The following list includes five Common Core standards that I use in my classroom. I modified the lesson to globalize various teaching standards and included potential informal outcome assessment ideas to demonstrate how students have built both the skills/knowledge outlined in the curricular standards and built their global competency.
1. CommonCore Idea: RL6 Analyze a particular point of
view or cultural experience reflected in a work of literature from outside the
United States, drawing on a wide reading of world literature.
Modify RL 6: Using
Jonathan Swift’s Modest Proposal”, students will examine the author’s
perspective on the exploitation of the Irish by the British and how Swift uses
satire in order to make his point. They
will also read excerpts from modern authors around the world critical of the
exploitation of one group of people over another.
Teachers will provide examples of other writers who have examined the
exploitation of one group over another including Ari Shavit’s My Promised Land and Rohinton Mystry’s Fine Balance. Students will then identify a writer whom
they would like to evaluate and after reading articles or excerpts compare and
contrast the way in which the authors handle criticism of a majority group.
Assessment: Students will write a group essay in the
computer lab answering the following question: How do Jonathan Swift and your
writer differ in their approaches to examining exploitation? This essay is meant to identify the core
differences between satire and straight narrative. (Explore the World, Acknowledging Differing Perspectives, Communicate Ideas, 21st Century Skills).
2.Common Core Idea: W8 Gather relevant information from
multiple authoritative print and digital sources, using advanced searches
effectively; assess the usefulness of each source in answering the research
question; integrate information into the text selectively to maintain the flow
of ideas, avoiding plagiarism and following a standard format for citation
including footnotes and endnotes. (CA Adopted Common Core)
Modify WI: Students will share work for the research
paper through Juno share option in Jupiter Grades. Students will work to evaluate their peers
writing in order to ascertain the quality the writing as well as the validity
of the sources after much teacher instruction.
Assessment: Students will write a reflective one page
summary of what they learned from the activity about their own writing.
(Students Communicate Ideas, Create and take action through evaluating another
students workUsing 21st century skills by using technology share
options to edit peer work).
3. Common Core Idea RL 3: Analyze how complex characters
(e.g., those with multiple or conflicting motivations) develop over the course
of a text, interact with other characters, and advance the plot or develop the
theme.
Modify RL 3 by working in small groups to chart the development
of Macbeth in the play Macbeth. This will require students to work collaboratively in a
group. Students will examine the two
characters states of mind throughout the play at different points of
action. They will be asked to look at
what causes him to act as he does and to chart this development on a google
doc.
Assessment: Students produce or design an original PSA
using technology in their small group to take action or help Macbeth before he
goes mad. They may prepare a pamphlet, a newsletter or create a video PSA (Acknowledging Differing
Perspectives, Communicating Ideas, Taking Action, 21st Century
Skills) .
4.Common Core Idea RL 7: Analyze the representation of a
subject or a key scene in two different artistic mediums, including what is emphasized
or absent in each treatment (e.g., Auden’s “Musée des Beaux Arts” and
Breughel’s Landscape with the Fall of Icarus).
Modify RL 7 Examine marriage as represented through Canterbury Tales through the story of
Chanticleer and Pertelote and The Wife of Bath Tale and compare it to stories
of marriage from around the world.
Informal outcome assessment ideas would allow students to reflect on
differing attitudes towards marriage around the world through presentations and
poster projects. Students will read the
stories and divide into five groups to examine at the institution of marriage
and how it is viewed around the world in global hotspots such as Pakistan,
China and India. Students will compile a
Google Doc in similarities and differences between the way that the institution
of marriage is viewed by Geoffrey
Chaucer and the way that it is viewed around the world.
Assessment: Students will write an essay comparing and
contrasting the differences between Chaucer’s view of marriage and marriage in
their designated world spot. (Exploring
The World.: Global Themes and Issues, Acknowledging Differing Perspectives,
Communicate Ideas).
5. Common Core
idea RL5: Analyze how an author’s choices concerning how to structure a text,
order events within it (e.g., parallel plots), and manipulate time (e.g.,
pacing, flashbacks) create such effects as mystery, tension, or surprise.
