GREEN FRIDAY

Essay work day!

Essay due TUESDAY

THURSDAY GREEN/ FRIDAY BLUE

Macbeth 9.3

Do now: review your outline

Objectives:

• Provide effective feedback on a peer’s outline
• Use the writing process to draft an effective essay

Agenda:

1. Do now
2. Share your outline with a partner.  Provide suggestions for revision.
3. Individual: draft essay!
4. Summarizer

HW: Essay due TUESDAY, JANUARY 17th, 2017

WEDNESDAY

Do now: submit your thesis statement via email

Objectives:

• identify effective thesis statements
• organize evidence from the imagery log into 3 subtopics
• draft an outline, including effective topic sentences

Agenda:

1. do now
1a. ORB Assignment

2. Ms. Santiago: respond to thesis statements

3. Individual:

• select evidence from imagery log
• organize evidence into 3 subtopics
• draft topic sentences for each subtopics
• revise thesis statement as needed

4. Summarizer

HW: Finish outline for NEXT CLASS

TUESDAY

Do now: place desks into rows facing the front

Agenda:

1. Do now
2. Acts 4 and 5 quiz
3. When finished, read the “I am Malala ORB assignment” Brainstorm which option you would like to do. ORB DUE JANUARY 27th
4. Summarizer

HW: Thesis statements due WEDNESDAY

Macbeth Friday GREEN/ Monday BLUE

Do now: Open up your imagery log.  Review all the entries

Objective:

• identify the connotations of assigned image
• identify key quotations from the play that supports theme statement
• draft a theme statement connecting Shakespeare’s method to meaning

Agenda:
1. do now
2. Get into imagery groups. Review entries and draft a theme statement that connects Shakespeare’s use of your image to its significance to the play as a whole.
3. One pager: On a piece of easel paper:
a. on the TOP of the page, identify your image
b. on the CENTER of the page, draw one central image
c. on the LEFT side of the page, write 2-3 connotation words of that image
d. on the RIGHT side of the page, write 2 quotes from the play
e. on the BOTTOM of the page, write your theme statement

4. Gallery walk
5. Download “Santiago MB Imagery Essay”- read and ask clarifying questions
6. Summarizer

HW: Draft a thesis statement

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
• 
  

Agenda:

1. do now
2. In pairs or table groups: answer the study review sheet
3. Imagery Groups OR Speech annotations
4. Summarizer

HW:

• finish imagery logs for MONDAY (even if we don't meet!)
• Study for quiz on TUESDAY,
• Finish speech annotations for TUESDAY

Macbeth 8.3

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. Individual: Socrative Act 5 questions
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 TUESDAY, JANUARY 10th.  See “Macbeth's soliloquies reflection paragraph” in our handouts folder for more details.
6. Summarizer

HW: Finish the imagery logs and speech annotations

Macbeth 8.2

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: Re-read Act 5 scenes, 2, 3, and 4, imagery logs

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