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Macbeth Mystery Mania
Jennifer Levine
Language Arts, World History

Unit created on 9/16/1999 EST.
Last modified 11/12/1999 10:46:45 AM EST.

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Fundamental Understandings (help)

Congratulations! You are about to embark on a two-week scavenger hunt via the exciting realm of the World Wide Web! Your mission is to complete 7 Internet adventures related to Macbeth. By the time you are finished, you will have a personal email account, proficiency in internet research, and a wealth of knowledge about Shakespeare, Elizabethan England, The Globe Theatre, Glamis Castle, King James, witchcraft, and many intricacies of the play itself. In addition to knowledge of the aforementioned topics, students will also become proficient in saving images to files, emailing attachments, and various aspects of internet research.

Technology ISTE Standards (info) 

Technology communication tools: Use technology tools and resources for managing and communicating personal/professional information (e.g., finances, schedules, addresses, purchases, correspondence).--> STUDENTS EMAIL JPG IMAGES, QUIZ RESULTS, AND QUESTIONS TO TEACHER THROUGHOUT RESEARCH PROJECT. Research tools: Collaborate with peers, experts, and others to contribute to a content related knowledge base by using technology to compile, synthesize, produce, and disseminate information, models, and other creative works.--> STUDENTS WORK IN COLLABORATIVE GROUPS TO RESEARCH VARIOUS ASPECTS OF MACBETH PRIOR TO REWRITING THE SCENE OF THEIR CHOICE.

Information Literacy Standards (info) 

Standard 1 Accesses information efficiently and effectively, as described by the following indicators: 1.recognizes the need for information: 2.recognizes that accurate and comprehensive information is the basis for intelligent decision making; 3.formulates questions based on information needs; 4.identifies a variety of potential sources of information; 5.develops and uses successful strategies for locating information. Standard 2: Evaluates information critically and competently, as described by the following indicators: 1.determines accuracy, relevance, and comprehensiveness; 2.distinguishes among facts, point of view, and opinion; 3.identifies inaccurate and misleading information; 4.selects information appropriate to the problem or question at hand. Standard 3: Uses information effectively and creatively, as described by the following indicators: 1.organizes information for practical application; 2.integrates new information into one's own knowledge; 3.applies information in critical thinking and problem solving; 4.produces and communication information and ideas in appropriate formats. Category II: Independent Learning Standard 5: Appreciates and enjoys literature and other creative expressions of information, as described by the following indicators: 1.is a competent and self-motivated reader; 2.derives meaning from information presented creatively in a variety of formats; 3.develops creative products in a variety of formats. Category III: Social Responsibility The student who contributes positively to the teaming community and to society is information literate and: Standard 7: Recognizes the importance of information to a democratic society, as described by the following indicators: 1.seeks information from diverse sources, contexts, disciplines, and cultures; 2.respects the principle of equitable access to information. Standard 8 Practices ethical behavior in regard to information and information technology, as described by the following indicators: 1.respects the principles of intellectual freedom; 2.respects intellectual property rights; 3.uses information technology responsibly. Standard 9: Participates effectively in groups to pursue and generate information, as described by the following indicators: 1.shares knowledge and information with others; 2.respects others' ideas and backgrounds and acknowledges their contributions; 3.collaborates with others, both in person and through technologies, to identify information problems and to seek their solutions; 4.collaborates with others, both in person and through technologies, to design, develop, and evaluate information products and solutions.

Relevance (help)

The global student must be able to define an individual sense of processing information and must also be able to accept and understand how others process the same information. By understanding technology and how it works students are able to experience the validity of information and how it affects the contemporary scholar.

Assessment (help)

Internet Task Criteria: 1.Each activity listed on Task Cards must be completed to be eligible for credit. 2. Questions must be answered in complete sentences with little to no mistakes in spelling, punctuation, and grammar. 3. There must be evidence of collaboration. Scene Revision Criteria: 1. Scene must contain major elements (such as symbolism, themes, etc.) of Macbeth, although they may be significantly altered to suit their setting/plot. 2. Scene must be typed in proper screenplay format with few or no spelling, punctuation, grammar mistakes. 3. Scene must contain evidence of a thorough understanding of the major elements of the original Macbeth. Film Compare/Contrast Essay: 1. Essay must be at least 2-3 pages in length. 2. Essay must reveal evidence of a thorough understanding of each film's similarities and differences. 3. There must be knowledge of the major themes and other literary elements present in the films.

Components (help)

1. Students will watch three cinematic adaptations of Macbeth: Throne of Blood, Men of Respect, and Polanski's Macbeth. Students will use prewriting techniques and then write a short compare/ contrast essay of the three films. 2. Students will complete "Macbeth Mystery Mania" Internet adventure. Students are divided into groups of two for this component. Each group works on a different Task Card, but they eventually complete all 7 cards. 3. Students read key scenes in the play for class discussions. 4. Students (in groups) rewrite the scene of their choice using their choice of characters, setting, plot, etc., while staying true to the major elements of Macbeth.

URLs (help)


Workforce Competencies (info) (help)

Students locate, comprehend, interpret, evaluate, maintain, and apply information, concepts, and ideas found in literature, the arts, symbols, recordings, video and other graphic displays, and computer files in order to perform tasks and/or for enjoyment. Students communicate in English and other languages using information, concepts, prose, symbols, reports, audio and video recordings, speeches, graphic displays, and computer-based programs. Students use creative thinking skills to generate new ideas, make the best decisions, recognize and solve problems through reasoning, interpret symbolic data, and develop efficient techniques for lifelong learning. Students display responsibility, self-esteem, sociability, self-management, integrity, and healthy decision-making. Students integrate their knowledge and understanding of how social, organizational, informational, and technological systems work with their abilities to analyze trends, design and improve systems, and use and maintain appropriate technology. Students establish credibility with their colleagues through competence and integrity, and help their peers achieve their goals by communicating their feelings and ideas to justify or successfully negotiate a position, which advances goal attainment.

Macbeth Mystery Mania, Lesson 2, Task 3
Macbeth Mystery Mania, Lesson 2, Task 4
Macbeth Mystery Mania, Lesson 2, Task 5
Macbeth Mystery Mania, Lesson 2, Task 6
Macbeth Mystery Mania, Lesson 2, Task 7
Macbeth Mystery Mania, Lesson 2, Task 2
Macbeth Mystery Mania, Lesson 2, Task 1
Macbeth Mystery Mania, Lesson 1

Copyright 1997-2003
Career Connection to Teaching with Technology
USDOE Technology Innovation Challenge Grant
Marshall Ransom, Project Manager
All rights reserved.

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