Darnell's Sample Unit

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Teacher Work Sample
Margaret Darnell
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Pine Ridge High School

General Senior English
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February 27, 2014

Chadron State College
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Table of Contents
Instructional Setting and Contextual Factors3
Assessment Plan..6
Examples of Assessments..7
Description of Data Analysis of Pre-Assessment Data.49
Description of Data Analysis of Post-Assessment Data..51
Instructional Plan54
Lesson Plan #1..56
Lesson Plans for January 26 - February 20..59
Instructional Decision-Making, Reflection, and Self-Evaluation82
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Instructional Setting and Contextual Factors
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Pine Ridge High School is located on the Pine Ridge Indian Reservation in South
Dakota. Pine Ridge is often described as a third world bordering on the fourth. They
have an unemployment rate of 80-90% and an average income of $4000 per person.
One in four infants are born with fetal alcohol syndrome, as a result of the reservations
estimated alcoholism rate of 80%. Teen suicides is at four times the national rate. Their
rate of diabetes is eight times that of the national average. Pine Ridge, South Dakota
has a population of 3,308 and is primarily Native American, though two percent of the
population is hispanic. Pine Ridge High School has a drop out rate of approximately
70% and there is not a really strong support for education in the general community.
The school also has a high turnover rate of faculty and administration.
In my classroom, the general rule is to respect one another. I want use to be able
to have important and meaningful debates and that can only happen if we are respectful
of each other. The students come in ready to write in their writers notebooks. We
usually spend the first fifteen to twenty minutes of class freewriting or responding to a
selected reading or poem. I then do a mini lesson for the day and the students work on
their assignment. They are then given the rest of the remaining ten minutes of class to
read their personal reading books. I will be adjusting this schedule slightly for
Shakespeare because we will be doing more reading together and a little less
freewriting.
I will be completing my teacher work sample with a class of seniors enrolled in
general English. I will have this class every day for fifty minutes. We will be covering
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Shakespeares Macbeth, though many of the freshmen who enter the high school have
the reading ability of a third or fourth grader. I chose Macbeth because, while my
cooperating teacher is allowing me the freedom to teach whatever I would like and there
is no set curriculum, he has taught Macbeth in the past and uses it as part of his own
British literature curriculum. We will be reading Macbeth out of the textbook, but I will
also be bringing in outside resources, such as film and additional articles and
commentary. Very few of my students have internet at home or access to technology.
Within the classroom, the computers and laptops are unavailable for use because the
students have removed all the keys. Classroom involvement is poor and so that is going
to be one of my own challenges in getting the students to connect with the material.
There are twenty students in this class that I will be doing the data analysis for and I
have been allowed total freedom with this unit.
Since I have such a small class of students who are between 17 and 18, I should
be able to differentiate my instruction for each student. The students are old enough to
be discussing the themes and implications of Macbeth, though their skills in reading
may not be quite at Shakespeares level. My students are all Native American and have
read Charles Dickens Great Expectations last semester. I will be designing this unit to
hopefully make Shakespeare more relatable than just another dead white guy that they
all have to read. Many of my students are college bound, but are non-readers, so I want
to design this unit to build vocabulary and understanding of other references and
allusions in other writing. Shakespeare is commonly referenced in other pieces of
literature and I want to give students the foundation they need to read and understand
in the future, especially since many of them have never read Shakespeare before.
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I want to also involve the students in the discussion about whether or not
Shakespeare is Shakespeare, especially since the primary argument there is that
Shakespeare did not have the money to have the education that someone would have
needed to write the way he did. I believe that the discussion of whether genius only
accompanies wealth and privilege would be an interesting conversation, especially in an
area of such poverty and distress. Shakespeare is also universal and I believe in using
his work as a springboard for using language to address problems the Native Americans
are facing in their community, such as alcoholism, drug use, and violence. I will be
asking students to look for Shakespeares themes in their own lives.
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Assessment Plan
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My objectives for this unit are that the students be able to understand the cultural
importance of Shakespeare and be able to debate his authenticity. This will help
students meet several of the common cores standards on research and writing. It is my
goal that students be able to achieve understanding of Shakespeares importance with
90% accuracy and be able to debate his authenticity with 85% accuracy. This will
primarily be assessed through the essay questions and two performance assessments
that I have also attached. The objective assessment will show me whether my students
have the basic building blocks to perform will on their written performance assessments.
I will also be checking their comprehension of the text, which will be in its original format
and not in Modern English, which will later guide my test-prep mini-lessons.
I have created an objective pre-assessment in the traditional testing format. I
have also created an objective post-assessment that matches, but expands on the
material in the pre-assessment. I decided to leave the matching questions between the
pre-assessment and the post-assessment the same for easier analysis and for students
to better be able to see their own growth in understanding. With the essay questions, I
will be grading them with the attached rubric, which they will be given at the time of both
the pre-assessment and the post-assessment. I will putting more emphasis on the
quality of their ideas though, since this is the first unit we will be completing together
and the students have had little to no grammar instruction or practice writing in the past
semester.
The two performance assessments I have developed are to help students
develop and present their arguments about Shakespeares authenticity and his
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importance. They will be graded by the rubric provided and attached with the
assignments. These will be longer pieces, one of which they will have to collaborate on
and present digitally. These assessments are also helping me meet my overarching
goals for the class which are effective participation in actual discourse and stamina in
writing and research.
Examples of Assessments
Examples of Pre-Assessment
Below is an example of a high achieving students responses
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Below are examples of a low achieving students responses
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Examples of Post-Assessment
Below is an example of a low achieving students post-test. Stars are pre-test questions.
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Below is a high achieving students post test. The stared ones are pre-test questions.
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Examples of Macbeth at McDonalds
Below is the example of low to mid-achieving students work:
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Below is a high achieving students work:
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Examples of Who is Shakespeare?
Below is a low-achieving students work:
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Examples of Vocabulary Sheets:
Below is a low achieving students work:
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Description of Data Analysis of Pre-Assessment Data
