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

Macbeth Act One Quiz

Class Average: 80%

A+: 4 A: 1 A-:2	B+: 4 B: 0 B-: 3	C+: 2 C: 4 C-: 1
D+: 0 D: 1 D-: 1	F: 2

Macbeth 4.1

Do now: Discuss the meaning of the quote with your group. Macbeth: “False face must hide what the false heart doth know.” (2-3 min)

Objectives:

• analyze the dagger soliloquy for allusion (Hecate, Murder, wolves, King Tarquin)
• examine how Macbeth’s imagination triggers mental torment
• Identify biblical allusions in Macbeth

Agenda:

1. do now
2. Dagger soliloquy: Focused annotations (15 minutes):
1. allusions to Hecate, Murder (personified), wolf, King Tarquin-- what effect does this produce?
2. What textual evidence alerts us to the fact that Macbeth knows this is an illusion?  Why does he allow it to affect him so much?
3. What shatters his illusion? How could this be significant?
3. Table groups: “Whence is that knocking?”  (15 minutes)
1. What is the mental state of both Lady Mac and Macbeth after the murder?
2. What is the importance of the following: “Still it cried ‘Sleep no more!’ to all the house/ ‘Glamis hath murder’d sleep, and therefore Cawdor/ Shall sleep no more; Macbeth shall sleep no more.”

4. Biblical allusions: Read through the example for Act 2 scenes 1 and 2.  In socrative: why do you think Shakespeare includes these allusions? What effect does it produce?  (note: most of Shakespeare’s audience would recognize these allusions) (10 minutes)

5. Summarizer

HW: Read Act 2.3 and do 1 entry for imagery log

Macbeth 3.4

Macbeth 3.4
Do now: Put the desks into rows facing the front of the room

Objectives:

• demonstrate mastery of understanding plot and character develop of Act One
• work effectively as a group to identify an assigned literary device

Agenda:
1. do now
2. Act One quiz
3. Imagery Groups: get into your imagery groups and create a shared google doc (make sure the doc           is moved into each member’s Google Drive Folder
4. If time, begin to comb through Act One for examples of your image
5. Summarizer

HW: Read Act 2.1 and Act 2.2

Essay Focused Revisions

Do now: Review the comments made on your essay

Objectives:

• identify the characteristics of passive voice
• identify unnecessary use of passive voice in literary analysis essays
• edit their own work to correct passive voice
• revise the clarity, depth of content, and/or edit style and mechanics in their essay 

Agenda:

1. do now

2. Passive voice and Zombies

3. individually: highlight activity for passive voice

4. Revision form: complete the revision form in order to qualify for a writing conference

5. ORB reading time

6. Summarizer

HW: Act One Quiz on FRIDAY.  Essay revisions will be due by Nov. 20th.

Macbeth 3.1

Do now: Submit your top three choices for imagery groups on socrative (there is a series of questions running)

Objective:

• identify the required elements of the imagery log assignment
• list their choices of image to trace in the play
• actively watch a filmed performance of Macbeth and analyze the director’s choices
• identify Shakespeare’s use of juxtaposition in Act one

Agenda:

1. do now
2. Review the imagery log assignment
3. Film: watch the opening scenes from the play
4. Review the format of the Act One quiz (which will be on FRIDAY)
5. Begin journal assignment #3
6. Handback TFA rubrics
7. Summarizer

HW: FOR THURSDAY:

1)Finish annotating Macbeth’s speech (from Friday),

2) finish Journal #3,

3) Print TFA essay (or at least the introduction and one full body paragarph)

4) Bring ORB

FOR FRIDAY: Act One quiz

Macbeth 2.4

Macbeth 2.4

Do now: define the words equivocate and beguile.  Use both in a sentence (socrative) (5 minutes)

Objectives:

• annotate a soliloquy for pronoun antecedent, imagery, and character development
• identify the expectations of the imagery log assignment

Agenda:

1. do now
2. In table groups: “If it were done when ’tis done, then ’twere well It were done quickly.” What does this mean? What observations can you make about Shakespeare’s word choice in this line (consider: this is the opening line of Macbeth’s first soliloquy) (5 minutes)
3. Download the “Macbeth's Transformation: Close reading of selected speeches” handout to notability
4. Activity (15 minutes):
1. Re-read Macbeth’s soliloquy.  
2. Underline every pronoun (I/He, etc.)
3. Annotate what each pronoun is referring to
4. There are 7 sentences- write paraphrases for each sentence (keeping it to 7 sentences)
5. Highlight all the euphemisms Macbeth uses to refer to Duncan's death (example: "it" "the deed")
6. Identify literary devices-- especially imagery, similes, metaphors
7. Write 1-2 sentences that describe how Macbeth’s mindset changes over the course of the speech (identifying that he goes from ___ to ___ to finally ____)

5. Class discussion: re-read the rest of the scene.  What is Macbeth and Lady Macbeth’s relationship like?  What predictions can we make? (15 minutes)

6. Download the “Santiago Imagery Log” assignment handout.  Discuss as a class. (5 minutes)

7. Summarizer

HW: Finish the Macbeth annotation by Wednesday

Macbeth 2.3

Macbeth 2.3

Do now: What is revealed about Macbeth’s character from the asides in 1.3?

Objectives:

• define beguile, equivocate
• identify characteristics of Macbeth and Lady Macbeth

Agenda:

1. do now
2. Silent dialogue: in your assigned today’s meet group, discuss the following lines from 1.3:
1. https://todaysmeet.com/MacbethA
2. https://todaysmeet.com/macbethB
3. “My thought, whose murder yet is but fantastical,

Shakes so my single state of man/ That function is smothered in surmise,/ And/ nothing is but what is not.”

4. “If chance will have me king, why, chance may crown me/ Without my stir.”
4. Class reading: 1.5
1. In table groups, complete journal entry #2 (Act I and II Journal Entry Prompts)
2. Lady Macbeth: who is she?  what seem to be her motivations?
3. What is M and LM’s relationship like?
5. Class reading: 1.6
6. ORB- (15 minutes)
7. Summarizer

HW: Read 1.7 and complete journal entry #1

Macbeth 2.2

Macbeth 2.2

Do now: In your table groups, select one simile from the Captain's speech and create a tableau. Take a photo with your ipad. (5 minutes)

Objectives:

• predict the future characters and events based on examining the language of 1.3
• use acting techniques to understand Shakespeare’s tone and mood
• analyze the use of the dramatic technique of asides to depict character development

Agenda:

1. do now

1. Actors circle: For 1.3:  Each student will read, in turn, one line of the text.  Listen for and identify any words, phrases, or ideas you don’t understand.
2. Discussion: “NOTHING IS BUT WHAT IS NOT” what does “Nothing is but what is not” tell us about Macbeth’s inner ambitions?
3. Actors circle: This time take parts, using your voice to convey the mood or emotion suggested by the words.  
4. Discussion: What is the mood of this scene?
5. Take a closer look at Macbeth’s asides: Download “Act 1.3 Macbeth’s Asides.” What is revealed in these asides?  Why is it important to have these as an aside?
6. Summarizer: Make a prediction: What will the rest of the play be about?

HW: Finish the "Act 1.3 Macbeth's Asides" handout. Read 1.4