Wednesday

Today, we need to present your Act 3 Projects.

Then we need to spend should time answering Act 3 Study Questions.  Finally, we need to finish Act 3; write an overview of Act 3, and study vocabulary words for Friday's quiz.

Tuesday

Today, we need to put words of the day on the board, practice your Act 3 projects, and begin Act 4.

Unit Learning goal: At the end of this Unit students will be able to analysis a motif found in Macbeth, create a thesis, and connect the motif to the meaning of the play as a whole by writing a short 2-3 page essay.

Scale/Rubric relating to learning goal:
4 – The student is able to combine more than one motif into a thesis statement, and answer it by evaluating the text and using specifics to back up his/her position.
3 – The student can choose a motif, develop it into a thesis statement, and analyze the text using specific evidence to back up their position.
2 – With some direction/help from the teacher the student can choose a motif, develop it into a thesis statement, and analyze the text using specific evidence to back up their position.
1 – Even with help from the teacher the student is unable to choose a motif, or develop it into a thesis statement, and analyze the text using specific evidence to back up their position.

 

Act 4

4.1

1) What are the four visions that Macbeth sees?
2) Which visions does he misread or misunderstand and why?
3) What news does Lennox bring Macbeth?
4) What does Macbeth decide from Lennox’s news?
5) How might this scene be a possible climax for the play?


4.2

1) Why does Shakespeare include a scene with Lady Macduff and her son?
2) What is important about this scene?
3) List one motif or symbol from this scene?


4.3

1) Why has Macduff come to England?
2) What is Malcolm’s fear in lines 10-19?
3) Who does the lamb represent in these lines?
4) What is significant in the lines “Angles are bright still, though the brightest fell./Though all things foul would wear the brows of grace,/ yet grace must still look so.”
5) What is significant in the line, “Bleed, bleed, pour country!”
6) What does Malcolm call Macbeth? What list of adjectives does he use?
7) How has Malcolm changed since Act II?
8) What is the atmosphere of this scene? Why is this important?
9) What news does the doctor bring? How is this symbolic to the scene, especially to Malcolm?
10) How many men did England lend Macduff?
11) What does Macduff mean when he says, “But I must also feel it as a man.” 

Monday

Today, we need to put the words of the day on the board, and then spend some time working Act III projects.

First - let's talk act III.

Friday

Today, we need to put words of the day on the board, and then review Act III - connecting it with motifs.

Finally, I will give you time to work on Act III projects.

Macbeth – Act 3 Projects

In groups rewriting/interpret everything that happens in ACT III in a short (5-10 minute) skit.  What you need to do is look at each scene and interpreting the events in your own words and with your own dialogue.  You can do this any way you want but be sure to keep the idea of sleep/sleeplessness and the supernatural in the piece.

Remember these are due next week.

Wednesday

Today, we are going to work on Poetry Out Loud performances; go over your MAP scores and come up with personal goals; finish Act III; and discuss ACT III projects.

NEW VOCABULARY

1)    Surmised

2)    Bounteous

3)    Consort

4)    Corporal

5)    Prate

6)    Dauntless

7)    Chastise

8)    Chalice

9)    Undivulged

10) Surfeit

Macbeth – Act 3 Projects

In groups rewriting/interpret everything that happens in ACT III in a short (5-10 minute) skit.  What you are doing to looking at each scene and interpreting the events in your own words and with your own dialogue.  You can do this any way you want but be sure to keep the idea of sleep/sleeplessness and the supernatural in the piece.

Be prepared to act this out on Wednesday.

 Vocabulary Quiz on Friday. 

Macbeth

Unit Learning goal: At the end of this Unit students will be able to analysis a motif found in Macbeth, create a thesis, and connect the motif to the meaning of the play as a whole by writing a short 2-3 page essay.

Scale/Rubric relating to learning goal:
4 – The student is able to combine more than one motif into a thesis statement, and answer it by evaluating the text and using specifics to back up his/her position.
3 – The student can choose a motif, develop it into a thesis statement, and analyze the text using specific evidence to back up their position.
2 – With some direction/help from the teacher the student can choose a motif, develop it into a thesis statement, and analyze the text using specific evidence to back up their position.
1 – Even with help from the teacher the student is unable to choose a motif, or develop it into a thesis statement, and analyze the text using specific evidence to back up their position.

Tuesday

Today - we are going to go over Poetry Out Loud and work on Study Questions for Act 3.  Remember, that Poetry Out Loud is tomorrow night - WEDNESDAY - at 6:30.  It's a big part of your grade so far. 

ACT 3 Study Questions

Scene 1

1) What is Banquo’s opening soliloquy about? Please translate it line by line.
2) Why does Macbeth wish Banquo dead (name at least 2 reasons)—look at his speech in lines 50-76?
3) What is significant about the following quote, “For them the gracious Duncan I have murder;/ Put rancors in the vessel of my peace/ only for them,”
4) How does Macbeth convince the murders?

