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Subject: ELA
Topic: Point of View
Grade/Level: 10H
Learning Context: Students have already completed reading acts one through
three of this play. Students have already practiced identifying key quotes and
phrases as they have read through many of the scenes. Today's lesson will allow
students to focus on one specific character, and write a journal entry from their
point of view at this point in the play. Students are already very familiar with what
major events are currently taking place, and what major events are about to take
place. After today's lesson, students will have a better idea of how the play is about
to pick up right before the ending. Students will also have a better idea or a closer
insight into one of the character's mindset at this point in the play.
Objectives:
Short-Term Objectives:
Students will be able to construct a journal entry from the point of view of one of the
characters in the beginning of act four.
Students will be able to justify their inclusion of an important quote by discussing
why it is important to the present conflict.
Students will be able to discuss how the witches' contribution to the play
shapes the play as a whole.
Students will be able to document the growth of the characters from the
beginning to the end of the play.
Students will be able to identify what key conflicts lead to the resolution
of the play.
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:
Procedure:
1. Class will begin with a quick discussion of the do now question: What is point of
view, and how is it important in our everyday lives?
This discussion should take no more than five minutes.
2. Students will then turn to act four, scene one.
Students will be able to take the parts they will like. I will assign any lingering
parts.
This should take no more than a minute.
3. As a class, we will then participate in a reading of act four, scene one.
I will be stopping frequently throughout the reading to explain any difficult
words or phrases, and to ask students questions to check their understanding
of the content.
4. At the end of the scene, I will put the power point that outlines what activity
students will be completing.
As an ending to the class, students will be able to begin writing their journal
entry based of a character in the scene.
Students will be assigned to finish this writing assignment for homework and
turn it in the following day.