Modify Common Core RL5: Use Tale of Two Cities to evaluate how Charles Dickens' manner of story
telling offers his social criticism.
Small groups will read works from around the world in small book
groups. Books will include First They Killed My Father by Luong
Ong, In the Time of the Butterflies
by Julia Alvarez, and The Poisonwood
Bible by Barbara Kingsolver which
all depict times of revolution and sweeping cultural changes. They will choose these works with the help of
the teacher. They will examine how these authors criticized the time period
about which they wrote in order to create social change or to simply expose the
need for social change. Each week, on Fridays, students will meet to discuss
their reading, with one student documenting on the Google Doc what they have
discussed and how the means compares and contrasts with Charles Dickens.
Assessment:
Students will create a Prezi Presentation in order to answer the following
question: What are the ways in which Charles Dickens and your author attempted
to structure their texts in order to to illuminate the need for social change?
The Prezi will need to include graphs or charts, illustrations and critical
examples from both texts. (Exloring the World, Acknowledging Different
Perspectives, Communicating Ideas and Using 20th Century Skills).
The below Unit Plan of Macbeth and the Modern Tyrant, revamps my Macbeth Unit so that students are asked to look at Macbeth in a modern context and see how he relates to tyrants around the world today.
Julie Goler
The below Unit Plan of Macbeth and the Modern Tyrant, revamps my Macbeth Unit so that students are asked to look at Macbeth in a modern context and see how he relates to tyrants around the world today.
Course/Sophomore Honors English
Work of Literature :Macbeth
Concepts from course
examined in unit plan:
Adapting and integrating
global competencies into curriculum and standards by synthesizing skills,
techniques, and methodologies in global education.
Transforming global
learning through technology.
Investigating global
perspectives in relation to literature.
Integrating resources
available to revitalize learning.
Using technology to
problem solve in collaboration.
Stage 1 Desired
Results
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Established Goals From Common Core.
Reading CCS
· CCSS.ELA-Literacy.RL.9-10.3
Analyze how complex characters (e.g., those with multiple or conflicting
motivations) develop over the course of a text, interact with other
characters, and advance the plot or develop the theme.
· CCSS.ELA-Literacy.RL.9-10.6
Analyze a particular point of view or cultural experience reflected in a work
of literature from outside the United States, drawing on a wide reading of
world literature.
· CCSS.ELA-Literacy.RI.9-10.1 Reading informational text. Cite strong and
thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text.
Writing
CCS
·
CCSS.ELA-Literacy.W.9-10.2 Write
informative/explanatory texts to examine and convey complex ideas, concepts,
and information clearly and accurately through the effective selection,
organization, and analysis of content.
Use technology,
including the Internet, to produce, publish, and update individual or shared
writing products, taking advantage of technology’s capacity to link to other
information and to display information flexibly and dynamically.
Gather relevant
information from multiple authoritative print and digital sources, using
advanced searches effectively; assess the usefulness of each source in
answering the research question; integrate information into the text
selectively to maintain the flow of ideas, avoiding plagiarism and following
a standard format for citation.
Listening
and Speaking. CCS
·
CCSS.ELA-Literacy.SL.9-10.1 Initiate and
participate effectively in a range of collaborative discussions (one-on-one,
in groups, and teacher-led) with diverse partners on grades 9–10 topics,
texts, and issues, building on others’ ideas and expressing their own clearly
and persuasively.
·
CCSS.ELA-Literacy.SL.9-10.5 Make strategic use of
digital media (e.g., textual, graphical, audio, visual, and interactive
elements) in presentations to enhance understanding of findings, reasoning,
and evidence and to add interest.
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Transfer
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Students will be able
to independently use their learning to…
T1 Students will be able to identify other areas in the
world where oppression of a people by a government force is happening in the
world today.
T2 Students will be able to identify the impact of
government oppression on a group of people.
T3 Students will be able understand the interconnectedness
of one country to another vis a vis the flight of the Scottish princes to
England for help.