Scene 2

1) What is significant about the quote, “We have scotched the snake not killed it./ She’ll close and be herself, whilst our poor malice/ remains in danger of the former tooth.” What does Macbeth mean?
2) Why does Macbeth tell his wife, “Be innocent of the knowledge dearest chuck,/ till thou applaud the deed.”?
3) What is significant in the quote, “Come, seeling night, Scarf up the tender eye of pitiful day,/ and with bloody and invisible hand/ cancel and tear to pieces that great bond/ which keeps me pale.” What is Macbeth saying and what is the great bond?
4) Explain the symbolism of crows, night and sleep in this scene. What does it suggest?

Scene 3

1) What happens in this scene? What is botched?


Scene 4

1) What event is most important in this scene?
2) Why does Macbeth say, “There the grown serpent lies; the worm that’s fled/ hath nature that in time will venom breed,/ no teeth for the present.” What is he talking about? Who is he talking about?
3) What is significant about Banquo’s ghost? What does it suggest? How does Macbeth react to it? Is it real or in Macbeth’s mind?
4) Discuss how blood is used in this scene? What does it symbolize?
5) How does Lady Macbeth react to Macbeth’s visions?

Scene 5

1) Most critics think this scene was placed into Macbeth by a different/later author (someone other Shakespeare). Do you agree or not? Why?

Scene 6

1) What does Lennox say in this scene about Fleance and Banquo?
2) What would have happened to Duncan's sons if Macbeth had them under lock and key?
3) Where did MacDuff go?

Wednesday

Today, we are going to play vocabulary charades and finish Act II.

Homework: Study for Vocabulary Quiz


Unit Learning goal: At the end of this Unit students will be able to analysis a motif found in Macbeth, create a thesis, and connect the motif to the meaning of the play as a whole by writing a short 2-3 page essay.

Scale/Rubric relating to learning goal:
4 – The student is able to combine more than one motif into a thesis statement, and answer it by evaluating the text and using specifics to back up his/her position.
3 – The student can choose a motif, develop it into a thesis statement, and analyze the text using specific evidence to back up their position.
2 – With some direction/help from the teacher the student can choose a motif, develop it into a thesis statement, and analyze the text using specific evidence to back up their position.
1 – Even with help from the teacher the student is unable to choose a motif, or develop it into a thesis statement, and analyze the text using specific evidence to back up their position.


OBJECTIVES:  At the end of this unit students will be able to

• List the five elements of tragedy
• List the five elements of a tragic hero
• Discuss Macbeth’s tragic flaw
• Discuss who wins in Macbeth and why?  Who is the hero?
• Define soliloquy and monologue and point to examples from Macbeth
• Outline the plot according to the six elements of plot: exposition, inciting event, rising action, climax, falling action, resolution (give at least three events for the rising and falling action)
• Identify the following characters and discuss they roles in the play (Who they are, What they do, Why the do what they do)

Macbeth Macduff The Porter
Lady Macbeth Lady Macduff The Witches
Duncan Lennox The Doctor
Malcolm Ross The Bloody Captain
Donalbain Seyton Fleance
Banquo Menteith Siward


• Discuss and give examples of the following THEMES:

--Blind Ambition
--The Corruption of Power
--Appearance vs. Reality
--Superstition and how it affects human behavior
--Good vs. Evil

• Discuss the following symbols/motifs (what people and/or  ideas the represent and connect them to a theme)

--washing of hands --blood
--planting of seeds, things growing
--the atmosphere of Macbeth’s castle
--spells or chants and supernatural beings
--weather --daggers
--spirits, scorpions, snakes and things in the mind
--birds and flying:
Eagles Crows
Sparrows Geese
Owl Wren
Martlet
Falcon
• Identify the speaker and the significant of important and famous quotes from the following characters:

Witches, Apparitions, Banquo, Duncan, Macduff, Malcolm, Macbeth, Lady Macbeth, The Bloody Captain, Lady Macduff, Ross

• Know and review your study questions for each Act (you should have done these for homework).  Some of these questions will be on the test.

• Act out from memory a scene of at least sixteen lines

Tuesday

Today we are going to review Act I of Macbeth; take some review notes, put some words of the day on the board, and finish Act II.

Make sure you keep in mind the new characters who have appeared:

Porter
MacDuff
Old Man


Also note the new birds
Owl
Falcon

The crazy weather
storms
solar eclipse

Weird supernatural stuff
daggers appearing in the middle of the air
voices whispering "Sleep No More" as if in a curse

The growing of seeds. 

Tuesday

Today we are going to go over you poems, put words of the day on the board, review ACT I, and then begin Act II.  

