Macbeth Lesson Plan

Come up with one or more lesson plans or assignments for teaching Shakespeare.How can we make this 16th century artist accessible and relevant to a modern youth audience?Why is it important to still study Shakespeare and what lessons (both in terms of universal human values and in terms of style and language) can be learned from him?In devising lesson plans/assignments keep in mind differentiated learning styles (in terms of level, gender, class, race) as well as multi media. (For example, Romeo and Juliet is often paired with West Side Story as a modern day story of star-crossed lovers of different class/ethnicity).Lesson must be on Macbeth 9-10th grade appropriateLesson must have all appropriate NYS Standards and Common Core LSLesson must have an authentic and engaging activityLesson must contain Universal Design for Learning for diverse studentsLesson must be culturally appropriateAttached is a recent discussion of Macbeth and sample lesson plans.
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MACBETH
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Macbeth
William Shakespeare, even though born in the 16th century, he is still considered one of
the most influential writers of all time. Macbeth is one of his best plays that he ever wrote. The
bloody rise in power is what is being charted in Macbethâ??s play. Having said this, this paper is
going to discuss the tragic and dramatic elements in Macbeth. It will draw Aristotle definition of
MACBETH
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tragedy and how the play defies or concurs with the elements of tragedy. It will also discuss the
tragic hero and show elements of class and gender play into the course of events as well as how
the power of the message is being contributed by the dramatic form of the play.
Aristotle defined tragedy as â??the imitation of an action that is serious and also, as having
magnitude, complete in itself; in pleasurable and appropriate language; … rather than narrative
but in a dramatic form; with incidents bringing about feat and pity, wherewith to accomplish a
catharsis of these emotions� (FRYERS, 2013). This is to mean that a tragedy always deals with
one event which is extremely serious. It should be of great importance and magnitude for
example when someone dies. To avoid losing audiences within the plot, a tragedy must stick to
one issue.
Based on this definition of tragedy by Aristotle, the Macbeth play defies and concurs
with the definition in various ways. First of all the death of King Duncan was a tragedy. This
issue was utterly serious to a point whereupon the discovery of the same, Macbeth decides to kill
all the guards who had come to see the body and with whom he was suspicious of them proving
also to be a tragedy (Booth, 1983). The other tragedy is when Macbeth throws himself to be
slain by Malcolm after his wife fell ill as well as his friends had abandoned him and therefore he
had nothing else to lose. The combination of this major tragedies, however, defies the definition
of tragedy. Booth (1983) also argues that the play has put these tragedies to look dramatic which
should not be the case according to Aristotle.
The tragic hero in the play is Macbeth. This is because after accomplishing everything to
a point of becoming the King of Scotland and even after the witches prophesied that he will be
invincible in battlefield forever, he still loses hope in witches and decides to be slain by Malcolm
even without defending himself. In terms of elements of gender and class, Lady Macbeth, being
3
MACBETH
more brave, ambitious and smart as compared to Macbeth himself, she uses this as a weapon by
convincing Macbeth to kill King Duncan (Shakespeare, 2001). Here it can be seen that in as far
as he was a female who had no say at all over a man in the 16th century, she however manages to
utter her ruthlessness and ambition by convincing his husband into killing a whole King who was
of a royalty class as compared to them and within no time they had become royalties as well.
King Duncan, before his death in the play, is described as brutal and merciless. Through
Lady Macbeth, he was immediately killed by Macbeth himself. The death of King Duncan
haunts Macbeth and later his wife falls ill due to the same. Macbethâ??s soliloquy is the most
famous speech in the play full of famous lines which express the hopelessness which Macbeth
had towards his tragic end pertaining all the things that had happened in his life. Macbeth is left
by his close friends including Madoff. Later he throws himself to be slain by Malcolm after
deciding to reject the prophecy by the witches. All these dramatic forms have been used in the
play to show how â??karmaâ?? is always real and that â??stitches will always get stitchesâ?? (Shakespeare,
2001). The dramatic elements including dictions, monologues, and dialogues as well as the
setting itself all point out to the fact that when someone does bad things to someone, he or she
will always pay in one way or another. It can be seen from the death of King Duncan and
Macbeth himself as well as Lady Macbeth who falls extremely ill and later dies. All these people
were ruthless in their own unique way and they finally paid with their lives.