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Meaning
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UNDERSTANDINGS
Students will understand that…
U1
Oppression of a people will ultimately result in violence.
U2 There
are still places in the world in the throes of revolution against a
government authority.
U3 Macbeth can be read for deeper meaning
when we explore it through a social justice lens.
U4 Macbeth is a
universal story about vaulting ambition.
U5 Macbeth still
has application today in situations around the world.
U6 Global perspectives allow the reader to recognize that Macbeth is not just a play about a
Dead White Man. Rather it is an
opportunity to look at injustice and abuse around the world today.
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ESSENTIAL QUESTIONS
E1 What are the circumstances that ultimately lead a
people to revolt against a tyrant?
E2 What are the causes for which people are willing to lay down their lives?
E3 What are the devices in which Shakespeare makes his
characters come alive?
E4 What are the circumstances that create a tyrant?
E5 How much of the life of a person is based on fate? How much on free will?
E6 What are the circumstances in which a leader will break
the rules in order to achieve his goals.
E7 What is the similarity of Macbeth to situations of tyranny in the world today?
E8 How might this work of literature be viewed as
propaganda during the time in which it was written? Can we think of any other
forms of propaganda literature today which may aid leaders in achieving their goals.
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Acquisition
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Students will know…
K1 The impact of one man’s actions on others.
K2 The value of one life. (Macduff)
K3 What made Shakespeare one of if not the most important
universal writer we study.
K4 The power of suggestion vis a vis the role of the
witches.
K5 How ambition changes with exposure to power.
K6The concept of Cosmopolitanism.
K7 The universality of the story of Macbeth and its ability to showcase abuse of power in any culture.
K9 The relationship of this unit to abuse of power in the
world today.
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Students will be
skilled at…
S1 Using technology to research current spots of tyranny
throughout the world.
S2 Presenting information in class that is clearly
explained and visually interesting using Prezi as part of the presentation.
S3 Learning how to parse through the difficult reading of Shakespeare
to make meaning on their own, with the whole class and in small groups with
guiding focus points.
S4 Analyzing literature in relation to language, theme,
characterization, significance, symbolism and allusions.
S5 Researching a variety of sources in order to gain
information about the subject of tyranny.
S6 Using many forms of technology including web based
presentation Prezi.
S7 Demonstrating solid analysis and evaluation of subject
matter and its relevance today; presenting original visuals.
S8 Identifying propaganda in literature as a way to manipulate.
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Stage 2 - Evidence
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Evaluative Criteria
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Assessment Evidence
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1. Provides
higher-level thinking and taps prior knowledge. Demonstrates thoughtful, detailed, personal
response to one of the major themes of the play.
2. Promotes
problem solving through collaborative learning groups.
3. Demonstrates
careful analysis of literature through collaborative learning. Provides thoughtful discussion, provides
textual eveidence.
4. Provides
solid analysis and evaluation of subject matter and its relevance today;
presenting original visual. Provides clear and compelling modern connection
to the literature studied.
5. Monologues
provide clear understanding through tone and gestures. Props are compelling and appropriate. Performance indicates clear understanding
and empathy with character and situation with which the character is
grappling.
6. Presentations
provide thorough analyses of literature, provide appropriate discussion
questions, highlights global spot of tyranny and makes clear comparisons to Macbeth. Shows accurate research and
present information in an informative, engaging way.
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Performance TASK(S
1. Pre reading task:Write
about a time when you felt particularly ambitious. It must have been a time that you
desperately wanted something. What was
it? How did you react to the
experience? How did it impact your
relationships with friends, family and support systems? What do you know to be true about yourself
with respect to ambition? What would
be a modern connection to this idea?
2. Reading Task
(whole class):Assign parts in the class, read as a class with particular
attention to theme, character, plot, imagery, motifs. Share out at the end of the period per
group as to what was discovered.
3. Reading Task (small
group):Break class into five groups for reading. Each group is assigned the task of
understanding the reading through discussing focus questions designed to
create better understanding and stronger notes. These groups will also form the basis of
the later Prezi presentation to the class. Groups are optimally heterogeneous
with a varied group of gender, ethnicities and abilities. Share out at the end of period or Act as to what was
learned. Answer questions of other
groups.
