Macbeth and Mental Illness
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TEAM Lesson Plan Framework | |||||
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Teacher: | |||||
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Course: | |||||
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Course Unit: Macbeth | |||||
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Lesson Title: Act 2, Scene 1/Mental Illness | |||||
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Learning Goals: What do you want students to be able to know or do as a result of this lesson? | |||||
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I want students to be able to synthesize textual evidence from both an informational text and literature to prove that Macbeth has Narcissistic Personality Disorder. More generally, I want them to know how to synthesize information from two documents and argue, through writing, using textual evidence, for one interpretation. I also want them to be able to work in groups efficiently and effectively.
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STANDARDS: Reference State, Common Core, ACT College Readiness, ORS Standards and/or State CTE Competencies. | |||||
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R.L. 1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. R.I. 1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. SL.1 Initiate and participate effectively in a range of collaborative discussions with diverse partners on grades 11-12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
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Review: How will you build on prior knowledge? |
Hook: How will you catch the attention of your students and focus their minds on today’s learning goals? |
Real World Connection: How is this learning goal relevant to students’ lives? |
Student Reflection: How will you provide for student reflection? | ||
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At the beginning of class, at the end of the hook, students will be required to pull prior knowledge of the text, in the form of textual evidence, to prove how Lady Macbeth is similar to another character I will show them. They have been using textual evidence all year to prove their points, and that will be review. We will briefly discuss what textual evidence is and what it means to make an inference.
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Students will watch a brief video with which most of them will be familiar from Tangled in which the main villain appears to suffer from a major psychological disorder. I will then ask the open-ended question: If you were a psychologist, and Mother Gothel were to visit your office, what conclusions do you think you would come to, based on her behavior and thinking? We will then do a class Venn diagram on the board to compare her character with that of Lady Macbeth.
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Most students are very interested in psychology and identifying personality disorders. Mental illness is a high-interest topic with teenagers. In addition, many of them will come into contact with people who have Narcissistic Personality Disorder in their lives, and they will need to be able to identify this disorder in order to protect themselves and/or get help for themselves if they, in fact, have NPD.
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At the end of the lesson, students will be given group evaluation sheets on which to write their names and give two pieces of information: a rating of each group member’s performance, including their own, and a statement about how this will change their view of Macbeth (the character) in the future.
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Assignments require students to: (Check all that apply) What evidence will you collect that students have mastered the learning goals? | |||||
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X Organize X Interpret X Analyze X Synthesize X Evaluate information |
X Writing: X Draw Conclusions X Make Generalizations X Produce arguments
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Connection to: X prior learning X life experiences Other disciplines: Psychology_______________________________________________________________________________________________________
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Assessment: How will performance be measured? (Check all that apply) |
Measurement Criteria: How will you define mastery? | ||||
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Project X Essay (end of unit) Experiment Short Answer Presentation Multiple Choice X Other whole-class response, group evaluation sheets, lab report_________________________________ |
Mastery is: working well within the group at an overall rating of 3/5 or more, completing the psychological diagnosis assessment form in groups, and providing textual evidence for support (at least three quotes) of the symptoms of NPD.
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Activities and Pacing: What strategies, procedures, and transitions will you use? |
Materials |
How do they align with learning goals and allow for higher order thinking? | ||
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I will begin the lesson with a brief video from the Disney movie Tangled, featuring Mother Gothel as a villain with a personality disorder. I will ask students what a psychologist might think of Mother Gothel. I will then draw a Venn diagram on the board and ask students to orally, as a class, compare and contrast the two characters of Mother Gothel and Lady Macbeth, who could also have a psychological disorder. |
Time |
Beginning |
Overhead projector |
Students must synthesize |
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Laptop |
information from the clip | |||
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2:34 (clip) 3:00 (discussion) |
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with what they know of | ||
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Whiteboard |
Lady Macbeth’s personality | |||
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Markers |
using textual evidence. | |||
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Transition? I will explain that many people blame Lady Macbeth solely for Macbeth’s downfall but that I believe Macbeth is also to blame and may have his own disorder. |
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As a whole class, we will look at the handout from the DSM-5 on identifying Narcissistic Personality Disorder. I will ask whole-class questions in order to make sure the students understand the vocabulary and the diagnosis. After that, students will break into groups and work on completing a Psychological Assessment Diagnostic Report using five pieces of textual evidence to prove that Macbeth has NPD. |
Time |
Middle |
DSM-5 handout |
Students must synthesize |
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35:00 |
Psychological Report |
textual evidence about | ||
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Textbooks |
Macbeth with the DSM-5 | |||
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report, which also requires | |||
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them to analyze both texts (one informational and one literary). | |||
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Transition? I will ask each group to offer me one symptom that they think Macbeth has and their example of textual evidence to prove it. |
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Students will turn in their group work and evaluate each group member, including themselves, as well as answer a question that requires reflection on how this information will change their understanding of Macbeth in the future. |
Time |
End |
Group evaluations |
Students must work |
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5:00 |
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effectively in a group | ||
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using their own knowledge | |||
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as well as their peers’ and | |||
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working cooperatively. | |||
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Texts: Which texts will be used? What is the level of complexity? |
Questions: What are some questions you plan, and what evidence will students be required to cite? | |||
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The DSM-5 Criteria for Personality Disorders is at a Lexile level of 1200 (12th grade). However, we will read this as a class, and I will make sure that they can use the context clues to figure out the meanings of words and make notes on their papers. Macbeth is also on a 1200 level, but we have already read to this point in the play as a class as well as discussed it, so the scaffolding is already in place. |
If you were a psychologist, what would you infer about Mother Gothel? Why? How is she similar to Lady Macbeth? How do you know? What is textual evidence? What is an inference? How is Mother Gothel different from Lady Macbeth? How do you know? What does “grandiose” mean? How do you know? What is empathy? How do you know? How is that different from sympathy? Which of these criteria for diagnosis would you use for Macbeth? What evidence would you use to prove his symptoms? How would you evaluate him? | |||
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Grouping: How will your groups be organized? What roles will students fulfill? |
Differentiation: How will you differentiate instruction to accommodate individual students’ anticipated learning difficulties, interests, and/or cultural heritage? | |||
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Groups will be organized based on differentiated needs. I have put weaker students with stronger ones in each group. I have also put them in groups that they are not generally paired with when they pick groups. There are four roles in the groups: Leader, Scribe, Presenter, and Text-finder. |
I differentiated by putting the students in groups where they can either reinforce their learning by teaching others or can have their learning reinforced and strengthened by pairing with stronger students. The groups are also balanced in terms of gender and cultural heritage. | |||
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Intervention: How will you use the results of the assessment(s) to inform future instruction? |
Thinking: What kinds of thinking will students do, and how will you model this thinking? | |||
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Later in this same unit, we will complete this same activity with Lady Macbeth and the personality disorder of Borderline Personality Disorder. Students will see how they can prove an inference using textual evidence again. |
Students will do analytical, practical, creative, and research-based thinking. I will model it by thinking aloud in my discussions with the groups as I facilitate. | |||
Recipient Information Provider Information
Name: Macbeth Group Member Names:
DOB: around 1005 Date Seen: October 26, 2015
Patient Number: 123456789 Report Date: October 27, 2015
Diagnostic Assessment
Referral Source:
Macbeth was referred by your English teacher, Ms. Byrd.
Presenting Problems and Situation:
Current Symptoms/Behaviors (supported by DSM-5 Criteria and Textual Evidence):
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Family and Social Status:
Diagnosis of Disorder: