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ELA-Grade-10-Macbeth-Language-Task.pdf, Study notes of English Language

University of Perpetual Help (UPH)English Language

Direct students to write their answers to the two questions, recording what ... in grade 10, and the skills that need to be explicitly taught in grade 10.

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Grade 10: Macbeth Language Task
All students must read, understand, and express their understanding of complex, grade-level texts. At the heart of being
able to read and understand complex texts is the ability to automatically and fluently decode words and determine how
they work together in sentences to produce meaning. Having “language sense” combined with other factors, such as
having robust background knowledge and a wide vocabulary, are key determining factors in what makes a student able
to read and understand complex texts.1
The language tasks have been developed to support teachers in developing students’ language sense through repeated
exploration of how key sentences from the texts of the ELA Guidebooks 2.0 units are put together to produce meaning.
This approach reinforces students’ knowledge of language structures and how those structures produce meaning.2
Each language task is made of at least 20 language links. Each language link is designed to take around 10-15 minutes to
conduct. The links can be used with the ELA Guidebooks 2.0 units as a beginning activity with a whole class of students
or during targeted, small-group instruction or individual instruction with students who need additional support. Each
language link contains text to display or project as a stimulus for student work, teacher directions, and student look-fors.
The student look-fors include examples of accurate student responses; however they are not inclusive or exclusive of all
possible responses.
The language links focus students on the study of mentor sentences from the unit texts. Mentor sentences were
selected for their meaning and their structure. The mentor sentences focus on the main ideas or concepts of the unit
texts and present opportunities for students to practice with the complex structures of their grade level. Students study
each mentor sentence using the same five lesson protocol. The same five language links are then repeated with a new
mentor sentence.
1Shanahan, T., Fisher, D., & Frey, N. (2012, March). The Challenge of Challenging Text. Educational Leadership, 69(6), 58-62.
Retrieved from http://www.ascd.org/publications/educational-leadership/mar12/vol69/num06/The-Challenge-of-Challenging
Text.aspx
2Fillmore, L. W., & Fillmore, C. J. (n.d.). What Does Text Complexity Mean for English Learners and Language Minority Students?
Retrieved November 12, 2016, from http://ell.stanford.edu/sites/default/files/pdf/academic-papers/06-
LWF%20CJF%20Text%20Complexity%20FINAL_0.pdf
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Download ELA-Grade-10-Macbeth-Language-Task.pdf and more Study notes English Language in PDF only on Docsity!

Grade 10: Macbeth Language Task

All students must read, understand, and express their understanding of complex, grade-level texts. At the heart of being able to read and understand complex texts is the ability to automatically and fluently decode words and determine how they work together in sentences to produce meaning. Having “language sense” combined with other factors, such as having robust background knowledge and a wide vocabulary, are key determining factors in what makes a student able to read and understand complex texts.^1 The language tasks have been developed to support teachers in developing students’ language sense through repeated exploration of how key sentences from the texts of the ELA Guidebooks 2.0 units are put together to produce meaning. This approach reinforces students’ knowledge of language structures and how those structures produce meaning.^2 Each language task is made of at least 20 language links. Each language link is designed to take around 10-15 minutes to conduct. The links can be used with the ELA Guidebooks 2.0 units as a beginning activity with a whole class of students or during targeted, small-group instruction or individual instruction with students who need additional support. Each language link contains text to display or project as a stimulus for student work, teacher directions, and student look-fors. The student look-fors include examples of accurate student responses; however they are not inclusive or exclusive of all possible responses. The language links focus students on the study of mentor sentences from the unit texts. Mentor sentences were selected for their meaning and their structure. The mentor sentences focus on the main ideas or concepts of the unit texts and present opportunities for students to practice with the complex structures of their grade level. Students study each mentor sentence using the same five lesson protocol. The same five language links are then repeated with a new mentor sentence. (^1) Shanahan, T., Fisher, D., & Frey, N. (2012, March). The Challenge of Challenging Text. Educational Leadership, 69 (6), 58-62. Retrieved from http://www.ascd.org/publications/educational-leadership/mar12/vol69/num06/The-Challenge-of-Challenging Text.aspx (^2) Fillmore, L. W., & Fillmore, C. J. (n.d.). What Does Text Complexity Mean for English Learners and Language Minority Students? Retrieved November 12, 2016, from http://ell.stanford.edu/sites/default/files/pdf/academic-papers/06- LWF%20CJF%20Text%20Complexity%20FINAL_0.pdf

Grade 10: Macbeth, page 1

These language links focus on the study of 4 mentor sentences from the unit texts. Each language link should take around 10-15 minutes to conduct. Each mentor sentence is used across five language links that each have a different purpose. The same five language links are then repeated with a new mentor sentence.

