Backwards-Design Lesson Plan
English 4A
3rd Six Weeks – F14
Stage 1 – Desired Results
Content Standard(s):
The students will…

ELA.12.1B analyze textual context (within a sentence and in larger sections of text) to draw conclusions about the
nuance in word meanings.

ELA.12.1C analyze poetic context in Macbeth to distinguish between denotative and connotative meanings of
words.

ELA.12.2C relate the characters, setting, and theme of Macbeth to the historical social, and economic ideas of its
time.

ELA.12.5B analyze the moral dilemmas and quandaries presented in Macbeth and works of literature as revealed
by the underlying motivations and behaviors of the characters, setting.

ELA.12.13B structure ideas in a critical/analytical way (e.g., using outlines, note taking, graphic organizers, lists)
and develop original works (poetry and plays) that illustrate rhetorical devices to convey meaning.

ELA.12.14A write an engaging poem or one-act play with a well-developed conflict and resolution, a clear theme,
complex and non-stereotypical characters, a range of literary strategies (e.g., dialogue, suspense), devices to
enhance the plot, and sensory details that define the mood or tone.

ELA.12.26 Listening and Speaking/Teamwork. Students work productively with others in teams and with TUTS
professionals. Students are expected to participate productively in teams, offering ideas or judgments that are
purposeful in moving the team toward goals, asking relevant and insightful questions, tolerating a range of
positions and ambiguity in decision-making, and evaluating the work of the group based on agreed-upon criteria.
Understanding (s)/goals
Essential Question(s) :
Students will:

What are the implications of psychological

Become more confident in their abilities to locate
insights into the characters? (character analysis)
literary and rhetorical devices in literature and

How are psychological insights especially
analyze the effects created through the use of these
demonstrated in Macbeth and “Harrison
devices.
Bergeron?

See the world through realistic lens; compare fate vs.

Is the outcome of characters’ lives determined
free-will, dystopian vs. utopian societies
by fate, free will, or a combination of the two?

Understand poetic and literary techniques
Student objectives (outcomes):
Students will be able to:

Analyze plot structure, conflict, characterization, theme, tone, mood, setting, and historical connection

Make complex inferences regarding Macbeth and provide textual evidence to support their theses

Determine class distinctions as illustrated in Macbeth

Analyze dystopian society created in the drama
Stage 2 – Assessment Evidence
Performance Task(s):

Students will see the parallels between life and
literature as we move between the characters and the
students’ lives and public figures

Students will analyze the use of sensory language and
explain what effect this has on the tone.

Students will analyze literary elements such as
foreshadowing and symbolism to anticipate future
events in the drama

Students will make complex inferences and support
with textual evidence.

Students will examine use of literary/rhetorical
devices and the effect they have on the reader
Other Evidence:

Application of literary terms and rhetorical
devices

Vocabulary (connotative and denotative) in
context

Open-ended responses

Unit examination

Semester final examinations
Stage 3 – Learning Plan
Learning Activities:

Participate in Socratic discussion including elements of characterization, plot development, effective use of
rhetorical and literary devices, historical environments that impact the cause/effect relationships developed in the
drama

Identify and analyze the effects of figurative language, sensory language, and diction throughout Macbeth and
compare/contrast the use of these rhetorical/literary devices within the drama
Note: Assignments and Due Dates are subject to change depending on student progress/needs
Monday:
Tuesday:
Wednesday:
Thursday:
Friday:
11/10
11/11
11/12
1/13
1/14
Macbeth Act I
Macbeth Act II
Macbeth TUTS
Macbeth TUTS
Vocabulary 10
(spelling, part of
Open-ended discussion Open-ended
Dramatic interpretation
Dramatic
speech, definition,
questions
discussion
interpretation
antonym, write
questions
varied sentence
structures using
context clues)
Monday:
11/24
Macbeth Act III
Open-ended discussion
questions
Monday:
12/1
Macbeth begin Act IV
Open-ended discussion
questions
Monday:
12/8
Macbeth begin Act V
Open-ended discussion
questions
Monday:
Tuesday:
11/25
Macbeth complete
Act III
Wednesday:
11/26
Macbeth TUTS
Thursday:
11/27
Macbeth TUTS
Musical interpretation
Musical
interpretation
Open-ended
discussion
questions
Tuesday:
12/2
Macbeth complete
Act IV
Wednesday:
12/3
Friday:
1/28
Vocabulary 11
(spelling, part of
speech, definition,
antonym, write
varied sentence
structures using
context clues)
Thursday:
Friday:
12/4
12/5
HOLIDAY
HOLIDAY
Thursday:
12/11
12/12
FINAL EXAM REVIEW
FINAL EXAM
REVIEW
FINAL EXAM
REVIEW
Wednesday:
Friday:
12/19
TEACHER
WORK DAY
HOLIDAY
Open-ended
discussion
questions
Tuesday:
12/9
Macbeth complete
Act V
Wednesday:
12/10
Friday:
Open-ended
discussion
questions
12/15
Tuesday:
12/16
12/17
Thursday:
12/18
FINAL EXAMS
FINAL EXAMS
FINAL EXAMS
FINAL EXAMS