Teaching Macbeth

Lyn Fairchild Hawks

Description

Macbeth, a story of ambition, terror, and conscience, speaks to our students and our era. Through differentiated instruction, Lyn Fairchild Hawks offers myriad ways to engage students with different readiness levels and interests in this timeless tale of fear and courage, order and chaos, guilt and remorselessness. The book offers a wide range of exciting lesson ideas to challenge your learners, including

key scenes to teach,

big ideas and essential questions,

film analysis activities,

close reading assignments,

performance activities, and

preassessments and summative assessments. Macbeth can come alive for all students through independent reading options linked by theme, activities and projects mirroring professional roles, and relevance “hooks” to meet students’ interests. Also included are a unit calendar, DIY tips for lesson design, and a companion website with more than forty ready-to-use handouts.

Sujets

• Shakespeare
• Reading Skills
• Shakespare
• Literary Criticism
• Language Arts
• Subjects
• Teaching
• EDUCATION
• List of Scottish monarchs
• Level
• Secondary
• Subject
• School
• Literacy
• William Shakespeare
• Royal Shakespeare Company
• Macbeth

Informations

• Publié par: National Council of Teachers of English (NCTE)
• Date de parution: 21 juin 2022
• Nombre de lectures: 0
• EAN13: 9780814151242
• Langue: English

Extrait

Glossary
Advanced student (ADV): A student gifted in a particular core competency or knowledge base, performing with a level of sophistication in that area. A preassessment of the skill area should determine student ability, not prior labels, as activities in this unit might elicit unnoted talents or skills that can be challenged further.
Anchoring activities: Ongoing, independent activities driven by choice that students may pursue throughout a unit; go-to assignments when a student finishes a task early.
Big Idea: A timeless, one-word concept appearing across art, media, and text. Abstract and ill-structured, a Big Idea such as LOYALTY, EVIL, or WOMANHOOD invites Essential Questions and asks students to analyze and evaluate in order to further define it.
Close reader (CR): Reading guides that help students translate, analyze, and question text.
Common Core State Standards (CCSS): National standards for English language arts.
Compacting: Assignments for ADV students who demonstrate prior knowledge and mastery of grade-level content and skills, and who can learn more quickly, deeply, and/or independently.
Cooperative and collaborative learning: While both are opportunities for in-depth teamwork, cooperative learning is led by the teacher, who determines the purpose and matches students in groups to bring their individual strengths to the task. In collaborative learning, the purpose originates with the students’ interests and needs, and the group generates new knowledge with student-driven products or performances (Goble and Goble 7–8).
Engagement preference: The mode through which a student prefers to process and construct knowledge and skill, such as aural, kinesthetic, interpersonal, intrapersonal, verbal, or visual means. I use this interchangeably with learning preference and intelligence .
English language learner (ELL): A student who is a nonnative speaker and who needs support in meeting grade-level expectations in reading, writing, and/or speaking. This student may also be gifted or need remediation in certain competencies outside of English language knowledge.
Essential Question (EQ): A thematic, investigative, open-ended question that directs a unit, assignments and assessments, and discussion by centering the engaging dilemmas, paradoxes, and potential explorations of a discipline (Wiggins and McTighe 28–29) .
Essential Understanding (EU): A fundamental principle, theme, or generalization derived or arrived at during the learning experience, or derived from content and skills of the discipline. Engaging, central, and enduring, these understandings are often answers to an Essential Question (Wiggins and McTighe).
Flexible grouping: A grouping strategy based on the results of preassessment data that places students in temporary groups for tasks related to specific skill-building. In this guide, this practice is related to tiered readiness activities. These groups should change as students and their knowledge and skills evolve and be balanced with interest-driven activities students choose.
Hook activity: A whole-class activity (WCA) designed to engage as many students as possible, inviting all students to explore a Big Idea driving the text or an intriguing window into content.
Intelligence: Intelligences such as logical/mathematical, linguistic, musical, spatial, bodily-kinesthetic, naturalist, interpersonal, and intrapersonal, as defined by Howard Gardner.
Interest area: Student interests such as talents, skills, hobbies, expertise, and career preferences.
Key word: A conceptual word in text that elicits resonant connotations and themes. It might also be the root word of an Essential Understanding, Essential Question, or theme.
Macro skill: The skill or standard with multiple layers of skill, appearing across grade levels as a core skill to master.
Micro skill: The subskills within a macro skill, required in order to master the macro skill.
Mixed readiness (MR): A descriptor for activities or assignments in which students of varying interests, engagement preferences, and readiness levels complete a complex task.
Novice student (NOV): A student who performs below grade-level expectations in a certain area of knowledge or skill and demonstrates a need for remediation and support. This student may also be gifted or need remediation in certain competencies outside of English language knowledge.
On-target student (OT): A student who performs at or close to grade-level expectations in a certain element of knowledge or skill. This student may also be gifted or need remediation in certain competencies outside of English language knowledge.
Preassessment: Assignments, activities, or assessments measuring grade-level knowledge and skill, indicating whether a student’s prior knowledge and skill is ELL, NOV, OT, or ADV.
Problem-based learning (PBL): An engaging activity posing an ill-structured, open-ended problem for students to solve collaboratively.
Project: A student’s multistep creation of a product or performance, directed by interest, an inquiry question, and research and maker strategies required by the subject and question.
Readiness: A student’s knowledge or skill in a particular area and level of preparedness to complete assignments (ELL, NOV, OT, and ADV).
Skills: Core competencies, as stated by district, state, or national standards.
Skill strand activities: English language arts interest area activities and projects asking students to demonstrate proficiencies in areas such as dramatic performance, creative writing, cinematic analysis, and more.
Story Question: The driving question for the story’s protagonist and the story action in a scene; the question of suspense that turns pages.
Theme: Interpretations or arguments expressed in full sentences, as in essential understandings, generalizations, or thesis statements, derived from a Big Idea or key word.
Tiered readiness (TR): Questions differentiated by readiness level and Bloom’s Taxonomy.
Whole-class activity (WCA): A multiple-intelligence activity exploring EQs, designed to inspire, challenge, and motivate several students while emphasizing grade-level content and skills.

