Macbeth 6.3

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: Act 4.1: 1) what are the three apparitions? 2) what is the final illusion?
3. Table groups: Act 4.2: Read out loud. 1) what info do we learn? 2) Why do you think Shakespeare includes this scene? 3) Examine Lady Macduff and Son's exchange about liars and cheaters. What does the son suggest?

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 page numbers for each reason. (10 minutes)

4. Class discussion

5. Summarizer

Macbeth 6.2

Do now: Put desks in rows

Objectives:

• demonstrate mastery of plot and symbolism from Acts 2 and 3

Agenda:

1. do now

2. Acts 2 and 3 quiz

3. Read Act 4

HW: Read Act 4 for FRIDAY

Macbeth 6.1

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
• create a visual that demonstrates Shakespeare’s use of blood imagery to reveal theme
• 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 TUESDAY (BLUE) or THURSDAY (GREEN)

Macbeth 5.3

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. write the quote
2. paraphrase the quote
3. draw this image that captures both the use of blood imagery and connects to Macbeth’s current mindset
4. 1-2 sentences explaining Macbeth’s mindset
5. list 3-4 connotations an audience may have with "blood"
3. Watch the film
4. Summarizer

HW:  Read Act 3.5 and scene 6. Quiz on Acts 2 and 3 TUESDAY (download the “Copy of Macbeth- study review II and III”)

Macbeth 5.2

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. ORB
3. 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
4. Class: Re-read Act 3.3: why does Shakespeare break the traditional Greek Drama standard of not showing death on stage?
5. Class: Read aloud! Act 3.4
1. M
2. Lady M
3. Murderer
4. Lennox
5. Ross
6. Lords (3 people)
6. Summarizer

HW: Finish reading Act 3.4. REVISIONS DUE FRIDAY

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. Act 3.1
3. 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
4. Imagery hunting
5. Summarizer

HW: Finish annotating Macbeth’s 3.1 soliloquy.  Read Act 3 scenes 2 and 3

Macbeth 4.4

Macbeth 4.4

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. table groups: discuss the importance of the following quotes (identify figurative language!) (5-7 minutes)
1. “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).
2. “Where we are,/ There’s daggers in men’s smiles; the nea’er in blood,/ The nearer bloody” (2.3. 164-66).

3. 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?

4. Book Club Groups- 1 mod

5. Imagery Groups- 1 mod

6. Summarizer

HW: Read Act 3.1

Macbeth 4.2

Macbeth 4.2

Do now: Take out your Renaissance note taking sheet

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. ORB (GREEN ONLY)
3. 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)
4. 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)
5. Summarizer

HW:

	BLUE	GREEN
Tuesday	Read Act 2.3 and complete ONE imagery log entry	Read Act 2 scenes 1 and 2
Wednesday	Bring a printed copy of your TFA to class	Bring a printed copy of your TFA to class
Thursday	DROP	Read Act 2.3 and complete ONE imagery log entry
Friday	Read Act 2.4 and complete journal #4	Read Act 2.4 and complete journal #4

FOCUSED REVISIONS/ EMBEDDING DAY

FOCUSED REVISIONS/ EMBEDDING DAY

Do now: Take out your TFA essay

Objectives:

• Use focused revision activities to help improve writing
• Embed quotes to develop more concise, sophisticated analysis

Agenda:

1. Do now
2. ORB (BLUE ONLY)
3. Why embed?  Look at sample.
4. Take ONE body paragraph:
1. Highlight quote in pink
2. Highlight analysis in yellow
3. CIRCLE the significant words from quote
4. One back of paper, revise the quote/analysis to embed quote into analysis
5. Passive Voice and Zombies
6. Revise other body paragraphs
7. Writing conference form
8. Summarizer

HW: Writing conference sign-ups will be on my classroom door THURSDAY at 7:15AM. 3 students can sign up per free mod.Read Act 2.4 and complete journal #4 for FRIDAY.

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. TFA essays: Powerpoint overview, handback rubrics.  Discuss revision process!

5. Summarizer

HW:

	BLUE	GREEN
Tuesday	Read Act 2.3 and complete ONE imagery log entry	Read Act 2 scenes 1 and 2
Wednesday	Bring a printed copy of your TFA to class	Bring a printed copy of your TFA to class
Thursday	DROP	Read Act 2.3 and complete ONE imagery log entry
Friday	Read Act 2.4 and complete journal #4	Read Act 2.4 and complete journal #4