3/12 English III Agenda TSW complete open-ended responses for each act of Macbeth in order to demonstrate the use of analysis and to identify the major character development and themes of the play. Focus: Use the context of the following sentences to determine the meaning of the underlined word: 1. Anyone who has seen the Golden Gate Bridge in the rose-gold light of sunset can attest to its beauty. 2. A three-hundred-page novel written in 1939 has the odd attribute of containing no “e”, the most common letter in English. 3. An experienced jeweler can easily discern whether a diamond is genuine or fake. Activities: 1. Individuals/Groups: Complete open-ended responses for Macbeth – Conference w/ students about Beowulf Essay Closing: Independent reading time.

Improving Vocabulary Skills Chapter 8

1. attest (verb) - ___________ Anyone who has seen the Golden Gate Bridge in the rose-gold light of sunset can attest to its beauty. attest means: A. to declare to be true B. to wish for C. to forget easily

2. attribute (noun) - ___________ A three-hundred-page novel written in 1939 has the odd attribute of containing no e, the most common letter in English. attribute means: A. a tendency B. a defect C. a characteristic

3. discern (verb) - ___________ An experienced jeweler can easily discern whether a diamond is genuine or fake. discern means: A. to see clearly B. to disregard C. to change

3/13 English III Agenda TSW complete comprehension questions for Macbeth by viewing the movie and discussing various scenes in order to developing an understanding of the plot development and the themes of the play. Focus: Use the context of the following sentences to determine the meaning of the underlined word: 4. At work Harold is treated like an errand boy. His boss often dispatches him to the deli for sandwiches or donuts. 5. The college catalogue stated the writing course would “enhance all students’ writing skills” by improving their grammar and style. 6. How the thief entered our house was an enigma until we remembered that the cellar door had been left unlocked. Activities: 1. Class: Class review Macbeth background – view and discuss Act I and Act II. Closing: Independent reading time.

4. dispatch (verb) - ___________ At work Harold is treated like an errand boy. His boss often dispatches him to the deli for sandwiches or donuts. dispatch means: A. to represent B. to send C. to drive

5. enhance (verb) - ___________ The college catalogue stated the writing course would “enhance all students’ writing skills” by improving their grammar and style. enhance means: A. to improve B. to recognize C. to reduce

6. enigma (noun) - ___________ How the thief entered our house was an enigma until we remembered that the cellar door had been left unlocked. enigma means: A. a comfort B. a puzzle C. an error

3/14 English III Agenda TSW interpret and discuss key scenes (asides and soliloquies) from Macbeth to identify crucial quotes to or der to analyze character psychology. TSW complete comprehension questions for Macbeth by viewing the movie and discussing various scenes in order to developing an understanding of the plot development and the themes of the play. Focus: Use the context of the following sentences to determine the meaning of the underlined word: 7. The many IRS employees who give citizens inaccurate information exemplify governmental incompetence. 8. Every morning when I was in the hospital, a volunteer wheeled a mobile library into my room. 9. I know when my brother has enjoyed one of his nocturnal feasts because I find a stack of dishes in the sink in the morning. 10. Certain cars let drivers orient themselves in unfamiliar places with the help of an electronic map that shows the car’s location. Activities: 1. Class: Analyze Lady Macbeth Soliloquy – p. 353 Lines 1-51 – Citations for Shakespeare 2. Groups: Read Macbeth soliloquy (p. 362 Lines 32-60) and identify Macbeth’s reasons for not killing the king – Use quotes as evidence. 3. Class: View and discuss Act II. Closing: Independent reading time.

7. exemplify (verb) - ___________ The many IRS employees who give citizens inaccurate information exemplify governmental incompetence. exemplify means: A. to illustrate B. to save C. to oppose

8. mobile (adj.) - ___________ Every morning when I was in the hospital, a volunteer wheeled a mobile library into my room. mobile means: A. active B. expensive C. movable

9. nocturnal (adj.) - ___________ I know when my brother has enjoyed one of his nocturnal feasts because I find a stack of dishes in the sink in the morning. nocturnal means: A. noisy B. busy C. of the night

10. orient (verb) - ___________ Certain cars let drivers orient themselves in unfamiliar places with the help of an electronic map that shows the car’s location. orient means: A. to locate B. to welcome C. to question

