The Renaissance Unit Plan
Including The Tragedy of Macbeth
Day 1
Objectives:
12.11 Determine two or more central ideas of a text [RI.11-12.3]
12.16 Integrate multiple sources of information presented in different media formats to address a question [RI.11-12.7]
Activities:
Before
- Students will read and outline pages 295-305; 310-311; 340-341; For each subheading identify at least one or two main ideas.
- Students will read pages 342-345 on Shakespearean tragedy and complete note taking worksheet
Assessment:
Students will be assessed based upon completed class work.
Day 2
Objectives:
12.1 Cite strong and thorough textual evidence to support analysis of text [RL.11-12.1]
12.2 Determine two or more themes or central ideas of a text and analyze their development over the course of the text; provide an objective summary of the text [RL.11-12.2]
12.3 Analyze the impact of the author’s choices regarding how to develop and relate elements of a drama [RL.11-12.3]
12.4 Determine meaning of words and phrases as they are used in the text; analyze the impact of specific word choices on meaning and tone [RL.11-12.4]
12.5 Analyze how an author’s choices concerning how to structure specific parts of the text contribute to structure and meaning as well as aesthetic impact [RL.11-12.5]
Activities:
Students will take notes from the Macbeth powerpoint;
Begin Act I as a class (interactive reader p. 86)
Day 3
Objectives:
12.1 Cite strong and thorough textual evidence to support analysis of text [RL.11-12.1]
12.2 Determine two or more themes or central ideas of a text and analyze their development over the course of the text; provide an objective summary of the text [RL.11-12.2]
12.3 Analyze the impact of the author’s choices regarding how to develop and relate elements of a drama [RL.11-12.3]
12.4 Determine meaning of words and phrases as they are used in the text; analyze the impact of specific word choices on meaning and tone [RL.11-12.4]
12.5 Analyze how an author’s choices concerning how to structure specific parts of the text contribute to structure and meaning as well as aesthetic impact [RL.11-12.5]
Activities:
Before
Students will watch the PBS Macbeth clip of Act One: Scenes one and two
During
Read Act I as a class (interactive reader p. 86)
After: Complete pages 109-111 of the interactive reader
Day 4
Objectives:
12.1 Cite strong and thorough textual evidence to support analysis of text [RL.11-12.1]
12.2 Determine two or more themes or central ideas of a text and analyze their development over the course of the text; provide an objective summary of the text [RL.11-12.2]
12.3 Analyze the impact of the author’s choices regarding how to develop and relate elements of a drama [RL.11-12.3]
12.4 Determine meaning of words and phrases as they are used in the text; analyze the impact of specific word choices on meaning and tone [RL.11-12.4]
12.5 Analyze how an author’s choices concerning how to structure specific parts of the text contribute to structure and meaning as well as aesthetic impact [RL.11-12.5]
12.8 Demonstrate knowledge of foundation works of European literature with a concentration in British literature [RL.11-12.9]
12.29 Initiate and participate effectively in a range of collaborative discussions [SL.11-12.1]
12.32 Present information such that listeners can follow the line of reasoning [SL.11-12.4]
12.39 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings [L.11-12.5]
Activities
Before
Watch a clip of Polanski’s Macbeth Act One: Scene 5 (Lady Macbeth’s Soliloquy)
Go over work from interactive reader pages 109-111;
Students will listen to Act II on CD –textbook pages 368-380, completing the active reading worksheet
Day 5
Objectives:
12.1 Cite strong and thorough textual evidence to support analysis of text [RL.11-12.1]
12.2 Determine two or more themes or central ideas of a text and analyze their development over the course of the text; provide an objective summary of the text [RL.11-12.2]
