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Macbeth Lesson 11

Anne Mooney
Writing about Macbeth: Giving and Receiving Feedback
I. Setting the Stage: What are your measureable objectives and assessment?
A. Curriculum Framework Standards: Which MA Curriculum Frameworks address
your topic content and objectives?
purpose and audience. (Editing for conventions should demonstrate command of
Language standards 13 up to and including grades 1112 on page 67.)
B. Generative Topic: What is the focal concept or skill of the lesson?
Writing as a Process: Giving and Receiving Feedback
C. Measurable Objectives: What do you want students to know and be able to do?
o Students will be able to develop and strengthen their soliloquy when the receive peer and
teacher feedback.
o Students will be able to strengthen their writing by looking at what their peers did in their
pieces and seeing if there is anything they would like to imitate.
D. End of Lesson Assessment: How are you going to assess students understanding?
o Students will complete an exit slip to explain one thing they plan to revise after their peer
review activity.
II. Content of the Lesson
A. Content and Skills: What do you know about what you are planning to teach? o Map or
outline the underlying principles, concepts, skills, or strategies that you will teach in an
organized fashion
o The peer feedback activity that students will be partaking in is developed from a peer
feedback activity adapted by Tanya Rodrigue from Peter Kittles article, Reading
Practices as Revision Strategies: The Gossipy Reading Model. Tanya Rodrigues peer
feedback activity is called Gossipy Reading as Peer Response. Rodrigue argues that
this method of this peer review is effective because the writer can hear their words being
spoken and see if there any places they, as listener, feel they need to change. From this
gossip session, Rodrigue says, the writer will be able to identify parts of his/her paper
that he/she should keep, discard, clarify, elaborate on and/or add.
o The skills that students will need in order to complete this lesson include:
o Ability to read their soliloquy aloud.
o Ability to take notes on their partners paper.
o Ability to determine where they get confused or where they especially like parts of
their partners writing.

Mooney, Macbeth Lesson 11

o Ability to consider the point of view of their character.


Rationale: Why teach the lesson?

In his article, Reading Practices as Revision Strategies: The Gossipy Reading Model,
Peter Kittle explains a new way of giving feedback among peers for students. He calls this new
method, The Gossipy Reading Model. In this method, another student reads a peers writing,
and the reader and listener (not the writer) interrupt the reading of the paper to raise questions,
make suggestions, and say if there is anything confusing. In her adaptation of this assignment,
Tanya Rodrigue makes this method less interruptive by having a specific time within the reading
for discussion; this ensures that the entire writing is read. Whats interesting is that although
Kittle himself reveals some problematic conversations (all playful in nature) that occurred due to
the use of the word gossip, he keeps this word in the activity title because it really interests
students, and gaining students interest can be difficult.
Nancy Sommers, in her book, Responding to Student Writers, argues that getting students
to become critical readers of their own and their peers work is important. She says, Mentoring
students to become thoughtful and critical readers not only shares the work of responding but
also, and more importantly, creates a vibrant classroom community (Sommers 31).
Furthermore, having students partake in the feedback emphasizes the rewriting stage of writing
that Donald Murray argues for (Anson 216). By hearing what their classmates suggest, students
may more immediately see the benefits of rewriting their work.
Preparation for the Procedures:
Materials: What materials, resources, and technology will you need?
o Teacher will need 3 printed copies of every students paper.
o Teacher will need 28 copies of the Gossipy Peer Review handout.
o Teacher will need 84 copies of the graphic organizer.
Sequence of Teaching-Procedures
A. Beginning of the Lesson: How will you immediately engage all of your students in the
content? (8 minutes)
o Teacher will pass out the Gossipy Peer Review handout, 3 copies of the Feedback on
soliloquy graphic organizer per student, and the How to Communicate During Peer
Review handout.
o Teacher will have groups on board, and students will get in those groups.
o Teacher will pass out 3 copies of students soliloquy to the writer (who will give a copy
each to their partners).
B. Middle of Lesson: What are your students doing (e.g., speaking, writing, drawing,
performing, documenting, observing) to explore the content? (47 minutes)
o Teacher will read through the Gossipy Peer Review handout.
o Teacher will read the soliloquy assignment aloud.

Mooney, Macbeth Lesson 11

Students will do the peer review activity. Teacher will circulate during this activity to
make sure students are staying on task and also keep time, making sure each student has
13 minutes for their writing.

C. Extension and Enrichment Activities during Class Time: How will you extend the
learning of students who finish tasks early?
o If students finish early, they should begin their revision process.
D. End of Lesson: How will you help all students process the experience? (5 minutes)
o Students will answer the following exit slip: What is one thing you are going to revise as
a result of your peer review activity?
o Homework: Revise your soliloquy based on peer and teacher feedback (Teacher feedback
is posted on Google Docs)

