Elizabeth McBride

Digital Product
Introduction
For this Lesson Plan, the central focus is students discuss and apply knowledge of the
main ideas and themes of Macbeth shown through their selection of quotes. This focus is drawn
from the three standards and the activities that I am choosing to integrate in my lesson. The
standards (listed below) contribute to the focus concerning the selection of quotes (CCSS.ELALITERACY.RL.11-12.4) based on the themes and central idea of the play (CCSS.ELA-LITERACY.RL.1112.2), and then being able to discuss those ideas with their peers and as a class (CCSS.ELALITERACY.SL.11-12.1). The list of activities are drawn from this central focus coupled with the
learning goals. For example, the act of choosing certain quotes from the play, and then
explaining the significance of that quote to the work as a whole allows the students to display
their ability to discern the central idea and themes and discuss the authors motivation behind
writing those specific words.
Because the students are asked to create a social media account for one of the characters
from the play, it allows them to contextualize a fictional person from centuries ago and
modernize them into a context where they can understand, and hopefully, in a way that interests
them. It will force the students to focus in on the words spoken by the characters, as well as the
background information of their characters, which will further develop their understanding of the
play as a whole. Also, because they have to explain the reasoning behind their selections and
how the quote is significant to the work.
In order to do well with this assignment, the students need to have a previous
understanding of dissecting text, identifying important quotes, ideas, and themes, and knowledge
of a drama. Because they have already been through English II, the students should have an
understanding of Greek dramas and tragedies (Oedipus), which will influence their
understanding of Macbeth, and contribute to the way they perceive the text. In terms of
technology, the students should be able to understand how to work social media and have basic
computer skills.
I have scaffolded the majority of the activities in the lesson, like the blank fill ins from
the work packet, which will be beneficial for the whole class as well as students with specific
learning needs. I also have gone throughout the lesson to include learning supports for students
with individual education plans and special learning needs. For example, students with specific
learning disabilities can have extended time for their assignment, word banks and dictionaries for
English language learners. Other examples are reading directions out loud for students struggling
with reading and close monitoring for students who struggle with oral processing. The
aforementioned example for ELL also applies to all students. This additional language resource
can assist students in their endeavor to understand language and writing from the 17th century. It
will gives students the opportunity to look up any words they dont understand in the quotes they
choose to use for their assignment.

Elizabeth McBride
Lesson Plan

Format for Demonstration Lesson Plans: 6-step Lesson, (150 pts)

Title of the Lesson: Hail to Thee, Thane of Social Media!
Grade Level: 12th grade
Length of Lesson: One class period (90 minutes)
Overview of the Lesson: Students will choose a character from Shakespeares Macbeth and
create a social media account for them.
Central Focus: Students discuss and apply knowledge of the main ideas and themes of Macbeth
shown through their selection of quotes.
Learning Goals:
1. Students will be able to discern central ideas and themes of Macbeth.
2. Students will be able to pick out dialogue for a character in Macbeth and explain
the significance that the quote has on the play.
3. Students will be able to effectively enter into a diverse range of discussions.
NC Common Core Standards Being Addressed:
CCSS.ELA-LITERACY.RL.11-12.4 Reading Standards, Craft and Structure (Grades 11-12): Determine
the meaning of words and phrases as they are used in the text, including figurative and
connotative meanings; analyze the impact of specific word choices on meaning and tone,
including words with multiple meanings or language that is particularly fresh, engaging, or
beautiful. (Include Shakespeare as well as other authors.)
Reading Standards, Craft and Structure (Grades 11-12): Determine
two or more themes or central ideas of a text and analyze their development over the course
of the text, including how they interact and build on one another to produce a complex
account; provide an objective summary of the text.
CCSS.ELA-LITERACY.RL.11-12.2

Speaking and Listening Standards, Comprehension and

Collaboration (Grades 11-12): Initiate and participate effectively in a range of collaborative
discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12
topics, texts, and issues, building on others ideas and expressing their own clearly and
persuasively.
CCSS.ELA-LITERACY.SL.11-12.1

How the Lesson Will Flow:

1. Introduce the lesson. Tell the students that we are going to be reviewing Macbeth
and start a project that is based on the play. Go through Macbeth Review PowerPoint to
give the students a refresher course on the characters and plot of the tragedy. (5 minutes)