12.3 Analyze the impact of the author’s choices regarding how to develop and relate elements of a drama [RL.11-12.3]
12.4 Determine meaning of words and phrases as they are used in the text; analyze the impact of specific word choices on meaning and tone [RL.11-12.4]
12.8 Demonstrate knowledge of foundational works of European literature with a concentration in British literature [RL.11-12.9]
12.11 Determine two or more central ideas of a text [RI.11-12.3]
12.13 Determine the meaning of words or phrases as they are used in a text; analyze how an author uses and refines the meaning of a key term [RI.11-12.4]
12.15 Determine author’s point of view or purpose in a text in which the rhetoric is particularly effective [RI.11-2.6]
12.18 By end of Grade 12, read and comprehend literary nonfiction at the high end of the Grades 11-12 CCR text complexity band independently and proficiently [RI.11-12.10]
12.27 Draw evidence from literary and informational texts to support analysis [W.11-12.9]
12.29 Initiate and participate effectively in a range of collaborative discussions [SL.11-12.1]
12.39 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings [L.11-12.5]
Activities:
During
Read Act IIIon page 382 in the textbook;
Complete worksheet on Act III;
Day 6
Objectives:
12.1 Cite strong and thorough textual evidence to support analysis of text [RL.11-12.1]
12.2 Determine two or more themes or central ideas of a text and analyze their development over the course of the text; provide an objective summary of the text [RL.11-12.2]
12.3 Analyze the impact of the author’s choices regarding how to develop and relate elements of a drama [RL.11-12.3]
12.4 Determine meaning of words and phrases as they are used in the text; analyze the impact of specific word choices on meaning and tone [RL.11-12.4]
12.5 Analyze how an author’s choices concerning how to structure specific parts of the text contribute to structure and meaning as well as aesthetic impact [RL.11-12.5]
12.8 Demonstrate knowledge of foundational works of European literature with a concentration in British literature [RL.11-12.9]
12.9 By end of Grade 12, read and comprehend literature at the high ends of CCR text complexity band independently and proficiently [RL.11-12.10]
Activities:
Before: Complete worksheet on Iambic Pentameter;
During
Have students preview text based questions for each scene before reading each scene of Act IV on page 400 in the textbook;
Read / listen to Act IV, stopping after each scene for students to answer text based questions
Day 7
Objectives:
12.1 Cite strong and thorough textual evidence to support analysis of text [RL.11-12.1]
12.2 Determine two or more themes or central ideas of a text and analyze their development over the course of the text; provide an objective summary of the text [RL.11-12.2]
12.3 Analyze the impact of the author’s choices regarding how to develop and relate elements of a drama [RL.11-12.3]
12.4 Determine meaning of words and phrases as they are used in the text; analyze the impact of specific word choices on meaning and tone [RL.11-12.4]
12.5 Analyze how an author’s choices concerning how to structure specific parts of the text contribute to structure and meaning as well as aesthetic impact [RL.11-12.5]
12.8 Demonstrate knowledge of foundational works of European literature with a concentration in British literature [RL.11-12.9]
12.9 By end of Grade 12, read and comprehend literature at the high ends of CCR text complexity band independently and proficiently [RL.11-12.10]
12.29 Initiate and participate effectively in a range of collaborative discussions [SL.11-12.1]
Activities:
Continue reading Act IV, completing analysis worksheet
After:
Students will complete Grammar and Style worksheet on Shakespeare’s sentence structure.
Assessment:
Students will be assessed based on class participation and completed class work.
