Lesson Objective and Assessment of the objective
By the end of the workshop, student will be able to:
- Recognize Motifs and Symbols in Macbeth
- Discern the difference between the function of a motif and symbol
- Analyze the function of these Motifs and Symbols and how they transform the meaning behind Macbeth
- Evaluate where/why these Motifs and Symbols are employed in Macbeth
Supporting Diverse LearnersWorking in a group of 5 will help scaffold learning, as well as the ability to consult the book to help find examples. I will also make sure a model is drawn on the board to aid visual learners and to help those who struggle with grasping abstract instructions. There is also an option to draw pictures on their graphic organizer if they can explain better using pictures rather than words.
Method(s) for Instruction
Class/Group Discussion
Cooperative Learning
Small Group
Guided Practice
Lab
Lecture or Direct Instruction
Question/Answer
Learning Stations
Readers/Writers Workshop / Teacher Modeling/Demo.
Journal writing
Role Play
Hands-on
Inquiry Learning
Game
Simulation/Role Playing
Independent Learning
Other / Use of Materials
Teacher’s Manual pg #
Student Text pg #
Picture Books
Handouts:
Manipulative:
Related Equipment:
Other: Poster paper, markers
Adapted materials / Use of Technology
Cell Phone
PollEverywhere.co
CPS Clickers
Elmo Document Camera
Software
Student Computers
Video Clips/DVD
Website
Web 2.0 tool
Other: PowerPoint
Strategies/Activities Selected: Group work, creation of graphic organizer, group presentation of findings.
Lesson Agenda
Class will open with a Vocabulary Quiz, followed by a brief PowerPoint overview of the Motifs/Symbols in Macbeth. We will then do the graphic organizer activity, and each group will present their organizer to the class for the close of the period.
Warm up: How will you support students in accessing prior knowledge, personal, real world and/or cultural connections?
We will go through a PowerPoint that Mrs. Robillard and the English department use for teaching Macbeth as a way to introduce the motifs and symbols in Macbeth. I will go through the slides, explaining symbolism and motifs while providing pertinent examples found in the text. This way students are familiar with the topic, can differentiate between symbol and motif, and have access to the information that will be present on their end of unit exam. This time should be pretty brief, but as interactive as possible. I will encourage the students to ask questions and discuss where they have possibly noticed these symbols in their reading of the play.
Transitioning and Stating Objectives:Where can we find symbols and motifs in Macbeth? Why are these important? ….Let’s do a group activity to find out and focus in on a few!
Transition to Instruction:What support strategies will you use to scaffold students learning so they meet or exceed targeted?
Students will be creating their own graphic bubble organizer, so it is imperative that instructions are explicit. I hope the group work makes the task less daunting and I will be available as a guide to answer questions during their group practice.
Transition Guided Practice:
- Instructional Activity: I have chosen what I feel to be the 3 most important motifs of the play;Hallucinations, Violence, andProphecy. These will be the focus of the activity.
-Each group will be assigned one of the 3 main motifs listed above.
-Groups will construct a bubble/mind map graphic organizer with their topic listed in the center.
-Stemming from the center should be at least 5 symbols fromMacbeththat illustrate their specific motif. (i.e. Blood as a symbol for the violence motif.)Students can pull from any Act or scene from the play.
-After at least 5 symbols stem from the center idea, other bubbles should stem from these 5symbols that explain their significance, make meaning of the symbol, or explain why it's important to the play and their motif. In other words, stemming from the symbols should be quotes and examples from the text. Drawings are acceptable on the sheet as well to explain the quote. This should be the “meat” of the organizer- why are these quotes so important and what do they have to do with my specific motif and symbols? Students are also more than welcome to include some summary sentences at the bottom of their organizer if they wish in order to cohesively express their ideas in a more linear fashion.
- I would draw an example bubble chart on the board to make sure students understood the activity!
- During the activity, I will walk around the room to monitor behavior, evaluate progress, and help to explain the topic more if need be. I will be available to answer specific group questions that arise from their examples, as well as address class concerns as a whole. I understand that distilling words/phrases in Shakespearean works is often difficult for students, so I am fully aware that I need to make myself as available as possible if groups wish to confirm that a certain excerpt fits their topic.
Transition to Wrap up/Closing: How will you engage students in self-assessment and/or reflection on key concepts?
(It is my intent that time will allow for this! If not, it isn’t the end of the world.)
Each group will present their topic to the class, with each member explaining a different bubble out of their map/organizer. (Included this just to be sure we used up all of class time! Plus it would be useful to hear about the other important symbols and motifs in more detail)
Daily AssessmentHow do you know your students met your lesson objective(s) and to what extent?
knowledge
comprehension
application
analysis
synthesis
evaluation / Formative:
Class discussion
CPS clickers
Email teacher
Entrance/Exit slip
Teacher Observe
Listened to conversations
Quiz
Thumbs up, neutral, or down
Homework check
Video quiz
Voting
Whiteboard Check
Other / Summative:
Test
Project
Report
Presentation
Final Exam
Other
Additional Teacher Preparation:
Copy: Locate: 12 sheets of large paper for each groups’ bubble organizer.
Reflection: