English
Stage 1:
Identify Desired Results
Stage 2:
Determine Acceptable Evidence
Stage 3:
Plan Instruction
UNIT:
by William Shakespeare
“Ambition and Corruption”
Unit Design Packet
CONTENTS
STATUS
Completed template pages
Initial draft (date: 9/05)
Completed blueprint for each performance task
Revised draft (date: 6/06, 12/07)
Completed blueprint for other evidence
Peer reviewed
Directions to students and teachers
Content reviewed
List of materials and resources
Field-tested
Suggested extensions
based on the Understanding By Design 2nd ed. templates, Wiggins & McTighe, ASCD 1999, 2005
English
Unit Description
UNIT TITLE: William Shakespeare’s MacBeth: Power and Corruption
Grade Level(s): 11
Subject / Topic Areas: English
Time Frame: approximately 4 – 6 weeks
Unit Designer(s): A. Woods & M. Bateson
School: Pulaski Middle-Senior High School
KEY WORDS
foil character, tragedy, exciting force, moment of final suspense, tragic hero, tragic flaw, soliloquy
LINK to CONTENT STANDARDS


ELA Standard 2 (commencement – Reading and Writing): Students will relate text to their own lives, and develop
an understanding of the diverse social and historical dimensions the text represents.
- connection between ambition, power and corruption
- manipulation of others for personal gain, trust and betrayal
- relationship between fear and safety
ELA Standard 3 (commencement – Reading and Writing) – Students will read and write for critical analysis and
evaluation. Students will analyze and present opinions and judgments on ideas, information and issues.
BRIEF SUMMARY of UNIT
The tragedy of, MacBeth, is a good play for understanding Shakespearean structure. It is one of his shortest and therefore
a quicker read. Students will be asked to understand not only plot and characters, but symbols and structure as well. Who
was Shakespeare writing for? How did he accomplish this in his writing? Will be questions the students must analyze.
As students read, there will also be a heavy focused placed upon understanding character and character motivations.
MacBeth and Lady MacBeth provide excellent examples of ambition and corruption. They also provide us examples of
guilt and remorse. Through their misguided attempts the students should make a connection to their own ambitions and
how events may easily spiral out of their control. In addition, the characters of Banquo and MacDuff are foils for
MacBeth, illustrating his over ambition and lack of loyalty – traits the students will analyze and discuss.
Reading for the unit will be done in class and students will be assigned roles each block. In this way, hopefully the
students will gain a better understanding of flow in a Shakespearean play which will aid comprehension. A study guide
and/or act notes will be provided to the students to guide/aid comprehension as well. Class discussions will accompany
readings in order to discuss and highlight key elements and scenes.
based on the Understanding By Design 1st & 2nd ed. templates, Wiggins & McTighe, ASCD 1999, 2005
2
English
UNIT: MacBeth
STAGE 1: Identify Desired Results
Knowledge that is WORTH BEING FAMILIAR WITH
1. Historical and social elements of medieval Scotland, including Holinshed’s Chronicles and the life of the real MacBeth.
2. The connection between the House of Stewart and James I of England.
3. Background of Shakespeare’s life (especially personal influences on his writing) and the times in which he wrote.
Knowledge and Skills that are
IMPORTANT to KNOW and DO
Worth being
familiar with
Important to know
and do
Enduring
Understanding
1. Appreciate the style and structure of a
Shakespearean drama (balance of light and
dark).
2. Appreciation for Shakespearean language.
3. Basic plot and conflict of the play, MacBeth.
4. Characters and character motivations from the
play, particularly: MacBeth, Lady MacBeth,
Banquo (as a foil), MacDuff (as a foil), the
Three Witches
5. Recognize universal themes presented in the
play: ambition/corruption, love/hate,
loyalty/betrayal, fear/safety.
6. Understand man’s obsession with the
supernatural and fate.
7. Recognize the voice of Shakespeare in the
work, particularly in how women are portrayed
and in MacBeth’s weariness towards life in Act
V.
UNDERSTANDINGS that are ENDURING
1. The greatest wrong one person can do to another is to betray trust or love freely given.
2. Noble goals may lead to bad ends and any end gotten through bad means will be corrupted.
3. Recognize the difference between ambition and corruption.
4. Fear and the desire for safety can drive people to extreme measures.
based on the Understanding By Design 1st & 2nd ed. templates, Wiggins & McTighe, ASCD 1999, 2005
3
English
UNIT: MacBeth
STAGE 1: Identify Desired Results
What Enduring Understandings are Desired?
1. The greatest wrong one person can do to another is to betray trust or love freely given.
2. Noble goals may lead to bad ends and any end gotten through bad means will be corrupted.
3. Recognize the difference between ambition and corruption.
4. Fear and the desire for safety can drive people to extreme measures.
What Essential Questions Will Guide This Unit and Focus Teaching and Learning?













