1. Topic-
ESL Graphic Organizer Lesson: Who's Who in MacBeth
2. Content-
Overview: Intermediate ESL students do not take a regular English class. Instead, the ESL teacher provides part of the English curriculum during ESL instruction. It becomes a challenge because the literature is often too difficult and may not be what is being read in their current grade level. Depending on the makeup of the class, I include at least one Shakespeare tragedy per year, in an adapted version. This year, I am using a graphic novel version of Macbeth because I have six 11th grade students in the class. Even in graphic novel format, however, it is hard for the students to understand the relationships between the characters. The graphic organizer used in this lesson is an attempt to make it clearer so that the students can speak and write about the characters without as much confusion.
3. Goals: Aims/Outcomes-
1.To improve comprehension of Macbeth.
2.To understand the relationships between characters.
3.To write about the characters in Macbeth

NYS Standards:
ESL Standard 2: Students will listen, speak, read and write in English for literary response, enjoyment and expression.
ELA Standard 2: Students will read, write, listen, and speak for literary response and expression.
MST Standard 2: Students will access, generate, process, and transfer information using appropriate technologies.
4. Objectives-
1.Students will be able to organize characters from Macbeth into a web.
2.Students will monitor character relationships and amend graphic organizer throughout reading.
3.Students will write organized sentences and paragraphs based on their character web.
5. Materials and Aids-
Macbeth - Saddleback Illustrated Classics
Inspiration or Webspiration
6. Procedures/Methods-

A. Introduction-

1. Teacher poses the question, "Is it worth losing your peace of mind to get more power?"
2. Students journal and then teacher reads the responses anonymously to the class.
3. Class discusses the idea of ambition and famous people who have used it in positive and negative ways.

B. Development-

1.Students take parts of characters in Macbeth and read, while teacher monitors pronunciation and facilitates understanding.
2.Students generate a list of the characters.
3.Students think discuss and list adjectives to describe the characters.

C. Practice-

1.Students work in pairs to discuss the characters in Macbeth and how they picture them.
2. Students work individually to create a web of characters and the relationships, adding color and thought and speaking bubbles to indicate their motivation at the point being read in class.

D. Independent Practice-

1.Students continue to add/change web after each section of reading.
2.Students use the outline section of Inspiration to check the relationships and amend as needed

E. Accommodations (Differentiated Instruction)-

1.Teacher can provide adjectives to describe characters, leading to visual image of characters

F. Checking for understanding-

1.Assessment will be based on inclusion of all characters from the section of Macbeth read up to that point, with links and colors, words to indicate relationships and motivation.

G. Closure-

1.Students share their character webs with the class and compare perceptions of the characters.
8. Teacher Reflection-
Using Inspiration has very useful potential for the ESL class, especially when dealing with complicated materials and literature. It is somewhat challenging to learn and I am still a novice but I really like the idea that it can be amended and developed throughout the course of a unit or piece of literature, unlike paper graphic organizers.

This Lesson Plan is available at (www.teacherjet.com)