It is quite obvious that the students have a lot of progress to make in regards to
Macbeth, even though many of them informed me, after they had taken this pre-test,
that they had already done Macbeth in their first semester English course. It seems that
perhaps they did not understand what they were reading if that is the case. I plan to
focus primarily on reading comprehension at the beginning of Macbeth and then slowly
let the students take it over. I also had one student who crossed out the word our in
the essay question and replace it with your, so I would also like to introduce a new
learning objective that has more to do with Shakespeares relevance to the modern
Lakota people.
As for what the students actually know, they seemed to do well on questions one,
two, and nine. The first two questions have to do with where Shakespeare was born and
how his plays were performed. I believe that question nine was either a fluke or the one
thing the students understood from their past experience with Macbeth last semester.
As for their progress towards my objectives, my objectives seem to be of the higher
order thinking and so they are still aways a way from them. I will have to do quite a bit of
ground work to help them understand Macbeth well enough to be able to achieve these
objectives, but I have faith that they can do it from what I saw in a few of the essay
questions and in their beginning ability to decode Shakespeares language.
The standard deviation of the students scores was 4.029 which tells me that they
were fairly grouped together, but that there was still quite a bit of variation. The students
scores ranged from 5 to 18 out of 47 with an average of 10 which is a 21% on the pretest. The mode was 12 out of 47 which is slightly better than the average.
TRUE
TRUE
TRUE
TRUE
TRUE
TRUE
TRUE
FALSE
TRUE
TRUE
FALSE
FALSE
FALSE
FALSE
FALSE
TRUE
TRUE
Student 2
Student 3
Student 4
Student 5
Student 6
Student 7
Student 8
Student 9
Student 10
Student 11
Student 12
Student 13
Student 14
Student 15
Student 16
Student 17
FALSE
FALSE
TRUE
FALSE
TRUE
TRUE
TRUE
TRUE
TRUE
TRUE
TRUE
FALSE
TRUE
TRUE
FALSE
TRUE
TRUE
TRUE
TRUE
TRUE
TRUE
FALSE
FALSE
FALSE
FALSE
TRUE
TRUE
TRUE
TRUE
FALSE
TRUE
TRUE
TRUE
TRUE
TRUE
FALSE
TRUE
TRUE
TRUE
FALSE
TRUE
TRUE
FALSE
FALSE
FALSE
TRUE
TRUE
TRUE
TRUE
TRUE
FALSE
FALSE
FALSE
FALSE
FALSE
TRUE
FALSE
FALSE
FALSE
TRUE
FALSE
TRUE
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TRUE
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FALSE
FALSE
FALSE
wrong
wrong
wrong
wrong
wrong
wrong
Iambic
pentamet
er
wrong
wrong
wrong
wrong
wrong
wrong
wrong
wrong
wrong
wrong
wrong
wrong
wrong
love
sickness
flooding
mistress
feelings
romantic
era
ended
shakespe
are =
best
losing
someone
special
losing
family
shakespe alcoholic
are =
best
critics
shakespe
are =
best
fire
fire
boring
love and
feelings
shakespe
are =
best
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11
14
13
13
12
12
12
15
Question Question Question Question Question Question Question Question Question Question Question Question Question Question Question Question Question Question Question Question Question Question Score
1
2
3
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5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
out of
47
Student 1
Student
Pre-Test Per Question Per Student Results
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Description of Data Analysis of Post-Assessment Data
When I first started grading the post-tests, I was rather dismayed. The highest
grade out of all the seniors was about a 65%. Yet, when I began to compare the results
between the questions on the post-test that were the same as the questions on the pretest, I realized that I had increased the students score and that they had done much
better than they had originally done on the pre-test, even if they still werent passing the
test.
My standard deviation increased to 7.24, which means that there was even more
variance within the students scores. They were more spread out. I had one student
whose score decreased on the post-test and one student whose scores stayed the
same which I attribute to this variance. While everyone elses scores went up, these
scores remained the lowest at seven. The highest score in this group was 29 and two
students did not take the test out of the originally tested group. The average went up to
16.87 which shows some improvement. For the original 47 points, the average score
increased to 35.9% which is a 15% increase from the original scores.
As for increase in the actual scores themselves, the scores raised on average
5.85 points and the mode of points raised was seven. Six of the fifteen students
increased their scores by less than seven points (with the lowest being a decrease of
two points from a student who wrote F*** you, I hate Shakespeare on their test and
then they promptly failed it), while five of the students increased their scores by seven
points. Three students increased their scores by more than seven points with the largest
increase being 14 points.
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Individual Student Increases
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Instructional Plan
Post-Test
Scoreunit are that students
Pre-Test
Score
My primary learning objectives
for this
be able
to explain
the importance of Shakespeares work throughout literature with 90% accuracy, will be
Student One
able
to debate
Student
Two Shakespeares authenticity with 85% accuracy and that students will be
Student Three
able to develop a stance on whether or not Shakespeare has any relevance to the
Student Four
Student
Five and culture today. I chose the first two objectives because they are
Lakota
people
Student Six
Student
measurable
Student Sevenand because they lend some meaning to reading Shakespeare. Most of my
Student Eight
students have never read Shakespeare before. They are barely familiar with him and
Student Nine
Student
Tenof his works in name only. Many of my students wish to attend college.
know
a few
Student Eleven
Oftentimes,
Student
TwelveShakespeare is referenced in literature and many colleges require their
Student Thirteen
students to take some sort of English class and many English classes require reading.
Student Fourteen
Student Fifteen
Students
will be better equipped for success if they understand and can explain the
Student Sixteen
important
role
Student
Seventeen
Shakespeare plays in literature.
0
7.5
15
22.5
My second
objective is aimed
at having my students
interact with a
real
Score
academic debate. They will be producing work to contribute to the debate as well. I want
them to understand the importance of a well-researched and well-thought out argument.
I also want to make Shakespeare more relevant to them in that he faces opposition
because of his birth and economic status. Many of my students have already expressed
frustration with the world always creating opposition for them just because they are
Native.
My third objective comes from the student who scratched out the word our in
the question How is Shakespeare still important in our world today? and wrote your
on the pre-test. I wanted to engage my students in a more personal debate about the
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ABSENT
THE
WEEK
TRUE
FALSE
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FALSE
ABSENT
THE
WEEK
FALSE
TRUE
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TRUE
FALSE
TRUE
TRUE
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FALSE
TRUE
TRUE
Student Two
Student
Three
Student Four
Student Five
Student Six
Student
Seven
Student
Eight
Student Nine
Student Ten
Student
Eleven
Student
Twelve
Student
Thirteen
Student
Fourteen
Student
Fifteen
Student
Sixteen
Student
Seventeen
TRUE
TRUE
TRUE
TRUE
TRUE
TRUE
TRUE
TRUE
TRUE
TRUE
FALSE
OF THE
TEST
TRUE
TRUE
TRUE
TRUE
OF THE
TEST
FALSE
TRUE
FALSE
FALSE
TRUE
FALSE
FALSE
TRUE
TRUE
TRUE
TRUE
FALSE
TRUE
TRUE
TRUE
FALSE
FALSE
FALSE
TRUE
TRUE
FALSE
TRUE
TRUE
TRUE
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FALSE
TRUE
TRUE
TRUE
TRUE
TRUE
FALSE
TRUE
TRUE
FALSE
FALSE
FALSE
FALSE
TRUE
FALSE
TRUE
TRUE
TRUE
TRUE
FALSE
globe
theatre
England
Scotland
theatre
globe
theatre
1600
globe
theatre
kings
queens
thrust
stage
rhyming
couplets
rhyming
couplets
England
old
English
different
language
English
literature
free verse
English
literature
free verse
lost
interest in
plays
burned
down
nothing
was as
entertaini
ng
tragic
flaw
Scotland
England
love story
rhyming
rhyming
couplets
the
plague
fire
stories
werent
good
enough
no clue
rhyming
rumors
couplets he did not
write his
own
plays
rhyme
nouns
rhyming
couplets
lost his
mother
um Im
not sure
IDK
alcoholis
m
life in
general
about his
wife
lost his
mind
lost
leaves his
interest in wife and
plays
kids
macbeth war death because