How does the play fit Shakespearean Tragic Structure?
Who was Shakespeare writing for?
In what way is irony used in the play – especially surrounding Duncan?
What role does the supernatural have in the play?
How is nature used symbolically in the play?
How is MacBeth a good example of absolute power corrupting absolutely?
How can the nature of Lady MacBeth be described? (both early and late in the play) Is her character consistent or
inconsistent in nature?
How can Banquo and MacDuff be considered foils for MacBeth?
Can MacBeth be considered successful? Did he accomplish his goals? Do our decisions matter . . . in other words,
is how we do things as important as what we accomplish?
Why does Hecate curse MacBeth by making him reckless?
What is MacBeth saying in his “T-morrow and to-morrow and to-morrow” speech? How does this connect to
Shakespeare’s life?
Why do some critics claim MacBeth to be sexist?
Compare the wrongs perpetrated by MacBeth and Lady MacBeth. Which is worse?
What Key Knowledge and Skills Will Students Acquire as a Result of This Unit?
Students Will Know:






Plot
Shakespearean structure
Characters
Symbols
Motifs
Literary elements used (irony, conflict, soliloquy)
Students Will Be Able To:






Identify themes of ambition and corruption
Analyze events/characters using elements of
structure
Identify Shakespeare’s voice within the play
Explain the need humans have for a feeling of
safety
Identify the cruelty of betraying one’s love/trust
Discuss the concept of the ends never justifying
the means
based on the Understanding By Design 1st & 2nd ed. templates, Wiggins & McTighe, ASCD 1999, 2005
4
English
UNIT: MacBeth
STAGE 2: Determine Acceptable Evidence
What evidence will show that the students understand?
Performance Tasks (summarized - complete a performance task blueprint for each task)



Students may be asked to write small journals discussing key elements and ideas as the play progresses
Students will be given a unit essay at the completion of the play which focuses on character analysis
Motif reaction papers may also be assigned as appropriate
OTHER EVIDENCE (complete the blueprint for other evidence to describe assessments)
Tests, Quizzes, Prompts, and Work Samples (summarized)


Students will be given Act and or scene quizzes as necessary
Students will be given a culminating unit exam at the completion of the play
Unprompted Evidence (i.e., observations, dialogues)



Class discussions
Class readings
Teacher observations
Student Self-Assessment (i.e., reflections, group/team evaluations)
n/a
based on the Understanding By Design 1st & 2nd ed. templates, Wiggins & McTighe, ASCD 1999, 2005
5
English
UNIT: MacBeth
STAGE 2: Determine Acceptable Evidence
PERFORMANCE TASK BLUEPRINT
Task #: 1
Task Title: MacBeth Unit Essay
Approximate Time Frame: 2 blocks
What Content Standards Does This Task Target?
NYS ELA Standard 2: Commencement:
Students write for literary response and expression. Students will read and listen to oral, written, and electronically
produced texts and performances, relate texts and performances to their own lives. As writers, students will use written
language for self-expression and artistic creation.
What Desired Understandings Will Be Assessed Through This Task?
Noble goals may lead to bad ends and any end gotten through bad means will be corrupted.
 Students will address the issue of character motivation: What do the chosen characters want to gain (different or
better way of life) and how did they attempt to accomplish their goal? (students should demonstrate an insight into
the degree to which the characters in fact accomplished their goal).
What is the purpose of this assessment task?
Formative
Summative
Briefly Describe the Performance Task

The essay will be a 1 page (minimum) composition paralleling a NYS Regents critical lens essay
Prompt: In many literary works, characters search for a different or better way of life. From the play, MacBeth, by
William Shakespeare, choose two characters who search for a different or better way of life. For each character, identify
who he/she is. Using specific references, explain the change each character is hoping to achieve in his/her way of life and
discuss the ways in which each character tries to bring about that change.
By What Criteria Will Student Products/Performances Be Evaluated?
Students will be evaluated based on the NYS Regents rubric for a critical lens essay task.
What type of scoring tools will be used for evaluation? (Use a separate sheet for scoring tools.)
Analytic rubric
Holistic rubric
Criterion (performance) list
Checklist
What Considerations for Adaptations Will be Made?
While students need to be writing to the state standard, students with IEP’s may be scored according to their skill level.
based on the Understanding By Design 1st & 2nd ed. templates, Wiggins & McTighe, ASCD 1999, 2005
6
English
UNIT: MacBeth
STAGE 2: Determine Acceptable Evidence
PERFORMANCE TASK BLUEPRINT
Task #: 2
Task Title: MacBeth/Crucible Critical Lens Essay
Approximate Time Frame: 2 blocks
What Content Standards Does This Task Target?
NYS ELA Standard 2: Commencement:
Students write for literary response and expression. Students will read and listen to oral, written, and electronically
produced texts and performances, relate texts and performances to their own lives. As writers, students will use written
language for self-expression and artistic creation.
What Desired Understandings Will Be Assessed Through This Task?
All four Enduring Understanding may be used to complete this essay.
 Students will address the issue of character motivation: What do the chosen characters want to gain (different or
better way of life) and how did they attempt to accomplish their goal? (students should demonstrate an insight into
the degree to which the characters in fact accomplished their goal).
What is the purpose of this assessment task?
Briefly Describe the Performance Task
Formative
Summative


