This slideshow is for partial completion of a credential course. The mini-lesson includes engaging 10th grade English Language Arts students in the creation of a scene using the text as evidence for stylistic choices. Students will also analyze how imagery used in the text creates a tone.

1. Setting the Scene:
Macbeth
English Language Arts
Lesson Plan
By: Sara Krohn

2. Background Information
 English Language Arts
 10th
Grade
 Students will have just begun reading Macbeth.
Previous day included reading Act 1 Scene 1,
which will be the focus for today (“Weird
Sister’s Prophecy”)
 Students will use the text to create their own
opening scene, using imagery to set a tone.

3. California State Content Standard
 Speaking and Listening Standard 2.4, Deliver
oral responses to literature: b. Support
important ideas and viewpoints through
accurate and detailed references to the text
or to other works. c) Demonstrate
awareness of the author’s use of stylistic
devices and an appreciation of the effects
created.

4. Lesson Objectives
 Cognitive: Students will be able to identify the literary
devices of imagery and symbolism and explain how
the use of said devices affects the tone of a text.
 Affective: Using specific evidence from the text,
students will be able to discuss how literary devices
are used to create a specific tone in a scene.
 Psychomotor: Students will be able to create and
perform a scene in which literary devices found in a
text are used to create tone.

5. Language Objectives
 Students will identify orally the literary
devices used to elicit tone in Macbeth.
 Students will compile evidence orally and in
writing to support their position about the
elicitation of tone through literary devices.

6. Materials and Resources
 Paper
 Pencils/Pens
 Poster board
 Markers and Colored Pencils
 Video Player and television or computer and
overhead projector (for film)

7. Activity 1: Jigsaw
 Briefly review Act 1 Scene 1
– What did the Weird Sisters foretell?
– What tone was set by the text? How could you tell?
 Jigsaw
– Setting
– Characters
– Props
– Imagery & Symbols
– Audio
 Must use text as evidence

8. Activity 2: Poster Board Presentation
 Students work with their expert groups to make parts
of a presentation on a poster board
– Bullet points of main ideas for each of 5 areas
 One member of each of 5 groups comes together to
draw a scene on separate poster
– Posters must include all five focus areas
– Demonstration of audio and vocalizations
 Each expert group and the drawing group presents
their poster

9. Activity 3: Movie and Discussion
 Students will watch Polanski’s version of Act
1 Scene 1 in which the Weird Sister
prophesize Macbeth’s future
 Teacher will lead students in a discussion
about similarities and differences
– Student created scene vs. Polanski’s scene

10. Assignment: Free-Write
 Students will free-write similarities and differences
between Polanski’s Act I Scene I and the class’s Act
I Scene I.
– Consider the following in your writing:
 1. Evaluate how the imagery in the text sets the tone in Act 1
Scene 1 when the Weird Sisters meet to predict the future.
How does the imagery in the film set the tone?
 2. Predict how the tone created by the imagery of the scene
foreshadows the storyline. What do you think will happen?
 3. Why might Polanski have made certain stylistic choices for
his scene? How is the effect changed because of these
choices (i.e. what is the difference in effect between the class’s
scene and Polanski’s scene?) ?

11. Assessments
 Formative:
– Discussion
– Observation of student work and participation
 Summative:
– Student Presentation
– Free-write

12. The End!