Frederick Douglass Academy for Young Men Lesson Plans
Teacher: Michael Walters
Classroom: 201
Monday
Week of: December 7, 2015
Tuesday
Subject: ELA 12 (1st, 2nd and 6th hours)
Textbook: MacDougall-Littell Literature (purple)
Wednesday
Thursday
Friday
Common Core State Standard(s):
CCSS. RL.12.7
Common Core State Standard(s):
CCSS. RL.12.7
Common Core State Standard(s):
CCSS. RL.12.7
Common Core State Standard(s):
CCSS.ELA-Literacy.RL.11-12.3
Common Core State Standard(s):
CCSS.ELA-Literacy.RL.11-12.4
DO NOW: Students will write a
sentence using one of the week’s
vocabulary words.
DO NOW: Students will write a sentence
using one of the week’s vocabulary words.
DO NOW: Students will write a sentence
using one of the week’s vocabulary
words.
DO NOW: Students will write a sentence
using one of the week’s vocabulary
words.
DO NOW: Students will write a
sentence using one of the week’s
vocabulary words.
LEARNING TARGETS: Students can
LEARNING TARGETS: Students can
LEARNING TARGETS: Students can
LEARNING TARGETS: Students can
LEARNING TARGETS: Students can
By the end of grade 12, read
and comprehend literature,
including stories, dramas,
and poems
By the end of grade 12, read
and comprehend literature,
including stories, dramas, and
poems
By the end of grade 12, read
and comprehend literature,
including stories, dramas, and
poems
Analyze the impact of the author's choices
regarding how to develop and relate elements
of a story or drama (e.g., where a story is set,
how the action is ordered, how the characters
are introduced and developed).
Determine the meaning of words and phrases as
they are used in the text, including figurative and
connotative meanings; analyze the impact of
specific word choices on meaning and tone,
including words with multiple meanings or language
that is particularly fresh, engaging, or beautiful.
(Include Shakespeare as well as other authors.)
Lesson Steps/Frontal
Teaching:
1. Read pp338-9 and review
terminology
(foreshadowing, asides,
soliloquies, etc.)
2. Begin Reading Macbeth,
Act 1, pp 340 to 358
3. Pause and discuss/clarify
meaning as read.
4. Use “No Fear
Shakespeare” on
Sparknotes.com for
discussion/paraphrasing
.
Lesson Steps/Frontal Teaching:
1. Read pp338-9 and review
terminology (foreshadowing,
asides, soliloquies, etc.)
2. Begin Reading Macbeth, Act
1, pp 340 to 358
3. Pause and discuss/clarify
meaning as read.
4. Use “No Fear Shakespeare”
on Sparknotes.com for
discussion/paraphrasing.
Lesson Steps/Frontal Teaching:
Lesson Steps/Frontal Teaching:
1. Demonstrate the use of “No
Fear
Shakespeare”
on
Sparknotes.
2. Cornell Notes: Students will
demonstrate a mastery of
the format by taking notes
on
the
Shakespearean
drama, pp. 333-337
1.
2.
3.
4.
Read pp338-9 and review
terminology
(foreshadowing, asides,
soliloquies, etc.)
Begin Reading Macbeth,
Act 1, pp 340 to 358
Pause and discuss/clarify
meaning as read.
Use “No Fear
Shakespeare” on
Sparknotes.com for
discussion/paraphrasing.
Lesson Steps/Frontal
Teaching:
1. Conclusion of Cornell
note-taking and
assessment as a class.
List of Marzano Instruction Essentials for Achieving Rigor:
1. Identifying Critical Content
2.Previewing New Content
3.Organizing students to interact with content
4. Helping students process content 5.Helping students elaborate on content
6.Helping students record and represent knowledge
7.Managing response rates with tiered questioning techniques 8.Reviewing content
9.Helping students practice skills, strategies, and
processes
10.Helping students examine similarities and differences 11.Helping students examine their reasoning
12. Helping students revise knowledge
13. Helping
students to engage in cognitively complex tasks
Expected Marzano Instruction
Essentials to Be Used (listed by
number from above): 6
Expected Marzano Instruction
Essentials to Be Used (listed by
number from above): 13
Expected Marzano Instruction
Essentials to Be Used (listed by
number from above): 13
Expected Marzano Instruction
Essentials to Be Used (listed by
number from above): 6, 13
Expected Marzano Instruction
Essentials to Be Used (listed by
number from above): 6, 13
4 Different Taxonomy Level
Questions for the Day
Retrieval: What are the
witches planning at the
beginning of the act?
Comprehension: What
happened to the original
Thane of Cawdor and why did
he lose his title?
Analysis: What do the
witches mean when they say,
'Lesser than Macbeth, and
greater. Not so happy, yet
much happier. Thou shalt get
kings, though thou be none'?
Knowledge Utilization: The
fantastical and grotesque
witches are among the most
memorable figures in the
play. How does Shakespeare
characterize the witches?
What is their thematic
significance?
Assessments Utilized: 7, 9,
34
Homework: Students should
read on their own to
strengthen knowledge.
4 Different Taxonomy Level
Questions for the Day
Retrieval: He reports that
Macbeth has fought bravely
and has defeated the enemy.
Comprehension: What is the
general tone of the
Petrarchan sonnets we read?
Analysis: What happens that
causes Macbeth to
recalculate his ease of
becoming king?
Knowledge Utilization:
Discuss Macbeth’s visions
and hallucinations. What role
do they play in the
development of his
character?
4 Different Taxonomy Level
Questions for the Day
Retrieval: What title is
given to Macbeth for bravery
in the battle?
Comprehension: What has
Lady Macbeth schemed to do
to the King?
Analysis: What is the
significance of Lady
Macbeth's "unsex me"
scene?
Knowledge Utilization:
Discuss the role that blood
plays in Macbeth,
particularly immediately
following Duncan’s murder
and late in the play. What
does it symbolize for
Macbeth and his wife?
4 Different Taxonomy Level
Questions for the Day
Retrieval: How do the
witches greet Macbeth after
the battle?
Comprehension: Why does
the King come to Macbeth's
castle?
Analysis: How sure is Lady
Macbeth that this plot will
succeed?
Knowledge Utilization:
Compare and contrast
Macbeth, Macduff, and
Banquo. How are they alike?
How are they different? Is it
possible to argue that
Macbeth is the play’s villain
and Macduff or Banquo its
hero, or is the matter more
complicated than that?
4 Different Taxonomy Level
Questions for the Day
Retrieval: What rhyming
pattern does a Spenserian
sonnet follow?
Comprehension:
What are Macbeth's reasons
for why he should not kill
Duncan?
Analysis: After Lady
Macbeth reads his letter,
what does she say about her
husband and how does she
plan to "help" him?
Knowledge Utilization:
Characterize the relationship
between Macbeth and Lady
Macbeth. If the main theme
of Macbeth is ambition,
whose ambition is the driving
force of the play—Macbeth’s,
Lady Macbeth’s, or both?
Assessments Utilized: 7, 9,
34
Homework: Students should
read on their own to
strengthen knowledge.
Assessments Utilized: 7, 9,
34
Homework: Students should
read on their own to
strengthen knowledge.
Assessments Utilized: 7, 9,
34
Homework: Students should
read on their own to
strengthen knowledge.
Assessments Utilized: 7, 9,
34
Homework: Students should
read on their own to
strengthen knowledge.