Assessments:

Lesson 1 Assessments
a) Informal Assessment
a. During the lesson, students will be informally assessed with each question I ask
at the points in the scene I specify in the Procedures section of my lesson plan.
I have specifically chosen these particular points to check for understanding and
to ask them to both summarize what is happening in their own words, as well as
consider and answer questions about the text that tap into their prior knowledge
and understanding of the play. Throughout the lesson students are given the
opportunity to share their opinions, thoughts, ideas, and answers to the questions
I ask them. I will also assess students based on their ability to annotate and
analyze the soliloquy I provide them, and to be able to infer what Macbeths
plans and intentions are. I will assess this through monitoring the exercise by
walking around the room as they are completing it, and additionally through the
whole-class discussion we will have when every student has completed the
sheet.
b) Formal Assessment
a. Students will complete an Exit Slip that asks them to note the difference in
Macbeth and Banquos relationship and name the cause of this change. I will be
able to assess how well they understand the extent to which Macbeth and
Banquos relationship has changed, and to reflect on the progression of their
friendship from the beginning of the play to where they currently are. Macbeths
soliloquy reveals that he sees Banquo as a threat and he feels the need to
eliminate that threat. By considering Macbeth and Banquos friendship from
being one of loyalty and goodness to now being one of conspiracy and treason,
students will be able to critically evaluate Macbeths character and how he is
continually changingfor the worse.
c) Method of Assessment

Ms. Murphy

Name: _____________________

English 10

Date: ______________________

Exit Slip: Act 3 Scene 1

How has Macbeth and Banquos relationship changed? What caused this?

d) Differentiation
a. The soliloquy I ask students to annotate and analyze may prove especially
challenging for my struggling readers and to my ELL student who grapples
with the language at times. For these students, I will ask them to find one or
two lines to look at and try to understand. I will conduct deskside conferences
throughout the process to engage in conversation with these students about
what theyre finding and to encourage them and help them along with their
annotations and analysis. I will be sure to personally discuss their findings
with them before opening up the discussion of findings to the whole class.

Lesson 2 Assessments
a) Informal Assessment
a. During the lesson, students will be informally assessed with each question I ask
at the points in the scene I specify in the Procedures section of my lesson plan.
I have specifically chosen these particular points to check for understanding and
to ask them to both summarize what is happening in their own words, as well as
consider and answer questions about the text that tap into their prior knowledge
and understanding of the play. Throughout the lesson students are given the
opportunity to share their opinions, thoughts, ideas, and answers to the questions
I ask them. While students are working in groups, I will be able to assess
comprehension and ability by walking around to each group, and offering
guidance and support when needed. I will have specific lines in mind in case
students need direction or are having difficulty finding lines that clearly illustrate
Macbeth and Lady Macbeths characters.
b) Formal Assessment
a. After the timeline activity, students will be asked how Macbeth and Lady Macbeth
have changed, which will provide a general summary and understanding of the
findings in the timeline activity. This activity will also help students to reflect on
the play as a whole and think about the events in the play up until this point. I will
be able to assess how well they understand the play in its entirety to this point in
how articulately they can express the changes that take place in the play and
how Macbeth and Lady Macbeth have evolved.
c) Method of Assessment

Ms. Murphy

Name: _____________________

English 10

Date: ______________________

After completing your timeline above, use what youve found to answer the
following question: How have both Macbeth and Lady Macbeth changed? What
has caused these changes?

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d) Differentiation
a. During their group activity, I plan to provide direct instruction and support to my
one student with a 504 plan, and I am prepared to offer alternative and more
basic explanations to my one student who is an ELL. Throughout the unit and
during individual work, I have conducted deskside conferences with these
students and I plan to employ a similar approach in assuring that they
understand and can readily participate in the group work.

Lesson 3 Assessments
a) Informal Assessment
a. During the lesson, students will be informally assessed with each question I ask
at the points in the scene I specify in the Procedures section of my lesson plan.
I have specifically chosen these particular points to check for understanding and
to ask them to both summarize what is happening in their own words, as well as
consider and answer questions about the text that tap into their prior knowledge
and understanding of the play. Throughout the lesson students are given the
opportunity to share their opinions, thoughts, ideas, and answers to the questions
I ask them.
b) Formal Assessment
a. Students will answer introductory questions before completing the Prophecies
and Predictions sheet. Their answers to these questions as well as the sheet will
be collected at the end of class, and I will review their submissions to assess how
well they understand Macbeth, and their ability to express answers, thoughts,
and opinions on the play as well as the characters.
c) Method of Assessment

Ms. Murphy

Name: _____________________

English 10

Date: ______________________

In Act 1 Scene 3 of Macbeth the witches prophesied that Macbeth will be Thane of
Glamis, Thane of Cawdor, and also king. What was Banquos prophecy?
First Witch:

Lesser than Macbeth and greater.

Second Witch: Not so happy, yet much happier.

Thou shalt get kings, though thou be none.

First Witch:

Banquo and Macbeth, all hail!

Weve discussed the issue of fate vs. free will. Macbeth did indeed become Thane of
Glamis, Thane of Cawdor, and king; and therefore, the witches prophecy has come
true. However, is this due to fate or free will? Why?
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If Macbeths prophecy came true, do you think Banquos will? Why?

Ms. Murphy

Name: _____________________

English 10

Date: ______________________

Below, I want you to use your imagination and make a prediction. We know that Fleance
escaped after the murderers were sent to kill him and his father Banquo. We also know
from Act 3 Scene 4 that Macbeth is plotting something, after he found out that the
murderers were not successful in killing Fleance. What do you think will happen next?
Come up with two possibilities.

Fleance escapes.

d) Differentiation
a. For the Prophecies & Predictions worksheet, I will have points prepared for
students to consider in order to make predictions about what will happen next.
The other sheet I use in this lesson should gear students toward the kind of
thinking that would elicit two possibilities, but should it not be successful I will be
sure to ask the class recall questions from earlier in the play that will help them
think of answers. For my struggling students and for the ELL student who has a
hard time navigating modern English, let alone Shakespearean English partnered
with applying abstract thought, I will use the same method I have enacted
throughout the unit to gauge their understanding and to offer my support
deskside conferences. These brief conferences and conversations I hold with
these students who need extra support helps them in their thought process and
also helps me to learn where they need more help.