Day 8
Assign reading groups to students
In groups, students will read Act V and answer the text-based questions
After
Assign each reading a group a scene or scenes to explain to the class. Reading groups will need to provide answers to text-based questions and their own additional commentary on the scene
Homework:
Complete text analysis worksheet for Act V (only front side)
Day 9&10
Objectives:
12.1 Cite strong and thorough textual evidence to support analysis of text [RL.11-12.1]
12.2 Determine two or more themes or central ideas of a text and analyze their development over the course of the text; provide an objective summary of the text [RL.11-12.2]
12.8 Demonstrate knowledge of foundational works of European literature with a concentration in British literature [RL.11-12.9]
12.11 Determine two or more central ideas of a text [RI.11-12.3]
12.15 Determine author’s point of view or purpose in a text [RI.11-2.6]
12.16 Integrate and evaluate multiple sources of information in order to address a question [RI.11-12.6]
12.27 Draw evidence from literary or information texts to support analysis, reflection, and research [W.11-2.9]
12.29 Initiate and participate effectively in a range of collaborative discussions [SL.11-12.1]
Activities:
Before
Discuss text analysis worksheet for Act V
Working in pairs, students should complete tragedy worksheet (1st page of packet
Discuss tragedy worksheet
Have students turn in worksheet
During:
Students will individually read excerpts “Duncan’s Murder” and “Banquo’s Murder” from Holinshed’s Chronicles and “Out, Damn Slander, Out” article
Students will complete note-taking worksheet comparing these two articles and answer questions 1-5 on page 439
After
Discuss new perception of Macbeth created by reading the articles
Homework:
None
Assessment:
Students will be assessed based upon class participation and completed class work.
Day 11
Objectives:
12.8 Demonstrate knowledge of foundational works of European literature, including how two or more texts from the same period treat similar themes or topics [RL.11-12.9]
12.11 Determine two or more central ideas of a text; provide an objective summary of the text [RI.11-12.3]
12.35 Demonstrate command of the conventions of Standard English grammar and usage when writing [L.11-12.1]
Activities:
Before
Students will review pages 310-311
During:
As a class read Sonnet 18 and complete analysis questions (worksheet) page 74 in the interactive reader;
With a partner, students will read Sonnet 29 and complete analysis questions
Individually, students will read Sonnets 116 and 130 and complete analysis questions
After:
Discuss student findings on sonnets 116 and 130
Day 13
Objectives:
12.4 Determine the meaning of words and phrases as they are used in the text; analyze the impact of specific word choices on meaning and tone [RL.11-12.4]
12.5 Analyze how an author’s choices concerning how to structure specific parts of a text contribute to its overall structure and meaning as well as its aesthetic impact [RL.11-12.5]
12.8 Demonstrate knowledge of foundational works of European literature, including how two or more texts from the same period treat similar themes or topics [RL.11-12.9]
12.21 Use precise words and phrases to convey a vivid picture of experiences, events, or characters [W.11-12.3d]
12.22 Produce clear and coherent writing appropriate to task [W.11-12.4]
12.29 Initiate and participate effectively in a range of collaborative discussions [SL.11-12.1]
12.37 Apply an understanding of syntax to the study of complex texts when reading [L.11-12.3a]
Activities:
Before
Review sonnets (students may complete Selection test B/C as quiz or assessment practice on page 81)
During:
Assign analysis groups; in analysis groups, students need to complete the chart on page 75 and at the top of page 80 in the interactive readers for assigned sonnet
Discuss group findings
After
Assign students to write their own sonnet following appropriate structure
Students will write sonnets of their own creation based on Shakespearean format
Homework
Students should finish sonnets and be prepared to read in class tomorrow
Assessment
Students will be assessed based on class participation.
Day 14
Objectives:
12.4 Determine the meaning of words and phrases as they are used in the text, including figurative meanings [RL.11-12.4]
12.39 Interpret figures of speech in context and analyze their role in the text [L.11-12.5a]
12.29 Initiate and participate effectively in a range of collaborative discussions [SL.11-12.1]
Activities:
Before
Students should meet as a group to annotate their assigned sonnets
During
Read biographical information on John Donne
Discuss metaphysical conceit and paradox as well as valediction.
In groups of three, students will read and complete analysis worksheet on “A Valediction: Forbidding Mourning” and “Holy Sonnet 10”
Discuss student findings
After
Individually, students will read, annotate, and complete the analysis questions for “Meditation 17”
Homework
If not completed in class, finish work for “Meditation 17”
Assessment
Students will be assessed based on class participation and completed class work.
