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Macbeth Mini-Lesson
 

Macbeth Mini-Lesson

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This slideshow is for partial completion of a credential course. The mini-lesson includes engaging 10th grade English Language Arts students in the creation of a scene using the text as evidence for ...

This slideshow is for partial completion of a credential course. The mini-lesson includes engaging 10th grade English Language Arts students in the creation of a scene using the text as evidence for stylistic choices. Students will also analyze how imagery used in the text creates a tone.

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    Macbeth Mini-Lesson Macbeth Mini-Lesson Presentation Transcript

    • Setting the Scene:MacbethEnglish Language ArtsLesson PlanBy: Sara Krohn
    • Background Information English Language Arts 10thGrade Students will have just begun reading Macbeth.Previous day included reading Act 1 Scene 1,which will be the focus for today (“WeirdSister’s Prophecy”) Students will use the text to create their ownopening scene, using imagery to set a tone.
    • California State Content Standard Speaking and Listening Standard 2.4, Deliveroral responses to literature: b. Supportimportant ideas and viewpoints throughaccurate and detailed references to the textor to other works. c) Demonstrateawareness of the author’s use of stylisticdevices and an appreciation of the effectscreated.
    • Lesson Objectives Cognitive: Students will be able to identify the literarydevices of imagery and symbolism and explain howthe use of said devices affects the tone of a text. Affective: Using specific evidence from the text,students will be able to discuss how literary devicesare used to create a specific tone in a scene. Psychomotor: Students will be able to create andperform a scene in which literary devices found in atext are used to create tone.
    • Language Objectives Students will identify orally the literarydevices used to elicit tone in Macbeth. Students will compile evidence orally and inwriting to support their position about theelicitation of tone through literary devices.
    • Materials and Resources Paper Pencils/Pens Poster board Markers and Colored Pencils Video Player and television or computer andoverhead projector (for film)
    • Activity 1: Jigsaw Briefly review Act 1 Scene 1– What did the Weird Sisters foretell?– What tone was set by the text? How could you tell? Jigsaw– Setting– Characters– Props– Imagery & Symbols– Audio Must use text as evidence
    • Activity 2: Poster Board Presentation Students work with their expert groups to make partsof a presentation on a poster board– Bullet points of main ideas for each of 5 areas One member of each of 5 groups comes together todraw a scene on separate poster– Posters must include all five focus areas– Demonstration of audio and vocalizations Each expert group and the drawing group presentstheir poster
    • Activity 3: Movie and Discussion Students will watch Polanski’s version of Act1 Scene 1 in which the Weird Sisterprophesize Macbeth’s future Teacher will lead students in a discussionabout similarities and differences– Student created scene vs. Polanski’s scene
    • Assignment: Free-Write Students will free-write similarities and differencesbetween Polanski’s Act I Scene I and the class’s ActI Scene I.– Consider the following in your writing: 1. Evaluate how the imagery in the text sets the tone in Act 1Scene 1 when the Weird Sisters meet to predict the future.How does the imagery in the film set the tone? 2. Predict how the tone created by the imagery of the sceneforeshadows the storyline. What do you think will happen? 3. Why might Polanski have made certain stylistic choices forhis scene? How is the effect changed because of thesechoices (i.e. what is the difference in effect between the class’sscene and Polanski’s scene?) ?
    • Assessments Formative:– Discussion– Observation of student work and participation Summative:– Student Presentation– Free-write
    • The End!