The essay will be a 1 page (minimum) composition paralleling a NYS Regents critical lens essay
This essay requires that students have read both works, MacBeth by William Shakespeare and The Crucible by
Arthur Miller
Prompt: “It is the responsibility of the writer to expose our many grievous faults and failures and to hold up to the light
our dark and dangerous dreams, for the purpose of improvement.” Write a critical essay in which you discuss two
characters from the work of literature, MacBeth, from the particular perspective of the statement provided for you in the
Critical Lens. In your essay provide a valid interpretation of the statement, agree or disagree with the statement as you
have interpreted it, and support your opinion using specific references to appropriate literary elements from the work.
By What Criteria Will Student Products/Performances Be Evaluated?
Students will be evaluated based on the NYS Regents rubric for a critical lens essay task.
What type of scoring tools will be used for evaluation? (Use a separate sheet for scoring tools.)
Analytic rubric
Holistic rubric
Criterion (performance) list
Checklist
What Considerations for Adaptations Will be Made?
While students need to be writing to the state standard, students with IEP’s may be scored according to their skill level.
based on the Understanding By Design 1st & 2nd ed. templates, Wiggins & McTighe, ASCD 1999, 2005
7
UNIT: MacBeth
English
STAGE 2: Determine Acceptable Evidence
BLUEPRINT for OTHER EVIDENCE
How Will the Evidence Be Collected?
Quiz
Exam
In-Class Assignment
Homework
Group Assignment
Other
Teacher Notes
What Will Be Assessed?
List:
Knowledge
Skill
Understanding
What Type of Assessment Will Be Used?
Selected response
Observation
Academic prompt
Work sample
Other:
Brief constructed response
What is the Assessment’s Purpose?
Diagnostic
Formative
Summative
Describe the Assessment and State the Prompt (if applicable).
Quizzes on each Act may be given to check for ongoing knowledge of plot events as well as understanding of key
elements of the play. The quizzes will be a mix of multiple choice questions and short answer (paragraph length)
responses. All essay and short answer responses will be scored according to the standards set by the NYS Comprehensive
Regents Exam rubrics.

What Type of Scoring Tool(s) Will Be Used for Evaluation? (Check if applicable.)
Analytic rubric
Holistic rubric
Check list
Criterion list
Answer Key
What Considerations for Adaptations Will be Made?
Multiple choice questions will be scored according to the answer key (though some questions can be selectively eliminated,
also, short responses can be graded based on skill level.
based on the Understanding By Design 1st & 2nd ed. templates, Wiggins & McTighe, ASCD 1999, 2005
8
UNIT: MacBeth
English
STAGE 2: Determine Acceptable Evidence
BLUEPRINT for OTHER EVIDENCE
How Will the Evidence Be Collected?
Quiz
Exam
In-Class Assignment
Homework
Group Assignment
Other
Teacher Notes
What Will Be Assessed?
List:
Knowledge
Skill
Understanding
What Type of Assessment Will Be Used?
Selected response
Observation
Academic prompt
Work sample
Other:
Brief constructed response
What is the Assessment’s Purpose?
Diagnostic
Formative
Summative
Describe the Assessment and State the Prompt (if applicable).
There are two versions of the culminating exam for the unit. Version A focuses on matching characters to quotes,
understanding soliloquies, foil characters and theme. It is short answer and essay based. Version B of the exam is much
more extensive, focusing on plot, motifs, symbols and literary elements. It also brings in character analysis through Choice
Theory/Reality Therapy. It has a multiple choice section (for plot) and the rest is essay based. Version B incorporate sthe
unit essay. All essay and short answer responses will be scored according to the standards set by the NYS Comprehensive
Regents Exam rubrics.

