British Literature, Quarter 2, Unit 1 of 3. Macbeth. Overview

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1 British Literature, Quarter 2, Unit 1 of 3 Macbeth Overview Overall days: 20 (1 day = minutes) Purpose The purpose of this unit is to read, analyze, and perform scenes from Shakespeare s Macbeth. Students will be actively reading the text as actors and directors and writing a promptbook that will support their presentation of a scene at the end of the unit. Content to be learned Processes to be learned and used Analyze literary character development within a text. Understand how the use of literary devices conveys theme. Cite thoughts, words, or actions that illustrate a character s motivation and relationships. Examine an author s use of motif. Understand figurative and connotative use of language. Make inferences about the stress and inflection used in performances of plays. Analyze author s choice of text structure for purpose. Make and support analytical judgments about text. Present information, conveying a clear and distinct perspective. Synthesize comments, claims, and evidence made on all sides of an issue. Compare multiple versions of a play. Draw a conclusion from synthesized information. Select appropriate formal, informal, or literary language. Participate in collaborative discussions. Essential questions students should be able to answer by end of unit How do different productions of the same How does delivery change meaning? Providence Public Schools, in collaboration with the D-25

2 British Literature, Quarter 2, Unit 1 Macbeth (20 days) story vary so greatly? How is language used to highlight changes in characters relationships? D-26 Providence Public Schools, in collaboration with the

3 Macbeth (20 days) British Literature, Quarter 2, Unit 1 Written Curriculum Common Core State Standards for English Language Arts Reading Reading Standards for Literature Key Ideas and Details RL RL RL Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. 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). Craft and Structure RL RL 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.) Analyze how an author s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact. Integration of Knowledge and Ideas RL Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.) Providence Public Schools, in collaboration with the D-27

4 British Literature, Quarter 2, Unit 1 Macbeth (20 days) Writing Text Types and Purposes W Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. a. Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. D-28 Providence Public Schools, in collaboration with the

5 Macbeth (20 days) British Literature, Quarter 2, Unit 1 b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience s knowledge of the topic. c. Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. d. Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic. e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). Speaking and Listening Comprehension and Collaboration SL Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades topics, texts, and issues, building on others ideas and expressing their own clearly and persuasively. a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. b. Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed. c. Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives. d. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task. Providence Public Schools, in collaboration with the D-29

6 British Literature, Quarter 2, Unit 1 Macbeth (20 days) SL Evaluate a speaker s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used. Presentation of Knowledge and Ideas SL SL Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks. Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate. Language Vocabulary Acquisition and Use L Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades reading and content, choosing flexibly from a range of strategies. a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word s position or function in a sentence) as a clue to the meaning of a word or phrase. b. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive, conception, conceivable). c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, its etymology, or its standard usage. d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary). L Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. D-30 Providence Public Schools, in collaboration with the

7 Macbeth (20 days) British Literature, Quarter 2, Unit 1 Notes, Clarifications, and Prerequisites In previous grades, students have examined characterization (including relationships), explained how the author s purpose (e.g., to entertain, inform, or persuade) is supported within the text, and selected relevant information (excluding extraneous details). These skills will need reinforcement. In twelfth grade, students will continue to learn how to make inferences about the relationship among elements within texts, analyze and interpret literary elements within a text, discuss author s style or use of literary devices to convey theme, and select and use formal, informal, literary, or technical language appropriate to audience and context. These concepts will need development activities. If a copy of Shakespeare Set Free is not available, please follow the instructional strategies and lessons in the Glencoe Teacher Edition. The following writing standard is to be covered at least once per year and preferably once per quarter as technology access allows. W Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. Providence Public Schools, in collaboration with the D-31

8 British Literature, Quarter 2, Unit 1 Macbeth (20 days) Taught Curriculum Learning Objectives Resources Students will be able to: Analyze character development by citing motivation, conflicts, and actions/gestures in journals. Identify and interpret use of foil, tragedy, motif, and theme by citing evidence, paraphrasing, and drawing conclusions in journals. Analyze the structure of a play by looking at staging and blocking. Examine multiple meanings within lines of poetry by practicing stress, inflection, and subtext. Literature: British Literature, Glencoe McGraw- Hill, 2009 The English Renaissance (pp ) Macbeth (pp ) Shakespeare Set Free, The Folger Shakespeare Library, 1993 Macbeth, A Co-Production of Folger Theatre & Two River Theater Company Unit 2 Teaching Resources (pp. 174, 188) Assessment Resources (pp. 110, 112, 116) Edit, stage, and perform a dramatic scene using tone, language, movement, and gesture appropriate to audience and context. Prepare to participate in collaborative discussions about interpretations of Macbeth. Instructional Considerations Key Vocabulary atmosphere connotation foil monologue motif reactions soliloquy stress subtext D-32 Providence Public Schools, in collaboration with the

