Reflection: High Quality Task "Only Vaulting Ambition": Marital Discourse between Macbeth and Lady Macbeth (1.4.55-60-7) - Section 5: If It Were Done When Tis Done: Macbeth's Internal Conflict


There's much more to this part of the lesson that initially meets the eye. Specifically, I want students to begin thinking about argument for two reasons:

  • They will write a literary argument as a summative assessment.
  • They will, in a later lesson, construct verbal arguments in a debate format in which they argue either that Lady Macbeth or Macbeth is most responsible for the killing of Duncan. 

To make both these future lessons successful, I need to think about where I want students to be when the unit ends and how I'll get them to that point. Unless I plan with the end in mind, I might miss the opportunity to construct rigorous, high quality tasks that prepare them for the debate and for the essay. 

  Setting Students Up for Future Lessons
  High Quality Task: Setting Students Up for Future Lessons
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"Only Vaulting Ambition": Marital Discourse between Macbeth and Lady Macbeth (1.4.55-60-7)

Unit 8: Oh, Horror! Horror! Horror! "The Tragedy of Macbeth"
Lesson 5 of 13

Objective: SWBAT analyze the argument Macbeth has with himself and with Lady Macbeth about whether or not to kill Duncan.

Big Idea: Conflict in literature articulates arguments we can analyze and construct.

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