102088 ASSESSMENT TWO 1B

UNIT OF WORK

Stage: 5 Year 10 Standard English Suggested duration: 4-5 Weeks

JOELLE –MARIE EL-NACHAR

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Rationale:
Shakespeare’s Macbeth is the chosen text in challenging creativity and imaginative text, targeted at stage 5 year 10 standard
English students. Throughout the 16 lessons spread over 4 weeks, students will engage personally with Macbeth, address
language forms/features in the play, develop contextual knowledge along with respond to and compose text. A number of
pedagogical approaches were implemented, in order to challenge students’ imaginative responses to text and creativity. Along
with pedagogical approaches, this unit of work closely links to the syllabus outcomes and content points. These approaches
linked inquiry based learning, collaborative approach, constructivist approach and reflective teaching.

These key teaching practices for example the collaborative approach is stretched over all sixteen lesson. Students either
participate in pair work, group work or whole class work. Linking closer to the unit of work activity two lesson twelve, asks that
students participate in pairs or small groups in order to collaboratively evaluate the text. Having a number of group activities will
enforce individual creativity alongside engaging students with the text. In engaging students’ development with creativity and
imaginative reposes in text, Venn diagrams, set questions closely linked to the syllabus content and pair/group work are
implemented. This is referred to inquiry based learning which encourages self-centred learning, therefore placing responsibility
for learning on each student.

The constructivist approach is another effective approach in boosting students’ creativity and imaginative responses to text. The
use of this approach is to ensure active learning, which is seen in lesson nine activity two. Throughout the activities in this unit
of work, active learning is highly applied in encouraging student connection with Macbeth. Moving beyond simpler questions for
example “what, why and how to” is referred to reflective teaching. This is applied with the construction of focus questions
throughout the unit of work. These questions relate directly back to the syllabus content point, where it can create
challenging/complex responses. Therefore, collaborative group work in answering these questions is also an effective method
towards creativity and imaginative responses to text.

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References/ Resources:

Donald Trump YouTube link: https://www.youtube.com/watch?v=ktp3opo_QRc

How did Hitler rise to power? - Alex Gendler and Anthony Hazard - https://www.youtube.com/watch?v=jFICRFKtAc4

Macbeth; Act 4 Scene 1- https://www.youtube.com/watch?v=C_ZrBitwUsA

Shakespeare, William, and Crowther, John, Editor. Macbeth. New York, NY: Spark Pub., 2003. Print. Shakespeare,
William, 1564-1616. No Fear Shakespeare.

Figure 1.1 Figure 1.2 Figure 1.3

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Syllabus Outcomes
Students:

A student:
1 - Responds to and composes increasingly sophisticated and sustained texts for understanding, interpretation, critical
analysis, imaginative expression and pleasure. EN5-1A

A student:
2- Effectively uses and critically assesses a wide range of processes, skills, strategies and knowledge for responding to
and composing a wide range of texts in different media and technologies EN5-2A

A student:
3 - Selects and uses language forms, features and structures of texts appropriate to a range of purposes, audiences and
contexts, describing and explaining their effects on meaning. EN5-3B

A student:
4- Understands and evaluates the diverse ways texts can represent personal and public worlds. EN5-7D

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Overview of teaching and learning activities

Syllabus content Teaching and learning activities Resources Assessment

Outcome point Week one – Lesson one Week one – Lesson
EN5-1A Introduction to the module and the text. one

Syllabus content Chosen text – ‘Macbeth’ by William Shakespeare. Stationary e.g:

Analyse and explain Students: Exercise books.
the ways language Develop and apply contextual knowledge. Pens/Pencils, White
forms and features, Introduction to the text and characters. (Page ix- board
ideas, perspectives xi). marker/eraser,
and originality are The teacher will introduce the text by reading the laptop, USB.
used to shape character list, and allowing students to connect to
meaning Macbeth. Shakespeare,
Activity one - Role Play Act One Scene one & William, 1564-1616.
response question: No Fear
Students will be chosen to be the voice of the ‘three Shakespeare.
witches’ in Act one scene one, where they will voice
these characters according to how they interpret Figure 1.1 –
them. Example/template of
Once the scene has been read out, the students are the work required of
given time to examine the language and features the students to
represented. complete in activity
They are to explain how this first scene sets the text, three.
and how they feel it shapes meaning.
Activity two – Role Play Act One Scene two &
response question:
Six different students will be assigned to read the
voices of the characters in this scene. Whilst they
are reading, they are asked to use a voice they feel
best suits the character.
Further, linking back to the first question students
are asked to answer how scene two is shaping
meaning on the text and characters.

