Author:
Melissa Pilakowski
Subject:
Literature, Reading Literature
Material Type:
Activity/Lab
Level:
High School
Tags:
  • Background Knowledge
  • Macbeth
  • NE ELA
  • Nebraska Department of Education
  • Predictions
  • Reading
  • Text Evidence
  • background-knowledge
  • macbeth
  • ne-ela
  • predictions
  • reading
  • text-evidence
  • License:
    Creative Commons Attribution Non-Commercial Share Alike
    Language:
    English

    Education Standards

    Macbeth Mystery Box--Making Predictions about Macbeth

    Macbeth Mystery Box--Making Predictions about Macbeth

    Overview

    Description:

    Transform your students into anthropologists as a gateway to Macbeth.

    Students answer prediction questions using evidence from the artifacts. (Artifacts include images, letters from the text, and character maps.)

    Students can complete this activity alone or in breakout groups. 

     

    Objectives

    I print out the documents and put them in a box when in a classroom setting. I also have cheap toy crowns that I put into each box. Students enjoy "unpacking" the box, trying on the crown, and sharing the physical documents.

    The Macbeth Mystery Box prepares readers for Shakespeare's Macbeth.

    In this lesson, you will

    • Make predictions using multiple artifacts and texts
    • Cite evidence to support your answers
    • Build background knowledge for reading Macbeth
    • Collaborate and discuss in a small group scenario

     

    Instructions

    Go to the Macbeth Discovery website.

    https://sites.google.com/vcsbadger.net/themacbethdiscovery/home

    Read and examine the artifacts available on the website. These artifacts will help you and your group to answer the attached questions.

    Make sure when you answer the questions that you also provide text evidence -- in other words, explain what artifact or statement in the artifact that made you believe your answer to be true. 

    Share and Discuss

    Sharing can take on different formats:

    • Whole Group: Each group nominates a group speaker who shares their answers with the class.
    • Mix-up: Create new groups where each new group has at least one member of each old group.

    Combine groups and share your answers. Explain your answers. If your groups have different answers, discuss your differences. Is it possible you could both be right? Or wrong?