macduff
of the act
English
literature
10
15
12
11
12
11
29
21
16
21
19
24
14
19
26
14
21
Question Question Question Question Question Question Question Question Question Question Question Question Question Question Question Question Question Question Question Question Question Question Score
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
out of
47
Student One
Student
Post - Test Per Question Per Student Results
18
11
14
13
13
12
12
12
15
PreTest
Score
53
42
27
18
14
39
32
33
11
25
30
46
26
16
37
Score
out of
84
53
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relevancy of Shakespeare. If Shakespeare truly wrote universal themes, then the
students should be able to find a way to relate to Macbeth and perhaps see those
themes in their own culture and in their own cultures stories. With this objective, I also
wanted to meet my students half way. Many of them are not terribly excited to be
learning Macbeth and many of them ask why. I feel as though this objective turns the
question back on them and they are responsible for finding if it has meaning or not.
On a school level, I have no objectives that I have to meet. There is no
prescribed curriculum. On a national level, these three objectives allow me to meet eight
standards from the common core that are related to research, writing, reading
comprehension, and group work. They combine reading and writing in what I hope will
be a meaningful way.
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Shakespeare Lesson Plan #1
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Date: January 20-23, 2015
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Subject: Macbeth and Shakespeare - Introduction
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Objectives:
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Students will be able to explain the importance of Shakespeares work throughout

literature with 90% accuracy.
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Students will be able to debate Shakespeares authenticity with 85% accuracy.
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Standards:
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CCSS.ELA-Literacy.RL.11-12.2: Determine two or more themes or central ideas of a

text and analyze their development over the course of the text, including how they
interact and build on one another to produce a complex account; provide an objective
summary of the text.
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CCSS.ELA-Literacy.RL.11-12.4: Determine the meaning of words and phrases as they

are used in the text, including figurative and connotative meanings; analyze the impact
of specific word choices on meaning and tone, including words with multiple meanings
or language that is particularly fresh, engaging, or beautiful.
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CCSS.ELA-Literacy.W.11-12.1: Write arguments to support claims in an analysis of

substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
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CCSS.ELA-Literacy.W.11-12.9: Draw evidence from literary or informational texts to

support analysis, reflection, and research.
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CCSS.ELA-Literacy.W.11-12.10: 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.
"
CCSS.ELA-Literacy.L.11-12.4: Determine or clarify the meaning of unknown and

multiple-meaning words and phrases based on grades 11-12 reading and content,
choosing flexibly from a range of strategies.
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CCSS.ELA-Literacy.SL.11-12.1: Initiate and participate effectively in a range of

collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners
on grades 11-12 topics, texts, and issues, building on others' ideas and expressing their
own clearly and persuasively.
"
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CCSS.ELA-Literacy.SL.11-12.5: Make strategic use of digital media (e.g., textual,
graphical, audio, visual, and interactive elements) in presentations to enhance
understanding of findings, reasoning, and evidence and to add interest.
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Vocabulary:
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Macbeth vocabulary guide - do two to five words a day with students
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Motivator:
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The youtube videos below and discussions that pertain to Native life and Shakespeare
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Instruction:
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Begin each day with a sonnet from Shakespeare
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Day One: Deliver pre-test
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Day Two: Introduce students to Shakespeares world.
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https://www.youtube.com/watch?v=j4DSTHULMJA
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Introduce the idea that perhaps Shakespeare isnt Shakespeare
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https://www.youtube.com/watch?v=uBmnkk0QW3Q
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http://www.scientificamerican.com/article/skeptics-take-on-the-life/?page=1
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http://www.doubtaboutwill.org/declaration
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Have a discussion regarding can genius and talent only come from wealth, privilege,
and education. Introduce Shakespeare is Shakespeare? project.
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Day Three: Begin with a comic/graphic representation of Macbeth.
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Discuss basic plot and assign characters to students (move class into a circle design)
and have a character list on the board where we can draw connections and cross
people off as they die. Begin preliminary discussions about finding Shakespeare in your
everyday.
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Speculation of Macbeth - conflicting stage directions and published after his death
(never performed in his lifetime), too short?, weird edits
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Hand out vocabulary sheets.
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Assessment:
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Day One: Pre-test
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Day Two: Writers notebook entry on genius and privilege and class discussion.
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Day Three: Writers notebook entry on Shakespeare on the reservation and class
discussion.
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Accommodations:
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My students with special needs will be allowed longer time to take the pre-assessment
and I will give them fewer choices on their assessments as well, but I will hand out their
assessment with all the others, so it does not look like they are getting a special one.
The YouTube video will use their subtitles as well.
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Materials:
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Textbooks - Macbeth, pre-test, vocabulary sheets, projector, internet and computer,

