Name: Jennifer Adkins

School: John Overton High School

Grade Level: 12th

Concept or Standard: Act 2 of Macbeth (RL.11-12.1, SL.11-12.1a, SL.11-12.1c)
Tier 1
Differentiation by content according to students readiness. Continuing into Act 2 was based on the
student comprehension and performance levels from Act 1. I would not have moved on if the
students level of readiness was not at an acceptable level. We differentiated the content by breaking
Act 2 down into reading/listening to it over a two-class period. The lesson plan listed below is the
second day of Act 2.
Tier 2
Differentiation by process according to students learning profile. The students listened to a recording
of Act 2 and followed along in their textbooks. I would stop the recording frequently to check for
understanding. Once we finished reading and listening to Act 2, we watched the first act from a film
adaption of Macbeth. This differentiated how the process in which students receive the content based
off of how they learn best. Some of the students may understand the content better by reading
through it while listening to it aloud, but others may grasp the concepts more when they see a visual
representation of the content.
Tier 3
Differentiation by product according to students interests and learning profiles. After the students had

finished listening to Act 2 and watching the corresponding part of the movie, they were asked to write
a diary entry from the perspective of one of the characters in Act 2. They were not permitted to
choose the characters of Lady Macbeth or Macbeth since the audience knows, for the most part, what
they are thinking or feeling based off their monologues/soliloquies. Besides that, there were no other
guidelines for the writing assignment. This gave students the opportunity to be creative in relation to
their own interests as well as the chance to demonstrate what they know about Act 2 in their own
words and thoughts. This may target a different learning profile for a select number of students that
do not typically like to participate in class.
This lesson is differentiated in (check): according to (check):

content
interest

process
readiness

1. General Information
Teacher: Jennifer Adkins
Mentor: Mary Beth Holley
Date: 28 October 2014
Unit: Renaissance Time Period

product
learning
profile

Subject: English
Grade: 12th
Time Allowed: 90 minutes

2. Topic
Finishing Act 2 of Macbeth. Movie. Writing Activity.
3. Subject Integrated
English Act 1 of Macbeth

History Renaissance and Shakespeare historical context

4. Readiness and Background Knowledge
Students will come to class with the prior knowledge of the literary time periods that we have discussed in previous
class periods. They will also have just learned about the historical background and literature of the Medieval time
period. They should be able to take those principles and concepts from the last unit and apply it to new
information going into the Renaissance unit. The students should also come with the knowledge of the
background of Macbeth such as the setting and events prior to the opening of Act 1. In the previous class period,
the students have finished reading through Act 1 and should be a good portion of the way through Act 2. Students
should come prepared with the knowledge of what has happened in the play thus far.
5. Goals/Standards
CCSS.ELA-Literacy.RL.11-12.1: 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.SL.11-12.1a: Come to discussions prepared, having read and researched material under study;
explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to
stimulate a thoughtful, well-reasoned exchange of ideas.
CCSS.ELA-Literacy.SL.11-12.1c: Propel conversations by posing and responding to questions that probe
reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or
challenge ideas and conclusions; and promote divergent and creative perspectives.
6. Objectives
Student Learning Objectives

Given the background knowledge of the Renaissance and the concepts in Act 2 of Macbeth, students will be able to
make connections between the content of the text and aspects of the historical time period. Mastery will be
determined through a formative assessment of questioning the students and checking for understanding.
Given the reading of Act 2 of Macbeth, students will be able to identify key concepts, events, and characters in the
text. Mastery will be determined by a worksheet the students will complete once Act 1 has been read.
Given the reading of Act 2 of Macbeth, students will be able to elaborate on insights to the different characters that
have been introduced to the play thus far. Mastery will be determined by a diary entry writing assignment that
incorporates a specific character and his/her response to an event from the play.
Teacher Learning Objectives
The teacher will be able to improve her presentation skills by presenting content in various ways. The teacher will
also work on improving classroom management skills, especially during whole class instruction.
Assessment
The teacher will assess the students knowledge of the content through a worksheet at the end of class. The
students will also be assessed throughout the class period by various questioning methods to check for
understanding of the new content.
7. Resources and Materials
The students will need to bring their textbooks for read along during Act 1 and to use for the worksheet/activity
towards the end of class. They will also need a writing utensil and paper to take notes during the direct instruction
and to write their diary entry after the movie. The recording and movie will be played via the computer. The
SmartBoard will be used to highlight important information in the text. A presentation will be made to show the
directions and instructions for the writing activity.
8. Instructional Model, Procedures, and Strategies
a.) Attention Signal
Stand quietly and sternly until they settle down.

b.) Opening and Advanced Organizer

As students enter, the teacher should make sure that each student has their textbook. If they do not have it, they
need to be sent to get it from their lockers. We will then review what has happened so far in Act 2.
c.) Behavioral Expectations
Students will be expected to behave in an appropriate manner for the classroom. During the discussion, each
student should be respectful of each others answers and only provide constructive feedback. No student should
feel ridiculed for an incorrect answer or for misunderstanding content. Students should work collaboratively as a
group or the discussion will be discontinued until they can work together fairly and cooperatively.
d.) Instructional Steps
1. Students will enter the classroom prepared with their notes and literature books.
2. We will begin class by reviewing where we are at in Act 2 of Macbeth.
3. We will then finish the recording of Act 2 while students follow along in their literature books.
4. After we have finished going through Act 2, the students will watch the second act of the movie,
Macbeth. Students should be paying attention to how the movie differs from some of the aspects of the
written play. They should also be analytical about choices for setting and stage directions.
5. Once the movie has ended, the teacher will ask questions and hold a class discussion over the film.
6. After the movie, the teacher will present the activity a writing activity in which the student must choose
a character from Act 1 or Act 2. They will write a diary entry from that characters perspective over an
event that has happened.
7. Once a student has finished the diary entry, he/she will turn it in and pick up the Act 2 worksheet to work
on the rest of the period. If students do not finish the worksheet, they will finish it from homework. All
diary entries should be turned in by the end of the class period.

e.) Lesson Closure

As the lesson closure, the teacher will review with the students what has happened thus far in the play (both Acts 1
and 2). Students should respond and have a class discussion over what has occurred. The teacher should be
questioning the students for understanding at this time in order to determine levels of mastery and what may need
to be addressed in the next class period before moving on.
f.) Feedback and Evaluation
The teacher will receive feedback from the students during the discussion at the end of the class period. Students
should be evaluated continuously during the class period while Act 1 is being read. This ensures that the teacher is
checking for understanding throughout the lesson rather than just at the end. The teacher will get feedback from
the worksheets being completed over Act 2. Evaluation will also be done by reading the students diary entries
written from a chosen characters perspective.
9. Modifications
Identify students who may have struggled on previous lessons to make sure that they are caught up and understand
before moving on. The teacher needs to be able to identify what students lack in terms of previous knowledge and
concepts that they may have missed or not understood in previous years. The instructor must also realize where
each student is at in terms of grade level abilities and credits. UDL Recognition: Present the information and
activities in multiple styles such as giving an example on the SmartBoard, saying it aloud, and having students
reiterate it in their own words. UDL Strategy: Provide different opportunities for students to express themselves
through class discussion and group work at the conclusion of class. UDL Affective Networks: Engage the students
through the viewing of the film as well as through classroom discussion with their peers and the instructor. The
presentation should also be engaging and interesting to the students. Modifications: Students with IEPs need grade
modifications and leniency on all assessments.