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I forgot the Battle of the Sexes game
Quickwrite: Write about a time when you felt constrained by the expectations of your gender or stepped outside of them?

Students had trouble thinking of a time when they had personally experienced this.

Made a T-chart of stereotypes between men and women

Students read 1.5 individually and then wrote post it notes with questions and responses that their peers responded to

Students put the post its on the board under questions or responses

I glanced over them and used them to guide the class discussion and have the students answer together the questions they had.  I went through the breast milk to bile part with them while prompting them to think about the scene in terms of how Lady Macbeth was playing into gender stereotypes

Students finished comprehension questions and added evidence to their packets

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Students are given a notecard as an interactive comment card at the beginning of each lesson on which they can write comments on the lesson, my teaching, or their lives. I respond to the cards in writing to be handed back at the next class. This creates a dialogue with each student every class.

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Strategies:
-Students given lines to shout, whisper, emote
-Students given lines to vote with their feet to identify the speaker, teacher pulls out characterization during this time
-Stage direction and performance are emphasized. Students are told how to move when reading it and help each other move. Discover how other characters' lines inform how their character should be acting.
-Locating opposites to show how Shakespeare uses diction to create contrasts that demonstrate Macbeth's internal conflict. Models literary analysis and has students engaging with the original work in a way that responds to what they already know i.e. opposites.

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Analyzing how one teacher runs a lesson on Macbeth. Watch as new teachers come up with new strategies to make a complex topic like Macbeth easier for students to understand.

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"I stress that theater involves words and actions. We generally begin with seemingly silly warm-ups because the students need a sense of their own bodies and the control that they have over them. In our daily lives, we all put on certain 'faces' to suit a given situation, and I want them to practice that. When we move to  Shakespeare's words, I then ask them to consider how they, as the actors, might deliver them" (79).

Plot vs Language
"Each session, we take a single line or short exchange from the play we are studying. I fill in the plot gaps and then we dive into the language" (79).
I co

Review
"Each session, I spend some time reviewing every part of the play we've covered, having students volunteer to recite lines and act out moments in the story as we build up to the current week's new lines" (79).
"Disabling Assumptions" from English Journal 107.2 by Jeff Blair

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Macbeth Character Guess Who
-Could have a tournament or use for stations

Battle of the sexes paired with feminist lens (Lady Macbeth unsex me monologue)

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"Disabling Assumptions" from English Journal 107.2 by Jeff Blair

Core Beliefs

"1. Shakespeare allows students to practice the acting that we all do in our everyday lives."
"2. Shakespeare's words and stories allow students to experience and better understand our complex world."
"3. Shakespeare is part of our cultural fabric, so allowing students to know his plays is giving them entrance into conversations, texts, and experiences they might otherwise be barred from" (79).

"The language allows them the opportunity to experiment with emotions and situations outside the scope of their daily lives" (79)

"The Cambridge Introduction to Shakespeare points out how the tragic character moves to a state of increasing isolation. Appropriating that idea, I would suggest that knowing Shakespeare decreases the potential marginalization of these intellectually challenged students-often isolated from their regular peers and from the world at large-by giving them a point of contact with others." (80)

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Position students as actors, readers, critics, interpreters, agents of their own understanding,...

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Position students as actors, readers, critics, interpreters, agents of their own understanding,...

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-Together as notes
-Time as self notes

-Interactive notebook style with flip up characters to connect
-On Padlet Canvas depending on internet reliability

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"If you show one video of a Shakespeare play, then the danger is that that becomes the play. You show two, and you're foregrounding precisely the issue of interpretation, which is where we started off with the different ways of reading the single lines. I think it's a real way of empowering them as readers of Shakespeare because they are then able to say 'well, I liked liked one, and, well, I didn't like that one, and these are the reasons why.'" -The professor man discussing Analyzing Macbeth video

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Analyzing how one teacher runs a lesson on Macbeth. Watch as new teachers come up with new strategies to make a complex topic like Macbeth easier for students to understand.

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DO I WANT TO MODEL HOW TO WRITE LITERARY ANALYSIS BY HAVING THEM ADD SUPPORTING DETAILS TO AN ESSAY THROUGHOUT THE UNIT? ELA.10.21 ELA.10.28 

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DO I WANT TO MODEL HOW TO WRITE LITERARY ANALYSIS BY HAVING THEM ADD SUPPORTING DETAILS TO AN ESSAY THROUGHOUT THE UNIT? ELA.10.21 ELA.10.28 

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-Time management
-Reading comprehension is something I'm unsure about being able to adequately scaffold, so I will be researching that and reaching out for mentor help.
-Being real with students about my own uncertainty with the text at time and modeling how to lean into that to make meaning. Helping students see that they do not always have to understand every word the first time to get something valuable from a text. I read summaries of each act before trying to read it so I can use that prior knowledge to understand what is happening in the text. Hopefully letting readers know that I'm not trying to "catch" their incomprehension to grade will help them look at what they do know and what meaning they can make.
-Building community
-Knowing what students need as people and as readers
-Adaptability
-Decision making on what is important to cover and what can be left out
-Giving clear directions

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"I thought I was supposed to teach great literature-and then test on it-instead of helping students become readers who engage with great literature.
I believe we can do both. I believe when we keep the student- his abilities and needs, her interests and desires - as the pilot of our pedagogy, we can do both" (88).

