Macbeth Lesson Plan 11

7/25/2019 Macbeth Lesson Plan 11

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Anne Mooney

Writing about Macbeth: Giving and Receiving Feedback

I. Setting the Stage: What are your measureable objectives and assessment?

A.

Curriculum Framework Standards: Which MA Curriculum Frameworks addressyour topic content and objectives?

o W.5. Develop and strengthen writing as needed by planning, revising, editing, rewriting,

or trying a new approach, focusing on addressing what is most significant for a specific

purpose and audience. (Editing for conventions should demonstrate command ofLanguage standards 13 up to and including grades 1112 on page 67.)

B. Generative Topic: What is the focal concept or skill of the lesson?

Writing as a Process: Giving and Receiving Feedback

C. Measurable Objectives: What do you want students to know and be able to do?

o Students will be able to develop and strengthen their soliloquy when the receive peer and

teacher feedback.

o Students will be able to strengthen their writing by looking at what their peers did in their

pieces and seeing if there is anything they would like to imitate.

D. End of Lesson Assessment: How are you going to assess students understanding?

o Students will complete an exit slip to explain one thing they plan to revise after their peer

review activity.

II. Content of the Lesson

A. Content and Skills: What do you know about what you are planning to teach? o Map or

outline the underlying principles, concepts, skills, or strategies that you will teach in an

organized fashion

o The peer feedback activity that students will be partaking in is developed from a peer

feedback activity adapted by Tanya Rodrigue from Peter Kittles article, Reading

Practices as Revision Strategies: The Gossipy Reading Model. Tanya Rodrigues peer

feedback activity is called Gossipy Reading as Peer Response. Rodrigue argues that

this method of this peer review is effective because the writer can hear their words being

spoken and see if there any places they, as listener, feel they need to change. From this

gossip session, Rodrigue says, the writer will be able to identify parts of his/her paperthat he/she should keep, discard, clarify, elaborate on and/or add.

o The skills that students will need in order to complete this lesson include:

o Ability to read their soliloquy aloud.

o Ability to take notes on their partners paper.

o Ability to determine where they get confused or where they especially like parts of

their partners writing.


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o Ability to consider the point of view of their character.

B. Rationale: Why teach the lesson?

In his article, Reading Practices as Revision Strategies: The Gossipy Reading Model,

Peter Kittle explains a new way of giving feedback among peers for students. He calls this new

method, The Gossipy Reading Model. In this method, another student reads a peers writing,and the reader and listener (not the writer) interrupt the reading of the paper to raise questions,

make suggestions, and say if there is anything confusing. In her adaptation of this assignment,

Tanya Rodrigue makes this method less interruptive by having a specific time within the reading

for discussion; this ensures that the entire writing is read. Whats interesting is that although

Kittle himself reveals some problematic conversations (all playful in nature) that occurred due to

the use of the word gossip, he keeps this word in the activity title because it really interests

students, and gaining students interest can be difficult.

Nancy Sommers, in her book,Responding to Student Writers, argues that getting students

to become critical readers of their own and their peers work is important. She says, Mentoring

students to become thoughtful and critical readers not only shares the work of responding butalso, and more importantly, creates a vibrant classroom community (Sommers 31).

Furthermore, having students partake in the feedback emphasizes the rewriting stage of writing

that Donald Murray argues for (Anson 216). By hearing what their classmates suggest, students

may more immediately see the benefits of rewriting their work.

III. Preparation for the Procedures:

Materials: What materials, resources, and technology will you need?

o Teacher will need 3 printed copies of every students paper.

o Teacher will need 28 copies of the Gossipy Peer Review handout.

o

Teacher will need 84 copies of the graphic organizer.

Sequence of Teaching-Procedures

A. Beginning of the Lesson: How will you immediately engage all of your students in the

content? (8 minutes)

o Teacher will pass out the Gossipy Peer Review handout, 3 copies of the Feedback on

soliloquy graphic organizer per student, and the How to Communicate During Peer

Review handout.

o Teacher will have groups on board, and students will get in those groups.

o Teacher will pass out 3 copies of students soliloquy to the writer (who will give a copy

each to their partners).

B. Middle of Lesson: What are your students doing (e.g., speaking, writing, drawing,

performing, documenting, observing) to explore the content? (47 minutes)

o Teacher will read through the Gossipy Peer Review handout.

o Teacher will read the soliloquy assignment aloud.


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o Students will do the peer review activity. Teacher will circulate during this activity to

make sure students are staying on task and also keep time, making sure each student has

13 minutes for their writing.