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Syllabus content Teaching and learning activities Resources Assessment
Activity Three:
Based off the introduction and role play of Act One
Scene One-two, students are instructed to draw up a
diagram/flowchart of the events and characters
introduced.
An example is stuck up on the board, with a list of
instructions alongside. Example can be:

1) Figure 1.1

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Syllabus content Teaching and learning activities Resources Assessment
Syllabus content Week one – Lesson two Week one – Lesson
Analyse and explain Develop and apply contextual knowledge two
the use of symbols, Activity one – Mind map of ideas Stationary e.g:
icons and myth in Reading of Act One scene three and four of Exercise books.
still and moving Macbeth is done as students are allocated time to Pens/Pencils, White
images and how brainstorm individually, the symbols, icons and board
these augment myths used. marker/eraser,
meaning Activity two – Watch a speech addressed by laptop, USB.
(ACELA1560) Donald Trump.
This is done in order to allow students to connect to
the power of symbols used and the messages Shakespeare,
behind the speaker. As the speech is playing William, 1564-1616.
students are to write down notes on the language No Fear
used. Shakespeare.
Activity three – Set questions on the board.
Students are given a set of questions comparing the Donald Trump
meaning portrayed and the arguments intended in YouTube link:
both Macbeth and the modern day speech by https://www.youtube
Donald Trump. Questions will focus on the meaning .com/watch?
of war, power and ambition in both Macbeth and the v=ktp3opo_QRc
speech.
Activity four – Class discussion.
This is time allocated for students to share ideas on
the language used in the prescribed text in
comparison to the clip shown.
Syllabus content Week one – Lesson three Week one – Lesson
Appreciate, explain Engage personally with text three
and respond to the Activity one – Further reading of Act one scene Stationary e.g:
aesthetic qualities five and six. Exercise books.
and the power of Students allocated a character, and further reading Pens/Pencils, White
language in an of scene five and six of act one will take place. board
increasingly Activity two - Lady Macbeth speech. marker/eraser,
sophisticated range Lady Macbeth has a moment of power by herself in laptop, USB.
of texts Act one scene five. After reading a letter, she
exemplifies qualities of a strong powerful woman.
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Syllabus content Teaching and learning activities Resources Assessment
Students are asked to appreciate the type of Shakespeare,
language used in order to explain what they feel William, 1564-1616.
Lady Macbeth is referring to. They are to draw upon No Fear
quotes and link them to the meaning intended. Shakespeare
Activity three - Act six.
Students are placed in groups of 3-4 where they are
asked to closely examine the contrast/shift in lady
Macbeths attitude. They are asked to assess the
shift in language of Lady Macbeth and explain her
qualities in the last two scenes.
Activity four – sharing responses as a group.
Each group will be given the time to explain their
finding of Lady Macbeth in scenes five and six.
Further notes are encouraging of the students to
take of additional information they didn’t have.
Week one – Lesson four Week one Lesson
Syllabus content Respond to and compose texts four
Explore and explain Activity one – Act one Scene Seven: Stationary e.g:
the combinations of Students are allocated a character in this scene to Exercise books.
language and visual read out as a class. Pens/Pencils, White
choices that authors Activity two: Explore Macbeths character in board At the end of the
make to present the final scene of act one. marker/eraser, fourth lesson
information, Students are asked to individually work in creating a laptop, USB. concluding week one
opinions and character profile on Macbeth, particularly focusing a:
perspectives in on the idea of murder. They are to explain how 5 Multiple choice
different texts Shakespeare intended to portray Macbeths Quiz will be
(ACELY1745) character through the use of language. Shakespeare, conducted to
Activity three: Pair share William, 1564-1616. examine the
In pairs, students will come to a conclusion of the No Fear Outcome point
combination of languages used by the author in Shakespeare. EN5-1A.
presenting opinions on the character of Macbeth.
Activity four: Assessment of outcome
Multiple choice on the first Act of Macbeth will be
handed out and completed by students before they
leave.
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Syllabus content Teaching and learning activities Resources Assessment
Outcome point Week two – Lesson five Week five Lesson
EN5-2A Engage personally with texts five
Activity one – Act Two Scene One class reading. Stationary e.g:
Syllabus content Students will be given a character to read in the Exercise books.
Consider how beginning of this lesson. Pens/Pencils, White
aspects of texts, Activity two – Individual notes. board
including Based off the reading and work completed on Act marker/eraser,
characterisation, One, students are asked to answer these set laptop, USB.
setting, situations, questions:
issues, ideas, tone 1. What indicates a shift in setting?
and point of view, 2. How has Macbeths situation changed in
can evoke a range becoming king? Shakespeare,
of responses, 3. ‘The Dagger’ speech from page 50-52, William, 1564-1616.
including empathy, explores what tone and idea of Macbeths No Fear
sympathy, antipathy actions? Shakespeare.
and indifference. 4. How has the author intended to make you
feel after reading ‘The Dagger’ speech?
Activity three – Group work
Students will be given a A3 sized paper, where they
are instructed to quarter the paged horizontally with
1 2 3 4 at the top of the page. They are asked to Group work figure
come up with a collective answer, sharing individual 1.2
ideas on the questions asked. Example: figure 1.2 Example/template of
the work required of
the students to
complete in activity
three.

