Lesson

Title/Focus

To Kill a King (2.1-2.2)

Subject/Gra
de Level

ELA 20-1

Unit

Macbeth: Blood will have blood

Date

March 17, 2016

Time
Durati
on
Teache
r

80 minutes
12:09-1:22
1:27-2:40
Ms. Church

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General
Learning
Outcome
s:
Specific
Learning
Outcome
s:

General Outcome 2: comprehend

literature and other texts in oral, print, visual and

multimedia forms, and respond personally, critically and creatively.
interpret figurative language, symbol and allusions; recognize
imagery; and explain how imagery contributes to atmosphere,
characterization and theme in a text
2.2.2 e) explain the contribution of motif and symbol to controlling idea and
theme
2.1.2 f)

LEARNING OBJECTIVES

Students will consider the text for themes, motifs, textual clues and
characterization in Macbeth

ASSESSMENTS
Observations:
Student participation and facial expressions,
Products/Performan Twitter, Journal,
ces

LEARNING RESOURCES CONSULTED

Alberta Education Program of Studies

English
Secondary Solutions

MATERIALS AND EQUIPMENT

Powerpoint
Computer/Smartboard
Graphic organizers
Audiotape

PROCEDURE
Prior to lesson

Create graphic organizers and copy

Create Powerpoint
Introduction
Essential Question: Macbeth acts against his
better judgement when he decides to kill King
Duncan. Can wanting something too much cause us
to act against our nature?

Time

10
minutes

Review Act I
Learning Activity #1

Body
1. Essential reading questions handout for Act 2
- remind students to be thinking about the
questions as we read.
2. Watch movie section of Act 2, Scenes 1-2.
- We are going to watch the movie first to get a
better idea of what is happening in this scene and
it is easier if we have a visual. After we view it,
we will listen to the audiotape and analyze the
section.

Time
20
minutes

- discuss a character foil - characters who

experience similar events but have different
values, so their choices are different. This is done
to show contrast between two characters.
- in Macbeth, Banquo and Macbeth are the
character foils because they both are given
prophecies and both have the opportunity to act
to make it happen.
- Banquo chooses to let fate take its own course,
even though he is tempted. On the other hand,
Macbeth chooses to rush fate and make it happen
by turning to murder.
- use Harry Potter or fairy tales as examples (Harry
vs. Voldemort; 3 Little Pigs)
Teacher Notes:
Assessments/
Differentiation

Learning Activity #2

3. Listen to the audio-tape, pausing it occasionally

to point out important parts, or to pose the
discussion questions.
4. Ask students for proof of their comments - what
quote shows us_____?
5. See Act 2 Guiding Questions Graphic Organizer

30
minutes

Teacher Notes:
Assessments/
Differentiation

Learning Activity #3

1.

Twitter Board
- students will receive sticky notes, and in
partners or individually, will come up with a tweet
and at least one hashtag. When they are finished,
they will bring it up and put it on the Twitter
board.
- I will then read them aloud and we will discuss
them
- Prompt: Write a tweet from the perspective of
Macbeth or Lady Macbeth at the end of Act 2,
Scene 2

10
minutes

Teacher Notes:
Assessments/
Differentiation

Closure
Consolidation of
Learning:

Sponge
Activity/Activities

Time
3
minutes

Pass out Journals and give students prompt:

Can a truly honest man be tempted/corrupted,

or do
Macbeths actions indicate that he is less than the honorable
man everyone believes him to be?

What went well:

Lesson went well, initially students resisted when I asked for more
detailed answers/finding proof, but they started to understand what

I wanted
What did not go well:

Self-Evaluation:

Need to go over and work on finding proof in the text - need to

practice referencing and proving answers
What to improve on for next time:
1st class needs more work on talking during class -- new tactic of
management
- perhaps a discussion on respect and the difficult circumstances of
the temporary classroom