4. Poster assignments: Students
answer a series of questions identifying important themes, characters,
images, motifs, etc on white paper for use with the document camera. Students must provide one modern connection
any time we do an activity with the class.
There must always be a visual representation. Doc cam allows all groups to see on what
each individual group worked.
5. Memorize monologues or
soliloquies: Students memorize one meaningful
passage from Macbeth for performance to the class. They must pay attention to meaning and
context as they perform their passage. Monologues can be serious or
funny. Students can adapt to modern
times, or stay with the original intention.
Monologues are videotaped and posted to YouTube for class to
view. Students vote on favorite
monologues and prizes are awarded.
6. Culminating presentation in
the form of a Prezi: In heterogeneous groups,
students will convey significance, meaning, themes and critical lines of one
act of the play. As part of
presentation, students will analyze on global hotspot where tyranny exists. Each group will be responsible for
conveying a different “hot spot” part of the world and to comparing this hot
spot to Macbeth as part of their Prezi.
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Uses time well to
articulate an understanding of assigned areas of Macbeth, understanding
global perspectives, connecting Macbeth to modern hot spots around the world.
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OTHER EVIDENCE:
· Observation of groups
during research time.
· Observation of groups
during sharing of information.
· Observation of quick
writes, elbow partner shares and whole class shares.
· Scores from reading
quizzes.
· Observation of
homework assignments
· Observation of clear
understanding of meaning of play as observed by student acting in class.
· Observation of quality
of questions.
· Observation of Prezi
and of quality of Prezi presentation.
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Stage 3 – Learning
Plan
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Summary of Key Learning Events and Instruction
1.
Intro to Macbeth: Quickwrite for Macbeth relating to ambition.
Students will write about a time when they desperately wanted
something. Listening and speaking
CCSS.ELA-Literacy.SL.9-10.1.
2.
Reading Macbeth.
Most reading will take place in class with students taking place as active
participants in the play. Teacher will
provide “character motivation.” Reading
Standards CCSS.ELA-Literacy.RL.9-10.3 Listening and speaking
CCSS.ELA-Literacy.SL.9-10.1, CCSS.ELA-Literacy.RL.9-10.6, CCSS.ELA-Literacy.RI.9-10.1 .
3.
Watch various youtube videos as part of instruction after
class has read the scene.. Dench/McKlellen
Macbeth is the primary source. Some examples are: http://www.youtube.com/watch?v=a-Y7xxnMiXg (reading of the
letter); http://www.youtube.com/watch?v=yUOoDUUlA34 (after Macbeth has
killed Duncan); http://www.youtube.com/watch?v=cQKdyaJHglM (porter scene); BBC
version of Macbeth. The last clip
is by far the most modern and engaging and provides for many discussions of
modern era tyrants with particular attention to fascism. Students will look for similarities and
differences in the video clips and as pose questions and answers based on
various interpretations. Analyze as a class how the actor interprets the
scenes as a class versus how we interpreted it. Reading Standards CCSS.ELA-Literacy.RL.9-10.3, CCSS.ELA-Literacy.RL.9-10.6, Listening and
Speaking CCSS.ELA-Literacy.SL.9-10.1,
4.
All In: In groups, students will work to analyze one of
the soliloquies or monologues of Macbeth.
As a group they will read through assigned soliloquy aloud, at least two
times and ask a question, make a comment or answer a question. They will go through this process at least
three times. In doing so, they will
begin to unpack meaning of the text and engage in close reading. At end of class, students will share out,
per group, what was learned about aspecst of the text including character,
plot and theme. Reading standard CCSS.ELA-Literacy.RL.9-10.3, CCSS.ELA-Literacy.RI.9-10.1, Listening and
speaking standard CCSS.ELA-Literacy.SL.9-10.1, CCSS.ELA-Literacy.SL.9-10.5.
5.
Prior to beginning Act III: Introduction of the Prezi
Unit. Students created one Prezi when
we studied Chaucer in September. That
was their first try at it. I will
require much more of them this time.
