GRADE 12 ELA EXEMPLAR LESSON Teacher Copy Quarter 1, Weeks 13-17: 11/12/12 12/14/12 Learning Objectives MIAMI-DADE COUNTY PUBLIC SCHOOLS Curriculum and Instruction Division of Language Arts/ Reading English Language Arts (ELA) Exemplar Lesson The goal of this exemplar lesson is to give secondary students an opportunity to explore targeted passages of complex texts. Students will, through teacher reading and scaffolded discussion of text-dependent questions, recognize elements of the classic tragedy in Macbeth from careful reading and rereading of historical and modern criticism. Vocabulary is learned from context and writing aids deeper understanding of text. The lesson culminates in an evidentiary writing activity. Teachers may need to further scaffold the activities to address individual students needs depending on the intent of the lesson and specific learners needs. Rationale: This lesson explores the origins of Shakespeare s Macbeth in history. The 2-week lesson will serve as an Exemplar for both Civics and British Literature. By looking at the documents and the play, students will be able to relate historical events to the play, and see how Shakespeare utilized Holinshed s Chronicles to create the events of the famous tragedy. Students will conduct a close, analytic reading to trace elements of true historical events as they are infused into a play derivative of classical Greek tragedy. Text Title(s): Macbeth; excerpt from Holinshed s Chronicle s; Out, Damn Slander, Out Genre/Text Structure: : Literary Fiction & Nonfiction Informational Text Targeted Text Selection Mc Dougal-Littell, pages 341-425 Common Core State Standards(CCSS) RL.11-12: 1-10; W.11-12: 1-6 http://www.corestandards.org/ Lesson Sequence PERFORMANCE TASK /CULIMINATING INDEPENDENT WRITING ASSESSMENT: Culminating independent writing task: Identify elements of Greek tragedy in Macbeth, and relate them to historical events, as referenced by Holinshed and Traves. Activity 1: GUIDING QUESTION(S): 1. Macbeth may be read aloud or played on audio at www.classzone.com (in the play s entirety, if so desired). 2. Students will independently read page 335: description of Greek tragedy; excerpt from Macbeth; 3. The teacher/students will read the excerpt from Macbeth and Characteristics of a Tragedy on page 335. Rereading is embedded in the text-dependent questions and the activities that follow. 4. Students should discuss the meaning of the lines and write in their journals. GUIDING QUESTION(S): 1. Returning to the text, the teacher asks students a small set of guiding questions about the passage. The targeted text should be in front of the students as they engage in their discussions. 2. Graphic organizers or reader response journals serve as a means to organize thoughts for prewriting activities. 3. Respond in writing. 2012-2013 1
Targeted Text : Lesson Sequence Vocabulary Teacher Activities and Techniques Text-Dependent Questions Characteristics of Tragedy Return to the text, and ask students a small set of guiding questions about the targeted section. The intention of tragedy is to exemplify the sense that human beings are doomed to suffer, fail, or die because of their own flaws, destiny, or fate. As part of this tradition, Shakespeare s tragedies share the following characteristics with the classic Greek tragedies. the theme is the central idea conveyed by the work and usually focuses on an aspect of fate, ambition, loss, defeat, death, loyalty, impulse, or desire. Tragedies, such as Shakespeare s Macbeth (page 340), may contain several themes. the plot involves a conflict between the hero and a person or force, called the antagonist, which the hero must battle. Inevitably the conflict contributes to the hero s downfall. is built upon a series of causally related events that lead to the catastrophe, or tragic resolution. This final stage of the plot usually involves the death of the hero. is resolved when the tragic hero meets his or her doom with courage and dignity, reaffirming the grandeur of the human spirit. the tragic hero is the main character who comes to an unhappy or miserable end is generally a person of importance in society, such as a king or a queen exhibits extraordinary abilities but also a tragic flaw, a fatal error in judgment or weakness of character, that leads directly to his or her downfall Shakespearean tragedy differs somewhat from classic Greek tragedy in that Shakespeare s works are not unrelentingly serious. For example, he often eased the intensity of the action by using the device of comic relief a light, mildly humorous scene following a serious one. 2012-2013 2
In the following example from Macbeth, Act I, Scene 3, lines 143 147, Macbeth is expressing his thoughts, unheard by Banquo, about the witches prophecy that he will be king of Scotland. Macbeth. [Aside] If chance will have me king, why, chance may crown me Without my stir. Banquo. New honors come upon him, Like our strange garments, cleave not to their mold But with the aid of use. Macbeth. [Aside] Come what come may, Time and the hour runs through the roughest day. Without having to do anything myself New clothes take time to form themselves to our shape Time changes everything (Q1) Close Read: In this short dialogue, what characteristics of a tragedy do you recognize? (Refer to p. 335) Possible answer: Macbeth begins to listen to the witches prediction, and his vanity permits him to fantasize that chance (fate) may make him king. Discuss in small groups. Writing reinforcement: Translate the excerpt into modern language. First