MYPNA_TE_G12_U3_web.pdf

TEACH

DECIDE AND PLAN

PERSONALIZE FOR LEARNING

Read and Respond

Have groups read the selections and complete the Making Meaning, Language Development, and

Effective Expression activities.

English Language Support

Provide English Learners with support for

knowledge demands and language as they

read the selection.

Knowledge Demands Before reading

and discussing the selections, ask students

to look at the lists they made of themes

from The Tragedy of Macbeth (see English

Language Support, Acts I and V). Review

what they remember about each theme.

Language Pull out sentences or phrases

from the text that relate to the language

students used to discuss the themes. For

example, (line 4) Man must try to predict

and plan and control his destiny. Point out

that the word destiny is similar to fate, and

that this paragraph connects the idea of

the prophecies and whether Macbeth can

control the things that happen in his life.

Read the paragraph together, rephrasing

ideas in simpler language as necessary.

Strategic Support

Provide students with strategic support

to ensure that they can successfully read

the text.

Knowledge Demands Before reading

portions of the selections, ask students what

they remember about some of the related

themes they discussed when reading the play.

For example, before reading the first few

paragraphs of “The Naked Babe. . .” review

any discussions you had about the prophecies.

Meaning Concentrate on short sections

of the text, discussing the meaning of

each paragraph. Write key phrases and

have students refer to them as needed. For

example, the first paragraph of “The Naked

Babe.. .” deals with destiny, prophecies,

and the irrational and the rational. Make

sure students understand the meaning of

these concepts.

Challenge

Provide students who need to be challenged

with ideas for how they can go beyond a

simple interpretation of the text.

Text Analysis Pair students and ask each

pair to choose one of the two selections.

Have them go through the text and

summarize in their own words the concepts

that each paragraph addresses. Then ask

them to make a list of questions they have

about what the author is saying, or about

other concepts that interest them in the

play. Discuss these questions or comments

as a group.

Written Response Ask students to

research other analyses they find on the

Internet about particular themes in The

Tragedy of Macbeth. Have them write

several paragraphs about what they

researched and what they found interesting

about what they read.

Text Complexity Rubric: The Naked Babe and the Cloak of Manliness • Macbeth

Quantitative Measures

Lexile: 1130; 1090 Text Length: 1,607 words; 1,661 words

Qualitative Measures

Knowledge Demands

1 2 3 4 5

As both texts provide analysis of The Tragedy of Macbeth, they rely on prior knowledge of the plot, the

characters, and particular lines in the text. (Students will be familiar with the play from this unit.)

Structure

1 2 3 4 5

First selection: analysis of selected portions and themes of The Tragedy of Macbeth. Examples from

the text are referenced, without location in the play. Second selection: Examples are referenced by act,

scene, and line.

Language Conventionality and Clarity

1 2 3 4 5

Language is dense, complex, and theoretical; many sentences are complex, with multiple clauses.

Vocabulary is academic, and language from The Tragedy of Macbeth is included in both selections.

Levels of Meaning/Purpose

1 2 3 4 5

Selections include detailed and complex analysis and interpretations of specific lines in The Tragedy of

Macbeth. Many of the ideas are sophisticated and cover a range of concepts and analysis of symbolism

in the play.

Reading Support

SMALL-GROUP LEARNING • THE NAKED BABE AND THE CLOAK

OF MANLINESS • MACBETH

384C UNIT 3 • FACING THE FUTURE, CONFRONTING THE PAST

LIT17_TE12_U03_B2_SG_INTER.indd 3 25/03/16 3:36 AM