We will focus on creating a much more visually interesting Prezi with
less writing, more illustration. They
must include some type of a video clip of their group enactments. They may
create the enactment in their groups or use a professional enactment from Youtube, PBS
or the BBC. As explained above, this Prezi will connect
connect the tyrant to despots who are in the world today. There must be a
connection between Macbeth and today in the Prezi.
6.
Class time to work in small groups to start to put
together ideas of the Prezi . Reading Standards CCSS.ELA-Literacy.RL.9-10.3, CCSS.ELA-Literacy.RI.9-10.1 , CCSS.ELA-Literacy.RL.9-10.6, Writing Standards CCSS.ELA-Literacy.W.9-10.2, CCSS.ELA-Literacy.W.9-10.6, CCSS.ELA-Literacy.W.9-10.8; Listening and
Speaking Standards CCSS.ELA-Literacy.SL.9-10.1, CCSS.ELA-Literacy.SL.9-10.5
7.
Lab time to begin putting together of the Prezis. I will observe groups working together,
synthesizing information that they have researched at home. One of the benefits of Prezi is that
students can collaborate in real time from home. As they work, I’ll monitor, offer feedback
and suggestions. Reading Standards CCSS.ELA-Literacy.RL.9-10.3, CCSS.ELA-Literacy.RI.9-10.1 , CCSS.ELA-Literacy.RL.9-10.6, Writing Standards CCSS.ELA-Literacy.W.9-10.2, CCSS.ELA-Literacy.W.9-10.6, CCSS.ELA-Literacy.W.9-10.8; Listening and
Speaking Standards CCSS.ELA-Literacy.SL.9-10.1, CCSS.ELA-Literacy.SL.9-10.5
8.
Presentation: Students have received direct instruction on
objectives of presentations. They will
, after they have had in class time and at least two weekends , develop
presentation based on research, discussions, videos and reading. One
component of the Prezi is to identify a modern global connection with
particular attention to current oppressive regimes throughout the world
today. Each presentation is designed
to take a full class period (50 minutes) and students will write a reflective
paper at end analyzing achievement of goals as it relates to our class
rubric. Reading Standards CCSS.ELA-Literacy.RL.9-10.3, CCSS.ELA-Literacy.RI.9-10.1 , CCSS.ELA-Literacy.RL.9-10.6, Writing Standards CCSS.ELA-Literacy.W.9-10.2, CCSS.ELA-Literacy.W.9-10.6, CCSS.ELA-Literacy.W.9-10.8; Listening and
Speaking Standards CCSS.ELA-Literacy.SL.9-10.1, CCSS.ELA-Literacy.SL.9-10.5.
9.
Field trip to the Museum of Tolerance where students will
hear from one of the survivor volunteers that works at the museum to share
experiences that they encountered at the hands of the Nazis. Hitler was certainly a modern Tyrant and
the students will understand and make connections between survivor
experiences, Hitler’s actions, and the willingness of the European community
to remain silent and/or to participate. Listening and Speaking CCSS.ELA-LITERACY.SL.9-10.1.DCCSS.ELA-LITERACY.SL.9-10.2; CCSS.ELA-LITERACY.SL.9-10.3.
10.
Bring in speaker from Jewish World Watch or Amnesty International,
both of which are hands-on leaders in the fight against genocide and mass
atrocities, engaging individuals and communities to take local actions that
produce powerful global results. Students will hear about hotspots around the
world and will also learn about opportunities to involve themselves in
training education, advocacy and development. CCSS.ELA-Literacy.RL.9-10.6 ;CCSS.ELA-Literacy.SL.9-10.1
11.
Reflective write up followed by Grand
conversation: Students
explore in a round table discussion the activities, speakers , and
assignments of Macbeth and the Modern Tyrant.
With teacher guidance, students will attempt to connect specific
learning opportunities to our original understanding objectives. CCSS.ELA-Literacy.SL.9-10.1; CCSS.ELA-Literacy.RL.9-10.3
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