C. Extension and Enrichment Activities during Class Time: How will you extend the

learning of students who finish tasks early?o If students finish early, they should begin their revision process.

D. End of Lesson: How will you help all students process the experience? (5 minutes)

o Students will answer the following exit slip: What is one thing you are going to revise as

a result of your peer review activity?

o Homework: Revise your soliloquy based on peer and teacher feedback (Teacher feedback

is posted on Google Docs)


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Appendix ASupplementary Materials: Summative Assessment Handout


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Figure A.1: Summative Assessment

Part One:

For your final assignment, you will create a soliloquy for one of the characters listed

below. In your soliloquy (or spoken thoughts), you must demonstrate an understanding

of feminism. You will demonstrate an understanding of feminism by creating something

that can easily be interpreted through feminist theory. Although your soliloquy should be

able to interpret through feminist theory, this does not mean women must be portrayed in

a positive or strong way; you could use feminism by demonstrating that a certain character

does not think of women in a positive, strong way, or you may choose to do a soliloquy

based on a weak female character. Either way, your focus is still feminism, and by

focusing on women or characters relationships to women, you are interpreting the

character using feminism as demonstrated in your soliloquy.

Your soliloquy script should be 1/2-3/4 page long (single spaced). You will either perform

your scene in front of the class or videotape yourself performing the soliloquy. Keep in

mind that your dress should also be utilized as a means to demonstrate the feminist

interpretation you are making of this character (however, all dress must follow the school

dress code). You are encouraged, though not required, to use props in your performance;

the teacher will provide props for students to use.

You are also not required to memorize your lines. You are encouraged to do as much as

possible without having to read, however, and eye contact, regardless of reading or not is

important to the performance.

You are also welcome to set your soliloquy in any time period (there may be a certain time

that you think best demonstrates your feminist interpretation of the character).

Character Options:

Lady Macbeth

Weird Sister (One of them)

Macbeth

Hectate Lady Macduff

Due Dates:

Students will inform the teacher of their chosen character:Day 5

Complete Draft of Soliloquy (Script) on Google Docs: Day 10 (to be reviewed by the

teacher and peers)


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Completed Script and Performance Day:Day 13

Part Two:

After creating your soliloquy, you will write a 3-4 page reflection paper about the process

of your creation. The audience for this paper is both your classmates and your teacher.

Included in the reflection should be:

A discussion about what choices were made to demonstrate the interpretation of the

character through feminism.

o Include a brief (3-4 sentences) explanation of what feminist theory is.

o Include a description of how the sources read in class (and any others) informed

your interpretation using feminism.

o Include a discussion of how the character can be interpreted through feminism. Ex:

Does she/he portray women positively, strongly; does he/she represent aproblematic interpretation of women or not? (These are not the only things you

should address; they are simply some examples)

o Include an explanation and justification for any dress and props used in your

performance. Explain how these added to the feminist interpretation of the

character.

A discussion about the process of creating the soliloquy.

o Please include what you found most difficult about writing and performing your

soliloquy.

o Include what changes you made in your soliloquy (script and performance).

o

Include why you decided to either perform your soliloquy in person or videotape

it.

Also include the following terms in your paper:

o Feminism

o Gender

o Feminine

o Masculine

Due Dates:

Completed Draft on Google Docs: Day 13 (to be reviewed by the teacher)

Final Draft:Day 15


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Figure B.2: Communicating the Review Handout

How to Communicate During Peer Review

Things we want to hear:

! Summarizing/Saying back Here is what I see this is saying

! Glossing Here is a word or phrase that condenses this paragraph or section

! Responding As I read this section, I

! Pointing What seems most important here is / What seems to be missing here is

! Extending You could also apply this to / What would happen if you

! Encouraging This section works well for me because

! Suggesting If I were you, I would add / You could move this part

! Soliciting Could you say more here about

! Counterarguing Another way to look at this is

! Questioning Why do you say / What do you mean by

Things we dont want to hear right now (since this isnt a final draft):

! Editing You need a comma here

Things we dont want to hear at all:

I like it.

I hate it.

Its okay.

I wouldnt change a thing.

*Source: Tanya Rodrigues Gossipy Peer Review Assignment


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Questions about the

writers intentions, ideas,

claims, arrangement,

structure, transition or

anything else related tothe essay

(If this is your paper,

make sure you answer

these later)

What the writer says

she/he needs to revise/ or

questions about revision

from the writer


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Appendix CSupplementary Materials: Closing Material


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Figure C.1: Closing Question

Exit Slip

What is one thing you are going to revise as a result of your peer review activity?

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Macbeth Lesson Plan 11