sonnets, printed article from Scientific American
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Multiple Intelligences:
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Verbal/Linguistic: Students read information about Shakespeare and take notes and
read other students notes.
Logical/Mathematical: Students must assess the information they are given to see if
they believe it is trustworthy or not.
Visual/Spatial: Students watch the different sonnets and videos that use typography and
images to represent the sonnets and information.
Body/Kinesthetic: Students move around to take notes.
Musical/Rhythmic:
Interpersonal: Students work in groups to come up with notes for Shakespeare and take
pictures of other groups notes for the most holistic notes possible. Students engage in a
debate about whether or not Shakespeare is relevant on the reservation.
Intrapersonal: Students do their own written interpretations of the sonnets.
"
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*My school has requested I change my lesson plan format to match what Pine
Ridge High School wishes to achieve and the rest of these lesson planswill reflect
that.
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Jan 26: Pd 2,3,4
Jan 27: Pd 2,3,4
Goal/Objectives: (Measurable & Observable)
"Students will be able to explain the
"Students will be able to debate
importance of Shakespeares work throughout importance of Shakespeares work throughout

Shakespeares authenticity with 85%
accuracy.

accuracy.
"Students will be able to develop a stance on "Students will be able to develop a stance on
whether or not Shakespeare has any
relevance to the Lakota people and culture
today.

today.
Bell Ringer:
Written response to Sonnet 116
Bell Ringer:
Tupac or Shakespeare Quiz
Instructional Delivery/Strategy:
Assign students parts for Act I, Scene I - III
Watch Amazons BBCs Macbeth through Act
I, Scene I-III
Formative Assessment:
Student questions and interpretations of the
text. Vocab exercises. End of the day post-it:
question for tomorrow
One page entry in writers notebook about the
difference in interpretation
Summative Assessment: Vocab sheets,

Macbeth at McDonalds, Who is Shakespeare
project, Post-Test (all delivered/collected at
the end of the unit)

Closure: Students write one thing they

learned and one thing they have a question
about on a post-it note.
Closure: Students verbally discuss the

differences of their classs reading of the play
and the video.
"Read and do interpretation as we go along. "

Have room arranged in a thrust stage
Write a short one page entry on the
formation.
differences between yesterdays interpretation
"Add to vocab as we go.
of the play and the directors
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CC Standards:CCSS.ELA-Literacy.RL.11-12.2:
Determine two or more themes or central ideas of
a text and analyze their development over the
course of the text,
CCSS.ELA-Literacy.RL.11-12.4: Determine the
meaning of words and phrases as they are used in
the text, including figurative and connotative
meanings; analyze the impact of specific word
choices on meaning and tone,.
CCSS.ELA-Literacy.W.11-12.1: Write arguments to
support claims in an analysis of substantive topics
or texts, using valid reasoning and relevant and
sufficient evidence.
CCSS.ELA-Literacy.W.11-12.9: Draw evidence
from literary or informational texts to support
analysis, reflection, and research.
CCSS.ELA-Literacy.W.11-12.10: 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.
CCSS.ELA-Literacy.L.11-12.4: Determine or clarify
the meaning of unknown and multiple-meaning
words and phrases based on grades 11-12
reading and content, choosing flexibly from a
range of strategies.
CCSS.ELA-Literacy.SL.11-12.1: Initiate and
participate effectively in a range of collaborative
discussions (one-on-one, in groups, and teacherled) with diverse partners on grades 11-12 topics,
texts, and issues, building on others' ideas and
expressing their own clearly and persuasively.
CCSS.ELA-Literacy.SL.11-12.5: Make strategic
use of digital media (e.g., textual, graphical, audio,
visual, and interactive elements) in presentations
to enhance understanding of findings, reasoning,
and evidence and to add interest.
course of the text,
Verbal/Linguistic: Students will read Macbeth
aloud and we will discuss it together verbally.
Logical/Mathematical: Students are asked to
predict what happens next
Visual/Spatial: Students see the other
students acting out the play for basic blocking
choices
Body/Kinesthetic: Students are asked to get
up and act out the play
Musical/Rhythmic
Interpersonal: Students may consult together
to come up with the answer or interpret the
text
Intrapersonal: Students may take notes if they
choose and their post-it check-in.
Verbal/Linguistic: The video is shown with
subtitles
see if their predictions aligned with what
actually happened
Visual/Spatial: The students see the play and
the colors and action acted out.
Body/Kinesthetic
Musical/Rhythmic: They hear the soundtrack
to the play and they also hear any songs in
the Macbeth script.
Interpersonal:
Intrapersonal: Students write about how they
would interpret the film.
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Accommodations:
Students may use a plain English version of
Macbeth if they so choose. I will also be
giving interpretation as we go along to aid in
comprehension. Students may use
SparkNotes as study aids as well.
"
Accommodations:
The video will be shown with subtitles and I
will stop it occasionally to explain the events
in the film.
"Students may be given more time to write if

they need. Students who do not want to
discuss verbally may write down their
thoughts or opinions.
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Jan 28: Pd 2,3,4
Jan 29: Pd 2,3,4

accuracy.

accuracy.
today.

today.
Bell Ringer:
Write a response to the movie yesterday
Bell Ringer:
Brief character write: write in your writers
notebook from the perspective of a modern
day Macbeth/other character. What are your
goals? What is your purpose in life? Whos in
your way?
Instructional Delivery/Strategy: Assign

students parts for Act I, Scene IV - Act II,
Scene I
Instructional Delivery/Strategy: Watch

Amazons BBCs Macbeth through Act I,
Scene IV - Act II, Scene I
Have room arranged in a thrust stage

formation.
have staged Macbeth - what time period?

what actors? where?
Formative Assessment: Student questions

and interpretations of the text. Vocab
exercises. End of the day post-it: question for
tomorrow
Formative Assessment: Students bell ringers

and responses to staging Macbeth



Closure: Students share and discuss their

ideas about where and how Shakespeares
Macbeth should be staged.
"Read and do interpretation as we go along. "Have students write about how they would
62
CC Standards: CCSS.ELA-Literacy.RL.11-12.2:
course of the text,
course of the text,
Visual/Spatial: Students can see the other
students act out the play.
up and act out the play when their character is
reading.
Musical/Rhythmic
text
Intrapersonal: Students may take notes if they
choose and their post-it check-in.
Verbal/Linguistic: The video is shown with
subtitles
see if their predictions aligned with what
actually happened
Visual/Spatial: The students see the play and
the colors and action acted out.
Body/Kinesthetic
Musical/Rhythmic: They hear the soundtrack
to the play and they also hear any songs in
the Macbeth script.
Interpersonal:
Intrapersonal: Students write about how they
would interpret the film.
63
Accommodations:
Accommodations:
in the film.

