Macbeth poem parody

'Twas the Night Before Christmas

Macbeth 8.4

Do now: Download the “Macbeth- study review Acts 4 and 5” handout

Objectives:

• identify important plot, theme, and imagery questions from Acts 4 and 5
• work effectively in groups to review for test
• actively watch the film version

Agenda:

1. do now
2. In pairs or table groups: answer the study review sheet
3. Watch film
4. Summarizer

HW: Study for test on MONDAY

Macbeth 8.3

Do now: what are the main characteristics of feminist theory?  What confused you about the reading?

Objectives:

• identify selected imagery in Act 5 through effective group work
• examine Shakespeare's use of Lady Macduff as Lady Macbeth's character foil
• prepare talking points and participate in an effective class discussion looking at Lady Macbeth's role in Macbeth

Agenda:

1. do now

2. Imagery groups- 15 minutes

3. Review "Macbeth Single Story: feminist theory"- clarifying questions

4. Table groups: Activity One: Lady Macduff/Lady Macbeth character foils

5. Independent: prepare talking points for Activity two 

6. Class discussion: informal socratic seminar 

7. Summarizer

HW: Finish imagery logs, start preparing for Act 4 and Act 5 test

Macbeth 8.2

Macbeth 8.2

Do now: In Act 5.2, Shakespeare uses clothing imagery to describe Macbeth: “Some say he’s mad; others that lesser hate him/ Do call it valiant fury, but for certain/ He cannot buckle his distempered cause/ Within the belt of rule,” and “ Now does he feel his title/ Hang loose about him, like a giant’s robe/ Upon a dwarfish thief.” On a piece of blank paper, draw one of these images.  Then right 1-2 sentences explaining why you think Shakespeare uses clothing imagery for these moments.  (independently. 10 minutes)

Objectives:

• identify Shakespeare’s use of clothing imagery through a visualization activity
• analyze Shakespeare’s use of short scenes to build tension

Agenda:

1. do now
2. table groups: Discuss how the third apparition has come true.
3. Class: Read/Act out Act 5.5
4. Close Reading: In your Macbeth’s speeches document, read and annotate this final speech:
1. paraphrase each sentence
2. identify: personification, alliteration, repetition, metaphors, images
3. Shakespeare has Macbeth use “nothing” in both his Act 3.1 and Act 5.5 soliloquies-- what does nothing mean?  Why do you think Shakespeare uses this word in these particular scenes?
5. Reflection paragraph: at the end of the Macbeth Soliloquies annotations, write a paragraph (at least 8 sentences) in which you reflect on Macbeth’s transformation from Act 1 to Act 5. This is due JANUARY 4, 2016.  See “Macbeth's soliloquies rubric” in our handouts folder for more details.
6. Summarizer

HW: Finish the play! Read "Macbeth Single Story: Feminist Theory" (in Google handouts folder)

Macbeth 8.1

Do now: The Gentlewoman tells how she has seen Lady Macbeth carefully take paper, fold it, write on it, read it, and seal it--- all in her sleep.  What did Lady Macbeth write? A letter to Macbeth? A confession? Her will? A warning to Lady Macduff? Something else? Write Lady Macbeth’s letter. (Google Doc. 10 minutes)

Objectives:

• analyze textual evidence to make inferences about Lady Macbeth's transformation in Macbeth;
• connect imagery to themes.  

Agenda:

1. do now
2. Table groups: Discuss the changes you see in Lady Macbeth’s language from Act 2 to Act 5

Act 2.2 Act 5.1

“What’s done is done.”	“What’s done cannot be undone.”
“A little water clears us of this great deed. How easy is it then!”	“Will these hands never be clean?”
“The sleeping and the dead are but as pictures.”	“Yet who would have thought the old man to have so much blood in him?”

