Macbeth: Day 1
Name: Cayleigh Hickey
Class: Advanced Placement Literature (AP Lit)
Date of Lesson: 4/10/17
Goals and Objectives
Essential Questions:
How does power corrupt people? How does blind ambition corrupt motives, particularly political motives?
How does superstition affect human behavior? If you believe in fate, does that belief have any power over your future?
What value does Shakespeare’s work hold for our modern world? Are the works still relevant?
Standards/Daily Objectives:
11.4.4.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly …show more content…
As the work time draws to a close I will get the Kahoot! quiz ready to go and warn them about the time remaining.
Kahoot! Quiz (15 min): Since we use Kahoot! often in the classroom, it should only take students a couple of minutes to log on. If someone does not have their own personal device, they can work on a team with someone near them who does. We will go through the quiz, which should not be challenging if they have done the pre-reading work. However, if there are questions where a large portion of students answer incorrectly, we will pause to discuss. I will ask first for a volunteer to explain the question and answer, if there is none, then I will.
This will probably run very close to the bell, but as we near the last minute or two, I will tell the students that the only homework for tomorrow is to page through their Macbeth text and write down one thing they’re looking forward to and one thing that they think will be challenging.
Assessment (Formal and Informal Checks for …show more content…
Video
As they’re watching, they should jot down notes about each interpretation. What do you notice about the scene overall? The setting? The costumes? The actors? The lines?
After viewing, we will discuss. I will start out by asking for volunteers to make some observations, asking probing questions as needed. Is there a version you preferred? Why? Were some scarier than others? Why? Did you notice anything about music that affected the scene? What about the costumes? The actors chosen? If lines were changed or moved, did that affect the scene?
Exit Ticket & Request for Volunteers (5 min): On a piece of paper they will: Describe specifically how an actor/director can affect the impact of a scene through the production choices they make.
I will also let the students know that tomorrow we will be reading scenes 1.3 and 1.4 and that everyone has to read at some point to get full participation credit. I’ll ask for volunteers to read the parts now, so that they can preview their lines if they would like to become more familiar with them. Parts needed for 1.3: First Witch, Second Witch, Third Witch, Macbeth, Banquo, Ross, Angus. Parts needed for 1.4: Duncan, Malcolm, Macbeth,
Name: Cayleigh Hickey
Class: Advanced Placement Literature (AP Lit)
Date of Lesson: 4/10/17
Goals and Objectives
Essential Questions:
How does power corrupt people? How does blind ambition corrupt motives, particularly political motives?
How does superstition affect human behavior? If you believe in fate, does that belief have any power over your future?
What value does Shakespeare’s work hold for our modern world? Are the works still relevant?
Standards/Daily Objectives:
11.4.4.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly …show more content…
As the work time draws to a close I will get the Kahoot! quiz ready to go and warn them about the time remaining.
Kahoot! Quiz (15 min): Since we use Kahoot! often in the classroom, it should only take students a couple of minutes to log on. If someone does not have their own personal device, they can work on a team with someone near them who does. We will go through the quiz, which should not be challenging if they have done the pre-reading work. However, if there are questions where a large portion of students answer incorrectly, we will pause to discuss. I will ask first for a volunteer to explain the question and answer, if there is none, then I will.
This will probably run very close to the bell, but as we near the last minute or two, I will tell the students that the only homework for tomorrow is to page through their Macbeth text and write down one thing they’re looking forward to and one thing that they think will be challenging.
Assessment (Formal and Informal Checks for …show more content…
Video
As they’re watching, they should jot down notes about each interpretation. What do you notice about the scene overall? The setting? The costumes? The actors? The lines?
After viewing, we will discuss. I will start out by asking for volunteers to make some observations, asking probing questions as needed. Is there a version you preferred? Why? Were some scarier than others? Why? Did you notice anything about music that affected the scene? What about the costumes? The actors chosen? If lines were changed or moved, did that affect the scene?
Exit Ticket & Request for Volunteers (5 min): On a piece of paper they will: Describe specifically how an actor/director can affect the impact of a scene through the production choices they make.
I will also let the students know that tomorrow we will be reading scenes 1.3 and 1.4 and that everyone has to read at some point to get full participation credit. I’ll ask for volunteers to read the parts now, so that they can preview their lines if they would like to become more familiar with them. Parts needed for 1.3: First Witch, Second Witch, Third Witch, Macbeth, Banquo, Ross, Angus. Parts needed for 1.4: Duncan, Malcolm, Macbeth,