FIG. 3.5 (Continued)
SUBJECT: Introductory Italian GRADE: High School, 9
(developed by Maria Tartaro Musacchia)LESSON AIM: Che tempo fa? (What is the weather like?)
CONCEPT(S): Il Tempo (weather); useful vocabulary; oral expression.
MATERIALS: Vocabulary sheet, flashcards, cotton balls, spray bottle, sunglasses, scarf and
gloves, hand fan, stickers.
INTRODUCTORY ACTIVITY:
A) Model weather expressions while using cotton balls (as snow), spray bottle, sunglasses,
scarf and gloves, and hand fan for dramatic effect.
B) Ask students, “Che tempo fa?” Hold up visual flash cards and ask volunteers to identify
the weather in Italian. Go through the cards again and call on nonvolunteers. Sprinkle
students with cotton balls to simulate snow. Spray with water to simulate rain. Put on sun-
glasses to act out a sunny day and gloves and scarf when it is cold. Flicker classroom
lights for lightning and bang on a desk for thunder.
C) Students are given a vocabulary sheet with weather expressions. Working individually,
they have 3 minutes to identify as many expressions as they can. Next, they share their
answers with a partner.
TRANSITION: Repeat until every student is able to identify the weather in Italian and to
pronounce words correctly
ASSESSMENT: Was I comfortable and fluid in front of the class? Was I able to respond to
student questions? Did the depth and breadth of student participation in discussion dem-
onstrate interest in and understanding of the subject matter?SUBJECT: English/Shakespeare GRADE: High School, 10 or 11LESSON AIM: Why does Shakespeare have a witches’ chorus inMacbeth?
CONCEPT(S): Dramatic structure (scenes), complexity, multiple perspectives, narrative.
MATERIALS: Handout (or overhead projection) of an excerpt fromMacbeth.
INTRODUCTORY ACTIVITY:
A) Students read handout onMacbethand answer questions. What is the setting? Who
are Graymalkin and Paddock?
B) Volunteers act out scene.
C) Do you believe in witches? Why? Why not?
TRANSITION: In your opinion, what do the following lines mean: “When the battle’s lost
and won” and “Fair is foul, and foul is fair”? Why does Shakespeare have the witches’
chorus recite these lines?
ASSESSMENT: Was I comfortable and fluid in front of the class? Was I able to respond to
student questions? Did the depth and breadth of student participation in discussion dem-
onstrate interest in and understanding of the subject matter?100 CHAPTER 3