"
Jan 30: Pd 2,3,4
"Students will be able to explain the importance of Shakespeares work throughout literature
with 90% accuracy.
"Students will be able to debate Shakespeares authenticity with 85% accuracy.
"Students will be able to develop a stance on whether or not Shakespeare has any relevance
to the Lakota people and culture today.
Bell Ringer:
Shakespeares Sonnet How Shall I Compare Thee to a Summers Day?
Begin with a brief introduction to citation styles and allow time for work on Who is
Shakespeare?
"Allow students to also work on Macbeth at McDonalds assignment.
Check in with as many different students as you can during the period to see where they are
in these projects and what ideas they have and where they might be stuck.
Summative Assessment: Vocab sheets, Macbeth at McDonalds, Who is Shakespeare project,
Post-Test (all delivered/collected at the end of the unit)
Closure: Have students who are willing share where they are in their projects and the stories
they have decided to tell and the stance theyve taken on who Shakespeare is.
64
CC Standards:CCSS.ELA-Literacy.RL.11-12.2: Determine two or more themes or central ideas of a text
and analyze their development over the course of the text,
CCSS.ELA-Literacy.RL.11-12.4: Determine the meaning of words and phrases as they are used in the
text, including figurative and connotative meanings; analyze the impact of specific word choices on
meaning and tone,.
CCSS.ELA-Literacy.W.11-12.1: Write arguments to support claims in an analysis of substantive topics
or texts, using valid reasoning and relevant and sufficient evidence.
CCSS.ELA-Literacy.W.11-12.9: Draw evidence from literary or informational texts to support analysis,
reflection, and research.
CCSS.ELA-Literacy.W.11-12.10: 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,
CCSS.ELA-Literacy.L.11-12.4: Determine or clarify the meaning of unknown and multiple-meaning
words and phrases based on grades 11-12 reading and content, choosing flexibly from a range of
strategies.
CCSS.ELA-Literacy.SL.11-12.1: Initiate and participate effectively in a range of collaborative
discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics,
texts, and issues, building on others' ideas and expressing their own clearly and persuasively.
CCSS.ELA-Literacy.SL.11-12.5: Make strategic use of digital media (e.g., textual, graphical, audio,
visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and
evidence and to add interest.
Verbal/Linguistic: Students will receive written instructions on how to do their assignment, as
well as verbal instructions. They will be asked to write.
Logical/Mathematical: Students must find the themes and characters of Macbeth in their own
life and compare the two.
Visual/Spatial
Body/Kinesthetic
Musical/Rhythmic
Interpersonal: Students may consult together to come up with ideas
Intrapersonal: Students are still doing their own individual writing about their own individual
lives.
Accommodations:
Students are allowed to use the internet and sites like Purdue OWL for more information on
citations. Students who are struggling writers only need write two pages for the Macbeth at
McDonalds paper.
"
"
Feb 2: Pd 2,3,4
Feb 3: Pd 2,3,4
65
Goal/Objectives:

""
A girl committed suicide over the weekend, a importance of Shakespeares work throughout
freshman cheerleader. The whole school was literature with 90% accuracy.
in shock and I had so few students come to
my room and those who did could write or
read if they wanted. Nothing was really
accomplished.

accuracy.
"Students will be able to develop a stance on

today.
Bell Ringer:
Bell Ringer:
Freewrite
Read Act II, Scene I - Act II, Scene III and do
interpretation as we go along. Have room
arranged in a thrust stage formation.


and interpretations of the text.
Summative Assessment:

Closure:

66
CC Standards:
course of the text,
67
choices
Musical/Rhythmic
text. Students also work together to create
content for their website or newsletter.
Intrapersonal: Students are free-writing if they
choose at the beginning of the class period
instead of reading to continue to express how
they feel about the suicide.
Accommodations:
"
Feb 4: Pd 2,3,4
Feb 5: Pd 2,3,4
"School was cancelled today for the young
importance of Shakespeares work throughout girls wake. There were also two more
suicides yesterday - two sixth grade girls.

accuracy.
"Students will be able to develop a stance on

today.
Bell Ringer:
Newsletter Work Time and Reading
Bell Ringer:
Read Act II, Scene III - Act III, Scene II and do
68
and interpretations of the text.

Summative Assessment:
Closure: Student questions and

interpretations of the text.
Closure:
CC Standards:
course of the text,
69
choices
Musical/Rhythmic
text. Students also work together to create
content for their website or newsletter.
Intrapersonal: Students are free-writing if they
choose at the beginning of the class period
instead of reading to continue to express how
they feel about the suicide.
Accommodations:
Feb 9: Pd 2,3,4
Feb 10: Pd 2,3,4

accuracy.

accuracy.
today.

today.
Bell Ringer:
Review over Macbeth so far.
Bell Ringer:
Write about Ferguson or over Water Buffalo
by Shaun Tan.
Read Act III, Scene II - Act III, Scene V and do Watch Amazons BBCs Macbeth to where
weve stopped reading.
"
70
Students verbal responses to review over
Macbeth and interaction with the text as we
go along, review post-it
Writing and questions raised during the film


Closure: Students do the post-it for something Closure: Answer any questions left from the
they are still confused about in the play.
video.
course of the text,
course of the text,
71
Verbal/Linguistic: There are subtitles on the
video
Logical/Mathematical: Students are asked

to predict what happens next
Visual/Spatial
Body/Kinesthetic
Musical/Rhythmic
Interpersonal: Students may consult
together to come up with the answer or
interpret the text
Intrapersonal: Students may take notes if
they choose and their post-it check-in.
Logical/Mathematical
Visual/Spatial: The students are watching
what happens in the video.
Body/Kinesthetic
Musical/Rhythmic: There is a soundtrack
and the songs in the play are actually
played.
Interpersonal
Intrapersonal: Students will be asked to
reflect on the movie and come up with
questions they still have
Accommodations:
Accommodations:
in the film.