Day 15
Objectives:
12.1 Cite strong and thorough textual evidence to support analysis of text [RL.11-12.1]
12.2 Determine two or more themes or central ideas of a text and analyze their development over the course of the text; [RL.11-12.2]
12.3 Analyze the impact of the author’s choices regarding how to develop and relate elements of a drama [RL.11-12.3]
12.4 Determine meaning of words and phrases as they are used in the text; analyze the impact of specific word choices on meaning and tone [RL.11-12.4]
12.5 Analyze how an author’s choices concerning how to structure specific parts of the text contribute to structure and meaning as well as aesthetic impact [RL.11-12.5]
12.8 Demonstrate knowledge of foundation works of European literature with a concentration in British literature [RL.11-12.9]
12.39 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings [L.11-12.5]
12.10 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text [RI.12.1]
12.15 Determine the author’s point of view or purpose in a text in which the rhetoric is particularly effective; [ RI.12.6]
12.16 Integrate and evaluate multiple sources of information presented in different media or formats as well as in words in order to address a question [RI.12.7]
12.18 Read and comprehend literary nonfiction at the high end of text complexity independently [RI.12.10]
12.19 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence [W.12.1]
12.19d. Establish and maintain a formal style and objective; [W12.1d]
12.22 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience [W.12.4]
12.23 Develop and strengthen writing as needed by planning, revising, editing, rewriting [W.12.5]
12. 25. Conduct short as well as more sustained research projects to answer a question; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject; demonstrating understanding of the subject under investigation; [W12.7]
12.26. Gather information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation [W.12.8]
12.27. Draw evidence from informational texts to support analysis and research; [W.12.9b]
12.28. Write routinely including for research;
Before: Discuss AVL and how to take notes / paraphrase from nonfiction sources.
During: Go to the library to take notes from a literary criticism of the assigned sonnet.
After: Students will synthesize the argument and incorporate it into their understanding of their poem.
Day 16
Objectives:
12.4 Determine the meaning of words and phrases as they are used in the text, including figurative meanings [RL.11-12.4]
12.39 Interpret figures of speech in context and analyze their role in the text [L.11-12.5a]
12.29 Initiate and participate effectively in a range of collaborative discussions [SL.11-12.1]
Activities:
Before
Students will respond to following prompt: How does Donne view the connection between people, both on an individual and group level? Cite two lines from two different selections as support of your answer.
Discuss student responses
Students will turn in work for “Meditation 17”
During
Discuss “Meditation 17”
Review metaphysical conceits and paradox
In groups of four, students are to complete charts on page 139 and questions on page 146 of interactive reader as well as questions 7-9 on page 523
Discuss group findings
After
Review by completing p. 550-555 in textbook and go over.
Homework:
Study for Renaissance test
Day 17
Objectives:
12.2 Determine themes or central ideas of a text and analyze their development [RL.11-12.22]
12.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meaning; analyze the impact of specific word choices on meaning and tone [RL.11-12.4]
12.8 Demonstrate knowledge of foundation works of European literature, including how two or more texts from the same period treat similar themes or topics [RL.11-12.9]
12.29 Initiate and participate effectively in a range of collaborative discussions [SL.11-12.1]
12.39 Interpret figures of speech in context and analyze their role in the text [L.11-12.5b]
Activities:
Turn in sonnet explications & analytical paragraphs
Before
Complete assessment practice in interactive reader pg 157 (or Selection test B/C)
Discuss student findings
During
Discuss figurative language charts (pg 149 of interactive reader)
Assign analysis groups; within groups, students should complete chart on page 155 of interactive reader as well as answer questions 1-8 on page 536
Assessment:
Students will be assessed based on class participation and completed class work.
Day 18
Review for Renaissance Test
Complete pages 550-555 in textbook;
Day 19
Activities:
Before
Study for test
Take any last minute questions on test
During
Complete Renaissance exam
Assessment:
Students will be formally assessed based on objective exam