Mooney, Macbeth Lesson 11

Appendix A
Supplementary Materials: Summative Assessment Handout

Mooney, Macbeth Lesson 11

Figure A.1: Summative Assessment

Part One:
For your final assignment, you will create a soliloquy for one of the characters listed
below. In your soliloquy (or spoken thoughts), you must demonstrate an understanding
of feminism. You will demonstrate an understanding of feminism by creating something
that can easily be interpreted through feminist theory. Although your soliloquy should be
able to interpret through feminist theory, this does not mean women must be portrayed in
a positive or strong way; you could use feminism by demonstrating that a certain character
does not think of women in a positive, strong way, or you may choose to do a soliloquy
based on a weak female character. Either way, your focus is still feminism, and by
focusing on women or characters relationships to women, you are interpreting the
character using feminism as demonstrated in your soliloquy.
Your soliloquy script should be 1/2-3/4 page long (single spaced). You will either perform
your scene in front of the class or videotape yourself performing the soliloquy. Keep in
mind that your dress should also be utilized as a means to demonstrate the feminist
interpretation you are making of this character (however, all dress must follow the school
dress code). You are encouraged, though not required, to use props in your performance;
the teacher will provide props for students to use.
You are also not required to memorize your lines. You are encouraged to do as much as
possible without having to read, however, and eye contact, regardless of reading or not is
important to the performance.
You are also welcome to set your soliloquy in any time period (there may be a certain time
that you think best demonstrates your feminist interpretation of the character).
Character Options:
Lady Macbeth
Weird Sister (One of them)
Lady Macduff
Due Dates:
Students will inform the teacher of their chosen character: Day 5
Complete Draft of Soliloquy (Script) on Google Docs: Day 10 (to be reviewed by the
teacher and peers)

Mooney, Macbeth Lesson 11

Completed Script and Performance Day: Day 13

Part Two:
After creating your soliloquy, you will write a 3-4 page reflection paper about the process
of your creation. The audience for this paper is both your classmates and your teacher.
Included in the reflection should be:
A discussion about what choices were made to demonstrate the interpretation of the
character through feminism.
o Include a brief (3-4 sentences) explanation of what feminist theory is.
o Include a description of how the sources read in class (and any others) informed
your interpretation using feminism.
o Include a discussion of how the character can be interpreted through feminism. Ex:
Does she/he portray women positively, strongly; does he/she represent a
problematic interpretation of women or not? (These are not the only things you
should address; they are simply some examples)
o Include an explanation and justification for any dress and props used in your
performance. Explain how these added to the feminist interpretation of the
A discussion about the process of creating the soliloquy.
o Please include what you found most difficult about writing and performing your
o Include what changes you made in your soliloquy (script and performance).
o Include why you decided to either perform your soliloquy in person or videotape
Also include the following terms in your paper:
o Feminism
o Gender
o Feminine
o Masculine
Due Dates:
Completed Draft on Google Docs: Day 13 (to be reviewed by the teacher)
Final Draft: Day 15

Mooney, Macbeth Lesson 11

Appendix B
Supplementary Materials: Peer Review Handouts

Mooney, Macbeth Lesson 11

Figure B.1Peer Review Handout

Gossipy Peer Review
Step 1: Get into groups of three (look on the board to see who is in your group)
Step 2: The teacher will read the soliloquy assignment aloud.
Step 3: One writer will volunteer their paper to be read aloud by another group member; the
writer of the paper will remain silent throughout the process, taking notes on how his/her peers
are discussing his/her paper.
Step 4: After reading the soliloquy, the reader and listeners will discuss it. The writer will take
notes on this discussion, but again, must remain silent. Discussion will entail one or several of
these actions:
Reader and/or listener will summarize the overall gist of the soliloquy
Reader and/or listener will say what they believe the feminist issues addressed are
Reader and/or listener will state what they understand or what is clear
Reader and/or listener will state what they do not understand or what might be fuzzy or
Reader and/or listener will ask a question about the writers intentions, ideas, claims,
arrangement, structure, transition or anything else related to the essay
Step 5: After the reader finishes the text, the writer will then have an opportunity to join in on the
gossip. The writer may:
Talk about what they heard their peers discuss
Help clarify anything the reader or listener did not understand
Tell the reader and listener what they think they need to revise and ask for feedback on
their revision plan
Step 6: Then switch. Make sure you get to everyone. The teacher will keep time; 13 minutes can
be given to each person.

Mooney, Macbeth Lesson 11

Figure B.2: Communicating the Review Handout

How to Communicate During Peer Review
Things we want to hear:

Summarizing/Saying back Here is what I see this is saying

Glossing Here is a word or phrase that condenses this paragraph or section

Responding As I read this section, I

Pointing What seems most important here is / What seems to be missing here is

Extending You could also apply this to / What would happen if you

Encouraging This section works well for me because

Suggesting If I were you, I would add / You could move this part

Soliciting Could you say more here about

Counterarguing Another way to look at this is

Questioning Why do you say / What do you mean by

Things we dont want to hear right now (since this isnt a final draft):

Editing You need a comma here

Things we dont want to hear at all:

I like it.

I hate it.

Its okay.

I wouldnt change a thing.

*Source: Tanya Rodrigues Gossipy Peer Review Assignment

Mooney, Macbeth Lesson 11

Figure B.3: Feedback Graphic Organizer

Feedback on soliloquy (2 Pages)

Summary of the soliloquy

(If this is your paper, also
put what they missed or

The feminist issues

(If this is your paper, also
put what they missed or

What is clear/ What is


What is fuzzy/ What is



Mooney, Macbeth Lesson 11

Questions about the

writers intentions, ideas,
claims, arrangement,
structure, transition or
anything else related to
the essay
(If this is your paper,
make sure you answer
these later)
What the writer says
she/he needs to revise/ or
questions about revision
from the writer


Mooney, Macbeth Lesson 11

Appendix C
Supplementary Materials: Closing Material


Mooney, Macbeth Lesson 11

Figure C.1: Closing Question

Exit Slip
What is one thing you are going to revise as a result of your peer review activity?