  1. What does this sentence mean? a. Purpose: Students make an initial interpretation of the mentor sentence’s meaning.
  2. What do I notice about this sentence? a. Purpose: Students examine the meaning and structure of the mentor sentence.
  3. What do I know this sentence means? a. Purpose: Students demonstrate their understanding of the sentence’s meaning.
  4. What is the structure of this sentence? a. Purpose: Students create a sentence frame based on the mentor sentence.
  5. Can I write a quality sentence? a. Purpose: Students emulate the structure of the mentor sentence in their own sentence. Throughout this section, notes are provided to identify places of additional skills support for students based on previous grade-level standards. Be sure to keep track during these language links of places where students need additional skills support, and use time during small-group or individual instruction to target those skills.

“Tomorrow, and tomorrow, and tomorrow, 0

Creeps in this petty pace from day to day

To the last syllable of recorded time,

And all our yesterdays have lighted fools

The way to dusty death.”

From “Macbeth Act V Scene 5”

This sentence means...

  1. Prompt students to copy the sentence.
  2. Say: “Write and complete the sentence stem underneath the quotation.” Student Look-Fors: ● The sentence means that life is predictable.
  3. After several minutes, ask a few students to share how they paraphrased or interpreted the quotation. Prompt students to use the following stems to guide the conversation. a. “Another way to say this sentence is…” b. “I made meaning of this sentence by...” c. “I looked at….” d. “I noticed that…” Note: If students have trouble forming their ideas, remind them that this is day 1 with the mentor sentence, and they will have other opportunities to develop understanding of the sentence over the next few language links.
  4. Prompt students to revise or adjust their written responses based on what their peers shared.

Grade 10: Macbeth, page 3

Macbeth Mentor Sentence 1: What do I notice about this sentence?

  1. Display or project:

“Tomorrow, and tomorrow, and tomorrow,

Creeps in this petty pace from day to day

To the last syllable of recorded time,

And all our yesterdays have lighted fools

The way to dusty death.”

From “Macbeth Act V Scene 5”

● What do you notice about this sentence?

● How does what you notice help you understand the sentence?

  1. Direct students to write their answers to the two questions, recording what they notice about the sentence and how that contributes to their understanding.
  2. Ask students to share their thoughts with a partner. Prompt them to use the following conversation stems to guide their initial conversations. a. “I noticed…which means…” b. “I knew...so I…”
  3. Ask pairs to work together to describe how the sentence is put together. As needed, ask guiding questions to support students: a. “What are the parts of this sentence?” b. “Can we divide this sentence into two or more sentences? What do we have to remove or change?” c. “What phrases or clauses do you notice? How do those help you understand this sentence?” d. “What punctuation do you notice? How does the punctuation help you understand the sentence?”
  4. Call on 2-3 pairs to share with the class what they notice about the sentence and explain how those ideas contribute to their understanding of the sentence.
  5. Prompt them to use the following conversation stems to guide their sharing with the class. a. “We noticed...which means…”

Grade 10: Macbeth, page 4

b. “We knew...so we…” As pairs share, mark the grammatical elements students notice on the sentence and record any additional comments or thoughts on the board or chart paper. These will be needed for the next language links.

“Tomorrow, and tomorrow, and tomorrow,

Creeps in this petty pace from day to day

To the last syllable of recorded time,

And all our yesterdays have lighted fools

The way to dusty death.”

From “Macbeth Act V Scene 5”

This sentence means...

  1. Prompt students to read what they wrote in the previous language link about the meaning of the sentence.
  2. Say: “We have been analyzing this mentor sentence. Now we are going to look again at its meaning.” 4. Display or project:

- WHO/WHAT? ………………………………………………………

- (Did/will) DO WHAT? ………………………………………………………

- WHEN did who do what? ………………………………………………………

- WHERE did who do what? ………………………………………………………

- WHY did who do what? ………………………………………………………

- HOW did who do what? ………………………………………………………

Summary Sentence: ______________________________________________________

Grade 10: Macbeth, page 6

  1. Ask the following questions one at a time and prompt students to record their written responses. WHO/WHAT? tomorrow

Did/will DO WHAT? creeps in the petty pace WHEN did who do what? from day to day WHERE did who do what? to the last syllable of recorded time WHY did who do what? N/A HOW did who do what? all our yesterdays have lighted fools

  1. Say: “Write a summary of the sentence. Make sure to put the sentence into your own words.” Student Look-Fors: ● Time and life’s experiences march on paving the way until our death.
  2. After several minutes, ask a few students to share their statements with the class. 8. Prompt students to revise or adjust their written responses based on what their classmates shared.