Elizabeth McBride
2. On the second slide of the PowerPoint, enter into a discussion of what the
students should know about the play. (10 minutes)
a. Explain what hamartia, hubris, fate, and tragedy all have to do with
Macbeth.
b. What are the major plot points?
c. What role does fate play in Macbeths life?
d. What is Macbeths tragic flaw (hamartia)?
e. Any questions?
3. Watch the Review Video from the third slide of the PowerPoint. Assess students
knowledge after watching the video. (5 minutes)
4. Go to the fourth slide of the PowerPoint. Pass out directions for the assignment.
Have one student from each table cluster grab a computer for each person in their group.
(5 minutes)
5. Read through the directions as a class (struggling readers, hard scaffolding). Flip
to slide 5 and 6 of the PowerPoint to show the students an example of each of the types of
social media. Introduce Shakespearean Dictionary (ELL/Language Support). (5 minutes)
6. Have students start on their assignment. Walk around the room monitoring student
work (close monitoring). Answer any questions and aid the students in any way they may
need (remainder of the class).
7. Ask the students if there are any questions, assess how they are doing. Have one
of the students volunteer to tell about their characters account. (What character they
chose, what type of social media account they made, why they are choosing the quotes
they are posting).
8. Once students have finished their assignment, have them turn their packet into
you (make sure that each student has put their name, character, type of social media, and
their url).
9. After they have finished and if there is time left, have the students write out their
vocab words for the week and work on their sentences.
Assessment: On the second slide of the Powerpoint, I will be able to assess where the students
are based on the conversation and how they respond in the discussion. After this, we will watch a
quick summary video for Macbeth, afterwhich I will be able to assess them even more to see if
there are any remaining questions.
Sources for the Lesson:
PowerPoint
Assignment Direction Sheet
Twitter and Fakebook
Shakespearean Dictionary

Elizabeth McBride
Student Examples

Elizabeth McBride

Elizabeth McBride

twitter

Reflection
1. It is difficult to integrate technology just for technologys sake.
I tend to think that technology is something that teachers are required to incorporate into their
lessons because of TPACK, so in order to create a lesson that contains an exciting resource they
are pressed to find any way to add it to the lesson, even if it isnt very effective. So the lesson I
learned from this assignment is that there are certain lessons that do exceptionally well with
technology, but some, especially in an English classroom, are satisfactory without a technology
component. That being said, I learned many benefits of technology, most of which are located
below.
2. When technology is implemented well, it is very beneficial.
Following off of the first lesson, there are some instances of technology incorporation that can be
trite and vain, but when technology is introduced in a new, exciting way it is extremely
beneficial. I think that students react well to technology if it is relevant, appropriate, and
accessible, but when it seems forced and unnecessary, I dont think the students respond well.
3. The extent to which you can integrate technology depends on the resources made
available by the school.
After my fieldwork this semester, it became evident that the technology that you can incorporate
in your lessons depends on the resources of the school. For Mrs. Merchant, it was extremely

Elizabeth McBride
difficult to add technology into her lessons (except stuff that she could access on her personal
computer) because it was not easy for her to access laptop/iPad carts. Ive also learned that a lot
of the popular technology resources cost money. Unless the teacher is able to get funding from
the school or can buy the access for himself/herself, it is rather difficult to obtain the resources.
4. Technology is effective because it is excites students and makes the lesson
relevant to them.
From my own personal experience, I have seen technology excite students because of its
relevance to their lives. The students who are walking through our classrooms were all born in
the 21st century, so technology is something they have always had in their lives. Because of this,
I think they would respond well to technology (if it is implemented well) because it is something
that they are very accustomed to and is almost second nature to them.
5. Technology makes it easy to reach higher levels of Blooms taxonomy.
The majority of the technology resources I have come across are ones where the students are
asked to create a product. If it is not create, the resources most likely have the students apply,
analyze, or evaluate for the assignment, if not multiple of the higher levels. Technology would be
a rather easy way (again, if implemented in an effective, appropriate way) to assure Blooms
levels are being met.
6. Technology can be integrated poorly, especially if it is a first time being used in a
lesson.
When I was creating this lesson plan, there were about three other technology resources I had
tried to work with that did not end up being effective or had lots of problems with it. This just
shows that you have to do a great deal of research for the resource before you use it in a lesson,
and even after researching the resource, there could still be many different problems crop up
during the first lesson in which you are trying this resource; so it goes without saying that these
first lessons would be trial and error based.
7. There are many factors that can keep a technology-heavy lesson from being
successful.
Elaborating more of the previous lesson, there are things that can go wrong even if the resource
is tried and tested. For example, the internet could go out during the class, all of the laptops
might not have gotten charged from the previous users, or any other multitude of problems.
Because of these possible issues, it is absolutely essential to have a backup plan to every lesson.
For this lesson, I could have paper copies available or large pieces of parchment paper that the
students could use to do their assignment.
8. There are easy ways to integrate technology (videos).
I tend to forget that even watching a video or listening to an audiobook recording of a play would
be considered technology. These are easy, beneficial tools that are not only effective for all