NCTE Editorial Board: Steven Bickmore, Catherine Compton-Lilly, Deborah Dean, Antero Garcia, Bruce McComiskey, Jennifer Ochoa, Staci M. Perryman-Clark, Anne Elrod Whitney, Kurt Austin, Chair, ex officio, Emily Kirkpatrick, ex officio

Internal graphics are Adobe Stock images by Natallia Filonchyk; croisy; Azuzl; val_iva; YuliaRafael Nazaryan; Alexey Pavluts; Alexander Potapov; istry; and berdsigns.
Staff Editor: Bonny Graham
Interior Design: Doug Burnett
Cover Design: Jody Boles
Cover Image: iStock.com/tomertu
NCTE Stock Number: 51204; eStock Number: 51228
ISBN 978-0-8141-5120-4; eISBN 978-0-8141-5122-8
© 2022 by the National Council of Teachers of English.
All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopy, or any information storage and retrieval system, without permission from the copyright holder. Printed in the United States of America.
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Library of Congress Cataloging-in-Publication Data
Names: Hawks, Lyn Fairchild, 1968- author.
Title: Teaching Macbeth : a differentiated approach/Lyn Fairchild Hawks.
Description: Champaign, Illinois : National Council of Teachers of English, [2022] | Includes bibliographical references and index. | Summary: “Offers ways to teach Macbeth to engage all students with different readiness levels and interests, providing lessons that highlight key scenes, film analysis activities, close reading assignments, and preassessments and summative assessments”—Provided by publisher.
Identifiers: LCCN 2021049837 (print) | LCCN 2021049838 (ebook) | ISBN 9780814151204 (trade paperback) | ISBN 9780814151228 (adobe pdf)
Subjects: LCSH: Shakespeare, William, 1564-1616. Macbeth—Study and teaching.
Classification: LCC PR2823.H39 2022 (print) | LCC PR2823 (ebook) | DDC 822.3/3—dc23/eng/20211029
LC record available at https://lccn.loc.gov/2021049837
LC ebook record available at https://lccn.loc.gov/2021049838
Contents
Acknowledgments
Introduction
   1.  Decisions to Make and Core Competencies
   2.  Unit Calendar
   3.  Big Ideas, Essential Questions, Discussions, and Journals
   4.  Preassessment and Formative Assessment
   5.  Hook Activities
   6.  Key Scenes to Teach
   7.  Film and Graphic Novel Activities
   8.  Performance Activities
   9.  Close Readers, Translation, and Annotation
10.  Independent Reading
11.  Summative Assessments
Glossary for Differentiated Instruction
Works Cited
Index
Author
Acknowledgments
T he first time I ever read Macbeth’s desperate words, that trilogy of “Tomorrows,” chill