Syllabus Content
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Syllabus content Teaching and learning activities Resources Assessment
Interpret, analyse Week two – Lesson six Week two Lesson
and evaluate how Develop and apply contextual knowledge six
different Activity one – continuing to read Macbeth Stationary e.g:
perspectives of Act two scene two will be read as a class, as there Exercise books.
are two characters in this scene. Pens/Pencils, White
issue, event,
Activity two – Group work. board
situation, individuals
In groups of three-four students are to interpret and marker/eraser,
or groups are analyse the events occurring in regards to the laptop, USB.
constructed to murder plot. Students are to evaluate the differences
serve specific in Macbeth and Lady Macbeth in the lead up to the Shakespeare,
purposes in texts. murder/murder. William, 1564-1616.
Activity three – Class discussion. No Fear
This is time to allow students to connect their Shakespeare.
understanding of events through this specific act and
Syllabus content scene. The murder connects to one of the main
understand that purposes of this text.
authors innovate Week two – Lesson seven Week two – Lesson
with text structures Understand and apply knowledge of language forms seven
and language for and features Stationary e.g:
specific purposes Activity One – Read Act Two Scene 3 Exercise books.
and effects Class read on Act two Scene 3, focusing on the Pens/Pencils, White
language and structure of the play. board
(ACELA1553)
Activity two – Text structure – individual work marker/eraser,
time laptop, USB.
Focus the lesson on the text structure of the play,
and how the author states “a sound of knocking Shakespeare,
offstage”. William, 1564-1616.
Activity three – In group students No Fear
Brainstorm activity where asking students to make Shakespeare.
understanding of the evident text structure in this
Act/scene.

Syllabus content
Week two – Lesson eight
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Syllabus content Teaching and learning activities Resources Assessment
Identify, explain and Respond to and compose text Week two – Lesson
discuss how Activity one – Continuous reading. eight
narrative viewpoint, Continue reading Act Two Scene 4, and moving into Stationary e.g:
structure, Act three scene 1. Exercise books.
Activity two – Annotation of a page. Pens/Pencils, White Comprehension
characterisation
A selected section between 79-95 is chosen, as board questions:
and devices
students are to depict devices such as the use of marker/eraser,
including analogy satire and analogy in shaping their individual laptop, USB. Three/four
and satire shape interpretation. Short answers.
different Activity three – Group discussion. Shakespeare,
interpretations and The board will be open for students to write up ideas William, 1564-1616. Comprehension
responses to a text on the devices/characterisation they noted in the No Fear questions are to
abstract given. Shakespeare. address
Outcome point
EN5-2A.
Outcome point Week three –
EN5-3B Week three – Lesson nine Lesson nine
Syllabus content Engage personally with texts
Compare and Activity One – Class reading of the play. Stationary e.g:
evaluate how 'voice' Continue reading Act Three scene 2,3 and 4 of Exercise books.
as a literary device Macbeth page, 97-122. Pens/Pencils, White
can be used in a Activity two – Literary device (focus on ‘voice’) board
After reading these three scenes, allow time for marker/eraser,
range of different
students to recap and draw upon voices, literary laptop, USB.
types of texts such
devices and the way it is evoked.
as poetry to evoke Activity three – View YouTube clip. Shakespeare,
particular emotional In order to show different text and the effectiveness William, 1564-1616.
responses of voices, students will have to compare “Hitler” to No Fear
(ACELT1643) the character of Macbeth. During the clip students Shakespeare.
should be taking notes.
Activity four – Venn diagram How did Hitler rise
Allow students to work in pairs to compare the to power? - Alex
voices, of these two characters. In the diagram Gendler and
students draw upon the purpose for their actions. Anthony Hazard

