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Dakota State University

College of Education
LESSON PLAN FORMAT
Name: Alyssa Ternes
Grade Level: 12th
School: Madison High School
Date: 10/7/14 (This may change)
Time: 12A, 8:15am to 9:45am
Reflection from prior lesson: Researched and presented findings of historical context surrounding Macbeth and
Shakespeare. They did not have any take-home work.
Lesson Goal(s) / Standards: 11-12.L.4 DETERMINE OR CLARIFY THE MEANING OF UNKNOWN AND
MULTIPLE MEANING WORDS AND PHRASES BASED ON GRADES11-12 READING AND CONTENT,
CHOOSING FLEXIBILITY FROM A RANGE OF STRATEGIES.
11-12.SL.1 INITIATE AND PARTICIPATE EFFECTIVELY IN A RANGE OF COLLABORATIVE
DISCUSSIONS WITH DIVERS PARTNERS ON GRADES 11-12 TOPICS, TEXTS, AND ISSUES, BUILDING
ON OTHERS IDEAS AND EXPRESSING THEIR OWN CLEARLY AND PERSUASIVELY.
Lesson Objectives: Students will learn how to decipher the unfamiliar language of Shakespearean times, so when
they read, they will not be discouraged in trying to understand it.
Materials Needed:
Contextual Factors/ Learner Characteristics:
The class is comprised of 23 students, ranging in skills and abilities. Most are 17 years old, none are repeating the
class from last year. Two are on IEPs for different reasons. Two students are not Caucasian.
A. The Lesson
1.

2.

Introduction (30 minutes)


getting attention Ask students to get into groups (I will assign, and every time we do group work, it
will be the same people)
relating to past experience and/or knowledge Hand out line festival handout, and have each group
choose four lines from it. Distribute Objective and Tactics handout and have groups fill out the sheet.
creating a need to know - An objective is simply a task they wish to accomplish by saying the line. In the
example in step 2, for instance, we might say that Macbeths sentence intends to prevent his wife from
making a bad mistake. This, in other words, is what he wants to DO with his word; his objective expresses
his intention. A tactic is a strategy to help an actor achieve his or her objective. Macbeth might threaten,
warn, or beg with his line of dialogue to prevent his wife from making a bad mistake. Allow students
about 10 15 minutes to accomplish this.
sharing objective, in general terms Students need to understand the actor/audience perspective of
Shakespeare. Students will read one line chosen and read lines using objectives and tactics, this will
move quickly, only taking 5 minutes for the whole class to do.
Content Delivery (include time allotment & instructional methodologies)

Let students know that you are now going to be showing a video segment from the PBS series Shakespeare
Uncovered. Ask students to think about how the way an actor says the words in a scene affects the meaning of
those words.
Play the video segment Exploring the Dagger Scene (Access the video segments for this lesson at the Video
Segments Page.) After showing the segment, ask students to discuss how the way in which Richard Easton said
the words of the Dagger speech affected the meaning of those words.
Give your students a minute or two to read the Dagger speech in Act II, Scene i, silently to themselves, starting
with line 44.
After all students have read the speech, have them stand in a circle to read the speech aloud (starting with line
44), one speaker at a time. Change speakers every time the speech comes to a full stop (period, semi-colon,
colon, question mark, or exclamation point).
Ask students to reflect on what they noticed when speaking parts of the speech, as well as hearing others read
the speech aloud. How is this different from reading silently?
3.

Closure (include time allotment)


Have students go to page 401 and do the activity at the end of the page.
Read scenes 1 through 3 for next class.

B. Assessments Used
Verbal confirmation of understanding will be my assessment for comprehension for this lesson.
I will also introduce a journal assignment. They must bring to class, written in a journal notebook, one
passage that was difficult for them in the reading, and we will interpret it as a class at the beginning of each class.
These points will be collected at the end of Macbeth.
C. Differentiated Instruction
If students need to read the dagger scenes multiple times, I will allow time for that, and if a student is
unable to read aloud due to an IEP, I will accommodate by having them write down their answers, or reading only in
front of me.
D. Resources

Textbook

http://www.pbs.org/wnet/shakespeare-uncovered/education/%E2%80%9Cspeak-i-chargeyou%E2%80%9D-macbeth-on-your-feet-not-in-your-seat/%E2%80%9Cspeak-i-charge-you
%E2%80%9D-macbeth-on-your-feet-not-in-your-seat-lesson-activities/