Grade 10: Macbeth, page 7

Macbeth Mentor Sentence 1: What is the structure of this sentence?

After the death of his wife, Macbeth no longer felt he had no real reason to fight, but

he his path of self-destruction continued.

  1. Ask: “How is this sentence similar to the mentor sentence in the way that it is constructed?” Student Look-Fors: ● Students should identify that the structures are similar--this example, like the mentor sentence, begins with an introductory phrase followed by a comma and then an independent clause + conjunction + dependent clause. ● They should also identify that the introductory phrase answers the question “When is Macbeth no longer motivated to fight for the crown?”
  2. Say: “Now let’s build a quality sentence about Macbeth in Act 5 Scene 5.”
  3. Write a quality sentence as a class imitating the structure of the mentor sentence. As needed, review the structure of the mentor sentence again and/or ask students to compare the class sentence to the mentor sentence. Student Look-Fors: ● Since Lady Macbeth has died, Macbeth will fight, but no longer for the same reason.
  4. Say: “Now let’s construct sentences to illustrate the structure of the mentor sentence. We will use these frames to write our own sentences and include the subordinating conjunctions below.”
  5. Prompt students to identify other subordinating conjunctions which signal when an event occurred. Record those conjunctions. Then, as a class, create sentence frames that illustrate the structure of the mentor sentence. Reinforce any other grammatical elements or spelling students may need to produce a quality sentence. Student Look-Fors: ● Since ____________, __________________, but ______________. After and Before or
  6. Direct students to reflect on their learning. Ask: “How does breaking down this sentence into its parts support your understanding of the sentence?” Answers can be spoken or written.

Grade 10: Macbeth, page 9

Macbeth Mentor Sentence 1: Can I write a quality sentence?

  1. Display or project:

“Tomorrow, and tomorrow, and tomorrow creeps in this petty pace from day to day to

the last syllable of recorded time, and all our yesterdays have lighted fools the way to

dusty death.”

From “Macbeth Act V Scene 5”

Throughout the tragic play, Macbeth allowed his passionate devotion to his wife to fuel

his fire to become king of Scotland.

Since

_________________

but

____________,

_,

______________.

After and

Before so

Explain how Macbeth’s motivation for murder has changed over the course of the play.

  1. Say: “Now we are going to write our own quality sentences.” Remind students of the elements of a quality sentence discussed in previous language links as well as other model sentences.
  2. Read aloud the question, “How has Macbeth’s motivation for murder changed over the course of the play?”
  3. Ask students to work independently to write 1-2 quality sentences that answer the question and imitate the structure of the mentor sentence.

Grade 10: Macbeth, page 11

Macbeth Mentor Sentence 2: What does this sentence mean?

  1. Display or project:

“They have tied me to a stake; I cannot fly,

But, bear-like, I must fight the course.”

From “Macbeth Act V, Scene VI”

This sentence means...

  1. Prompt students to copy the sentence.
  2. Say: “Write and complete the sentence stem underneath the quotation.” Student Look-Fors: ● The sentence means that Macbeth is stuck, but is still willing to fight and stay the course.
  3. After several minutes, ask a few students to share how they paraphrased or interpreted the quotation. Prompt students to use the following stems to guide the conversation. a. “Another way to say this sentence is…” b. “I made meaning of this sentence by...” c. “I looked at….” d. “I noticed that…” Note: If students have trouble forming their ideas, remind them that this is day 1 with the mentor sentence, and they will have other opportunities to develop understanding of the sentence over the next few language links.
  4. Prompt students to revise or adjust their written responses based on what their peers shared.

Grade 10: Macbeth, page 12

Macbeth Mentor Sentence 2: What do I notice about this sentence?

  1. Display or project:

d. “They knew...so they…” Student Look-Fors: ● Students may notice a wide variety of things about the sentence, including: ○ This sentence describes Macbeth’s attitude in Act V. ○ “But, bear-like, I must fight the course” describes Macbeth’s continued belief in the witches prophecies. ○ There are two independent clauses with opposing viewpoints joined by a conjunction, but. But contrasts two ideas. In this sentence, but signals contrasting ideas to the reader. ○ There is a comma before but, and a semicolon between the first two independent clauses. ○ There is an interruption - bear-like. This is to provide the reader with pause to reflect on Macbeth’s will and determination. ○ This is a compound-complex sentence. It is made up of two independent clauses and a dependent clause.

