in Macbeth? How does the public
portrayal through media influence our thoughts on Tonya Harding and Nancy Kerrigan? Are there
differences between fact and truth in a vengeful story? If so, what are the differences?
The Masque of the Read Death by Edgar Allan Poe (After entire play). https://commonlit.org/en/texts/the-
masque-of-the-red-death
- How does this text parallel Macbeth? How do both main characters compare? Are the themes and
messages similar? What are similar foreshadowing examples in these texts?
‘Why should you read “Macbeth”?” https:// www.youtube.com/watch?v=rD5goS69LT4 (shown before reading)

Essential Questions:
● How does language shape meaning?

● How does Shakespeare utilize figurative language/literary devices to improve his writing?

● Consider the different literary elements we looked at-- Foreshadowing, Satire, Symbolism, and Imagery. How do these
elements advance the plot?
● How does Shakespeare explore actions and consequences through the use of characterization?

● What are some strategies for understanding Shakespearean plays?

● What themes are present in Macbeth and why are they important to the play?

● What is the difference between fate and free will?

● Does free will exist, or does each person have a destiny?

● How can desire, passion, or greed corrupt morality?

● Is ambition dangerous?

● How do characters from the supplemental texts relate or compare to Macbeth?

● How are themes associated with guilt, betrayal, and gender roles displayed through the different texts?

● Are leaders born or made? How do you know?

 Unit Plan Day-to-Day Layout - Macbeth - ELA 20-1

Monday Tuesday Wednesday Thursday Friday

Intro of Self Read The Masque of Intro Macbeth Unit - Research “Assignment” Macbeth
The Red Death (History, antecedent on British History, Act I Scene I (1:54) -
action, themes, motifs, World History, and Mini-Lesson on Fate vs.
language) - “Why you Macbeth itself. Free Will
March
should read Macbeth”
4-8 video Act I Scene II (4:00)
Journal Introduction - Mini-Lesson on
Introduce Letter Violence and Ambition
Writing Assignment
Act I, Scene III Act I, Scene VI Read The War Works Act II, Scene I (4:40) Act II, Scene III
(8:44) - Mini-Lesson (2:04)-VII (4:47) Hard by Dunya Mikhail (9:36)-IV (Preamble) -
on Supernatural Soliloquy Analysis from Mini Lesson on Nature
Elements Soliloquy Analysis from Lesson on War, Policy, Scene I on the Dagger
Scene VII on Ambition Satire, Society -
Act I, Scene IV Comparing texts Act II, Scene II
March
(Preamble) (4:29)
11-15
Act I, Scene V (5:09) - Exit Slip (formative)
Mini Lesson on Gender-
Norms

Exit Slip (summative)

Act III, Scene I Act III, Scene IV Context Quiz on Act Reintroduce Letter Continue Macbeth Film
(8:52) (8:37) III Assignment
March Soliloquy Analysis from Act III, Scene V Read Act IV-V Begin watching
18-22 Scene I - “to be thus is (3:56) Preamble’s for Macbeth Film
nothing” HOMEWORK - 1
Act III, Scene VI summarizing point from
 Act III, Scene II (Preamble) each scene
(3:42)

Act III, Scene III

(1:33) - Mini-Lesson
on Fate
Finish Watching Work Period for Letter Work Period for Letter
Macbeth Assignment/Passage Assignment - DUE
Analysis TODAY
Quick Wrap-Up
Work Period for
Soliloquy Analysis from Passage Analysis (if
March Act IV, Scene I on done Letter)
No Class No Class
25-29 changing character

Soliloquy Analysis from

Act V, Scene III on
realization FOR
HOMEWORK

April
No Class No Class No Class No Class No Class
1-5
ED 3604 Unit Assessment Plan - Table of Specifications

Assessments

Context
Research Journals Exit Slips Character
Learning Title Quiz(es)
Outcomes Assignment (Throughout) (Throughout) Letter Activity
(2)

