Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher: Rebecca Hull

Date: 11-25-17 Subject/ Topic/ Theme: Macbeth: Act 3 Grade: Junior AP Language Composition
I. Objectives
How does this lesson connect to the unit plan?
Reading, watching, and elaborating upon Act 3 of Macbeth is pivotal to the students understanding of Macbeth.

cognitive- physical socio-

Learners will be able to: R U Ap An E C* development emotional
Practice constructing strong and persuasive arguments. U, C, Ap X
Practice searching for textual and factual evidence to support their arguments. U, An, Ap
Work together with other students to present an argument. Ap, E, An, X
Listen to, understand, and value ideas and perspectives that are not their own. C, U
Practice presenting and supporting their opinions and stances in a respectful and academic manner. An, Ap, U
R, U, Ap, X
C
Common Core standards (or GLCEs if not available in Common Core) addressed:
http://www.michigan.gov/documents/mde/MDE_ELA_Standards_599599_7.pdf

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.
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.)

Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and
sufficient evidence.

(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create

II. Before you start

Identify prerequisite Must have watched and read acts 1, 2, and 3 of Macbeth.
knowledge and skills. Must be prepared and ready to debate.

Pre-assessment (for learning): Act 3 Response Questions

Formative (for learning): Act 3 Response Questions

Outline assessment
activities Formative (as learning): Students will prepare for and participate in a debate related to Macbeth.
(applicable to this lesson)
Summative (of learning): Research Paper, Structured Informal Debate

What barriers might this Provide Multiple Means of
lesson present? Engagement
Provide options for self-regulation-
expectations, personal skills and
What will it take strategies, self-assessment &
reflection
neurodevelopmentally, Annotating
experientially,
Students will decide what
emotionally, etc., for your
students to do this lesson?
part of the debate is best
suited for them.
Debate
Provide Multiple Means of
Representation
Provide options for comprehension-
activate, apply & highlight
Class discussion
Teacher clarification
Debate
Provide Multiple Means of Action
and Expression
Provide options for executive
functions- coordinate short & long-
term goals, monitor progress, and
modify strategies
Lesson is framed with
Synthesis Paper
Lesson is finished with an
all-class discussion.
 Provide options for sustaining
effort and persistence- optimize
challenge, collaboration, mastery-
oriented feedback
The actual
performance of the
debate.
An all-class discussion
following the debate.
Provide options for language, Provide options for expression and
mathematical expressions, and communication- increase medium
symbols- clarify & connect of expression
language Questions and
Students will explore discussion within
and elaborate on their teams.
arguments and Debate
evidence. All-class discussion
debate following the debate

Provide options for recruiting Provide options for perception- Provide options for physical action-
interest- choice, relevance, value, making information perceptible increase options for interaction
authenticity, minimize threats Class discussion Students must go in
Debate about ambition Teacher clarification front of the class and
and fate Using evidence to present their argument.
Students can choose support an argument
their debate sections
Students arent
required to speak
during the debate, but
are encouraged to.
Materials-what materials
(books, handouts, etc) do A copy of Macbeth for each group, preferably for each student.
you need for this lesson Teachers copy of the Macbeth
and are they ready to Debate handouts and structure (handed out in previous class)
use? Some kind of time-keeping device

The desks are in a U shape.

How will your classroom 5 desks are in a row in the front of the classroom- this is where students will sit when they are
be set up for this lesson? presenting their arguments.

III. The Plan

Describe teacher activities AND student activities
Time Components for each component of the lesson. Include important higher order thinking questions and/or
prompts.

Motivation Allow each of the teams to meet for 5 Meet with teams to prepare for a few
(opening/ minutes or so at the beginning of class to minutes.
introduction/ review and prepare. listen to instructions
engagement) After the 5 minutes is up, explain that
each group will be given up to 5 minutes
to present their arguments and rebuttals
Explain to the class that you will be
keeping time with a timer, and once their
time is up, they will be cut off.
For each group that must give a rebuttal,
explain that they will have 2-3 minutes to
quickly form a rebuttal statement after
each section presents.

Development
(the largest
component or Its time to start the debate! Students must go up in their designated
main body of First up is 1st Proposition sections and present their arguments and
the lesson) Then couple minutes for 1st Opposition to rebuttals.
prepare their rebuttal Students who are not presenting their
1st Opposition arguments must pay attention, and taking
notes is encouraged.
 couple minutes for the 2nd Proposition to Students must not speak if they are not
prepare rebuttal presenting. They will be given a few
2nd Proposition minutes between each section to prepare
couple minutes for the 2nd Opposition to rebuttal statements with their section.
prepare their rebuttal
2nd Opposition
couple minutes for the Proposition
Rebuttal to prepare their rebuttal
Proposition rebuttal
Couple minutes for the Opposition
rebuttal to prepare their rebuttal
Opposition Rebuttal

Once all the sections have presented their Participate in all-class discussion.
arguments and rebuttals, bring the class
Closure together for a discussion for the remaining
(conclusion, 10 minutes or so of class.
culmination, Ask students whether they actually agreed
wrap-up) with the stance they were arguing for.
Prompt them to explain why or why not.
Make sure to talk about why it is
important to hear and understand both
sides of an argument.
Discuss why these skills are important
when writing a synthesis essay.

Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)

When I first taught this lesson, I had the students prepare for the debate and present their arguments all in the same hour.
This left only about 20 minutes for the students to prepare for the debate. The whole process felt really rushed, so I decided to
split the lesson into 2 days: one day to prepare and one day to debate. I also think that extended time to prepare will let the
students be able to become more invested into the debate. I would also build in some extra time in between debate sections for
rebuttal sections to prepare their arguments. Other than the time restraint, the lesson went very well, and the students got
very passionate about defending their stance. They were surprisingly good at presenting convincing arguments and coming
up with textual evidence.