Amy Pasmussen quoted by P.L. Thomas in "Speaking Truth to Power: Revisiting Lou LaBrant's We Teach English (1951): Debating Whole-Class Novel Instruction, and More" from English Journal 107.2

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Table of Contents -add to in class when they get a new paper to keep

-Quickwrite of plot so far/ what you remember to activate prior knowledge, could have them share unique fact they remember to start every class/ the acting out and such but may be too time consuming
-Sociogram as it changes may need to get new as relationships change or change color of writing utensil
-Summary of lesson at end of class to refer back to

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FOLDER TABLE OF CONTENTS
PARTICIPATION
WRITING

Could do a weighted unit. Make all of Macbeth worth a certain number of points then activities a percentage of that.
50% Participation (acting, creating, trying, accepting challenge, improvement in speaking, listening, confidence, collaboration, need a participatory role for non-actors, checked off by the student)
30% Guided Meaning making (interpretation, result of leaning into ambiguity to find meaning, table of contents)
20% Stepping out on own
(Final project, all work done on their own, shows understanding and developing analytic ability)

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READING
Key Ideas and Details

ELA.10.1

Cite strong and thorough textual evidence to support analysis of what the literary text says explicitly as well as inferences drawn from the text, recognizing when the text leaves matters uncertain.

ELA.10.2

Determine two themes or central ideas of a literary text and analyze in detail their development over the course of the literary text, including how they emerge and are shaped and refined by specific details; provide an objective summary of the literary text.

ELA.10.3

Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a literary text, interact with other characters, and affect the plot or devel
op the theme.
Integration of Knowledge and Ideas

ELA.10.13

Analyze the representation, in a literary text, of a subject or a key scene in two or more different artistic mediums, including what is emphasized or absent in each treatment and why (e.g., Auden’s “Musée des Beaux Arts” and Breughel’s Landscape with the Fall of Icarus).

Range of Reading and Text Complexity

ELA.10.18

By the end of the year, read and comprehend literature, including stories, dramas, and poetry, independently and proficiently, at the high end of the grade 9-10 text complexity range.

WRITING

ELA.10.29

Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

SPEAKING AND LISTENING

ELA.10.30

Initiate and effectively participate in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 10 topics, texts, and issues, building on others’ ideas and expressing ideas clearly and persuasively.

LANGUAGE

Vocabulary Acquisition and Use

ELA.10.39

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 10 reading and content, choosing flexibly from a range of strategies.

Use context (e.g., the overall meaning of a sentence, paragraph or text or a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.

Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical, advocate, or advocacy).

Consult general and specialized reference materials (e.g., dictionaries, glossaries, and/or thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, part of speech, or etymology.

Verify the initial determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

ELA.10.41

Acquire and accurately use 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.

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Reading Comprehension
Theme
Characterization

Conventions of genre

Shakespeare
Setting
Hurly Burly
Opposites symbolic for internal conflict
Dramatic Irony
Feminist Critical Lens
Textual Evidence
Performance
Reading with emotion and fluency
Visualizing plot
Remembering plot
Dramatic Monologue
Close Reading
Making meaning
Evaluating interpretations in multiple genres
Addressing previous experiences
Community creating
Writing literary analysis?
Monologue
Iambic Pentameter
Discussion
Group work
Shakespeare
The Globe
Beliefs about the supernatural and weather
Monologue
Dialogue
Aside
Soliloquy
Stage Directions
Genre:Drama
Shakespearian Tragedy
Tragic Hero
Fatal Flaw
Theme

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Foregrounding performance
Review or preview
Setting scene
Symbolizing Theme

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Macbeth Rap by Flocabulary. This song is just one from Flocab's "Shakespeare is Hip-Hop" CD/Book. Learn more at: http://www.flocabulary.com/shakessample.html Flocabulary produces educational hip-hop music and learning materials to make content come to life. Free songs and lessons are available here: http://www.flocabulary.com You can also download this track and others on iTunes: http://itunes.apple.com/us/album/sound-and-fury-macbeth/id290890132?i=290890227&uo=6 This song features artists Grey, Riddick, and Charles Hendricks.

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Could also do a crime scene

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Become Thane of Cawdor>King>Die back to start. Opportunities to assassinate in nicer terms, turn to ghost other players

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"I wish I could have said" cards
Tableau
Props as Prediction Plot Skit

Didn't get to:
Emoting Lines
Lines as skit
Unpacking previous Shakespeare experience

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Movie interpretations of Witches First Scene

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Movie interpretations of Witches First Scene

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Act 1 Scene 1 of Macbeth - three witches scene from 3 different versions

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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-Lines for each kid
-Witches hats

-Downloaded video just in case (Could upload for kids and have them do a discussion on Padlet or Google classroom {need access} or the like with the Chrome books)

-Need to make worksheets with organizing structures: table of contents, opposites recorded with hurly burly column, sociogram, characterization, see if they can get Macbeth folder?, at least paper clip them together

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Need to carry over from Introduction Lesson:
Emoting Lines
Line skit (Let them write it as mini narrative with tone of voice and actions described
Unpacking previous experiences

New:
Read Act 1 Scene 1
Pick out opposites to continue to problematize later through "Hurley-burly"
Watch interpretations

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https://www.varsitytutors.com/englishteacher/macbeth

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General Consensus
-Liked acting more than book work
-Loved working with their pods
-Hate public speaking (especially the honors kids)
-Not huge Shakespeare fans that's for sure

Informative outliers
-Fun but childish
-Good way to show themes
-Wish we wouldn't be studying a random poet and inferring more than it there. Blood on the hands is literal.

