Setting the Scene:Macbeth

English Language Arts Lesson PlanBy: Sara Krohn

Background Information

English Language Arts 10th Grade Students will have just begun reading Macbeth.

Previous day included reading Act 1 Scene 1, which will be the focus for today (“Weird Sister’s Prophecy”)

Students will use the text to create their own opening scene, using imagery to set a tone.

California State Content Standard

Speaking and Listening Standard 2.4, Deliver oral responses to literature: b. Support important ideas and viewpoints through accurate and detailed references to the text or to other works. c) Demonstrate awareness of the author’s use of stylistic devices and an appreciation of the effects created.

Lesson Objectives

Cognitive: Students will be able to identify the literary devices of imagery and symbolism and explain how the use of said devices affects the tone of a text.

Affective: Using specific evidence from the text, students will be able to discuss how literary devices are used to create a specific tone in a scene.

Psychomotor: Students will be able to create and perform a scene in which literary devices found in a text are used to create tone.

Language Objectives

Students will identify orally the literary devices used to elicit tone in Macbeth.

Students will compile evidence orally and in writing to support their position about the elicitation of tone through literary devices.

Materials and Resources

Paper Pencils/Pens Poster board Markers and Colored Pencils Video Player and television or computer and

overhead projector (for film)

Activity 1: Jigsaw

Briefly review Act 1 Scene 1– What did the Weird Sisters foretell?– What tone was set by the text? How could you tell?

Jigsaw– Setting– Characters– Props– Imagery & Symbols– Audio

Must use text as evidence

Activity 2: Poster Board Presentation

Students work with their expert groups to make parts of a presentation on a poster board

– Bullet points of main ideas for each of 5 areas

One member of each of 5 groups comes together to draw a scene on separate poster

– Posters must include all five focus areas– Demonstration of audio and vocalizations

Each expert group and the drawing group presents their poster

Activity 3: Movie and Discussion

Students will watch Polanski’s version of Act 1 Scene 1 in which the Weird Sister prophesize Macbeth’s future

Teacher will lead students in a discussion about similarities and differences– Student created scene vs. Polanski’s scene

Assignment: Free-Write

Students will free-write similarities and differences between Polanski’s Act I Scene I and the class’s Act I Scene I.

– Consider the following in your writing: 1. Evaluate how the imagery in the text sets the tone in Act 1

Scene 1 when the Weird Sisters meet to predict the future. How does the imagery in the film set the tone?

2. Predict how the tone created by the imagery of the scene foreshadows the storyline. What do you think will happen?

3. Why might Polanski have made certain stylistic choices for his scene? How is the effect changed because of these choices (i.e. what is the difference in effect between the class’s scene and Polanski’s scene?) ?

Assessments

Formative:– Discussion– Observation of student work and participation

Summative:– Student Presentation – Free-write

The End!