Macbeth

Agenda Monday 2/22 and Tuesday 2/23 Finish up Act I and Macbeth’s soliloquy analysis Act I Group Test Read Act II sc 1-??

Soliloquy: Macbeth Essential Question: How does Macbeth develop into a tragic hero?

What is Macbeth’s state of mind? What reasons does Macbeth give for pursuing his plan or questioning his plan for murder? In your table groups: highlight the pros/cons a different color summarize the reason in the margin Then, assign a reader to each color. Take turns reading the lines. (Think about our practice with subtext from the other day)

How is Lady Macbeth talking to Macbeth? What is she saying to him? What other, new motifs, are emerging? Where do we see more evidence related to false appearance? Choose a single sentence from this scene between the two of them that you feel is most powerful or effective in swaying Macbeth. Be prepared to read it with as much feeling and emotion as you can.

Lady Macbeth and Macbeth Act I, sc vii Let’s go back to lines I need 5-6 volunteers. One of you will be Macbeth, the others will be Lady Macbeth’s. Macbeth - Sit in the middle of the room. Lady Macbeth’s - Circle around. You may move, go around him, whatever you prefer. Deliver your lines how you see fit. The only ask if that each will read a line stopping at the punctuation and the next person will read the next line and so on. AUDIENCE - Consider the effect of these lines on Macbeth. Which do you believe to be the most powerful or effective?

Act 1: Group Exam Assign someone to be the note-taker for your table group. Read through the 12 quotes from Macbeth Act I. Choose at least 6 of the quotes and answer the following: Identify the passage by #. Identify the speaker Identify to whom the speaker is speaking ( don’t forget the term “ soliloquy”) Explain the context - what is happening when these words are spoken For a 4 - you will also attempt to identify or connect this piece of text to a motif or theme.

To Act or Not to Act...that is the question... I already have Act 2 planned out. But...Act 3 - make a choice please: 1.Jig Saw the Act - We will form 6 groups who will be responsible for a scene. You will read it, summarize, create a cool poster or a scene freeze and share out 2-3 significant lines and present. 1.Act out the Act - In small groups, you will stage a scene from the play. You don’t need to memorize lines. But, you will need to act it out, determine stage directions and how lines will be said. 1.Continue as we have - dramatic cold-readings in class with close reading of material.

Agenda Wed. 2/24 & Thursday 2/25 Opener Tracing a Motif/Theme Act 2 - Reading, Analysis and Discussion PLEASE TURN IN - All Act I analysis handouts (including your color-marked soliloquies)

Learning Targets I can bring Shakespeare to life through a dramatic reading of Macbeth, Act 2. I can keep track of moments in the play when I see a particular motif being used. I can work collaboratively with my group to develop an interpretation of the text based on evidence.

Opener: Journal Response Choose one and respond in your journal: How are Macbeth and Lady Macbeth similar? How are they different? What additional evidence do we have that this is a tragedy? What additional motifs are we starting to see and what themes might they be leading to? OR how are we beginning to see the motif develop?

Motif Groups 1.Form groups of leave no student behind. This group will complete a group assessment together. 2.Form a ‘group’ with your desks. This is your motif group from here on out. This group will meet during class, after reading to discuss what evidence you are collecting.

Tracing a Tragedy - Act 2 The following are motifs we see in Macbeth. These motifs lead to a thematic idea that is put forth by Shakespeare and supported through events and characters. Ambition Appearance and (or v.) Reality Guilt and Conscience Evil and the Supernatural Order and Disorder Violence and Tyranny Masculinity/Gender Fate v. Free Will Madness v. Sanity or the Supernatural

Setting up your journal 1.Decide on a motif your group wants to follow. Write it on the top of your pages. 2.Set aside 5 pages in your journal (one for each Act) 3.Create two-column pages: Title one side “Text Evidence” and the other “How it relates to the motif.” 4.Add to the “How it relates to the motif” the following: a.How it relates to the context of this scene b.How it relates to the play as a whole

Motif Assessment Large-scale, multi-textual, illustrative and graphic, symbolic and metaphorical demonstration of how a motif builds to a theme.

