| Lesson Plan ID: |
1418 |
| Title: |
Using the Digital Notebook to Visualize Thematic Links and/or Character Motivation in Macbeth |
| Overview/Annotation: |
Students will work in groups of two or three to produce two pages of a digital scrapbook covering a thematic element from Macbeth. The pages will then be assembled into a visual review of the play’s themes and character motivations arranged by acts. Each class will produce one presentation of the scrapbook. |
| Content Standard(s): |
| ELA(12) | 1. Compare organizational structure, figurative language, and literary devices, including use of paradox, among predominantly British short stories, drama, poetry, essays, and other nonfiction literature. | | ELA(12) | 4. Identify literary elements in British literary selections from various genres. | | TC2(9-12) Computer Applications | 6. Utilize advanced features of multimedia software, including image, video, and audio editing. |
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| Local/National Standards: |
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| Primary Learning Objective(s): |
The student will engage in a productive discussion of theme and character motivation, demonstrate an understanding of the play’s themes and characters' motivations, choose appropriate quotations or scenes which reveal thematic links, illustrate an understanding of themes as revealed by play’s action in a digital notebook, and present the results of his interpretation and discussion to the class. |
| Additional Learning Objective(s): |
The student will demonstrate the ability to use a computer for scanning, demonstrate the use of a digital camera, create a PowerPoint or color printed and bound presentation, and work successfully in small groups. |
| Approximate Duration of the Lesson: |
91 to 120 Minutes |
| Materials and Equipment: |
Text of Shakespeare’s Macbeth |
| Technology Resources Needed: |
Computers with Internet access, scanners, digital camera (optional), color printer (or PowerPoint or other presentation software). |
| Background/Preparation: |
The reading and study of Macbeth (2-3 weeks on 7-period/day schedule)
Teacher-led class completion of a five-column graphic organizer (one column per act) in which students trace the thematic links between scenes as a review of the play (one class period, 45 minutes) |
| Procedures/Activities: |
1.)Connect: Lead the class in a 2-3 minute brainstorming session on symbols which might represent patriotism.
Ask, how can ideas be presented in an image?
2.)Attend: Ask, how closely did this visual image match your mental image? Ask, how can ideas be presented in an image?
3.)Imagine: Show a teacher-created digital page to illustrate this theme. (see attachment)
4.)Inform: Present the assignment. Using the previously-made graphic organizers of interlocking themes, suggest items which might illustrate these themes (all items do not have to be play- related, but all must be true to the universal theme).
5.)Practice: Students will be placed in pairs or groups of three.
Students will select appropriate quotations from the play that reveal the theme or character motivation they are illustrating. These will be featured on the first required page.
Members of the groups will be responsible for gathering items and pictures, making digital photos, etc., and bringing these to class.
Students will scan these items to create the second scrapbook page.
Both pages will join a PowerPoint class presentation (or be printed as part of the class book).
6.)Extend: Discuss with each group their choices and application. The completed scrapbook will be viewed as a visual representation of the play's theme and timelessness.
7.)Perform: Scrapbooks will be shared with other classes.
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| Attachments:**Some files will display in a new window. Others will prompt you to download. |
patriotism3.jpg
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| Assessment Strategies: |
Scrapbook pages should be evaluated by a simple rubric that insures students produced an appropriate visual image of the theme and selected appropriate quotations from Macbeth illustrating the same thematic link. |
| Extension: |
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| Remediation: |
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Each area below is a direct link to general teaching strategies/classroom
accommodations
for students with identified learning and/or behavior problems such as: reading
or math performance below grade level; test or classroom assignments/quizzes at
a failing level; failure to complete assignments independently; difficulty with
short-term memory, abstract concepts, staying on task, or following directions;
poor peer interaction or temper tantrums, and other learning or behavior problems.
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| Presentation of Material
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Environment |
| Time Demands |
Materials |
| Attention |
Using Groups and Peers |
| Assisting the Reluctant Starter
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Dealing with Inappropriate
Behavior |
Be sure to check the student's IEP for specific accommodations. |
| Variations Submitted by ALEX Users: |
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