MYPNA_TE_G12_U3_web.pdf

WHOLE-CLASS LEARNINGWHOLE-CLASS LEARNING

Pacing Plan

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OVERVIEW: WHOLE-CLASS LEARNING

STRATEGY ACTION PLAN

Listen actively • Eliminate distractions. For example, put your cellphone away.

• Record brief notes on main ideas and points of confusion.


• 
  

Clarify by asking

questions

• If you’re confused, other people probably are, too. Ask a question to help your
  whole class.


• Ask follow-up questions as needed; for example, if you do not understand the
  clarification or if you want to make an additional connection.


• 
  

Monitor

understanding

• Notice what information you already know and be ready to build on it.


• Ask for help if you are struggling.


• 
  

Interact and

share ideas

• Share your ideas and answer questions, even if you are unsure of them.


• Build on the ideas of others by adding details or making a connection.


• 
  

ESSENTIAL QUESTION:

How do our attitudes toward the

past and future shape our actions?

As you read these selections, work with your whole class to explore the relationships

of human beings to their place in time.

From Text to Topic In Shakespeare’s The Tragedy of Macbeth, Macbeth and his

wife imagine a future for themselves but lack the patience to let that future unfold

on its own. Macbeth is even willing to be punished later, in the afterlife, if only he

can have everything he wants right now. As you read, think about how the main

characters struggle with and against time itself.

Whole-Class Learning Strategies

Throughout your life, in school, in your community, and in your career, you will

continue to learn and work in large-group environments.

Review these strategies and the actions you can take to practice them as you work

with your whole class. Add ideas of your own for each step. Get ready to use these

strategies during Whole-Class Learning.

244 UNIT 3 • FACING THE FUTURE, CONFRONTING THE PAST

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OVERVIEW

WHOLE-CLASS LEARNING

How do our attitudes toward

the past and future shape our

actions?

Through the works of William Shakespeare,

we get a clear look at how seventeenth-century

British society viewed their own past. During

Whole-Class Learning, students will read

selections from Shakespeare’s play The Tragedy

of Macbeth, set in medieval Scotland. Engage

students in a discussion about how views of the

past and future have changed.

Whole-Class Learning

Strategies

Review the Learning Strategies with students and

explain that as they work through Whole-Class

Learning they will develop strategies to work in

large-group environments.

• Have students watch the video on Whole-Class
  Learning Strategies.


• A video on this topic is available online in the
  Professional Development Center.
  You may wish to discuss some action items to
  add to the chart. For example, for “Monitor
  understanding,” solicit the following:


• Take notes, paying particular attention to
  anything that might be confusing.


• Ask questions afterwards to clarify.

Block Scheduling

Each day in this Pacing Plan represents a

40–50 minute class period. Teachers using

block scheduling may combine days to reflect

their class schedule. In addition, teachers may

revise pacing to differentiate and support core

instruction by integrating components and

resources as students require.

Unit

Introduction

Historical

Perspectives

The Tragedy of

Macbeth, Act I

The Tragedy of

Macbeth, Act II

The Tragedy of

Macbeth, Act IV

The Tragedy of

Macbeth, Act V

Media: The

Tragedy of

Macbeth, Act V,

Scene i

The Tragedy

of Macbeth,

Act III

Introduce

Whole-Class

Learning

2 3 4 5 6 7 8 9 10 11 12 13 14 15

Performance Task

1

244 UNIT 3 • FACING THE FUTURE, CONFRONTING THE PAST

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