Act 2 Readers We need the following readers: Banquo Fleance Macbeth Lady Macbeth Porter Macduff Lennox Malcolm Donaldbain Old Man Ross

Act II, sc 1 What is the result of Banquo and Macbeth’s conversation? What is happening to Macbeth in this soliloquy? What is with the dagger? What motifs do we see evidence for?

Act II, sc 2 What is the effect of the short, choppy dialogue between Lady M and M? How do Lady M and M react to Duncan’s death? What motifs are emerging?

Act 2, sc 3 Why use comic relief at the beginning of scene 3? What are the jokes about? What is the general reaction to the death of Duncan? What about Malcolm and Donaldbain? Lady M and M? What motifs do we see?

Act II, sc 4 What is the purpose or point of scene 4? What motifs are emerging or being built upon?

Exit Ticket Each group will share out from their meeting today.

Agenda Friday, 2/26 and Monday, 2/29 Opener - Pair Share Prep for Assessment (HAVE JOURNALS OUT) Finish up Act II Motif Group Work - 30 Minutes Socratic Seminar Prep Macbeth: Hero or villain? Socratic Seminar - PLEASE BE SURE TO TURN IN - All Act I analysis handouts (including your color-marked soliloquies)

Learning Targets I can gather text evidence to support an interpretation of Macbeth’s character and actions. I can discuss with my peers my interpretation.

Opener: Discussion Practice 1. Partner Up! 1. Partner A - Discuss with your partner the following: a.Background on Shakespeare: Who was he as a man and an artist? b.Summarize the key events that occur in Act I & II. Be sure to include any ideas you have about motifs and themes beginning to emerge. 1. Switch! 1. Partner B - Discuss with your partner the following: a.Background on Shakespeare: Who was he as a man and an artist? b.How does Shakespeare’s use of soliloquies help us understand both Lady Macbeth and Macbeth?

Finishing up Act II Remember to keep reading for your motif as you go...

Act 2, sc 3 Why use comic relief at the beginning of scene 3? What are the jokes about? What is the general reaction to the death of Duncan? What about Malcolm and Donaldbain? Lady M and M? What motifs do we see?

Act II, sc 4 What is the purpose or point of scene 4? What motifs are emerging or being built upon?

Tracing Your Motif Go back through Acts 1 and 2. Collect evidence related to your motif. Look closely at: Events that occur Words that are used Images that are conveyed (think smells, sounds, taste, colors, textures) Add text evidence and your analysis to your journal notes.

Socratic Seminar: Hero or Villain? At the end of Act II, it is possible to see the character of Macbeth as a… A.Heartless Killer who has killed for his own benefit. B.Politically Clever and acts ruthlessly simply living in ruthless times. C.Easily Manipulated by a wife he loves and acts to prove he is a ‘man’. D.Man with No Choice - he is manipulated by the witches and fate*. E.A Hero who has been selected by the Thanes to rescue Scotland in its time of need. * the development of events beyond a person's control, regarded as determined by a supernatural power Rank order which from Most Valid to Least Valid Interpretation

Gathering Evidence 1.Individually, choose one interpretation of Macbeth. 2.Write down the reasons you believe this is the most valid interpretation. 3.Go back through Act I and II looking for evidence to help support your analysis. This can include evidence to show that another interpretation isn’t valid, too. 4.Be prepared to discuss/debate which is the most valid and well-supported interpretation.

How will I be assessed? Knowledge and understanding of the text. This means well-chosen evidence that supports your thinking and opinions. Ability to engage and participate in the discussion. This means offering up your own original interpretations of the text, using academic language, being mindful of ‘air time’ and using authentic ways to engage others in the conversation who might be struggling for a way into the conversation.

