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.