3. Table Groups: Act out this scene! Assign parts, rehearse, and film it!
4. Summarizer

HW: Read Act 5 scenes, 2, 3, and 4

Macbeth 7.1

Do now: Act 4 contains great dramatic range.  For each category, identify which part of Act 4 it refers to (table groups): Ritual, Spectacle, Domestic Family Life, Horrific violation, Deception and moral complexity, Deep personal grief (Create a shared google doc. 10 minutes)

Objectives:

• identify how each scene reveals something significant about Macbeth and his character
• identify Malcolm's reasons for mistrusting Macduff

Agenda:

1. do now

2. Table groups: Macbeth only appears in the second half of Act 4 scene 1, but each of the categories (from the do now) relates to him in some way. For each category, write 2-3 sentences showing how it expresses something significant about Macbeth himself. (20 minutes)

3. Table groups: In Act 4 Scene 3, Malcolm builds a strong case for his mistrust of Macduff in the first 35 lines. List the reasons (there are at least 10!) and state the line numbers for each reason. (10 minutes)

4. Class discussion

5. Summarizer

HW: Read Act 5.1 for MONDAY

Macbeth Acts 2 and 3 quiz

Do now: Put desks into rows, clear your desk except for a pencil

Objectives:

• demonstrate mastery of understanding of plot, literary devices, and themes of Acts 2 and 3

Agenda:

1. do now

2. Acts 2 and 3 quiz

3. When finished, begin reading Act 4

HW: Read Act 4 scenes 1, 2, and 3 for FRIDAY

Macbeth 6.4

Macbeth 6.4
Do now: download the “Copy of Macbeth- study review II and III”

Objectives:

• identify requirements of the Acts 2 and 3 Macbeth quiz
• review for quiz by filling out the study review form
• actively watch the film and analyze directing choices

Agenda:
1. do now
2. Pairs or table groups: complete the Acts II and III study review sheet
3. Class: clarifying questions
4. Watch film
5. Summarizer

HW: Quiz on Acts 2 and 3 MONDAY.

Macbeth 6.3

Macbeth 6.3

Do now: (as a new google doc) The thanes are abruptly dismissed from the banquet in Scene 4. Step into the role as a thane (you can invent your title) and write your recollection of what happened at the banquet in the form of a letter home to your spouse.  (10 minutes)

Objectives:

• paraphrase Shakespeare’s language into modern language
• identify imagery in Act 3 and expand the imagery log

Agenda:

1. do now
2. Table groups: The theme of deceptive appearance runs through Act 3. In each scene of Act 3, find a quotation which implies that appearance does not match reality.  For each quote: A) state speaker, B) paraphrase quotes, C) explain how this demonstrates the theme of appearance versus reality (in a new Google Doc entitled “Appearance vs. Reality”) (15 minutes)
3. Imagery groups: don’t forget the end of the Act conclusions! (20 minutes)
4. Summarizer

HW: Continue to work on Imagery Log.  Quiz on Acts 2 and 3 MONDAY.

Macbeth 6.2

Macbeth 6.2

Do now: (table groups) If you were directing a production of the Scottish play, how would you show Banquo’s ghost?

Objectives:

• examine Shakespeare’s use of blood imagery to reveal Macbeth’s changing mindset through visual depiction
• analyze directing choices

Agenda:

1. do now
2. Table groups: “I am in blood/ Stepped in so far that should I wade no more,/ Returning were as tedious as go o’er” (3.4) On a piece of white paper: (15 minutes)
1. paraphrase
2. draw this image that captures both the use of blood imagery and connects to Macbeth’s current mindset
3. 1-2 sentences explaining Macbeth’s mindset
3. Imagery groups (10 minutes)
4. Watch the film

HW:  Read Act 3.5 and scene 6. Quiz on Acts 2 and 3 MONDAY.

Macbeth 6.1

Do now: (Table groups): “Nought’s had, all’s spent/ Where our desire is got without content:/ ‘Tis safer to be that which we destroy/ Than by destruction dwell in doubtful joy” (Act 3.2) TASK: 1) Identify speaker 2) Paraphrase lines 3) What does this reveal about Lady M’s mindset?

