English Four Mr. Briggs’ Classes Wednesday, October 31, 2012

Objective Compare the character traits of Macbeth and Banquo. Develop an understanding of the definition of dramatic tragedy through group and individual assignments. Continue to follow Macbeth’s journey of self-destruction.

Homework Re/Read Act Four scene one in Macbeth. Complete handout for Act III - Graphic organizer – if not finished in Read Act IV in Macbeth – pages Macbeth project is due on Monday, November 5, 2012.

Themes in Macbeth (review) Violence and bloodshed result when prescribed social order is tampered with. The qualities of good and evil, strength and weakness, are often combined in a single individual. Brave, honest, and noble persons can be seduced by power and ambition, and so turned into tyrants. Internal desires and fears can be more influential than exterior reality.

Act III reading check No aids (book or notes) Work independently No disruptions Answer in complete (and correct) sentences to receive credit. Five minutes max. Label: N, D, P & Act III Reading Check

Act III Reading Check 1. Why is Macbeth determined to have Fleance killed? 2. Who is murdered in this Act? 3. Who escapes? 4. What does Macbeth see at the banquet? 5. Why are Malcolm and Macduff in England?

Act III.i (review) Does B think that M has “played most foully” in becoming king? Where do you think B and F are going to ride to? When M meets B (for the time?), has he already decides to kill him? M soliloquy (lines 52-76) How does M convince the murderers to kill B and F? “Banquo, thy soul’s flight, if it find heaven, must find it out tonight.”

Act III.ii (Review) What’s LM saying in her short soliloquy? What’s the message LM tries to get across to her husband? Does M tell his wife that he’s ordered B death? “Things bad begun make strong themselves by ill.”

semester presentation The Macbeth Project – semester presentation Click here for 12 th Grade English Standards. Click here Listening and Speaking – 12 th grade State Standards Deliver oral responses to literature that: demonstrate a comprehensive understanding of the significant ideas of literary works and make assertions about the text that are reasonable and supportable. present an analysis of the imagery, language, universal themes, and unique aspects of the text through the use of speech strategies, including narration, description, persuasion, exposition, or a combination of those strategies. support important ideas and viewpoints through specific references to the text and to other works. demonstrate an awareness of the author’s style and an appreciation of the effects created. identify and assess the impact of ambiguities, nuances, and complexities within the text.

The Macbeth Project While working in learning groups, read, analyze, synthesize, and present a scene from Macbeth. Groups must choose different scenes. If you wish to work by yourself, you may choose to deliver one or two soliloquies (depending on size). Presentations may be traditional or contemporary, but they must be “focused and coherent presentations that accurately convey a clear and distinct interpretation of the scene.” Much of work and practice for this assignment will need to be completed outside of class.

The Macbeth Project Choose Learning Groups – all members must participate equally in presentation You will need to present on assigned day – no exceptions. No opt outs. No Renaissance passes accepted. Need not memorize – reader’s theater format is ok Must deliver a “polished formal” presentation that uses “gestures, tone, and vocabulary appropriate to the audience and purpose” of the assignment.

The Macbeth Project Part of final assessment Must practice with group Will need to write an original interpretation of the scene – one per group – you will be asked oral questions about the scene after your presentations. Presentation Day – Monday, 11/05/12. Choose your group members carefully.

Act IV:i Witches make predictions three predictions What happens when Macbeth demands to see more? What about Macduff?