Unit 3 Module Macbeth And The Role Of Leadership Who Is-Books Pdf

Unit 3 Module Macbeth and the Role of Leadership Who is
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Shakespeare Uncovered Teacher Viewing Guide, http www pbs org wnet shakespeare uncovered education shakespeare uncovered teacher. viewing guide professional development resource shakespeare uncovered teacher viewing. guide macbeth, Assad Couple Fiddles While Syria Burns. http rendezvous blogs nytimes com 2012 03 15 assad couple fiddles while syria burns. http www theatlantic com international archive 2012 01 the only remaining online copy of. vogues asma al assad profile 250753, Possible Text Set Aligned to Module and Essential Question Culminating Task. These resources might be used to broaden the conversation and to provide students with social and. historical context, Teacher may use this text set to look at a wide view of leadership through the following pieces. Black Boy excerpt, On Civil Disobedience, NPR Courage.
http www ted com talks drew dudley everyday leadership html. Module Approaches Options, Teachers can approach this module in several ways It depends on how you want to teach the text and. what will work best for your students Both approaches have their merits. Approach A Read write view act and close read analysis activities throughout the reading of play. using essential questions as a guide then write the essay The module is written using this approach. Approach B Read play first then focus on close analysis and writing Let students experience the play. first through acting viewing and some close reading then write based on essential questions and. analysis of specific scenes This can be done by taking out the close analysis activities that are used in. Approach A and use after reading the play After the play has been read have students begin preparing. for their essay through close analysis of specific parts of the play. Scope and Sequence Enduring Understanding Addressed. Leaders can come from any part of society and can shape who we are as individuals motivate us to. follow and influence how we choose to lead ourselves Some leaders have the influence to make great. change but to what end, Essential Questions, How do we let others influence us. How much control do we have over our lives choices actions. How do we decide when to lead and when to follow, TEXT Macbeth. Focus Scenes, Act I scene iii v vii, Act II scene i ii. Act IV scene i, Act V scene v vii, Day One Day Two Day Three Day Four Day Five.
Activity 1 Preview Activity 4 Activate Prior Activity 6 Ethan Hawke Activity 7 Focused Read Activity 8 Speak I. Essential Question Knowledge the Witches Video Lady Macbeth 50 Charge You Macbeth on. Act I sc iii Minute Act I sc v vii Your Feet Not in Your. Activity 2 Analyze Activity 5 Macbeth Line H W Read and watch H W Read ACT II and Seat Act II sc i. Lincoln quote Festival Act I video PBS and keep dialectical journal. keep T chart journal with with literal translation on Activity 9 Focused Read. Activity 3 Preview the a summary of scenes on one side and questions on Act II sc ii. Writing Task one side and questions the other side. you have on the other Microessay, side Or have students. follow objectives and H W Read and watch, tactics for specific Act III video PBS Keep. characters an objectives and tactics, list for Macbeth. Day Six Day Seven Day Eight Day Nine Day Ten, Activity 10 Staging a Activity 10 Staging a Activity 11 Focused read Activity 12 ACT V Activity 13 ACT V sc. Scene Act III 90 Scene Act III 90 Act IV sc i witches 2nd Staging a Scene Act V v Out out brief candle. minutes 2 days minutes 2 days prophecy Close read Focused Read DBQ Style. Shakespeare Uncovered Shakespeare Uncovered, Activity Link Activity Link View Act IV.
H W Read Act IV H W Read Act IV, View Act IV keep tactics View Act IV keep tactics. and objectives journal for and objectives journal for H W Read ACT V and. Macbeth Macbeth keep summary journal, with questions. Day Eleven Day Twelve Day Thirteen Day Fourteen Day Fifteen. Activity 14 ACT V Activity 15 Considering Activity 17 Taking a Activity 19 Formulating Activity 21 Revising the. sc vii close read mini the Writing Task Stance Elements of the a Working Thesis Draft. DBQ Discovering What You Rhetorical Framework, Think Activity 18 Respond to Activity 20 Composing a Activity 22 Editing the. Activity 16 Analyzing Writing Prompt in a Draft Draft. Microessay the Writing Task Timed Write, Activity 1 Previewing the Essential Question. Share the essential questions with students and ask them to respond in writing to each of the questions. based on their individual experiences and learnings. How do we let others influence us, How much control do we have over our lives choices actions.
How do we decide when to lead and when to follow, Ask students to share their responses to the questions in small groups After finishing discussion in. small groups ask students to return to their original individual responses to add new information they. gained through discussion, Activity 2 Exploring Initial Understandings. In this module we will be responding to character in leadership Have students respond to the following. quote to begin building context for their stance in this conversation. Nearly all men can stand adversity but if you want to test a man s character give him power. Abraham Lincoln 1809 1865, Ask students to respond in writing to Lincoln s quote by asking them to consider the following. questions What is Lincoln suggesting about the relationship between character and power What is he. suggesting about the importance of adversity After writing ask students to engage in a whole class. discussion sharing their thoughts about the questions. Activity 3 Previewing the Writing Task Prompt, Students will read think write and discuss readings that will then lead them to write an essay that. responds to the following, Who is in control After reading Macbeth write an essay that addresses the question and analyzes to.
what extent Macbeth has control over his own actions and the tragic events in the play Consider to what. extent he leads and to what extent he follows Support your analysis with specific details from the play. Have students discuss what the prompt is asking them to do Have students write their ideas about the. questions in their journal, Have students keep a journal portfolio for the entire module Students will be asked to write every. Activity 4 Activating Prior Knowledge, Quick write Who leads you How do you let others influence you. 1 In this activity students are using writing to collect ideas. 2 Have students respond to the following prompt Who leads you How do you let others. influence you, 3 Allow students 3 5 minutes to generate some ideas on the questions and then have them share. with their table group, 4 Have each group discuss their answers and come up with a consensus on what the group believes. about how much control we have over who we become, 5 Next have each group share their description and explain why they felt this was the best.