  1. Ask students to reflect on their learning by completing one of the following sentence stems. Answers can be spoken or written. a. To understand this sentence, I had to __________________________________________________. b. Noticing ____________________ helped me understand the sentence because ________________. c. Knowing ____________________ comes in handy when determining the meaning of this sentence.
  2. Note: If student responses do not resemble the student look-fors in this language link, conduct a brief mini lesson to review or reinforce a grammar skill from an earlier grade found in this sentence, such as writing simple, compound, or complex sentences, or how and when to use punctuation with conjunctions. Focus on a specific skill your students need.^4 It is acceptable for students not to understand the full meaning of the sentence on this day. (^4) Access the Grammar Guide to determine the skills students should have coming into grade 10, the skills that need to be reinforced in grade 10, and the skills that need to be explicitly taught in grade 10.

Grade 10: Macbeth, page 14

Macbeth Mentor Sentence 2: What do I know this sentence means?

  1. Display or project:

“They have tied me to a stake; I cannot fly,

But, bear-like, I must fight the course.”

From “Macbeth Act V, Scene VI”

This sentence means...

  1. Prompt students to read what they wrote in the previous language link about the meaning of the sentence.
  2. Say: “We have been analyzing this mentor sentence. Now we are going to look again at its meaning.” 4. Display or project:

- WHO/WHAT? ………………………………………………………

- (Did/will) DO WHAT? ………………………………………………………

- WHEN did who do what? ………………………………………………………

- WHERE did who do what? ………………………………………………………

- WHY did who do what? ………………………………………………………

- HOW did who do what? ………………………………………………………

Summary Sentence: ______________________________________________________

  1. Ask the following questions one at a time and prompt students to record their written responses. Prompt students to use this sentence, as well as their understanding of the unit texts, to respond. WHO/WHAT? They (enemies of Macbeth) Did/will DO WHAT? tied me to a stake WHEN did who do what? over the course of battle WHERE did who do what? Castle of Macbeth

Grade 10: Macbeth, page 15

WHY did who do what? so he “cannot fly”

  1. Display or project: Macbeth Mentor Sentence 2: What is the structure of this sentence?

“They have tied me to a stake; I cannot fly,

But, bear-like, I must fight the course.”

From “Macbeth Act V, Scene VI”

  1. Say: “We have been working with the same mentor sentence to understand what it means. Now we will work together to take it apart so we can write our own quality sentences with a similar structure.”
  2. Ask: “What have we learned so far about this mentor sentence?” Conduct a brief discussion to review what was learned in the previous language links. Use the following questions to guide the discussion: a. “What does this sentence mean?” b. “What have you noticed about this sentence?” c. “How is it put together?” Student Look-Fors: ● This sentence means that Macbeth is stuck. ● Students might say they noticed an interruption, comma, semicolon, or conjunction. ● Students should understand that the parts of this sentence are independent clause + semicolon + independent clause + comma + conjunction + interruption + independent clause. ● They should understand that the first portion of the sentence clarifies Macbeth’s current situation in the play.
  3. Display or project:

“Let fall thy blade on vulnerable crests;

I bear a charmed life, which must not yield,

To one of woman born.”

From “Macbeth Act V, Scene VI”

Grade 10: Macbeth, page 17

  1. Ask: “How is this sentence similar to the mentor sentence in the way that it is constructed?” Student Look-Fors: ● Students should identify that the structures are similar--this example, like the mentor sentence, begins with an independent clause separated by a semicolon followed by a comma. This sentence does not have a conjunction to signal a contrasting idea is coming. Rather, this sentence continues with the same intention throughout. ● They should also identify that the sentences expresses the conflicting attitudes that Macbeth is riddled with throughout Act V.
  2. Say: “Now let’s build a quality sentence from Macbeth’s point of view about his current situation.”
  3. Write a quality sentence as a class imitating the structure of the mentor sentence. As needed, review the structure of the mentor sentence again and/or ask students to compare the class sentence to the mentor sentence. Student Look-Fors: ● I am facing my opponent; I am not afraid, but, if the witches are wrong, I will surely die today.
  4. Say: “Now let’s construct sentence frames to illustrate the structure of the mentor sentence. We will use these frames to write our own sentences and include the subordinating conjunctions below.”
  5. Prompt students to identify other subordinating conjunctions which signal when an event occurred. Record those conjunctions. Then, as a class, create sentence frames that illustrate the structure of the mentor sentence. Reinforce any other grammatical elements or spelling students may need to produce a quality sentence. Student Look-Fors: ● independent clause + semicolon + independent clause + comma + conjunction + interruption + independent clause. ● _____________________; ______________________, but, ______________, ________________. ● _____________________; ______________________, and, ______________, ________________.
  6. Direct students to reflect on their learning. Ask: “How does breaking down this sentence into its parts support your understanding of the sentence?” Answers can be spoken or written.