Quiz for Macbeth
1. Who Does Macbeth have to kill to become king?
A. Lady Macbeth
B. Duncan
C. Banquo
D. Malcolm
2. The witches tell Banquo that...?
A. He will be king
B. That he will be killed by Macbeth
C. That his descendants will be king
D. That his descendants will be witches
3. Macbeth is upset at dinner because he sees.....?
A. The Ghost of Duncan
B. Assassins trying to kill him
C. The food has gone bad
D. The Ghost of Banquo
4. Donalbain is....?
A. Duncan's youngest son
B. Duncan's eldest son
C. Macbeth son
D. Banquo's son
5. Hecate is...?
A. The Queen of England
B. The Queen of Scotland
C. The Queen of Demons
D. The Queen of Witches
6. Macbeth doesn't kill...?
A. The King
B. His Wife
C. Banquo
D. Macduff's family
7. Hecate is mad at the witches because....
A. They're corrupting her country
B. They spoke to the wrong man
C. Macbeth is doing evil for his own sake instead of evil's sake
D. They got Macduff's family killed
8. Macduff is trying to....?
A. Kill the witches
B. Kill Duncan
C. Prove Macbeth's treachery
D. Marry Hecate
9. Macbeth is a....?
A. Epic Hero Story
B. Comedy
C. Chivalric Romance
D. Tragedy
10. The army hides their numbers from Macbeth by....?
A. Using cut down trees
B. Coming at night
C. Blinding his eyes by using mirrors
D. Getting the witches to create a sandstorm
1. What do you think the objective is? To make sure they read the text.
2. What level of Bloom's Taxonomy is that? Knowledge.
3. How will you assess it in 10 minutes or less? It's about one minute per multiple choice question, and there are ten questions.
Monday, May 4, 2015
Observation 3
I observed the 12th grade English honors class for classroom management. I think I learned a lot by watching the class. Here's the classroom management I observed.
The teacher came into the classroom. The teacher wrote the lesson summery on the board. Then the students came in. The students sat in desks that were pre-arranged into small groups. After all the students had arrived the teacher told the students to settle down. The teacher told the students the “do now” and gave an overview of the days lesson. The teacher asked the question “How would you imagine the first scene of Macbeth? How would you re-create it on the stage or in film?”
The teacher then set up the projector. The teacher then told the students to take out their copies of Macbeth and read along to the first scene. The teacher then started the an audio recording of a stage performance of Macbeth he found on Youtube. After the scene ended, the teacher gave the students a chance to “stop and jot”. The teacher then played more of the audio recording. As the audio played, the teacher wrote more information on the board. Some students start talking and the teacher said “shhhhhh” which caused most of the students to stop talking. The teacher then went over to the students who were still talking and told them directly to stop talking and they stopped. The teacher then opened a window. The teacher then sat down with a group of students and read along with the play. Then the teacher walked around the classroom and looked about at the all the groups of students. The teacher then adjusted the window. The teacher then went to the front of the room, and continued to read along while standing. The teacher then stopped the audio.
The teacher asked the students to think about why Macbeth commits murder and discuss it among themselves and record ideas they like on their t-charts. The teacher checked in with the various groups periodically. The teacher asked “Is there anything you heard in the recording that you didn't catch yesterday (when they read the play out loud) that is quotable (to write in their t-charts)?”. A student started texting and the teacher said “Come on, it's not time to be texting your friend.” The teacher then asked various questions for the students to respond to and the students answered. One of these questions was: “How did Macbeth react to finding out that Fleance survived?”