Socratic Seminar: Hero or Villain? At the end of Act II, it is possible to see the character of Macbeth as a… Heartless Killer who has killed for his own benefit. Politically Clever and acts ruthlessly simply living in ruthless times. Easily Manipulated by a wife he loves and acts to prove he is a ‘man’. Man with No Choice - he is manipulated by the witches and fate*. A Hero who has been selected by the Thanes to rescue Scotland in its time of need. Which of these interpretations do you believe is best supported in the text? Why?

Feedback from Act I Analysis Be sure to use text evidence to support your fantastic and insightful thinking It’s clear you are all getting the hang of this close reading and text analysis. I can’t wait to do our assessment and talk to you more about the play - You have some wonderful ideas already.

Agenda Tues. 3/1 and Wed. 3/2 Fishbowl Group 2 Discussion (period 5-7) Post-Discussion Reflection Act III - groups and scene prep Read through your scene - Answer Promptbook Company Questions Determine who will play which role - Everyone must have a role (period 5 you will need to split roles - For example, 2 people play Macbeth in a scene) Complete your Individual Promptbook Response Begin to practice acting out your scene We will begin to act out our scenes on Thursday and Friday

Learning Target I can closely read a scene from Macbeth - noting the meaning and subtext of the lines, how characters should move and react and identify what should be emphasized. I can work with my group and individually to write a promptbook/director’s notebook for our scene. I can work with my group to BRING a scene from Macbeth to life!

Fishbowl Discussion At the end of Act II, it is possible to see the character of Macbeth as a… Heartless Killer who has killed for his own benefit. Politically Clever and acts ruthlessly simply living in ruthless times. Easily Manipulated by a wife he loves and acts to prove he is a ‘man’. Man with No Choice - he is manipulated by the witches and fate*. A Hero who has been selected by the Thanes to rescue Scotland in its time of need. Which of these interpretations do you believe is best supported in the text? Why?

Reflection - Bottom of your Prep Handout After the discussion, what are your feelings about Macbeth now? We still have the rest of the play - so consider how you perceive him as we finish it up.

Formative Assessments/SASS Act I - Both handouts for scenes 1-3 and 5-7 Act I - Exam Act II - Fishbowl. Macbeth: Hero or Villain? (this is your Act II exam) Coming soon: Act III performance and exam Act IV analysis and exam Act V analysis and exam Motif Final Project Final Assessment - Mock IOC with yours truly

Prompt Book - Preparing to Act Read through your scene - Answer Promptbook Company Questions Determine who will play which role - Everyone must have a role (period 5 you will need to split roles - For example, 2 people play Macbeth in a scene) Complete your Individual Promptbook Response Begin to practice acting out your scene We will begin to act out our scenes on Thursday and Friday

Work Time - Act 3 These are the following groups: Scene 1: Banquo, Macbeth, Lady Macbeth, Servant/2 Murderers (4-6 people) Scene 2 & 3: Lady Macbeth, Macbeth, Servant, 2 Murderers (5-6 people - one person can be a servant and a murderer if need be) Scene 4: Macbeth, Lady Macbeth, Lords/Murderer/Ross (1-3 people can share these roles), Lennox (total of 4-6 people) Scene 5 & 6: Witch, Hecate, Lennox, Lord (4 people) EXCLUDED FOR PERIOD 4

Agenda: Thurs. 3/3 and Friday 3/4 Act 3 Comes to Life! SPECIAL NOTE - SCENE 4 PAGES ARE OUT OF ORDER!!! SORRY Summing up Act III Macbeth assessment has been moved to the week AFTER spring break. This allows for more time beforehand and more time to prepare.

Learning Target I can demonstrate my understanding of Shakespeare’s words through an insightful performance. I can reflect on what is gained and loss when performing Shakespeare v. reading it as a ‘flat’ text.