9 Macbeth (20 days) British Literature, Quarter 2, Unit 1 humanism inflection register Renaissance tragedy Vocabulary from Macbeth Act I: direful, prophetic, repentance, plenteous, peerless Act II: stealthy, surfeited, scruple, predominance Act III: indissoluble, incense, jovial, appall, amends Act IV: pernicious, exploit, redress, avarice, pertain Act V: purge, antidote, siege, prowess, usurper Planning and Instructional Delivery Considerations The purpose of this unit is to read, analyze, and perform scenes from Shakespeare s Macbeth. Students will be actively reading the text as actors and directors and writing a promptbook that will support their presentation of a scene at the end of the unit. BEGINNING of the unit (1 day) Introduce the unit Learning Objectives, Essential Questions, and Summative Assessment. Build background knowledge about the historical, social, and cultural forces of the Renaissance (Glencoe, pp ). MIDDLE of the unit (14 days) Continually reference and discuss the Essential Questions. Use scaffolding techniques, additional examples, and differentiated instructional guidelines as suggested by the Glencoe resources. Have students practice citation of evidence by capturing key quotes and/or information in a journal about each character and motif of the play. Have students create a journal to log all definitions of the vocabulary terms. Use Shakespeare Set Free to employ performance-based exercises: Choose one of the two-week plans on page 202 in the Macbeth unit overview, based on the reading level of your students. The 29-day unit could be used, if one activity is chosen from each lesson. Providence Public Schools, in collaboration with the D-33

10 British Literature, Quarter 2, Unit 1 Macbeth (20 days) Be sure to incorporate character study and motif analysis for journals (see pp. 215 and 235). This helps students address W Students must select the most significant and relevant quotations, paraphrase them, and then compare them to other such quotations in the text. The students must then make conclusions based on the motifs relationship to themes in the text. This activity will help students complete their on-demand task. You may choose to show various clips of film adaptations of Macbeth to create student interest. Attend to before-, during-, and after-reading strategies. Use Journal Prompts from Shakespeare Set Free to assess student responses to text; these journal responses should help students address W and L and L Students must cite evidence from text and use/develop their vocabulary in these journals. END of the unit (3 days preparation, 2 days presentation=5 days) Revisit the Essential Questions. Students will prepare, practice, and present their scene from Macbeth. Complete a one-day on-demand task that assesses students close reading of the text. D-34 Providence Public Schools, in collaboration with the

11 Macbeth (20 days) British Literature, Quarter 2, Unit 1 Formative Assessments Assessed Curriculum Understanding of motif can be assessed through one of the following: a word trace journal (Shakespeare Set Free, pp ); Literary Element (p. 340); Unit 2 Teaching Resources (p. 174). Understanding of foil can be monitored by using one of the following: Literary Element (p. 359); Unit 2 Teaching Resources (p. 188). Understanding of character development can be assessed using Shakespeare Set Free (pp ). Summative Assessment The summative assessment for this unit is in two parts. For Part I, students will present a scene from Macbeth. Students will prepare a scene from the final act by editing it down, marking the text for stress, inflection, and gesture, and blocking the stage movement. Students are to practice and present this scene in front of the class. Students are to turn in their edited and marked scenes as evidence of their preparation. Use the following standards to guide instruction on oral presentations. SL SL Evaluate a speaker s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used. Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks. Providence Public Schools, in collaboration with the D-35

12 British Literature, Quarter 2, Unit 1 Macbeth (20 days) SL Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate. For Part II, students will complete an on-demand task. After presentations, students should respond to the following short-answer questions from the Assessment Resources in a one-day on-demand task: What do you see as the theme of this play? Defend your answer. (p. 116) Identify a motif in Macbeth and explain how it is connected to plot events and themes. (p. 110) Can a character who serves as a foil have anything in common with the main character? Consider whether the character of the ghost at the banquet has anything in common with Macbeth, and explain why or why not. (p. 112) D-36 Providence Public Schools, in collaboration with the

13 Macbeth (20 days) British Literature, Quarter 2, Unit 1 Notes Providence Public Schools, in collaboration with the D-37

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