In a brief lull after the questions a lot of students started talking and the teacher called for a “curtain of silence” which caused the students to stop talking. The teacher then started up the audio again. When a student started talking the teacher walked towards him. When the student noticed the teacher coming towards him he stopped talking and the teacher backed off. The teacher stopped the audio and told the students to “stop and jot” more on their t-charts. Some students ask for more t-charts, the teacher looks for some but he is out, he tells the students to write on the back of the t-charts they have. The teacher pointed out “You don't have to do this individually, you can discuss with each other.” The teacher said “How are we doing, one more minute?” The teacher mentioned the MLA exam. The teacher then said he was going to play the audio for a specific speech and said “I would read the footnotes for the speech. The footnotes are heavy here, which indicates the complexity of the speech.” He then started the audio. After the audio ended the teacher reminded that they were going to be handing in their t-charts today and that they should make sure they had their names on them. He then said “We are going to the library on Monday.” It was Friday, so Monday was the next class. The teacher then showed various Youtube recordings of Macbeth, mostly film clips. Then the bell rang. The teacher told the students to have a nice day and to give him their t-charts on their way out. The students then gave the teacher their t-charts and left.
This is what I had observed in the class for classroom management. I think I learned a lot by watching the class.
Sunday, May 3, 2015
Professional Organization Reflection
I went to The Rhode Island Writing Project, a lot of professionals in the teaching field attended. Many English teachers were there, in addition to teachers who specialized in other subjects. There were also some college students like myself there. It was nice to be in such a professional setting, learning from professionals.
The keynote speaker was Barry Lane, author of But How Do You Teach Writing and Writing as a Road to Self-Discovery. The name of his keynote was “Reviving The Dead: Rigor Without Mortis”. His speech was an interesting and varied one, that even involved him singing with an acoustic guitar. There were some people that I recognized there, fellow teacher candidates and recent graduates from Rhode Island College.
A workshop I attended was on Socratic discussions. It was very interesting and had material I would like to use in the future. I am always looking at different ways there are to organize a discussion based lesson. A difference in this workshop is that instead of the teacher being the main arbitrator of the discussion, each student gets a turn, a different student every class, being the leader of the discussion. Since doing the first observation assignment, which had a question involving where the power was in the classroom, I've been thinking more about power in the classroom. In the traditional lecture set-up the power is highly focused on the teacher. In a more discussion based classroom more power is given to the students, but much of the power still remains on the teacher. When the discussion based lesson is combined with less traditional desk set up (like into groups or a circle) the power gap lessons further. In this set-up though, the power gap is lessened more than ever before. Here power is given heavily to a particular student. That particular student has the most power to guide the discussion that day.
At the end of the day though it is the teacher who has the power to decide who has the power the guide the discussion and how it is dispersed, therefore making the teacher always having the most power in that since. However, in this set-up, the students can have more power in the discussion than ever before. This can be good for several reasons. It forces the student who is leading that day to have heavy participation in the discussion. Also when the teacher is leading the discussion, which is typical, students, on some level, may not feel as comfortable voicing their opinions if they contradict the opinions of the teacher. No matter how much the teacher says how all opinions on the text are welcome and valid; many students may still on some level feel uncomfortable having a contradictory opinion, even if the teacher is trying to actively encouraging them to voice those opinions. No matter how often the teacher says all ideas are equal, most students will still perceive the teacher ideas as having more weight. This is less of a problem when a peer is leading the discussion. So when the teacher goes to the side-lines and makes the discussion purely peer-to-peer, the discussion can take a different turn where no ideas are considered to have significantly more weight than others.
Overall I would say that attending the Rhode Island Writing Project conference was a rewarding and educational experience.
The keynote speaker was Barry Lane, author of But How Do You Teach Writing and Writing as a Road to Self-Discovery. The name of his keynote was “Reviving The Dead: Rigor Without Mortis”. His speech was an interesting and varied one, that even involved him singing with an acoustic guitar. There were some people that I recognized there, fellow teacher candidates and recent graduates from Rhode Island College.