Points to consider... Blocking - moving characters around the stage. Shakespeare doesn’t give you much, you have to consider the scene, conversations, purpose. Would a character move with another character to a ‘quiet’ part of the stage to have a private conversation? Would a character whisper to another character so no one else hears? How, when and why would characters move? Delivering your lines with subtext - Do you consider your character’s motivations when delivering your lines? Or do you just read them aloud? Are you conveying the various emotions throughout each delivery or do all your lines sound the same? Can the audience determine the meaning? Are you speeding up, slowing down, drawing out certain lines? Are you speaking loudly or softly? Can the audience identify the emotion?

Notes for Act III Set aside a page in your journal for Act III notes. For each scene, jot down a summary of key events and any references you see/hear related to your motif. You will be responsible for having evidence for your motif from Act III. You’re group will have time next week to go back through and gather more evidence next week.

Performing Act III Period 4: Scene 5/6 Read Aloud Period 7: Scene 4 The Banquet Scene (1:06-1:12)The Banquet Scene

Act III - Pair Share What new knowledge or plot developments occur? Is your view of Macbeth changing? How might we view him now? Where and how do you see your motif developing in Act III?

Exit Ticket: Performance v. Reading In considering your grade...did you consider blocking - moving characters around. Shakespeare doesn’t give you much, you have to consider the scene, conversations, purpose. Subtext - Did you consider your character’s motivations when delivering your lines? Or did you just read them aloud?

Agenda Monday 3/7 and Tuesday 3/8 Finishing up Act III (period 5, Opener: Is Shakespeare too hard to understand? Act IV - Graphic Novel Adaptation As you read it silently, identify where you see your motif emerging. You may write on these, but others will be using, too. Maybe post-its? Complete the Act IV Analysis to prepare for Socratic Seminar next class

Learning Targets I can consider the differences between Shakespeare’s original language and modern versions, including what is lost and gained. I can independently read a graphic novel version of Macbeth Act IV and identify where I see my motif being developed. I can discuss the text evidence I have found with my group - including the significance on the particular scene, as well as, the play as a whole.

Act III - Pair Share What new knowledge or plot developments occur? Is your view of Macbeth changing? How might we view him now? Where and how do you see your motif developing in Act III?

Reflection: Performance v. Reading How does performing compare/contrast to reading the play? Does your understanding change? What is added or gained? What might be lost?

Is Shakespearean Language too difficult for the modern reader or audience? We’ve read it together; you’ve seen clips; you’ve performed yourself...So discuss the question above in light of your experience.

Should all of Shakespeare be translated into modern English? Translating Shakespeare

Graphic Novel Excerpt What do we need to pay attention to with a graphic novel? Reference your character chart to know who is who The language is modernized. Do we lose anything? Do we gain anything? Be sure to look for evidence of your motif as you read Silently read Act IV of Macbeth in the graphic novel form. When you are done - complete your Act IV response sheet.

Act IV Analysis When you are done- go back to the original text. Read one scene from Act IV and compare/contrast it with the graphic novel. Identify two examples of the original and translated text. Compare them. What is gained? What is lost? Then, consider the differences in other aspects. When you are done, answer the question using evidence.

Agenda Wednesday 3/9 & Thursday 3/10 Complete your Act IV Analysis Socratic Seminar: Is Shakespeare too hard for the modern reader/audience? Motif Group Work Time Complete gathering your evidence for Acts Be prepared to finish up Act V next class

Learning Targets I can consider the differences between Shakespeare’s original language and modern versions, including what is lost and gained. I can independently read a graphic novel version of Macbeth Act IV and identify where I see my motif being developed. I can discuss the text evidence I have found with my group - including the significance on the particular scene, as well as, the play as a whole.

Socratic Seminar - Shakespeare’s Language Is Shakespeare to hard for the modern reader/viewer? Should we only read/teach/view Shakespeare in the original form? In a ‘translated’ form? What is gained/lost when Shakespeare is ‘translated’?

Motif Group Meeting: Acts Meet with your group. 2.Each person will share out at 1-2 pieces of text that they found today that relate to the motif. 3.As you read your evidence, the group should then discuss the following: Significance to this particular moment in the play Relationship to the larger theme or the play as a whole 4.Add new text evidence and explanation to your journal.