description, 6 Once you have finished writing reread what you have written and begin to list reasons why this. list is an accurate description of how much control we have over who we become or list. questions that you need answered, 7 Allow students time to write their reflections in their journal at the end of this activity. Activity 5 Macbeth Line Festival 50 Minutes, Because we are working with a play a variety of activities are used to enable student understanding of. the text acting viewing writing reading discussing modify lessons as needed. Activity 5 6 8 10 12 adapted from Shakespeare Uncovered see website link below for full lesson. ideas and video links used in activities, Shakespeare Uncovered Activity Link Click Here. 1 Ask students to get into groups of four or five Distribute the Line Festival Handout. 2 Have each group select four to six lines from the handout. 3 Next distribute the Objectives and Tactics Handout. After a group has chosen its lines have the group s members collaborate to form an objective and a tactic for. each line using the handout as a reference Here is some information to share with your students. An objective is simply a task they wish to accomplish by saying the line In the example in step 2. for instance we might say that Macbeth s sentence intends to prevent his wife from making a bad. mistake This in other words is what he wants to DO with his word his objective expresses his. A tactic is a strategy to help an actor achieve his or her objective Macbeth might threaten warn. or beg with his line of dialogue to prevent his wife from making a bad mistake Allow students. about 10 15 minutes to accomplish this, 4 Once students have their lines objectives and tactics worked out hold a Festival of Lines Each student.
must choose one line from the ones their group has chosen and perform it to the class while keeping in mind. his or her objective and tactic This should move quickly five minutes tops for the whole class so that no. student is put on the spot for too long but so that every student has a chance to say a line of Shakespeare with. his her specific objective and tactic in mind This will work best if you have the class form a circle and then. simply say their lines in turn, 5 After this is completed do a quick check in by having each student share one quick observation from the. exercise by completing the following sentence I noticed All comments are valid but be sure to. underscore two key points, Many meanings are possible in a single line. Meaning emerges from doing Shakespeare and not by merely searching for hidden meaning during. silent reading, 6 Journal Have students respond to the activity by summarizing their understanding of the play so far. 7 Share Have students share their summary with a partner to solidify their understanding. Activity 6 Ethan Hawke the Witches Video 50 Minute. 1 View PBS video clip and discuss the influence of witches on Shakespeare s audience Have. students take notes on the following questions as they view the clip. How do they set the scene tone, How is it like a modern day horror story. What kind of impact might the witches have on Macbeth s state of mind. 2 Show Patrick Stewart version PBS of Macbeth Act I and have students respond to the. following questions, What kind of impact do the witches have on Macbeth s state of mind.
Who has the power What evidence is there for this, 3 Have students discuss their answers with a partner and then discuss the questions as a class. 4 Select students to read Act I sc iii specifically focusing on Macbeth and Banquo s reactions. Have the rest of the students act as detectives seeking the facts revealed in the scene reactions. weather time intent to reunite a forthcoming battle etc. 5 Once the facts of the scene have been revealed have students read again adding sound effects for. thunder rain etc, 6 Stop Write After class discussion answer the following questions in their journal What. evidence is there that the witches are in control of future events What evidence is there that. Macbeth is in control of future events, 7 H W Read and watch Act I video PBS and keep T chart journal with a summary of scenes on. one side and questions you have on the other side Or have students write objectives and tactics. for specific characters, Activity 7 Focused Read Lady Macbeth 50 Minute Act I sc v vii. 1 As a class read Act I sc v vi vii, 2 Then have students pair up and re write scenes v vii in modern English.
3 Share Re written scenes in small groups as teacher roams to CFU and ask questions. 4 Share scene development with group members, 5 Choose 1 group to share scene v and another to share scene vii. 6 Teacher leads discussion using the following questions. What is the impact of Lady Macbeth s influence on Macbeth. How does she influence him, Why does she fear Macbeth s nature. What reason does he give for not killing Duncan, What does Lady Macbeth say to convince Macbeth to go ahead with their plan. What evidence is there that Lady Macbeth is in control of Macbeth. Who has the power, 7 Summarizing Responding As a way of reflecting on the events in Act I and preparing. students for the module writing task have students respond to the following prompt The Act. you have just read describes Macbeth s relationship with others In a one page response describe. how he leads or follows and explain how much control he has over his own actions At this point. in the play evaluate Macbeth s ability to lead Be sure to note line numbers to use as. evidence later, 8 H W Read ACT II and keep dialectical journal with a summary of scenes on one side and.
questions on the other side, Activity 8 Speak I Charge You Macbeth on Your Feet Not in Your Seat. Act II sc i ii, Shakespeare Uncovered Activity Link. 1 Let students know that you are now going to be showing a video segment from the PBS series. Shakespeare Uncovered Ask students to think about how the way an actor says the words in a scene affects. the meaning of those words, 2 Play the video segment Exploring the Dagger Scene Access the video segments for this lesson at the. Video Segments Page After showing the segment ask students to discuss how the way in which Richard. Easton said the words of the Dagger speech affected the meaning of those words. 3 Give your students a minute or two to read the Dagger speech in Act II Scene i silently to themselves. starting with line 44, 4 After all students have read the speech have them stand in a circle to read the speech aloud starting with. Unit 3 Module Macbeth and the Role of Leadership Who is in Control Several lesson activities adapted from Shakespeare Uncovered Module Introduction Nearly all men can stand adversity but if you want to test a man s character give him power Abraham Lincoln 1809 1865 In this module students will use Macbeth to consider the influences that affect leadership and examine how much

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