Elizabeth McBride
students, but students who have learning difficulties and need supports. These could be quick
resources that only last 5-15 minutes and serve as a supplement to the lesson rather than being
the focus of whole entire plan.
9. Mentor relationships and communication between teachers will assist in the
process of choosing technology resources and guaranteeing the success of the lesson.
Resources like edutopia and the College of Educations technology page (METRC), as well as
your mentor relationships and PGPs can assist you in the process for finding successful
technology plans; ones that work well and that the students respond well to.
10. No matter how much I hate technology, students respond well when it is
implemented in an appropriate way (but that being said, I dont think it is necessary for
every lesson).
From the lessons I have looked at where technology is appropriately incorporated, there seems to
be a high level of Blooms taxonomy, which ensures higher levels of learning, which shows it is
an effective tool for student learning. That being said, I still dont think it is necessary for
technology to be the main focus of each lesson. Just like any part of pedagogy, it is to be used
appropriately and in moderation.
Works Cited
Shakespeare, William (2001). The Tragedy of Macbeth (Vol. 2). Classic Books Company

Rubric (out of 36)

1

Introductio More than 2 questions are not 1-2 questions are not
All five questions are
n
fully answered.
answered fully OR more than answered fully with
3 proofreading errors.
concrete evidence. No
grammatical errors.
Lesson Plan Components of the lesson
Components of the lesson
plan are missing or minimally plan are partially complete.
complete. There are no
additional instructional
materials, even though they
are needed to fully
understand the lesson.
Student
Model

Student model is incomplete.

The student model provided
does not provide evidence of
the student learning
outcome(s) identified in the

Student model is partially

complete. The student model
provides some evidence of
the student learning
outcome(s) identified in the

All components of the

lesson plan are complete
with abundant detail.
Instructional materials are
complete and enhance the
lesson.
Student model is
complete and accurate.
The student model
provides abundant
evidence of the student

Elizabeth McBride
lesson plan.

lesson plan.

learning outcome(s)
identified in the lesson
plan.

Alignment The lesson activities, student

objectives, content standards
and central focus are not
clearly aligned.

The lesson plan has some

evidence of a connection to
student objectives, content
standards, and the central
focus of the learning
segment, but there are parts
that are not connected.

There is clear evidence

that the lesson plan
activities are aligned to
student objectives,
content standards, and
the central focus of the
learning segment.

Incorporati The lesson uses only the

on of
remembering level of Blooms
Blooms
Taxonomy.
Taxonomy

The lesson uses

remembering and
understanding levels of
Blooms Taxonomy.

The lesson uses higherorder thinking and

incorporates multiple
levels of Blooms.

Planning to There is no evidence of

Support
planned supports.
Varied
Student
Learning
Needs

Planned supports are tied to

objectives and central focus
with attention to
characteristics of the class
as a whole.

Planned Supports are tied

to objectives and central
focus and support the
needs of specific
individuals or groups of
students with similar
needs.

Student describes one

language demand and
attempts to plan appropriate
supports. The demand itself
makes sense given the
lesson presented.

Student describes one

language demand and
planned supports to
address that language
demand. The demand and
supports align to central
focus goal and make
sense given the rest of the
lesson.

Student's chosen tool

provides an opportunity for
"students" to demonstrate
the degree to which they
met the day's objectives.

Student's chosen tool

enhances the lesson by
providing an opportunity
for "students" to
demonstrate competence
in the daily objective.
Clearly considered TPACK.

There are some portions of

the product that are poor
quality or have inappropriate
and/or unprofessional
material.

The lesson/product are

captivating. The product
and its content are
appropriate and
professional in
presentation.

Academic
Language

Student does not

demonstrate conceptual
understanding of academic
language.

Technology Teacher uses technology

Integration rather than students.

Visual
Aspects

The majority of the product is

of poor quality or the product
is inappropriate and/or
unprofessional.

Reflection Student does not fully

Student includes 10 lessons. Student includes 10
develop more than half of the Some are not as well
lessons learned. Each
top 10 lessons learned.
developed as others.
lesson is written about in
great detail and relates to
the educational context as
a whole OR the student's
future educational
philosophy.

Elizabeth McBride
Technical
Aspects

Casual language, slang, poor

organization, or little
coherency. Excessive errors
interfere with readability.
Product and/or reflection were
not submitted by the
assigned date and time.

Work
Project was not submitted by
Habits
the deadline.
Did you
submit
your
completed
project on
time?

Mostly academic language,

adequate organization, and
some coherency. Some
errors in spelling, grammar,
syntax, and mechanics but
they do not interfere with
readability.

Academic language used

exclusively, organization
logical with good flow,
coherent. Minimal to no
errors in spelling,
grammar, syntax, and
mechanics.
Project was submitted by
the deadline.