Objectives:

• explain the changing characters of Lady M and M
• identify reasons why Shakespeare shows Banquo’s death on stage

Agenda:

1. do now
2. In table groups:
1. identify 2 quotes each for Macbeth and Lady Macbeth (total= 4)
2. In a google doc, copy the quotes.  Identify citation and speaker
3. Paraphrase each quote
4. In 2-3 sentences each, analyze the changing mindset of M and Lady M
3. Class: Re-read Act 3.3: why does Shakespeare break the traditional Greek Drama standard of not showing death on stage?
4. Class: Read aloud! Act 3.4
1. M
2. Lady M
3. Murderer
4. Lennox
5. Ross
6. Lords (3 people)
5. Summarizer

HW: Finish reading Act 3.4

Macbeth 5.1

Do now: “Not the perfect characters but the imperfect and evil characters make the deepest appeal; make, indeed, any kind of effective appeal to our imagination and to our moral sense.” Why do you think we often study evil or imperfect characters in English class?  Why do you think we are examining Macbeth and Lady Macbeth?

Objectives:

• Read text aloud to help unpack meaning
• analyze Macbeth’s change in character
• annotate a passage in order to unpack meaning

Agenda:

1. do now
2. Acting! Act 3.1
3. Close reading of a passage: a model
4. Close reading of Macbeth’s Act 3.1 soliloquy
1. paraphrase by sentence (not by line)
2. review the two previous speeches in the document: how has Macbeth’s character changed?  Identify textual evidence in the 3.1 soliloquy that demonstrates his changed character
5. Imagery hunting
6. Summarizer

HW: Finish annotating Macbeth’s 3.1 soliloquy.  Read Act 3 scenes 2 and 3. Complete at least 1 imagery log entry.

Macbeth 4.3

Macbeth 4.3

Do now: In table groups: Discuss Macduff’s line: “Confusion now hath made his masterpiece:/ Most sacrilegious murder hath broke ope/ The Lord’s anointed temple and stole thence/ The life o’th’building” (Act 2.3.76-9). What is being personified?  Paraphrase.

Objectives:

• analyze figurative language in Act 2.3
• examine Shakespeare’s use of the Ancient Greek drama technique of a chorus in Act 2.4
• work effectively in book club groups
• effectively track an image in the play

Agenda:

1. do now
2. Continuation from yesterday: The Porter Scene

• list different people who could be “knocking”
• draw conclusions: what satirical commentary could the porter be giving about the types of people “knocking”?
• Why does Shakespeare include this speech? (consider concrete options as well as deeper-level suggestions)

3. table groups: discuss the importance of the following quotes (identify figurative language!) (5-7 minutes)
“Had I but died an hour before this chance,/ I had lived a blessed time, for form this instant,/ There’s nothing serious in mortality” (2.3.107-9).
“Where we are,/ There’s daggers in men’s smiles; the nea’er in blood,/ The nearer bloody” (2.3. 164-66).

4. Class: re-read Act 2.4

1. why does Shakespeare include a random character (Old man)?
2. what information do we learn from this short scene?  Anything new?  Why do you think Shakespeare includes this scene?

5. Book Club Groups- 1 mod

6. Imagery Groups- 1 mod

7. Summarizer

HW: Revised essay due FRIDAY. Read Act 3.1. Enter an image into the log.

Macbeth 4.2 (half-day)

Macbeth 4.2 (half-day)

Do now: Review the class notes about the Great Chain of Being.  Be prepared to discuss it as a class.

Objectives:

• identify the hierarchy of the Great Chain of Being
• examine Shakespeare’s use of satire in the Porter’s scene

Agenda:

1. do now
2. The Great Chain of Being Google Slides- discuss as class (5-10 minutes)
1. in table groups: Why does Shakespeare focus on this? Consider: Macbeth was written for (and performed in front of) King James I.  (3-5 minutes)
3. In table groups (10-15 minutes):
1. re-read the Porter’s speech
2. define satire (you can google it)
3. list different people who could be “knocking”
4. draw conclusions: what satirical commentary could the porter be giving about the types of people “knocking”?
5. Why does Shakespeare include this speech? (consider concrete options as well as deeper-level suggestions)
4. Summarizer

HW: Read Act 2.4 and complete journal #4