A workshop I attended was on Socratic discussions. It was very interesting and had material I would like to use in the future. I am always looking at different ways there are to organize a discussion based lesson. A difference in this workshop is that instead of the teacher being the main arbitrator of the discussion, each student gets a turn, a different student every class, being the leader of the discussion. Since doing the first observation assignment, which had a question involving where the power was in the classroom, I've been thinking more about power in the classroom. In the traditional lecture set-up the power is highly focused on the teacher. In a more discussion based classroom more power is given to the students, but much of the power still remains on the teacher. When the discussion based lesson is combined with less traditional desk set up (like into groups or a circle) the power gap lessons further. In this set-up though, the power gap is lessened more than ever before. Here power is given heavily to a particular student. That particular student has the most power to guide the discussion that day.
At the end of the day though it is the teacher who has the power to decide who has the power the guide the discussion and how it is dispersed, therefore making the teacher always having the most power in that since. However, in this set-up, the students can have more power in the discussion than ever before. This can be good for several reasons. It forces the student who is leading that day to have heavy participation in the discussion. Also when the teacher is leading the discussion, which is typical, students, on some level, may not feel as comfortable voicing their opinions if they contradict the opinions of the teacher. No matter how much the teacher says how all opinions on the text are welcome and valid; many students may still on some level feel uncomfortable having a contradictory opinion, even if the teacher is trying to actively encouraging them to voice those opinions. No matter how often the teacher says all ideas are equal, most students will still perceive the teacher ideas as having more weight. This is less of a problem when a peer is leading the discussion. So when the teacher goes to the side-lines and makes the discussion purely peer-to-peer, the discussion can take a different turn where no ideas are considered to have significantly more weight than others.
Overall I would say that attending the Rhode Island Writing Project conference was a rewarding and educational experience.
Saturday, May 2, 2015
Microteaching II Reflection
Lesson Plan Template
pt. 3 = reflection
WHAT?
What went well?
The Class seemed engaged. Time was managed well. The class as a whole participated. I had less awkward mannerisms (swaying/hand gestures) than previously.
What area of weakness needs addressing?
My opening and closing could use improving. Transitioning from one part of the lesson to another could be a little awkward.
Which objectives were met? What is the evidence?
All the objectives seemed to be met. The students all analyzed American Born Chinese to see how three stories related to each other.
Which students did not meet objectives?
All students met the objective.
Was time managed appropriately?
Yes.
Did any teacher mannerisms or actions detract from the lesson?
No.
*What were the strengths and weaknesses of classroom management?
I used wait time more. I think just about everything went pretty well.
SO WHAT?
Was the lesson engaging?
Yes.
What did I learn from the feedback my peers gave me? (address at least one aspect)
From feedback on previous lesson, no feedback yet on this lesson. I could be noticeably nervous. I could use more structure and guiding questions in my lessons. These are things I need to work on.
NOW WHAT?
How will this experience influence your professional identity?
I feel a little more confident.
How will it influence how you plan/teach/assess in the future?
I will use more guiding questions.
Observation 2
Lesson Plan Template for SED 406 and 407
part 1 = planning
Teacher Candidate: Mark Picard
Subject: English-Honors
Grade: 12
Name of Lesson: Analyzing and discussing Macbeth with Norrie Epstein
Learning Objective(s), including Bloom's taxonomic level: (label A, B, C, *D) *optional
The students will analyze Macbeth in class using both a critical work by Norrie Epstein and their own ideas, using their discussion t-charts and evaluating an argument graphic organizer.
Student Standards (GSE or/GLE or Common Core-in draft for math/science- list which):
CCSS.ELA-Literacy.RL.12.1
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.
CCSS.ELA-Literacy.RL.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.
CCSS.ELA-Literacy.RL.12.3
Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).
CCSS.ELA-Literacy.RL.12.7
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.)
Teacher Standards (professional society and/or NETS and RIPTS-list which):
RIPTS 2.2 Design instruction that addresses the core skills, concepts, and ideas of the disciplines/content areas to help all students meet Rhode Island’s learning standards
Rationale: Why this lesson? How does it fit into the curriculum and context?
Is this the introduction, conclusion, or somewhere in the middle of the unit of instruction?
This lesson works on the further analyzing of Macbeth. It covers the standards listed. It is somewhere in the middle.