"
Feb 11: Pd 2,3,4
Feb 12: Pd 2,3,4

accuracy.

accuracy.
today.

today.
Bell Ringer:
Bell Ringer:
Draw a picture of what you think Macbeths
castle or Macbeth looks like or any of the
other characters. Draw a cartoon of the play
or a favorite scene.
72
Students are allowed a work day today. They
will work together in groups, assigned by me,
and create a synopsis of the scene I assign
them. They will present their scene the next
day. Allow cellphones to google and youtube
for help in understanding their scene.
"Period 2: Students will meet with me for
writing conferences for the first draft of their

Macbeth at McDonalds piece. Their work day
will be for their more summative
assessments.
Period 2: Students are allowed a work day
today. They will work together in groups,
assigned by me, and create a synopsis of the
scene I assign them. They will present their
scene the next day. Allow cellphones to
google and youtube for help in understanding
their scene.
"Period 4: Have students present their scenes
to the class. For those who are too shy to

present, they may submit their work to me in
essay form and Ill share what theyve written,
either word for word or a synopsis - as the
students prefer.
"Period 3: Students will meet with me for
writing conferences for the first draft of their

Macbeth at McDonalds piece. Their work day
will be for their more summative
assessments.
Formative Assessment: Students who are on
task or if they have questions while they are
putting together their interpretation. Period 2:
Rough drafts
Formative Assessment: Student

presentations, writing conferences, students
who are on task or questions that arise during
work time. Period 3: rough drafs


Closure: Check-in with each group about what Closure: Students write down what they are
they have done with their scene interpretation. still confused about or if they have a question
Period 2: Finish checking on the progress of
for one of the groups.
the students you will meet with later that day give reminders of time.
73
course of the text,
course of the text,
74
Verbal/Linguistic: Students must communicate
with me and their teammates their summary
and plans for their Macbeth at McDonalds
piece.
Logical/Mathematical: Students must develop
a plan to improve their Macbeth at
McDonalds piece.
Visual/Spatial: Students may draw a comic
interpretation of their summary.
Body/Kinesthetic: Students are allowed to get
up and move around as a group or act out
their summary
Musical/Rhythmic: Students may write their
summary as a rap or song if they choose
Interpersonal: Students are either working
with me or each other to determine a
summary of Act IV or to work on their
Macbeth at McDonalds essay
Intrapersonal
Verbal/Linguistic: Students must communicate
with me and their teammates their summary
and plans for their Macbeth at McDonalds
piece.
Logical/Mathematical: Students must develop
a plan to improve their Macbeth at
McDonalds piece.
Visual/Spatial: Students may draw a comic
interpretation of their summary.
Body/Kinesthetic: Students are allowed to get
up and move around as a group or act out
their summary
Musical/Rhythmic: Students may write their
summary as a rap or song if they choose
Interpersonal: Students are either working
with me or each other to determine a
summary of Act IV or to work on their
Macbeth at McDonalds essay
Intrapersonal: Students will review their own
work in their group and evaluate themselves.
Accommodations:
Students will be grouped into groups with a
variety of skill levels so the higher achieving
students can help aid the understanding of
the lower achievers. Students meeting with
me will discuss their concerns and worries
about their piece and I can see individually
where each student is at to help them in the
right direction.
Accommodations:
Students will be grouped into groups with a
variety of skill levels so the higher achieving
students can help aid the understanding of
the lower achievers. Students meeting with
me will discuss their concerns and worries
about their piece and I can see individually
where each student is at to help them in the
right direction.
"
Feb 13: Pd 2,3,4
75
"Students will be able to explain the importance of Shakespeares work throughout literature
with 90% accuracy.
"Students will be able to debate Shakespeares authenticity with 85% accuracy.
"Students will be able to develop a stance on whether or not Shakespeare has any relevance
to the Lakota people and culture today.
Bell Ringer:
Write a review about Macbeth and or a critique determining whether he has any relevance in
the modern world.
Period 2 & 3: Have students present their scenes to the class. For those who are too shy to
present, they may submit their work to me in essay form and Ill share what theyve written,
either word for word or a synopsis - as the students prefer.
"Period 4: Students will meet with me for writing conferences for the first draft of their Macbeth
at McDonalds piece. Their work day will be for their more summative assessments.
Student presentations, questions students have, Period 4: rough drafts
Summative Assessment: Vocab sheets, Macbeth at McDonalds, Who is Shakespeare project,
Post-Test (all delivered/collected at the end of the unit)
Closure: Students write down what they are still confused about or if they have a question for
one of the groups.
CC Standards:CCSS.ELA-Literacy.RL.11-12.2: Determine two or more themes or central ideas of a text
and analyze their development over the course of the text,
CCSS.ELA-Literacy.RL.11-12.4: Determine the meaning of words and phrases as they are used in the
text, including figurative and connotative meanings; analyze the impact of specific word choices on
meaning and tone,.
CCSS.ELA-Literacy.W.11-12.1: Write arguments to support claims in an analysis of substantive topics
or texts, using valid reasoning and relevant and sufficient evidence.
CCSS.ELA-Literacy.W.11-12.9: Draw evidence from literary or informational texts to support analysis,
reflection, and research.
CCSS.ELA-Literacy.W.11-12.10: 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,
CCSS.ELA-Literacy.L.11-12.4: Determine or clarify the meaning of unknown and multiple-meaning
words and phrases based on grades 11-12 reading and content, choosing flexibly from a range of
strategies.
CCSS.ELA-Literacy.SL.11-12.1: Initiate and participate effectively in a range of collaborative
discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics,
texts, and issues, building on others' ideas and expressing their own clearly and persuasively.
CCSS.ELA-Literacy.SL.11-12.5: Make strategic use of digital media (e.g., textual, graphical, audio,
visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and
evidence and to add interest.
76
Verbal/Linguistic: Students must communicate with me and their teammates their summary
and plans for their Macbeth at McDonalds piece.
Logical/Mathematical: Students must develop a plan to improve their Macbeth at McDonalds
piece.
Visual/Spatial: Students may draw a comic interpretation of their summary.
Body/Kinesthetic: Students are allowed to get up and move around as a group or act out their
summary
Musical/Rhythmic: Students may write their summary as a rap or song if they choose
Interpersonal: Students are either working with me or each other to determine a summary of
Act IV or to work on their Macbeth at McDonalds essay
Intrapersonal: Students will review their own work in their group and evaluate themselves.
Accommodations:
Students will be grouped into groups with a variety of skill levels so the higher achieving
students can help aid the understanding of the lower achievers. Students meeting with me will
discuss their concerns and worries about their piece and I can see individually where each
student is at to help them in the right direction.
"
Feb 17: Pd 2,3,4
Feb 18: Pd 2,3,4

accuracy.

accuracy.
today.

today.
Bell Ringer:
Review over Macbeth so far, especially Act IV
Bell Ringer:
77
Watch Amazons BBCs Macbeth as far as we
can to finish up the play. Stop the film
occasionally to provide additional explanation.
Watch Amazons BBCs Macbeth to the end of
the play. Stop the film occasionally to provide
additional explanation.
"If there is time at the end, have the students
write any remaining questions or things they

are nervous about regarding the test and final
assignments on a post-it note.
"Collect vocabulary sheets.