 

I want you to write a sentence or two summary for each scene in Act I. Then, list and explain two symbols or motifs that you saw in Act I.  

 

 

 

 

MACBETH: ACT II Questions

 

Scene i

1) Who says the following: “Their candles are all out. Take thee that too. A heavy summons lies like lead upon me, and yet I would not sleep. Merciful powers, restrain in me the cursed thoughts that nature gives away in repose.” What is significant about the quote? How has the atmosphere of the castle been changed?

2) Why does Banquo mention his dream of the Weird Sisters? Hint: Ironically this is his last dream.

3) What does Macbeth say he and Banquo will talk about later in private?

4) Reread lines 42-70. Briefly summarize what Macbeth is saying in this soliloquy.

5) How does the illusion of the dagger play into the mindset of either witchcraft or Macbeth losing it.

 

Scene ii

1) What does Lady Macbeth mean when she says, “That which hath made them drunk hath made me bold”?

2) Symbolically what does the fatal bellman toll? More than one thing here. And who is the fatal bellmen—the one Lady Macbeth hears?

3) How do you read the lines, “Had he not resembled my father as he slept, I had done ‘t.” What does this say about Lady Macbeth?

4) Sleep is an important symbol in this play. Please keep a list of all the times (with line numbers) that sleep is mentioned in Act II. Attach and turn this list in with these questions.

5) What is meant when Macbeth says, “Sleep no more! Macbeth does murder sleep”?

6) Why is Lady Macbeth upset with Macbeth towards the end of scene ii?

7) What is symbolic about the knocking that Macbeth and Lady Macbeth hear?

8) What does Lady Macbeth say about washing of hands at the end of the scene? Do you believe her?

 

Scene iii

1) How is the Porter a humorous character? What does he say about drink? How does he metaphorical set the atmosphere of the scene?

2) Who is at the gates? (more than 1 person)

3) What does Macduff mean when he says, “Confusion now hath made his masterpiece!”?

4) How does Macbeth react to the news of the king’s murder? How does Lady Macbeth react?

5) Where do Donalbain and Malcolm decide to go? Why?

 

Scene iv

1) What is meant by the old man when he says, “On Tuesday last, a falcon, tow’ring in her pride of place, was by a mousing owl hawked at and killed”? What is symbolically suggested here? Hint: Relate the birds to scene ii.

2) What does Macduff say about Malcolm and Donalbain?

3) What does Macduff say about Macbeth?

4) What is meant by the line, “Lest our old robes sit easier than our new”?

5) Why doesn’t Macduff go to the coronation?

Friday

Today we are going to go over your Poetry Out Loud poems - NOTE, memorization quiz on MONDAY.  Take a short Act 1 Scene 3 quiz, and finally finish Act I.

Scene iii

1) Why do the witches talk in poetry?



2) What do the witches predict for Macbeth?  What is the dramatic irony involved?





3) What do they witches predict for Banquo?  What irony is involved in this promise?





4) What is your first impression of Macbeth in scenes ii-iii?  What is your first impression of Banquo?



5) How do Macbeth and Banquo differ in their reactions to the witches predictions?  What does this tell us about their characters?





6) What message does Ross bring?



7) “But ‘tis strange!  And oftentimes, to win us to our harm, the instruments of darkness tell us truths, win us with honest trifles, to betray us in deepest consequence.”  Who speaks the above quote?  What is the significance or meaning of the quote?





Scene iv

1) What is Malcolm’s description of Cawdor’s execution?



2) What is the King’s response to this description?



3) Who does the King name as his successor?  How does Macbeth react to this information?




4)  “Stars hide your fires!  Let not light see my black and deep desires.  The eye wink at the hand; yet let that be, which the eye fears, when it is done, to see.”  Who speaks this quote and what is the significance of it?

Questions for scenes 5-7

1. After Lady Macbeth reads the letter, what does she tell us is her opinion of Macbeth, and how does she plan to help him?


2. What is Lady Macbeth’s “prayer” to the spirits after she learns Duncan is missing?

3. What advice does Lady Macbeth give Macbeth when he arrives home?

4. What are Macbeth’s arguments to himself against killing Duncan ?

5. What arguments does Lady Macbeth use to convince Macbeth to commit the murder?

6. What is Lady Macbeth’s plan?

Wednesday

Today, we are going to work on Poetry Out Loud and read Act I scenes 2 and 3.

Afterwards, you will need to answer the following questions and write a headline for each of the scenes.


Scene ii

1) What does the bloody man report?




2) Why is Macdonwald a worthy rebel?





3) What similes or metaphors does the captain (the bloody man) use to describe Macbeth and Banquo?  What is significant about these descriptions?







4)  “Except they meant to bathe in reeking wounds, or memorize another Golgotha.”  What is the allusion?  What is significant about the statement?   What does it suggest?  Please keep in mind the religious/superstitious images/symbols already presented.