Materials/Resources needed, including technology:
Macbeth by William Shakespeare, “Macbeth” by Norrie Epstein”, dry erase board, discussion t-charts, evaluating an argument graphic organizer, pens, markers.
Accommodations and Modifications (special needs and learning styles)
Accommodations and modifications given as needed.
What content resources support this knowledge base? (list at least 2)
1. Macbeth
2. “Macbeth” critical essay
How confident are you in this topic as you start this lesson?
Very.
Lesson Plan Template
part 2 = action
Bell-ringer: How will you get students seated, and ready for academic work? (without your voice)
Hand out “evaluating an argument graphic organizers” and copies of Macbeth to students.
Anticipatory Set: How will you introduce the material, interest the students, show relevance of topic?
Write on board “Do Now: Get out your copies of the “Macbeth” critical essay, come up with one claim that you really like from the essay.”
Phase (change as needed)/Time
Teacher action
Student action
Questions/Assessments
Group Discussion/15 min.
Teacher tells the students to do the student action.
Students discuss the claims they like amongst themselves in per-arranged groups.
What is a claim you liked from the critical essay “Macbeth”?
Class Discussion/15 min.
Teacher tells the class to wrap up what they're doing in groups and start discussing as a class.
Students discuss the critical essay and relate it back to Macbeth.
What claims did you think were good and why?
What claims did you think were bad and why?
Reading/30 min.
Teacher tells students to take out their Macbeth books and assigns role to student to read aloud.
Students read Macbeth aloud and listen to other students read Macbeth aloud.
None.
Focus on One Scene/15 min.
Teacher starts a discussion of the witches' scene in Macbeth.
Class discusses the witches' scene.
How does this scene relate to foreshadow later scenes?
HW/Application/5 min.
Teacher tells students to continue working on their essays.
Students note that they should work more on their essays.
None.
Review and Reflection: How will you review for students who are still having trouble?
Explains points further in more detail.
Extension: What will you offer to students who have mastered this?
Tell them read ahead in Macbeth,
*Closing/10 min.: How will you review the material, and draw conclusions? (may be listed above)
Key points are surmised. Students are reminded to put down ideas they think are good on their discussion t-charts, and are also reminded to use page numbers.
Lesson Plan Template
pt. 3 = reflection
WHAT?
What went well? The students participated. Learning objectives were met.
What area of weakness needs addressing? None noticed.
Which objectives were met? What is the evidence? All of them. The students showed their knowledge in their responses.
Which students did not meet objectives? None.
Was time managed appropriately? Yes.
Did any teacher mannerisms or actions detract from the lesson? No.
*What were the strengths and weaknesses of classroom management? The curtain of silence worked well. Teacher noticed when students were done with one task and told them to go on to another. No weaknesses noticed.
SO WHAT?
Was the lesson engaging? Yes
*What did I learn from my peer observation (address at least one aspect)
I learned that it is good to have students discuss the material amongst themselves, before opening discussion to the entire class.
NOW WHAT?
How will this experience influence your professional identity?
I feel more equipped having watched his class.
How will it influence how you plan/teach/assess in the future?
I will probably use handouts similar (if not identical) to those the teacher used in class. I will probably use discussion groups like he did as well.
part 1 = planning
Teacher Candidate: Mark Picard
Subject: English-Honors
Grade: 12
Name of Lesson: Analyzing and discussing Macbeth with Norrie Epstein
Learning Objective(s), including Bloom's taxonomic level: (label A, B, C, *D) *optional
The students will analyze Macbeth in class using both a critical work by Norrie Epstein and their own ideas, using their discussion t-charts and evaluating an argument graphic organizer.
Student Standards (GSE or/GLE or Common Core-in draft for math/science- list which):
CCSS.ELA-Literacy.RL.12.1
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.
CCSS.ELA-Literacy.RL.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.
CCSS.ELA-Literacy.RL.12.3
Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).
CCSS.ELA-Literacy.RL.12.7
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.)
