Monmouth University School of Education
ENGLISH METHODS Lesson Plan Format: Professor Rapp
Teacher Candidate’s Name: Jay Roszkowski
Grade Level/Subject: 12th Grade English, College Prep.
Unit Title: Macbeth
Lesson Title: Act I
Duration: 5 Days/45 minute Class Periods
Learner Outcomes:
1. Activating prior knowledge and use of context clues, will visually study two film,
Scottland, PA and Animanics clips in relation to the introduction of Macbeth. (CCSS SL
1-6)
2. Working in groups, students will compare and contrast the literary components of the two
pieces with the real Macbeth using the graphic organizer provided.(CCSS RL 1-10,
CCSS W1-3)
3.
In small groups students will create their own introduction to the story with creative
setting in a short story, screenplay, or paragraph. (CCSS RL1-10, CCSS SL 1-10)
4. Students will be able to identify parts of a poem()
5. Working independently, students will create a poem about the introduction to Macbeth
using prophecy as a theme.(CCSS RL 1-10, CCSS W1-3)
6. Students will read story orally in front of class. (CCSS RL 1-10)
7. Students will act out scenes from Macbeth or participate as theatre audience.(CCSS RL
1-10, CCSS W1-3)
8. Students will view real newscasts and be able to identify different aspects of a working
newscast. (CCSS RL 1-10)
9. Students will create their own newscasts pertaining to action of Act I of Macbeth. (CCSS
RL 1-10, CCSS W1-3)
10. Students will create a band pertaining to different aspects of Macbeth including band
name, album, album art, and songs along with a written page of the reasons for their
choices. (CCSS RL 1-10)
Standards:
CCSS:
Reading Literature (RL):1-10
Writing(W): 1-10
Speaking and Listening(SP): 1-6
SPA: 1.1-1.4, 2.1-2.6, 3.1-3.7, 4.1-4.10.
NJPTS: 1.1-1.9, 2.1-2.9, 3.1-3.10, 4.1-4.12, 5.1-5.2, 6.1-6.12, 7.1-7.8, 8.1-8.8, 9.1-9.9
Materials:
▪ Macbeth by William Shakespeare
▪ Graphic Organizer
▪ Note book paper
▪ Pens/Pencils
▪ Compare and Contrast worksheets
▪ Computers with Internet access
▪ PowerPoint
▪ Notes from previous classes
▪ Magazines
▪ Newspapers
▪ 3-2-1 Graphic Organize
▪ Television with DVD player
Day 1
Procedures:
Anticipatory set (5 min.)
▪ Display Youtube video of Animanics performing a scene from Macbeth as an
introduction to how Shakespeare has influenced many aspects of our culutre.
a. A brief class discussion will follow describing what the students have seen.
▪ Lesson introducing the principles of the introduction of Macbeth and the first Act.
Activities:
▪ Class Discussion- (10 min.)
a. The introduction to the film Scotland, PA will be shown to the class. A short
discussion will follow about what the students have seen and how they think it
relates to the first piece. Answers will be taken from students who raise their
hands and any student may be asked to participate.
▪ Group Activities -(20 min.)
a. Students will read the first two scenes of Act I out loud.
b. Students will then fill out the compare and contrast chart, comparing what
they saw and what they read.
c. Students will also create their own introduction to a piece that mimics that of
Macbeth, using witches and prophecy in a new and interesting way.
Lesson Closure (5 min.)
▪ Complete a 3-2-1 graphic organizer to review the lesson.
▪ Share their results with others around them.
▪ HW: Finish writing introduction
Day 2
Procedures:
Anticipatory set (5 min.)
▪ Display Poem Out, Out by Robert Frost
a. Teacher will briefly describe context and ideas of poem, relating it to
Macbeth.
b. Vocabulary sheets will be handed relating to literary aspects of poems.
Activities:
▪ Class Discussion- (10 min.)
a. Class will have open discussion about the poem presented as well as the themes
thus far talked about in the story of Macbeth.
▪ Group Activities (20 min.)
a. Using knowledge students will write a poem of any length they desire
about one aspect of the story far about prophecy, witches, death or any
topic that relates to what has been happening in the story.
b. For those students who have completed the assignment in the allotted
time, there will be a reading aloud as if in a coffee shop. Thos who did
not finish will have the opportunity to finish for homework.
Lesson Closure (5 min.)
▪Review of Macbeth and its relation to poetry.
▪Students will complete an exit ticket with one fact that they learned.
▪ HW: Finish poems, read next two scenes in Act I
Day 3
Procedures:
Anticipatory set (5 min.)
▪ Teacher will briefly recap about the activities and what has been happening up
to this point in Macbeth as well as showing brief clip of play being acted out.
▪ Lesson on reading and acting in Globe Theatre and the process Readers
Theatre.
Activities
▪ Group Activities (30 min.)
a. Students will be given character parts by either volunteering to read
and act or given by the teacher.
b. Students will rewrite scenes 4 and 5 of Act I in modern vocabulary
c. Students will than act out their parts in front of the class.
d. Students in audience will be following along and playing role of
audience at the Globe theatre.
Lesson Closure (5 min.)
▪ Hand in scripts that were written
▪ HW: Finish reading Act I
Day 4
Procedures:
Anticipatory set (5 min.)
▪ Display clips of a local newscast talking about a certain story and of The Daily Show.
a. Students will pair up and brainstorm for one minute describing what they see
in each picture.
▪ Lesson introducing the principles of a newscast and presenting the who, what, when,
where, why, and how in news.
Activities:
▪ Class Discussion- Songs (5 min.)
a. Brief class discussion on function and state of current news..
▪ Group Activities (30min.)
b. Students will be split into small groups to create their own newscasts about
the first Act from Macbeth.
c. Students will use the videos shown in the beginning of class as a model and
will write their newscasts out. They will create a newscast about one aspect
of what happened so far in the story. They can present it like real news or real
“fake” news in vein of the Daily Show.
d. At the end of the period each group will present their newscast to the rest of
the class and hand in their scripts for credit.
Lesson Closure (5 min.)
▪ Complete a 3-2-1 graphic organizer to review the lesson.
▪ Share their results with others around them.
▪ Answer questions about Act I from packet
Day 5
Procedures:
Anticipatory set (5 min.)
▪ Display video of Flocabulary’s “Sound and Fury” Macbeth rap .
a. Students will orally explain what they believed to be the strengths of this song
were in relation to the story of Macbeth
Activities:
▪ Class Discussion- Songs (5min.)
a. Teacher will describe how Macbeth can relate to music with themes.
▪ Group Activities (30 min.)
a. Students will be divided into groups of a minimum of two but up to as many
as they feel are proficient for this activity.
b. Students will create band, rap group, or any style of music relating to Macbeth
b. After they have created a band with a band name they will create an album title,
album art, five songs with lyrics and song title, and a short explanation of how
their entire band relates to the story of Macbeth.
c. Students will present at the end of class
Lesson Closure (5 min.)
▪ Complete a 3-2-1 graphic organizer to review the lesson.
▪ Share their results with others around them.
▪ HW: Finish whatever they did not get to in class.
Modifications /Accommodations and Safety:
Modifications/Accommodations:

All IEPs are followed.

Peer support is provided through small groups.

Directions will be shown on the overhead, as well as spoken. They will
also be repeated and clarified as needed. This supports multiple
intelligences – audio/visual.

Summaries of specific Acts will be provided as needed.

Study guides and graphic organizers will be provided as needed.

Advanced learners may use a related text of choice, as an additional
resource for the unit and for modified versions of assignments.
Safety

There are no safety concerns for this lesson; however,
parents/guardians were notified about the unit topics, book selections and
assignments at the beginning of the semester. Each student and his/her
guardian are provided with the academic contract that details this
information during the first day of the course and signatures from all
parties are required for participation. There is also a listing of the
present topics and materials needed on the class web page for reference
Reflection:
This lesson takes place at Old Bridge High School, part of the Old Bridge School
District, located in Matawan, NJ. This is a medium sized school in a working middle class part of
New Jersey. This lesson incorporates many different aspects of learning, as well as involving the
many multiple intelligences and creating opportunities to explore their 3S learning. Students
who are all different types of learners will be able to benefit from the different aspects of this
lesson. As I have not had the opportunity to teach this lesson, I hope that these strategies work to
involve the students with the material and each other. Once the lesson has been taught I can look
over and see what needs to be changed if necessary. This lesson uses NJ Professional Teaching
Standards: 1.1-1.9, 2.1-2.9, 3.1-3.10, 4.1-4.12, 5.1-5.2, 6.1-6.12, 7.1-7.8, 8.1-8.8, 9.1-9.9 and
SPA Standards: 1.1-1.4, 2.1-2.6, 3.1-3.7, 4.1-4.10.
References
Frost, R. (1969). Out, out. New York, NY: Henry Holt and Company.
Morrissette, B. (2002). Scottland, PA. USA: Sundance Entertainment
Oliver, D. & Gerard, M. (1995). Macbeth. In S. Speilberg, Animaniacs. Los Angeles:
Warner Bros.
Shakespeare, W. (1983). Macbeth D. Leary, (Ed.). Logan, IA: Perfection Form Company.
“Out, out, brief candle! / Life's but a walking shadow, a poor player / That struts and frets his
hour upon the stage / And then is heard no more. It is a tale / Told by an idiot, full of sound and
fury, / Signifying nothing."
“Out, Out—”
Robert Frost
THE BUZZ-SAW snarled and rattled in the yard
And made dust and dropped stove-length sticks of wood,
Sweet-scented stuff when the breeze drew across it.
And from there those that lifted eyes could count
Five mountain ranges one behind the other
Under the sunset far into Vermont.
And the saw snarled and rattled, snarled and rattled,
As it ran light, or had to bear a load.
And nothing happened: day was all but done.
Call it a day, I wish they might have said
To please the boy by giving him the half hour
That a boy counts so much when saved from work.
His sister stood beside them in her apron
To tell them “Supper.” At the word, the saw,
As if to prove saws knew what supper meant,
Leaped out at the boy’s hand, or seemed to leap—
He must have given the hand. However it was,
Neither refused the meeting. But the hand!
The boy’s first outcry was a rueful laugh,
As he swung toward them holding up the hand
Half in appeal, but half as if to keep
The life from spilling. Then the boy saw all—
Since he was old enough to know, big boy
Doing a man’s work, though a child at heart—
He saw all spoiled. “Don’t let him cut my hand off—
The doctor, when he comes. Don’t let him, sister!”
So. But the hand was gone already.
The doctor put him in the dark of ether.
He lay and puffed his lips out with his breath.
And then—the watcher at his pulse took fright.
No one believed. They listened at his heart.
Little—less—nothing!—and that ended it.
No more to build on there. And they, since they
Were not the one dead, turned to their affairs.
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Literary Theme: Macbeth