5) Who was Scotland fighting?

Today we are going to look at POETRY OUT LOUD and Act I scenes 1 and 2 of Macbeth.

VOCABULARY (from Macbeth)


1) Mirth

2) Liege

3) Parricide

4) Verity

5) Avarice

6) Avaunt

7) Posterity

8) Homage

9) Cloistered

10) Equivocator

11) Eminence

12) Avouch

13) Thralls

14) Malevolence

Macbeth

Unit Learning goal: At the end of this Unit students will be able to analysis a motif found in Macbeth, create a thesis, and connect the motif to the meaning of the play as a whole by writing a short 2-3 page essay.

Scale/Rubric relating to learning goal:
4 – The student is able to combine more than one motif into a thesis statement, and answer it by evaluating the text and using specifics to back up his/her position.
3 – The student can choose a motif, develop it into a thesis statement, and analyze the text using specific evidence to back up their position.
2 – With some direction/help from the teacher the student can choose a motif, develop it into a thesis statement, and analyze the text using specific evidence to back up their position.
1 – Even with help from the teacher the student is unable to choose a motif, or develop it into a thesis statement, and analyze the text using specific evidence to back up their position.


OBJECTIVES:  At the end of this unit students will be able to

• List the five elements of tragedy
• List the five elements of a tragic hero
• Discuss Macbeth’s tragic flaw
• Discuss who wins in Macbeth and why?  Who is the hero?
• Define soliloquy and monologue and point to examples from Macbeth
• Outline the plot according to the six elements of plot: exposition, inciting event, rising action, climax, falling action, resolution (give at least three events for the rising and falling action)
• Identify the following characters and discuss they roles in the play (Who they are, What they do, Why the do what they do)

Macbeth Macduff The Porter
Lady Macbeth Lady Macduff The Witches
Duncan Lennox The Doctor
Malcolm Ross The Bloody Captain
Donalbain Seyton Fleance
Banquo Menteith Siward


• Discuss and give examples of the following THEMES:

--Blind Ambition
--The Corruption of Power
--Appearance vs. Reality
--Superstition and how it affects human behavior
--Good vs. Evil

• Discuss the following symbols/motifs (what people and/or  ideas the represent and connect them to a theme)

--washing of hands --blood
--planting of seeds, things growing
--the atmosphere of Macbeth’s castle
--spells or chants and supernatural beings
--weather --daggers
--spirits, scorpions, snakes and things in the mind
--birds and flying:
Eagles Crows
Sparrows Geese
Owl Wren
Martlet
Falcon
• Identify the speaker and the significant of important and famous quotes from the following characters:

Witches, Apparitions, Banquo, Duncan, Macduff, Malcolm, Macbeth, Lady Macbeth, The Bloody Captain, Lady Macduff, Ross

• Know and review your study questions for each Act (you should have done these for homework).  Some of these questions will be on the test.

• Act out from memory a scene of at least sixteen lines  Macbeth Study Questions
ACT I

Scene 1:

1) The play opens with thunder and lightning as the three witches enter.  What does this tell us about the mood of the play?  What do the witches symbolize beyond just superstition?  Do you really believe that they are witches?





2) What doe the witches mean when they say, “Fair is foul, and foul is fair”?  What does this tell you about what is likely to go on during the play?





3) How can a battle be “Lost and won”?  What foreshadow might this set-up?  What is the real battle in this play?





4) Graymalkin and Paddock are familiars (a cat and a toad).  What does this suggest about the action of the play?  What might they symbolize?



Scene ii

1) What does the bloody man report?




2) Why is Macdonwald a worthy rebel?





3) What similes or metaphors does the captain (the bloody man) use to describe Macbeth and Banquo?  What is significant about these descriptions?







4)  “Except they meant to bathe in reeking wounds, or memorize another Golgotha.”  What is the allusion?  What is significant about the statement?   What does it suggest?  Please keep in mind the religious/superstitious images/symbols already presented.







5) Who was Scotland fighting?

Monday 1/8

You need to work on memorization of your Poetry Out Loud poems and answer the following questions:

1) What is your poem about - think THEME here.  What is the theme.
2) What is story is being told in your poem.  Summarize the story or action in your own words.
3) What types of figurative language does your poem contain.  List the examples.  Now explain what this figurative language is doing in the poem.  How is it creating meaning? 
4) Is there a rhyme scheme?  Write it out.
5) Does your poem have a particular form? 
6) What is the tone of your poem?  The tone should change through out.
7) Where is the turn in the poem?  Write out the turn.

Now read back through your poem and underline important words, words that you should emphasize.  Think about where your voice/tone should change - particularly at the turn of the poem.  Remember this is about delivery, not just about memorization.

Above is an example for you to look at.

When you are finished with list about, work on memorization.  Make sure your poem is on note cards.