Teacher Standards (professional society and/or NETS and RIPTS-list which):
RIPTS 2.2 Design instruction that addresses the core skills, concepts, and ideas of the disciplines/content areas to help all students meet Rhode Island’s learning standards
Rationale: Why this lesson? How does it fit into the curriculum and context?
Is this the introduction, conclusion, or somewhere in the middle of the unit of instruction?
This lesson works on the further analyzing of Macbeth. It covers the standards listed. It is somewhere in the middle.
Materials/Resources needed, including technology:
Macbeth by William Shakespeare, “Macbeth” by Norrie Epstein”, dry erase board, discussion t-charts, evaluating an argument graphic organizer, pens, markers.
Accommodations and Modifications (special needs and learning styles)
Accommodations and modifications given as needed.
What content resources support this knowledge base? (list at least 2)
1. Macbeth
2. “Macbeth” critical essay
How confident are you in this topic as you start this lesson?
Very.
Lesson Plan Template
part 2 = action
Bell-ringer: How will you get students seated, and ready for academic work? (without your voice)
Hand out “evaluating an argument graphic organizers” and copies of Macbeth to students.
Anticipatory Set: How will you introduce the material, interest the students, show relevance of topic?
Write on board “Do Now: Get out your copies of the “Macbeth” critical essay, come up with one claim that you really like from the essay.”
Phase (change as needed)/Time
Teacher action
Student action
Questions/Assessments
Group Discussion/15 min.
Teacher tells the students to do the student action.
Students discuss the claims they like amongst themselves in per-arranged groups.
What is a claim you liked from the critical essay “Macbeth”?
Class Discussion/15 min.
Teacher tells the class to wrap up what they're doing in groups and start discussing as a class.
Students discuss the critical essay and relate it back to Macbeth.
What claims did you think were good and why?
What claims did you think were bad and why?
Reading/30 min.
Teacher tells students to take out their Macbeth books and assigns role to student to read aloud.
Students read Macbeth aloud and listen to other students read Macbeth aloud.
None.
Focus on One Scene/15 min.
Teacher starts a discussion of the witches' scene in Macbeth.
Class discusses the witches' scene.
How does this scene relate to foreshadow later scenes?
HW/Application/5 min.
Teacher tells students to continue working on their essays.
Students note that they should work more on their essays.
None.
Review and Reflection: How will you review for students who are still having trouble?
Explains points further in more detail.
Extension: What will you offer to students who have mastered this?
Tell them read ahead in Macbeth,
*Closing/10 min.: How will you review the material, and draw conclusions? (may be listed above)
Key points are surmised. Students are reminded to put down ideas they think are good on their discussion t-charts, and are also reminded to use page numbers.
Lesson Plan Template
pt. 3 = reflection
WHAT?
What went well? The students participated. Learning objectives were met.
What area of weakness needs addressing? None noticed.
Which objectives were met? What is the evidence? All of them. The students showed their knowledge in their responses.
Which students did not meet objectives? None.
Was time managed appropriately? Yes.
Did any teacher mannerisms or actions detract from the lesson? No.
*What were the strengths and weaknesses of classroom management? The curtain of silence worked well. Teacher noticed when students were done with one task and told them to go on to another. No weaknesses noticed.
SO WHAT?
Was the lesson engaging? Yes
*What did I learn from my peer observation (address at least one aspect)
I learned that it is good to have students discuss the material amongst themselves, before opening discussion to the entire class.
NOW WHAT?
How will this experience influence your professional identity?
I feel more equipped having watched his class.
How will it influence how you plan/teach/assess in the future?
I will probably use handouts similar (if not identical) to those the teacher used in class. I will probably use discussion groups like he did as well.
Thursday, April 30, 2015
Observation 1
I performed my observations at Mt. Pleasant High School in Providence. The teacher came down to get me from the main office. We briefly stopped by the teacher's lounge before going to the classroom. The classroom I observed was a 12th grade English honors class.
