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.
3. |
| |
|
|
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
3. |
| |
|
|
E. Accommodations (Differentiated Instruction)-
1.Teacher can provide adjectives to describe characters, leading
to visual image of characters
2.
3. |
| |
|
|
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.
2.
3. |
| |
|
|
G. Closure-
1.Students share their character webs with the class and compare
perceptions of the characters.
2. |
| |
|
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. |
| |
|