Lady Macbeth Act I Scene 5 Lines Glamis thou art, and Cawdor; and shalt be What thou art promised: yet do I fear thy nature; It is too full o' the milk of human kindness To catch the nearest way: thou wouldst be great; Art not without ambition, but without The illness should attend it: what thou wouldst highly, That wouldst thou holily; wouldst not play false, And yet wouldst wrongly win: thou'ldst have, great Glamis, That which cries 'Thus thou must do, if thou have it; And that which rather thou dost fear to do Than wishest should be undone.' Hie thee hither, That I may pour my spirits in thine ear; And chastise with the valour of my tongue All that impedes thee from the golden round, Which fate and metaphysical aid doth seem To have thee crown'd withal. (I.v.15-30) When citing shakespeare us the Act (uppercase roman numeral), scene (lowercase roman numeral), and line numbers. Ex. (IV. ii )

Glamis thou art, and Cawdor; and shalt be What thou art promised: yet do I fear thy nature; It is too full o' the milk of human kindness To catch the nearest way: (Macbeth will be king as the witches promise, but she is afraid that he is too honorable and kind to do what needs to be done – kill the king) thou wouldst be great; Art not without ambition, but without The illness should attend it: what thou wouldst highly, That wouldst thou holily; wouldst not play false, And yet wouldst wrongly win: (She feels that Macbeth is ambitious, but will not do ‘whatever it takes’ to get what he desires. He will not break the rules, “play false”, to get what she thinks he deserves.) thou'ldst have, great Glamis, That which cries 'Thus thou must do, if thou have it; And that which rather thou dost fear to do Than wishest should be undone.' (He is already Thane of Glamis, but if Macbeth is afraid to do what must be done, he might as well forget about what he was told.) Hie thee hither, That I may pour my spirits in thine ear; And chastise with the valour of my tongue All that impedes thee from the golden round, Which fate and metaphysical aid doth seem To have thee crown'd withal. (She want Macbeth to hurry home so that she can use her charms to calm his doubt and convince him to kill the king and receive the reward that fate seems to have prepared for him.)

3/15 English III Agenda TSW interpret and discuss key scenes (asides and soliloquies) from Macbeth to identify crucial quotes to or der to analyze character psychology. TSW complete comprehension questions for Macbeth by viewing the movie and discussing various scenes in order to developing an understanding of the plot development and the themes of the play. Focus: Use the context of the sentence to determine the vocabulary word that best completes the sentence: 1. Fresh garlic may not _____________ the breath, but it certainly improves spaghetti sauce 2. A witness _____________(e)d to the truth of the defendant’s claim that she had loved the murdered man. 3. When I was younger, my mother used to _____________ me to the store for milk or some missing cooking ingredient as often as twice a day. 4. The lives of such reformers as Susan B. Anthony, Mahatma Gandhi, and Martin Luther King _____________ greatness. Activities: 1. Class/Individuals: Analyze the “Dagger Scene” p. 362 lines – Describe Macbeths current mental state and use quotes from the soliloquy for support. 2. Class: View and discuss Act III and IV. Closing: Independent reading time.

Focus: Use the context of the sentence to determine the vocabulary word that best completes the sentence: 1. Fresh garlic may not enhance the breath, but it certainly improves spaghetti sauce 2. A witness attest(ed) to the truth of the defendant’s claim that she had loved the murdered man. 3. When I was younger, my mother used to dispatch me to the store for milk or some missing cooking ingredient as often as twice a day. 4. The lives of such reformers as Susan B. Anthony, Mahatma Gandhi, and Martin Luther King exemplify greatness.

3/16 English III Agenda TSW interpret and discuss key scenes (asides and soliloquies) from Macbeth to identify crucial quotes to or der to analyze character psychology. TSW complete comprehension questions for Macbeth by viewing the movie and discussing various scenes in order to developing an understanding of the plot development and the themes of the play. Focus: Use the context of the sentence to determine the vocabulary word that best completes the sentence: 1. Science does not have enough evidence to solve the _____________ of whether or not there is other intelligent life in the universe. 2. The convicts decided on a(n) _____________ escape. The darkness would hide them as they fled through the forest. 3. Sue’s hairpiece is so natural looking that it’s impossible to _____________ where the hairpiece ends and her own hair begins. Activities: 1. Class/Individuals: Read Macbeth’s soliloquy p. 376 lines – identify Macbeth’s fears. 2. Class: View and discuss Act IV and V.

Focus: Use the context of the sentence to determine the vocabulary word that best completes the sentence: 1. Science does not have enough evidence to solve the enigma of whether or not there is other intelligent life in the universe. 2. The convicts decided on a nocturnal escape. The darkness would hide them as they fled through the forest. 3. Sue’s hairpiece is so natural looking that it’s impossible to discern where the hairpiece ends and her own hair begins.