Link to all of the cards from this lesson. They will get responses from me written on them tonight.

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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No idea going in

Actually did:
Drew the characters on the board and explained who they are

Told students to look for characterization and pay attention to the title of Thane of Cawdor

Students read the scene in their pods

Circulated to check understanding
When finished, whole class filling in of what they got from it on the board

I read and summarized bit by bit aloud in response to student request

Recorded on the board what the students said they learned about each of the characters and prompted them to back it up with textual evidence

Filled out comprehension questions

Conferenced with students who said they enjoyed pods more and understood it a little more not as a whole class

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Again, not completely sure, planned during the 2 hour delay keeping in mind that 2nd and 3rd would be taught by the sub.

Had students recall whether at the end of the last scene Macbeth knew that he now had the title of Thane of Cawdor

Students read the scene aloud in their pods and then read the summary of the scene on schmoop to show the way I understand the content sometimes and move past that

Students were already accustomed to finishing reading and then turning back in the book for clarification. I circulated to help them understand anything they seemed unable to discover on their own.

Comprehension questions mostly addressed in discussion but they finished them up

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Handout

Show video of Macbeth 1.3

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Nerdstudy summary videos
Pull out motives
Gender stereotypes then problematize
Beauty and the Beast Deconstruction
Strong's scene
Close read Unsex me scene with Lady Macbeth
More motives

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"Story so far" review in pods
Watch Nerdstudy summary of 1.4
Pull out incriminating evidence on Macbeth for CSI packet
Comprehension questions

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-Quickwrite: Looking at your card from the Battle of the Sexes game, what does it say about who we think women should be and who we think men should be?
-Stereotypes of gender T-chart on board (DIALOGIC- try only to revoice and prompt students to expand on their ideas)
-Read 1.5 and pass around annotate with sticky notes
-Gallery walk plus organize into types of annotations, discuss ways students could vary their responses

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Hightlight the scene on the board in red and green for good and murderous as students held up the colors

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Students given time to finish up the writing in their packets they did not have enough time to do the day before
Highlighted the text along with the students as they gave thumbs up or down
Had them return to search for evidence they could add for Lady Macbeth and maybe in favor of Macbeth's not complete complicity
They also completed their comprehension questions for that day
Some classes had enough time to watch a summary

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"Past midnight, Macbeth tells Banquo that they'll speak of the witches another time, and bids him goodnight. . . . Macbeth sees "a dagger of the mind," hears his wife's bell, and goes to kill King Duncan." All of these from Macbeth Navigator

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"Lady Macbeth waits for Macbeth to come with the news that he has killed the King. . . . Macbeth is so shaken by the murder that he brings the bloody daggers with him, and Lady Macbeth takes them from him, to place them with the sleeping grooms. . . . A knocking at the castle gate frightens Macbeth, and his wife comes to lead him away, so that they can wash the blood from their hands."

Act 2, Scene 3:

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"The Porter pretends that he is hell's gatekeeper, then lets in Macduff and Lennox. . . . Macduff discovers King Duncan's body. . . . Macbeth, in pretended fury, kills the King's grooms. . . . Malcolm and Donalbain, fearing that they will be murdered next, flee."

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"Ross and an Old Man discuss what an unnatural night it has been. . . . Ross and Macduff doubtfully discuss the news that Malcolm and Donalbain are responsible for their father's murder. . . . Ross heads for Scone, to see Macbeth crowned King of Scotland, but Macduff is going to stay home."

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Banquo expresses his suspicion of Macbeth, and wonders if the witches' predictions will come true for himself, as they have for Macbeth. . . . Macbeth questions Banquo about the ride he's taking and insists he return in time for a banquet that night. . . . Macbeth persuades two Murderers that Banquo is their enemy, then sends them out to kill Banquo and his son, Fleance.

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-Quickwrite: Write about a time when you felt tempted to do something you knew to be wrong.
-Students summarize the story so far in their groups by drawing it out
-Pass out discussion start prompts to each student
-Watch dagger scene
-Read Macbeth 2.1 using the dramatized audiobook
-Discuss whether the vision of the dagger signals his insanity with the discussion prompts leading the discussion
-Add evidence to packet with new page about Macbeth's insanity plea
-Complete comprehension questions

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Cut apart and hand to students. They need to say what is on their discussion starter and hand in to get credit for today's class or write 3 sentences using that start, a quote from the text, and referring to something a classmate said.