Students verbal responses to review over
Macbeth and interaction with the film as we
watch.
Writing and questions raised during the film,
check-in post-it.


Closure: Students tell me one important plot

point as they leave the classroom.
Closure: Students fill out post-it notes and

turn in vocab.
78
course of the text,
course of the text,
Verbal/Linguistic: The video is played with
subtitles
Logical/Mathematical:
Visual/Spatial: The students are watching the
visual pieces of the film.
Body/Kinesthetic
Musical/Rhythmic
Interpersonal:
Intrapersonal:
Verbal/Linguistic: There are subtitles on the
video
Logical/Mathematical
Visual/Spatial: The students are watching
what happens in the video.
Body/Kinesthetic
Musical/Rhythmic: There is a soundtrack and
the songs in the play are actually played.
Interpersonal:
Intrapersonal: Student post-it review
responses
79
Accommodations:
in the film.
Accommodations:
in the film.


"Students may be given more time to write if "Students may be given more time to write if
"
"
Feb 19: Pd 2,3,4
Feb 20: Pd 2,3,4

accuracy.

accuracy.
today.

today.
Bell Ringer:
Period 2: If youre not from the prairie.
Bell Ringer:
Shaun Tans Water Buffalo - Where would
the water buffalo point you?
Students are allowed a work day today. They
should be working on finishing up their Who is
Shakespeare project and Macbeth at
McDonalds pieces.
"Period 3, 4: Work time on assignments.
"All Macbeth at McDonalds final drafts are due

today. Who is Shakespeare will be due
Monday.
"Period 2, 3, & 4: Students will meet with me "Students will take the post-test over Macbeth.
for writing conferences for the second draft of
their Macbeth at McDonalds piece. Their
work day will be for their more summative
assessments.
Formative Assessment: Students who are on
task or if they have questions while they are
putting together their interpretation. Period 2,
3 & 4: Rough drafts
80
Summative Assessment: Macbeth at
McDonalds, Who is Shakespeare project,
Post-Test (all delivered/collected at the end of
the unit)
Summative Assessment: Post-Test and

Macbeth at McDonalds
Closure: Check-in with each student and

group about how they are feeling about their
progress on their assignments.
Closure: Students who finish early may go to