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Syllabus content Teaching and learning activities Resources Assessment
An example can be: figure 1.3

Figure 1.3
Example/template of
the work required of
the students to
complete in activity
three.

Week three – Lesson ten Week three –

Syllabus content Understand and apply knowledge of language forms Lesson ten
understand how and features Stationary e.g:
paragraphs and Activity one – Continue reading. Exercise books.
images can be Further reading on Act three scene 5 and 6, pages Pens/Pencils, White
arranged for 122-129. board
different purposes Activity two – Individual work. marker/eraser,
purpose, audiences, Both scene are quiet small, however there are two laptop, USB.
perspectives and long paragraphs.
stylistic effects 1- Act three Scene 5 (Hecate pg. 122) Shakespeare,
2- Act Three Scene 6 (Lennox pg.126) William, 1564-1616.
(ACELA1567)
Students are to annotate the paragraphs and assess No Fear
the purpose they have. Shakespeare.
Activity three – Pair share work.
Students will work in a group to grow their
perspectives by these two characters.

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Syllabus content Teaching and learning activities Resources Assessment
Syllabus content Week three – Lesson eleven Week three –
Use voice effects, Respond to and compose texts Lesson eleven
e.g. tone, volume, Activity one – Continue reading. Stationary e.g:
pitch, pauses and Students will continue to read from Act four scene 1 Exercise books.
on pages 130-145 focusing on the first section Pens/Pencils, White
change of pace, for
where the witches are present. board
specific effects such
Activity two – focus on scene 1 marker/eraser,
as arguing a point laptop, USB.
After reading act four scene 1, individually allocate
of view or
time for students to identify the changes in the play.
attempting to Dot points are fine. Shakespeare,
persuade an Activity three – Viewing the scene being played William, 1564-1616.
audience to a out in theatre No Fear
course of action. Play the link from 2.50 minutes into the video. It is Shakespeare.
the entire section of Act four scene 1 until the
witches vanish page 142. https://www.youtube
Activity four – Pair work/evaluation of both texts. .com/watch?
Have focus questions in regards to the content point v=C_ZrBitwUsA
and the two text. Allow students to compare their
analysis of scene prior to watching the clip.
Therefore, assessing how watching the play shifted
their understanding of tone, volume, pitch, pause
and pace change.
Week three – Lesson twelve Week three –
Syllabus content Understand and apply knowledge of language forms Lesson twelve
Evaluate and features Stationary e.g:
techniques (eg Exercise books.
Activity one – As a class read.
contrast, Pens/Pencils, White
Act four scenes 2 and 3 on pages 146 – 177.
exaggeration, board
Activity two – Plot changes.
juxtaposition or marker/eraser,
In pairs or small groups of three, students are to
laptop, USB.
changing evaluate the changes in the play, for example the
chronological order) plot twist. They are the address the changes in
Shakespeare,
used in spoken, techniques that are evident to the shift in emotions
William, 1564-1616.
written and visual of the characters.
No Fear
texts to, for Shakespeare.
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Syllabus content Teaching and learning activities Resources Assessment
example, construct Activity three – timeline of events. Students will make a
plot and create Create a visual timeline using images or words, in Multimodal
emotional order to create understanding of the events Documentary – 1-2
responses. occurring. Incorporate direct quotes that back up minutes
their point of view and connection with events. Outcome point
EN5-3B
Outcome point
EN5-7D Week four – Lesson thirteen Week four – Lesson
Engage personally with texts thirteen
Syllabus content Activity one – Continue reading. Stationary e.g:
Explore and reflect Allocate students a character in reading Act five Exercise books.
on their own values scenes 1 and 2, from pages 178-189. Pens/Pencils, White
in relation to the Activity two – Individual work. board
values expressed High lightening the events occurring with Macbeth marker/eraser,
and lady Macbeth, an individual reflection focuses laptop, USB.
and explored in
texts. on the similarities students would have to these
characters. A table with dot pots stating individual Shakespeare,
experiences, and the play. William, 1564-1616.
Activity three – Class discussion. No Fear
Students will collectively share values and own Shakespeare.
experiences that are similar to what is evident in the
play. The character’s choices and consequences are
kept in mind.
Syllabus content Week four – Lesson fourteen
Evaluate the social, Develop and apply contextual knowledge
moral and ethical Activity one – Continue reading.
positions Students will be given a character to read from Act
represented in text Five Scene 3 and 4 pages 190-199.
Activity two – Pair work.
(ACELT1812)
In pairs students will come up with an evaluation on
Page 194 from lines 61- 65 between Macbeth and
the Doctor.