The teacher sat me at his desk. His desk was in the back left hand corner of the room. Another teacher's desk (different teacher's teach in the room at different times) was in the front left hand corner. The windows lined the wall the ran along in between the two desks. The doors were in the front and back right hand corners. The smart board was in between the other teacher's desk and the door door up front. The white boards and bulletin board were amid the two doors. Book shelves lined the wall in between the back door and the desk I was sitting at. The student's desks, instead of being in traditional rows, were put together into six different groups. Five of the groups of desks had students at them, the one closest to the white boards remained empty. The groups ranged from four to six students. Some English-related posters and student's assignments hung on the walls. Nothing seemed to be missing from the room. The teacher moved around the room, but mostly stood near the white boards or the smart board.
The school was overwhelmingly large, but had a very professional feel. To get to the main office I walked into the lobby from the outside, then up the stairs in went in the first door. The English teachers lounge and the classroom were on the floor above that.
There were 16 students in the class, 18 people including myself and the teacher. The class was about evenly split between gender. The class was fairly diverse, mostly Latino and African American. I could not tell their class and there seemed to be one disabled student.
Everyone in the class participated. Each student in this class appeared to have abilities and skills that matched or exceeded that expectations of the school, being to that it was an honors class.
The power is fairly equal in the room. The teacher obviously has more power than the rest of the class, but it seemed less so in this class than in many other classes. The students seemed to have equal power with each other. It was a highly discussion based class, which lessened the power gap in between teacher and student. There was also heavy emphasis on giving the students time to discuss amongst themselves without the teacher and to fill out their discussion sheets. The discussion sheets are t-charts with pages/line numbers one side and their thoughts on the other. They are used for discussion and essays.
To be a student in this class would probably be quite nice. Being in such a discussion based class would have been very productive. The discussion sheets would have also been a wonderful way for me to retrieve my ideas I had when reading for writing essays.
The teacher sat me at his desk. His desk was in the back left hand corner of the room. Another teacher's desk (different teacher's teach in the room at different times) was in the front left hand corner. The windows lined the wall the ran along in between the two desks. The doors were in the front and back right hand corners. The smart board was in between the other teacher's desk and the door door up front. The white boards and bulletin board were amid the two doors. Book shelves lined the wall in between the back door and the desk I was sitting at. The student's desks, instead of being in traditional rows, were put together into six different groups. Five of the groups of desks had students at them, the one closest to the white boards remained empty. The groups ranged from four to six students. Some English-related posters and student's assignments hung on the walls. Nothing seemed to be missing from the room. The teacher moved around the room, but mostly stood near the white boards or the smart board.
The school was overwhelmingly large, but had a very professional feel. To get to the main office I walked into the lobby from the outside, then up the stairs in went in the first door. The English teachers lounge and the classroom were on the floor above that.
There were 16 students in the class, 18 people including myself and the teacher. The class was about evenly split between gender. The class was fairly diverse, mostly Latino and African American. I could not tell their class and there seemed to be one disabled student.
Everyone in the class participated. Each student in this class appeared to have abilities and skills that matched or exceeded that expectations of the school, being to that it was an honors class.
The power is fairly equal in the room. The teacher obviously has more power than the rest of the class, but it seemed less so in this class than in many other classes. The students seemed to have equal power with each other. It was a highly discussion based class, which lessened the power gap in between teacher and student. There was also heavy emphasis on giving the students time to discuss amongst themselves without the teacher and to fill out their discussion sheets. The discussion sheets are t-charts with pages/line numbers one side and their thoughts on the other. They are used for discussion and essays.
To be a student in this class would probably be quite nice. Being in such a discussion based class would have been very productive. The discussion sheets would have also been a wonderful way for me to retrieve my ideas I had when reading for writing essays.
Tuesday, April 28, 2015
I thought I'd share a teacher quote I really like, re-imagined as a comic
http://zenpencils.tumblr.com/post/99590083286/sir-ken-robinson-full-body-education
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