Type (Formative/Summative) Formative Both Summative Summative Summative

1.1.2 Experiment with language, image, and structure

a. experiment with language, image and structure to create different
effects in particular situations and for particular purposes and
audiences [for example, present the same information to two
different audiences, and make appropriate changes to the
content to suit the audiences]
1.2.2 Express preferences, and expand interests
a. reflect on personal text preferences, identify influences that have
contributed to the formation of these preferences, and select
strategies that may be used to expand interests in texts and text
creators [for example, complete and share reading inventories,
and examine the role marketing plays in shaping popular culture]
1.2.3 Set personal goals for language growth
a. appraise own strengths and weaknesses as a language user and
language learner; select appropriate strategies to increase
strengths and address weaknesses; monitor the effectiveness of
selected strategies; and modify selected strategies as needed to
optimize growth [for example, assess growth in writing by using a
writing portfolio and portfolio reflections]
2.1.1 Discern and analyze context
a. describe the text creator’s purpose, and analyze the target
audience
2.1.1 Discern and analyze context
b. describe how societal forces can influence the production of texts [for ✔️ ✔️
example, current issues and trends]
2.1.1 Discern and analyze context
c. explain the relationship between text and context in terms of how
elements in an environment can affect the way in which a text is created ✔️ ✔️
[for example, the historical context in which the text is written; gender-
biased language can provide information about the context in which a text
was created in terms of dominant culture]
2.1.2 Understand and interpret content
a. use a variety of strategies to comprehend literature and other
texts [for example, reading passages out loud, forming questions,
making predictions, using context to determine the connotative ✔️ ✔️ ✔️
meanings of words, using graphic organizers and making
annotations], and develop strategies for close reading of
literature in order to understand contextual elements [for
example, understanding subtext]
2.1.2 Understand and interpret content
c. describe the relationships among plot, setting, character, atmosphere, ✔️ ✔️
and theme when studying a narrative
2.1.2 Understand and interpret content
d. compare the personality traits, roles, relationships, motivations, ✔️ ✔️ ✔️
attitudes, values, and archetypal qualities, when appropriate, of characters
developed/personas presented in literature and other texts
2.1.2 Understand and interpret content
f. interpret figurative language, symbol and allusions; recognize imagery; ✔️ ✔️ ✔️
and explain how imagery contributes to atmosphere, characterization and
theme in a text
2.2.2 Relate elements, devices and techniques to created effects
e. explain the contribution of motif and symbol to controlling idea and ✔️ ✔️ ✔️ ✔️
theme
2.3.2. Evaluate the verisimilitude, appropriateness and significance of print and
nonprint texts
d. analyze and assess character and characterization in terms of ✔️ ✔️
consistency of behaviour, motivation and plausibility, and in terms of
contribution to theme [for example, determine the meanings suggested by
a change in a character’s behaviour or values]
3.2.1 Select, Record, and Organize Information
d. organize information logically [such as by question, by category, by ✔️ ✔️
chronology or by cause and effect]
4.1.1 Assess text creation context
a. reflect on the purposes for text creation [for example, to inform,
explain, persuade, entertain or inspire] and on own motives for
selecting strategies to engage an audience [for example, to
communicate information, promote action or build relationships]; ✔️
and consider potential consequences of choices regarding text
creation [for example, follow-up action may be required to clarify
information, a position may need to be defended and opposing
viewpoints addressed, and tone and style must be appropriate for
intended audience]
4.1.2 Consider and address form, structure and medium
d. understand the concept of convention; and apply it to oral, print, visual
and multimedia text forms when appropriate [for example, understand the ✔️ ✔️
common conventions of a modern play script; and include dialogue, stage
directions, and directions for lighting and sound effects when creating a
script, as appropriate]
4.1.3 Develop Content
C. establish a focus for text creation, and communicate scope by framing ✔️
an effective controlling idea or describing a strong unifying effect

4.1.3 Develop Content ✔️

d. develop supporting details, by using developmental aids appropriate to
form and purpose [for example, use charts to collect and assemble details in
creating character comparisons when developing a comparison and
contrast essay, or use a think-aloud reading strategy to make notes from
informational text when writing a summary]
4.1.3 Develop Content
f. develop content appropriate to form and context [for example, provide
grounds and evidence to construct an argument, and use chronological ✔️
order in an informal essay to write a factual narrative account of a
personal experience]
4.2.1 Enhance thought and understanding and support and detail ✔️

4.2.2 Enhance organization ✔️

4.2.3 Consider and address matters of choice ✔️

4.2.4. Edit text for matters of correctness
b. know and be able to apply capitalization and punctuation
conventions correctly, including end punctuation, commas, ✔️
semicolons, colons, apostrophes, quotation marks, hyphens,
dashes, ellipses, parentheses, underlining and italics
 Unit Assessment Plan - Assignment Overview
Stage 2: Determine Acceptable Evidence

Assessment FOR,
Assessment Tool Brief Description OF, AS Learning

Students will be split into groups of 3. Students will use online media to explore
three different topics and create a simple list or paragraph of their findings.
Each group member will be exploring a different topic and will be expected to
present their findings with the other group members. This will give students
more background information regarding the context of the play. Students will
then share 1 major fact from their section with the entire class.

1) British History 1550-1650: What was happening at this time? Who were Assessment
Research Assignment the rulers? What was the political climate/atmosphere? What were the
FOR/AS Learning
concerns that people had? How did people live?

2) World History 1550-1650: What was happening in the rest of the world?
Refer to the above questions.

3) The play ‘Macbeth’: What is the play about? Why is it famous? What do
critics say about it? Are there different versions and are there versions that
are performed most often? What difficulties come with the production?

Students will keep a continuous journal (online or on paper) where they keep
track of vocabulary, thoughts, questions, points of interest, puzzlement or
anything they feel is important through words or drawings. This will be sorted
by Act and Scene. This provides students with an opportunity to organize their
thoughts and feelings about the play, while also engaging with the content.
Students will also be asked to write occasional journal entries answering a Assessment
Journals
thematic question that relates to the text. FOR/AS Learning

● Unfamiliar Vocabulary
● Personal Thoughts (predictions, feelings, etc.)
● Questions to ask later
● Important Quotes

Context Quiz(es) Students will complete one or both context quizzes on Acts I and III once the Assessment Of
acts have been read. These quizzes are formatted in short answer questions in Learning
which students must explain the context of a given quote, analyze the quote by
paraphrasing and explaining the importance, and explain the multiple quotes
relationship(s) to one another.These quizzes will ensure that students
 understand the plot/context of the play and are engaging with the material.

Exit slips will occur throughout the unit at the end of the lessons. These will not
be a daily occurrence, but will be often (2-3 times a week). Exit Slip questions
will be in relation to themes, characters, plot, personal feelings, questions
students may have, and other topics. Students will be required to answer the Assessment OF
Exit Slips
question before leaving the class - this will be done on a google forum. This will Learning
ensure students are engaging with their thoughts and feelings alongside the
content of the play. I will see where student understanding is as the unit
continues.

Students will take the place of a character in the play Macbeth and write a
letter to another character. A Planning template must be completed before
beginning to write the letter.The letter must make sense in terms of the
Character Letter character, the themes, and the plot. Shakespearean language is not the focus Assessment
Activity for this project, but it is suggested to incorporate some vocabulary that FOR/OF Learning
Shakespeare would have used. This activity will engage students creatively with
the play, and give them an opportunity to connect with a character and
interpret that character's decisions in a way they choose.