How does Lady Macbeth's ambition help advance the plot of Shakespeare's Macbeth? Scholars explore the topic using discussion and a jigsaw activity. Next, they complete a quick write to analyze how Shakespeare develops Lady Macbeth's...

What is the best way to determine the theme of a text? Pupils analyze how central ideas emerge in Shakespeare's tragedy Macbeth. They work in small groups and engage in a whole-class discussion to discuss the play's plot. Finally,...

What do readers discover about a character within the first few sections of a text? Pupils begin reading Shakespeare's Macbeth and analyze the language in the first few scenes of the play. They also demonstrate understanding with a Quick...

Using the resource, scholars work in small groups to rehearse a selected scene from Shakespeare's Macbeth. Finally, they present their interpretive dramatic readings to a group of peers or the whole class and complete a self-assessment...

Which character bears responsibility for the tragedy in Shakespeare's Macbeth? Scholars participate in a gallery walk and complete a Quick Write to support their claims about which character is to blame.

When Macbeth says, "Nature seems dead," he uses personification. Using the resource, scholars complete a Quick Write to analyze the impact of figurative language on the mood of Shakespeare's Macbeth. Pupils also participate in an...

Can budding writers accept constructive criticism? Learners work with their peers to gain feedback about their argumentative essay drafts. Peers give one another constructive criticism to revise their work better. Using a Peer Review...

Let's join together and make a sentence. Scholars take the next step in revising their argumentative essays by combining independent clauses to make complex sentences. Writers use a Colon and Semicolon Handout to practice different ways...

All is fair in claims and counterclaims. Scholars continue to work on their argumentative writing pieces by ensuring their papers fairly address claims and counterclaims. Writers review the importance of argumentative writing conventions...

What's your style? Writers examine wording to add formal style and objective tone to their argumentative papers. After looking at examples of sentences, learners use turn and talk to discuss which sentences have a formal style before...

And that's a wrap! Scholars create their concluding statement drafts by examining model text with exemplar conclusions. In pairs, they discuss how transitional words and phrases add to sentence structure and consider how their concluding...

Can you please clarify? Scholars continue to work on their argumentative essays about selling human tissue by clarifying and adding cohesion. Writers begin by looking at model paragraphs and then begin improving their writing. They...

How does Shakespeare further develop Macbeth's character using the interaction between Macduff and Malcolm? Pupils write responses to the question. They continue their analysis of Macbeth with a masterful reading and guided whole-class...

Lady Macduff uses a metaphor to suggest that her husband does not possess the courage of even a tiny, short-winged bird—ouch! Using the resource, pupils discover Act 4.2 of Shakespeare's Macbeth. Using reading, writing, and discussion,...

Is it better to be dead than to "dwell in doubtful joy," as Lady Macbeth suggests in Act 3.2 of Shakespeare's Macbeth? Using the resource, scholars work in small groups to discuss how Lady Macbeth and Macbeth begin to unravel following...

Withered, wild, and bearded are three adjectives that describe the Witches from Shakespeare's Macbeth. Scholars view paintings and discuss how different artists depict the witches. Pupils also complete a Quick Write to analyze Henry...

How do film adaptations differ from their literary counterparts? Scholars watch and analyze the 2011 Royal Shakespeare Company (RSC) production of Shakespeare's Macbeth. Pupils complete a Quick Write analyzing how the RSC production...

How do directors' choices emphasize different elements of a drama? Scholars participate in a discussion about the Royal Shakespeare Company production of Macbeth and Akira Kurosawa's Throne of Blood. Finally, they write an analysis of...

Who said that? Scholars now learn how to cite evidence, give ideas proper credit, and work to understand the meaning of plagiarism. Part of the activity includes looking at an MLA Citation handbook, handy when pupils create their works...

Put yourself in my shoes! Scholars work through the Outline Tool from the previous lesson to develop a claim before developing a counterclaim about selling human tissue. Learners also create supporting claims using an outline tool. For...

According to Machiavelli, a good ruler does whatever it takes. Using the resource, scholars work in small groups to analyze quotes from The Prince and then participate in a whole-class discussion. To finish, pupils select a phrase and...

What is the best way to present information concisely and logically? Using an informative resource, scholars review the criteria for a successful presentation. They share their arguments about which character from Shakespeare's Macbeth...

What might viewers notice about the characters, setting, and cinematic choices in the movie version of a play? Pupils view an excerpt from Throne of Blood, Akira Kurosawa's film adaptation of Shakespeare's Macbeth. To finish the lesson,...

Madness, violence, despair—the titular character of Shakespeare's Macbeth is spiraling out of control. Pupils first explore the topic with a collaborative jigsaw discussion. At the end of the instructional activity, they write about how...