Unit Objectives

1. When given the historical context of William Shakespeare's play, Macbeth, students will

be able to correctly complete a timeline, associate dates with events in the play, make connections between Shakespeare's personal life and works
2. When asked to analyze how Shakespearean metaphors, imagery, and another dramatic

cues reveal Macbeth's response to fear, the student will be able to give at least one example for each literary device from particular acts and scenes from the text.
3. When assigned into heterogeneous/expert group" students will collaborate to find

textual support from their designated act and scene (focusing specifically on dialogue exchange) to develop a cause/effect model for the Macbeth marriage, a dynamic conflict within the play. 4. Incorporating the entire class, students will work with their individual groups and should be able to present their causes and effects, from the previous objective, (in chronological order) as to build up the overall cause and effect outcome of the Macbeth union.
5. When assigned into heterogeneous/expert groups, students will collaborate to find

textual support for their designated symbol/motif from William Shakespeares Macbeth, which is a play full of symbols and motifs that impact the overall plot and play sequencing. 6. When given a final graphic organizer regarding tragic hero/flaws in Macbeth, students will be able to complete the chart and give evidentiary support.

Unit Assessment
1. Through the use of an interactive SmartBoard program, students will make estimated guesses and correctly solve the timeline. This is a collaborative effort and class participation is a possible assessment. 2. When rereading Act 3, Scene 4, students will make their own list of metaphorical, imagery, and simile examples from Macbeths speech. Students will then discuss their findings with an assigned partner and turn in their paper as an exit slip. 3. Students will have to work as a group, ensuring everyones participation, to outline a cause and effect model. Student participation and peer evaluation here is the key assessment evaluated by accompanying rubrics.

4. Equal distribution of presentation content must be represented in each group, ensuring that everyone participates. Appropriate presentation, voice, display, etc. must be present. Teacher made rubrics established desired objectives and plans are suggested. 5. Individual participation at this level will be evaluated on a peer-to-peer basis. Given a generic rubric asking questions such as: contribution to research and participation levels within the group on a scale 1 to 5 (five being the most involved) students can grade their own peers thus ensuring everyones participation. Whereas the teacher grades the individuals contribution while presenting, their peers will grade each other for their efforts throughout. 6. Individuals will demonstrate their understanding and analysis of the entire play, the concept of tragic heroes, and synthesize themes in a graphic organizer at the completion of the unit.