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Syllabus content Teaching and learning activities Resources Assessment

Figure 1.4
Example/template of
the work required of
the students to
complete in activity
two.

- Figure 1.4
Focus question:
1- How has Macbeth positioned himself in a
negative moral aspect is regards to Lady
Macbeths health?
2- Ethically speaking, is the way he refers to her
health condition right? Or in the best interest
of her recovery?
3- Evaluate how his moral, ethical and social
compass evolved throughout the text, up until
this conversation.
Activity Three – Class discussion on the
answers.
Have a table drawn up on with moral, social and
ethical as the headings. Open up the conversation
about their answers and ask for further references
Syllabus content from the text to bad up their claim.
analyse the ways in Week four – Lesson fifteen Week four – Lesson
Understand and apply knowledge of fifteen
which creative and
Stationary e.g:
imaginative texts language forms and features
Exercise books.
can explore human Activity one – Continue reading. Pens/Pencils, White
experience, In the beginning of lesson fifteen students will board
universal themes continue to reas Act Five scenes 5 and 6. marker/eraser,
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Syllabus content Teaching and learning activities Resources Assessment
and social contexts Activity two – Group work three-four students. laptop, USB.
Close analysis to Macbeth speech after learning the
death of his wife Lady Macbeth. Shakespeare,
“Tomorrow, and tomorrow, and tomorrow,” William, 1564-1616.
Students are to mind map or table or poster with No Fear
drawing/words to the respond to these questions: Shakespeare.
- How has the death of Lady Macbeth effected
human experiences to Macbeth?
- Analyse the context of Macbeth state of mind,
and themes that have led to his speech.
Activity three – Group presentation of work.
Syllabus content Each member of the group will speak about an
Respond to and answer they have come up within the group.
compose sustained Week four – Lesson sixteen Week four – Lesson
imaginative, Respond to and compose texts sixteen
creative and critical Activity one – Complete reading Macbeth Stationary e.g:
texts that represent Students will complete reading the play as a class, Exercise books.
reading Act Five Scenes 7 and 8. Pens/Pencils, White
aspects of their
Activity two – The end of the play. board
expanding personal
Open class discussion in responds to the ending of marker/eraser,
and public worlds, laptop, USB.
for a wide range of the play. Have engaging questions such as:
- How do you imagine Macbeth felt learning
purposes, including Shakespeare,
that Macduff wasn’t born from a woman?
for enjoyment and William, 1564-1616.
“Tell thee, Macduff was from his mother’s womb
pleasure. Untimely ripped.” Lines 15-16 page 212. No Fear
- Macduff wins the battle. The symbol of him Shakespeare
walking in with the Macbeths head has what
type of effect on the audience?
“The usurper’s cursed head. The time is free.”
Line 55 page 216.

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Syllabus content Teaching and learning activities Resources Assessment
Connection to
Activity three – Personal connection with the Macbeth:
play. Extended response
This activity is a personal assessment of the play in Outcome point
response to their enjoyment, engagement and EN5-7D
widened connection to Macbeth. EN5-3B
Students will look over their notes, in preparing for EN5-2A
the extended response. EN5-1A

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