What Type of Scoring Tool(s) Will Be Used for Evaluation? (Check if applicable.)
Analytic rubric
Holistic rubric
Check list
Criterion list
Answer Key
What Considerations for Adaptations Will be Made?
Multiple choice questions will be scored according to the answer key (though some questions can be selectively eliminated,
also, short responses can be graded based on skill level.
based on the Understanding By Design 1st & 2nd ed. templates, Wiggins & McTighe, ASCD 1999, 2005
9
English
UNIT: MacBeth
STAGE 3: Planning Instruction
PAGE #1 of 2
What sequence of teaching and learning experiences will equip students to develop and
demonstrate the desired understandings?
The MacBeth unit will begin with historical background on the life of William Shakespeare as well as on life and theatre
in Elizabethan England (see corresponding individual lesson plans and materials).
A very brief telling of Scottish history will also be provided. The scene of the Battle of Stirling Bridge from the movie
Braveheart will be played (anticipatory). This scene should serve the following purposes: give students an image in their
head as to setting and character dress, gain a basic understanding of Scottish culture (connected to the history provided),
provide a connection to the opening of the play and how/why Shakespeare opens the play with a battle (understanding the
previous lessons on Shakespeare) – who was he writing for?
Because the major road block in reading Shakespeare is the confusion of the language, when beginning the play itself, an
anticipatory set meant to ease ‘Shakespeare anxiety’ will be used: students will be asked to focus on one small section of
the play: Act I, Scene VII – when Lady MacBeth encourages MacBeth to kill Duncan. The students and teacher will work
through the short section with each student reading - line by line. This will focus them in on small pieces and smaller
‘chunks’ to comprehend. Then they will reread, line by line, but change up the order so each student reads a different line.
Discuss: what is happening here? Take all answers and guide to a partial understanding. Then have the students act out
the short scene. Encourage the students to read with ‘feeling’ – requiring understanding. Keep questioning: What is
happening here? How should this [particular dialogue] be read? Why? Once they get the gist of the conversation between
MacBeth and Lady MacBeth, ask: What could have led them to plot a murder? (anticipatory)
This will lead directly into the reading of the play. As an additional bit of language exercise, put on the overhead a copy
of the ‘Hokey-Pokey’ lyrics written in Shakespearean style. Have the students decipher.
Reading of the Play:
If there are enough copies of the play and if the teacher wants the students to read independently, then reading can
proceed rather quickly. Students could be expected to read one whole act on their own to be discussed the proceeding
class.
The teacher may also elect to read the play aloud in class (as a pay is meant to be performed). Students may be assigned
roles (which may change each block). They can then read aloud and perform (as much as possible) the act in class. The
proceeding class can then be used to finish the act if necessary and then discuss the events, character actions and symbols
found in that act.
In addition to class discussions, students may also be given quizzes after each act as the teacher deems necessary. The
teacher will also supply a study guide containing questions to be completed as the students read, or an act/scene guide to
be used after an act is read, as a way to distill the act down to its most important elements. A guide to major/minor
characters can also be distributed to the students.
During the course of reading the five acts, the teacher may elect to have the students complete various mini-journals on a
variety of topics in the play.
Post Reading:
A discussion of the theme should follow the reading of the play. How did MacBeth’s desires lead to tragic ends? How
could his fate have been avoided? Could his fate have been avoided? How did power corrupt? What should the reader
understand about guilt – especially looking at the figure of Lady MacBeth? What does Duncan teach us about the nature
of trust?
based on the Understanding By Design 1st & 2nd ed. templates, Wiggins & McTighe, ASCD 1999, 2005
10
English
UNIT: MacBeth
STAGE 3: Planning Instruction
PAGE #2 of 2
What sequence of teaching and learning experiences will equip students to develop and
demonstrate the desired understandings?
Notes on Shakespearean tragic structure as well as notes on a classic tragedy should be passed out and discussed.
Students will be expected to analyze the completed play for its structure. In what ways does, MacBeth, fit the structure of
a Shakespearean tragedy? How can MacBeth himself be seen as a tragic hero? What is his flaw? What was the exciting
force of the play? What was the moment of final suspense? How do these structures affect the reader/audience? Once the
definitions of these Shakespearean elements have been discussed, the students should then be given a plot structure
worksheet to fill in using the play, MacBeth.
Also following the completion of the play, students will be given an essay based unit exam. Following that, students will
be asked to complete a critical lens type essay focusing on theme and character (see appropriate planning pages).
In addition, plays are meant to be seen, not just read. If time allows, a version of the play or movie of MacBeth can be
shown. The Jason Connery MacBeth film is an excellent version. The film, Scotland, PA is MacBeth set in modern times,
which may provide a basis for comparison.
based on the Understanding By Design 1st & 2nd ed. templates, Wiggins & McTighe, ASCD 1999, 2005
11