References
Booth, S., & Shakespeare, W. (1983). King Lear, Macbeth, in-definition, and tragedy (p. 81).
New Haven: Yale University Press.
MACBETH
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FRYERS, A. (2013). Aristotle’s Definition of Tragedy. The Theatre: a monthly review and
Magazine, 17, 227-232. Retrieved on May 12, 2018, from;
http://www.alonardo.org/greektragedy/wp-content/uploads/2013/12/Aristotles-Ideasabout-Tragedy.pdf
Shakespeare, W. (2001). The tragedy of Macbeth (Vol. 2). Classic Books Company. Retrieved
on May 12, 2018, from;
https://books.google.co.ke/books?hl=en&lr=&id=rHBCocyRol4C&oi=fnd&pg=PR3&dq
=Macbeth????????&ots=HhZj2DfM7D&sig=I-6VOTd_zCq8wwupZjlG8ZgHxY&redir_esc=y#v=onepage&q=Macbeth%20by%20William%20Shakespe
are&f=false
Daily Lesson Plan
Lesson Title: Importance of Literary Terms
Grade Level: 9th- 10th
Title of Unit: Literary Terms in Different Texts Unit
Number of lesson in Unit: Lesson 1 of Week 1, in Unit (5 week unit)
Connections to Prior Learning: Students will use past novels they have read to help identify and explain
what a literary term, how to use it, and which term to use.
Content Objective: Students will use their knowledge of the literary term to determine what a literary
term is. They will also understand why it is important to use. Students will list off any literary term they
already know. They understand why we use literary terms in different texts all of the time.
Common Core Literacy Standards:
CCSS.ELA-LITERACY.L.9-10.5
Demonstrate understanding of figurative language, word relationships, and nuances in word
meanings.
CCSS.ELA-LITERACY.L.9-10.5.A
Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their
role in the text.
CCSS.ELA-LITERACY.L.9-10.5.B
Analyze nuances in the meaning of words with similar denotations.
Assessment Strategies: Using a power point as a visual, using think pair share, and prior knowledge to
take a look at different literary terms and their meanings.
Formative: At 8am students walk in, take entrance ticket and text to text worksheet, they will be given
3-5 minutes to complete entrance ticket. 8:05am think pair share what students wrote on entrance
ticket. 8:08am we will start the power point. The power point will go over what a literary term is, why
they are important, how we use them, etc. The power point will also include all of the literary terms we
will discuss in the unit. The students will then copy them down on the Text to Text worksheet. We will
go over the first two literary terms. Talk about the definitions, how they are used and examples from
texts they know off of the top of their head. 8:37am students will take a few minutes write down and
start their homework which will be to write the words and definitions of the 2 literary terms 3x each in
their ELA notebook. 8:40am, class dismissed.
Summative: Take the knowledge of the literary terms, be able to discover them in multiple sources,
then at the end of the unit create a childrenâ??s book or write a song with a partner.
Discussion Questions: What is a literary term? Why are they important? What are some examples of
them? Where do we see and/or use literary terms? Do you use them on a daily basis?
Activities: Think Pair Share literary terms and examples.
Differentiation: Digital literacy, using a visual text, accessible for all level readers.
**book pass worksheet will be passed out later in the week when the childrenâ??s books are brought into
the unit.**
ELA
Lesson Title: Importance of Literary Terms
Grade Level: 9th- 11th
Title of Unit: Literary Terms in Different Settings
Number of lesson in Unit: 1 of 5
Connections to Prior Learning: Students will use past novels they have read to help identify and explain
what a literary term, how to use it, and which term to use.
Content Objective: Students will use their knowledge of the literary term to determine which term it is
and how they used it in such setting, novel, poem, article, music, television, etc.
Common Core Literacy Standards:
Language Standards:
1. Knowledge of Language
Apply knowledge of language to understand how language functions in different contexts, to make
effective choices for meaning or style, and to comprehend more fully when reading or listening.
2. Vocabulary Acquisition and Use
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in
the text.
Assessment Strategies:
Formative: Think, Share, Entrance and Exit Ticket
Summative: Take the knowledge of the literary terms, be able to discover them in multiple sources,
then at the end of the unit create an essay using 3 or more use of the terms.
Discussion Questions: Embedded in my activities (see entrance and exit ticket)
Activities:
Differentiation: Digital literacy, using a visual text, accessible for all level readers.

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