the library to work on their additional papers
and projects or they may stay in the
classroom and read. Thank them all for their
hard work on the test.
course of the text,
course of the text,
81
Verbal/Linguistic: The students will be writing
and gathering data from online sources and
news articles.
Logical/Mathematical: Students will have to
determine if a resource is reliable.
Visual/Spatial:
Body/Kinesthetic: Students may move around
the classroom.
Musical/Rhythmic: Students may listen to
music as they work.
Interpersonal: Students work with me during
their writing conference to develop their
writing even further. Students may also use
each other as resources and they will be
working some in groups on their Who is
Shakespeare project.
Intrapersonal: Some student writing is their
own individual work.
Verbal/Linguistic: The students will read and
respond to the test questions in a written
manner.
Logical/Mathematical: Students will have to
rely on past information and understanding of
the play.
Visual/Spatial:
Body/Kinesthetic:
Musical/Rhythmic:
Interpersonal:
Intrapersonal: The student has a few essay
questions to defend their understanding of
Shakespeare and their opinions regarding
Macbeth.
Accommodations:
Accommodations:
In checking in with students, I will extend
Students who take longer to finish may have
deadlines for work that seems as though it will an additional day.
be late or if they need extra assistance with it.
I will also waive some of the typed
requirements for students without access to
computers or printers.
"
"
"
82
Instructional Decision-Making, Reflection, and Self-Evaluation
"
Given the pre-test results, I decided that I wanted to give the students more time
to be introduced to Shakespeare and the language. I ended up peppering in notes and
videos about Shakespeare throughout the unit. If we finished watching the video early, I
would have additional Shakespeare videos or handouts that we could watch or go over.
The students seemed to really engage with these videos and it sparked more questions
from them about why certain things were done in Shakespearean theatre, though given
the responses on the post-test, not all of this information stuck. I had hoped that this
would help them meet my objective of having the students understand his importance in
literature and the English language in general and, if you talked with a student, you
would see it was successful. It came up often during our brief classroom debates about
Shakespeares authenticity and his relevancy.
During the unit, four female students in the community and in the school
committed suicide. This delayed our unit quite a bit because we lost three days for
funerals, wakes, and the general grieving process. The seniors also had many college
visits that they were absent for so I lost a few days of instructional time because I would
only have two to five students in a class and could not move on. Towards the end of the
play, it was obvious that the students wanted to be finished with it, so instead of reading
the last act, we watched the film and then discussed it. This seemed to engage the
students and help them pull through the last week of Macbeth and it also cleared up
some questions they had about who was who and what their motivations were which
would help them better be able to understand the theme of Macbeth and apply it to their
life on the reservation.
83
From the post-it responses that students gave at the beginning of the play, I was
able to target trouble areas that might occur during the unit. Many students said that
they struggled keeping the characters straight or understanding the English. I slowed
down the reading and gave more interpretation of it after I received those responses. I
also put up a character map on the board that had the names of characters and their
relationships to each other. As the play went on, we would add locations and whether
the character was alive or dead and who had killed them. By Act IV, the students had
fewer and fewer questions when I did the post-it checks. This helped aid their
comprehension which would in turn help them be able to understand the bigger themes
in Shakespeares work.
When I introduced Macbeth, I was met by a lot of unenthusiastic students and so
I tried to make Macbeth more relevant by choosing the most recent and most recently
set Macbeth video I could find. The BBCs Great Performances Macbeth has Sir Patrick
Stewart in it and its set in a place similar to Soviet Russia. The main colors seemed to
be red and the students seemed to connect more to the characters they were reading
after they saw them on the screen. This connection to a WWII-esque setting showed up
in the students writing as well, when many of them connected Macbeth with Hitler. I
believe that this film helped engage the students more, as well as helped them see the
relevancy and universality of Shakespeares plays and themes.
Two instructional strategies and activities that I used in teaching this unit were
group read aloud and small group work in understanding and presenting a scene from
Act IV. The group read aloud helped the students connect with the work and gave them
more exposure to Shakespeares English. As we continued reading the play aloud, I
84
could begin to see students begin to understand because they would slowly take over
the interpretation of the text. It also helped keep the students engaged with the work
because they werent able to always be looking at their phones or be distracted by the
people they were sitting near because their turn to read would creep up on them. This
helped the students learn to understand Shakespeare and begin to put together the
bigger picture of Macbeth on their own.
By act IV, it appeared that the students would be able to do interpretation on their
own. I did not want to put them all on the spot though because I knew some students
were still struggling, so I put the students into small groups that were varied in skill level
so that the higher students could help the lower ones understand, but the lower ones
could still be actively involved in the process. It also helped them really embrace
resources like SparkNotes and see how they can be helpful, but how they cannot stand
in for actually reading the text. The students were able to see that they could
understand and interpret Shakespeare on their own through this activity and were able
to help their classmates understand it as well. This activity helped my students begin to
think about Macbeth creatively which was reflected in their Macbeth at McDonalds
writing which looks at the relevancy and relationship they have with Macbeth in their
own lives and the Lakota culture around them.
The two greatest barriers to student success in this unit on Macbeth were their
continual absences and interrupted instruction time as well as the language Macbeth is
written in. While I know that I have little influence over whether or not a student is
absent or whether or not we have school one day, it was still a massive factor in my
students ability to succeed in this unit. I believe that we ended up going so slowly and
85
taking so many breaks for days off or days when not enough students were in the
classroom that students were unable to retain as much information as they might have if
we had not had those interruptions. To combat this, I did try and review what had
happened previously in the play every day and would do verbal questioning of students
to review past information. This seemed to work sometimes and not others. I needed to
come up with a different way to fill students in on the information they were missing or
forgot. In the future, I would have students put together summary packets as we go
along that they could share with other students perhaps.
The language of Macbeth was a huge hurdle for my students. Many of my
students are reluctant non-readers who balked when I told them I expected that they
would read ten books this semester. As you can see from the interpretative exercise on
the post test, I was unsuccessful in teaching students how to read Shakespeares
English. In the future, I would like to have more plain English copies of Shakespeares
work that I would be able to give the students so that they could see the similarities
between the two Englishes. I also would like to have students create guides to
understanding Shakespeare with notes about thee and thou and other linguistic
nuances of the beginnings of our modern English.
Another element that I noticed during this unit is my ability to write a test. I
believe that I probably wrote my test at a level that was too high for my students and
that resulted in the massive amount of students who failed it. In the future, I think I will
shorten the test and I will give the students more quizzes that are similar to the post-test
so that they will be more familiar with the formatting and my expectations. For now, I am
offering the students a chance to make up the points they missed. They have to find the
86
correct answer, correct their answer and tell me where they found the correct answer.
Hopefully, this will help some of them because I do not want this test to be standing in
the way of their graduating. The writing that the students did though was phenomenally
good. They had more time to prepare it and I worked more closely with them. I will
continue to do that in the future.

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Pine Ridge High School

February 27, 2014

Pre-Test Per Question Per Student Results

Shakespeare plays in literature.

macbeth war death because

Post - Test Per Question Per Student Results

Students will be able to explain the importance of Shakespeares work throughout

CCSS.ELA-Literacy.RL.11-12.2: Determine two or more themes or central ideas of a

CCSS.ELA-Literacy.RL.11-12.4: Determine the meaning of words and phrases as they

CCSS.ELA-Literacy.W.11-12.1: Write arguments to support claims in an analysis of

CCSS.ELA-Literacy.W.11-12.9: Draw evidence from literary or informational texts to

CCSS.ELA-Literacy.W.11-12.10: Write routinely over extended time frames (time for

CCSS.ELA-Literacy.L.11-12.4: Determine or clarify the meaning of unknown and

CCSS.ELA-Literacy.SL.11-12.1: Initiate and participate effectively in a range of

Textbooks - Macbeth, pre-test, vocabulary sheets, projector, internet and computer,

Jan 27: Pd 2,3,4

Goal/Objectives: (Measurable & Observable)

"Students will be able to explain the

Goal/Objectives: (Measurable & Observable)

"Students will be able to debate

"Students will be able to debate

"Students will be able to explain the

importance of Shakespeares work throughout importance of Shakespeares work throughout

Shakespeares authenticity with 85%

whether or not Shakespeare has any

Summative Assessment: Vocab sheets,

Summative Assessment: Vocab sheets,

Closure: Students write one thing they

Closure: Students verbally discuss the

"Read and do interpretation as we go along. "

"Students may be given more time to write if

Jan 29: Pd 2,3,4

Goal/Objectives: (Measurable & Observable)

"Students will be able to explain the

Goal/Objectives: (Measurable & Observable)

"Students will be able to debate

"Students will be able to debate

"Students will be able to explain the

importance of Shakespeares work throughout importance of Shakespeares work throughout

Shakespeares authenticity with 85%

whether or not Shakespeare has any

Instructional Delivery/Strategy: Assign

Instructional Delivery/Strategy: Watch

Have room arranged in a thrust stage

have staged Macbeth - what time period?

Formative Assessment: Student questions

Formative Assessment: Students bell ringers

Summative Assessment: Vocab sheets,

Summative Assessment: Vocab sheets,

Closure: Students write one thing they

Closure: Students share and discuss their

"Students may be given more time to write if

"Allow students to also work on Macbeth at McDonalds assignment.

Goal/Objectives: (Measurable & Observable)

Shakespeares authenticity with 85%

"Students will be able to develop a stance on

"Add to vocab as we go.

Formative Assessment: Student questions

Summative Assessment: Vocab sheets,

Closure: Students write one thing they

Goal/Objectives: (Measurable & Observable)