Witch. Banquo and Macbeth, all hail! Macbeth. Stay, you imperfect speakers. Tell me more. By Sinel s death I know I am Thane of Glamis. But how of Cawdor? The Thane of Cawdor lives A prosperous gentleman, and to be king Stands not within the prospect of belief, No more than to be Cawdor. Say from whence You owe this strange intelligence or why Upon this blasted heath you stop our way With such prophetic greeting. Speak, I charge you. there met them three women in strange and wild apparel, resembling creatures of elder world; whom when they attentively beheld, wondering much at the sight, the first of them Spoke and said, All hail, Macbeth, Thane of Glamis! (for he had lately entered into That dignity and office by the death of his father Sinel). The second of them said, Hail, Macbeth, Thane of Cawdor! But the third said, All hail, Macbeth, that hereafter shalt be King of Scotland! a (Holinshed s Chronicles, p. 427 In fact, the real Macbeth had a remarkably harmonious reign from 1040 to 1057. He is credited with spreading Christianity throughout Scotland, which prospered under his rule. In a recent interview with the Daily Telegraph, historian Ted Cowan Thane: knight Stands not within the prospect of belief: is totally unbelievable Whence: where blasted heath : shrubby uncultivated land charge: command awry: go out of control This excerpt from Act 1, Lines 69-78 reflects Shakespeare s interpretation of Holinshed s description of the events leading to Macbeth s ascent to power. Read the Holinshed original below. (Q2) In Shakespeare s Macbeth and in Holinshed s Chronicles, witches predict Macbeth s rise to power. Find other elements of classical Greek tragedy in Act I and list them. Be sure to refer to the actual lines in the play. Cross Genre Connections OR Across Text or Non-Text Sources: (Q3) Cite textual evidence in lines 35-49 about the real Macbeth. According to the author, in what ways does Shakespeare manipulate Holinshed s details? Why did he change the story? Possible answer (based on some research on James VI): 2012-2013 3
of Glasgow University said that some of the ancient Highland clans looked to Macbeth as the last great Celtic ruler in Scotland. The Bard based Macbeth on Raphael Holinshed s Chronicles of England, Scotland and Ireland, published in 1577. While this historical tract doesn t mention Macbeth s betrayal of Duncan, it does refer to the killer of an earlier Scots king who was also urged on by his wife. This material was applied to Macbeth, in part, to comment on how ambition can go awry. The story of Macbeth was also altered as a way to pay tribute to and legitimize Scottish King James VI s rise to the English throne in 1603. Formative Assessment/ Rubrics Summative Assessment/ Culminating Independent Writing Task: Identify elements of Greek tragedy in Macbeth, and relate them to historical events, as referenced by Holinshed and Traves. Extension Activities/Further Resources: Apply the characteristics of a tragic hero to Batman/ Iron Man/Spider Man. Do these modern fictional heroes display the same characteristics as the classical heroes? Which conditions are lacking, if any? Shakespeare wanted 1. to comment on the powers of women to persuade, 2. the dangers of ambition, and 3. to legitimize the rise of James VI to the English throne. Choose Q2 or Q3 above. Students can create the rubric, prior to the assessment. Writing Directions: Identify elements of Greek tragedy in Macbeth, and relate them to historical events, as referenced by Holinshed and Traves. Technology: www.discoveryeducation.com (see links embedded in pacing guide) www.classzone.com Interdisciplinary Connections: View excerpts from recent action hero films. Make a compare/contrast video or slide show (splicing scenes from a film and a recorded version of Macbeth), showing how the heroes demonstrate classical features, and how they are alike and unalike. Graphic Organizers at www.classzone.com 2012-2013 4
Student Copy Macbeth Text Selection page 335 Macbeth. [Aside] If chance will have me king, why, chance may crown me Without my stir. Banquo. New honors come upon him, Like our strange garments, cleave not to their mold But with the aid of use. Macbeth. [Aside] Come what come may, Time and the hour runs through the roughest day. Vocabulary Without having to do anything myself New clothes take time to form themselves to our shape Time changes everything Text-Dependent Questions Paraphrase the opening paragraph. Create a rubric to evaluate this writing assignment. (Q2) In Shakespeare s Macbeth and in Holinshed s Chronicles, witches predict Macbeth s rise to power. Find other elements of classical Greek tragedy in Act I and list them. Be sure to refer to the actual lines in the play. OR Cross Genre Connections OR Across Text or Non-Text Sources: (Q3) Cite textual evidence in lines 35-49 about the real Macbeth. According to the author, in what ways does Shakespeare manipulate Holinshed s details? Why did he change the story? Possible answer (based on some research on James VI): Shakespeare wanted 1. to comment on the powers of women to persuade, 2. the dangers of ambition, and 3. to legitimize the rise of James VI to the English throne. Summative Assessment/ Culminating Independent Writing Task: Identify elements of Greek tragedy in Macbeth, and relate them to historical events, as referenced by Holinshed and Traves. FOR QUESTIONS CONCERNING THIS DOCUMENT PLEASE CONTACT THE DIVISION OF LANGUAGE ARTS READING, 305-995-3122; Dr. Erin Cuartas, Instructional Supervisor (ecuartas@dadeschools.net). 2012-2013 5