Bellwork #1: SW discuss and interpret meaning of Macbeth’s guided notes. SW write Macbeth’s into guided notes. If Shakespeare were to write a play about your life, what would it be? A comedy, a tragedy, a romance, or a combination? Explain your choice.

Bellwork #2: SW actively read, listen, and discuss Act 1, scene 1-3. SW take three column notes and look for evidence of symbols and predictions. Create a tree map: Title it: Literary Terms Divide it into 3 categories: Tragedies, Tragic Flaws, and Foils. Think back on past plays, stories, and poems that you have read this year or in previous years and come up with 3-5 different examples in each category.

Bellwork #3: SW actively read, discuss, and interpret Act 1, scene SW create 3 column notes with a focus on relationship with the king and Lady Macbeth. Analyze and interpret the meaning of the following Shakespearean quote: Who said it? Who did they say it to? What does it mean? “Come what come may, time and the hour runs through the roughest day” (Macbeth 1.3).

Bellwork #4: SW analyze, interpret, and critically read Act II, scene 1-2. SW create three column notes with a focus on recapping the events of Duncan’s death. Analyze and interpret the following Shakespearean quote: Who said it? Who did they say it to? What does it mean? “Look like the innocent flower, but be the serpent under’t” (Macbeth 1.5).

Bellwork #5: SW analyze and interpret Act II, scene 3-4 while reading, listening, and discussing Act 1. SW create a 3 column notes with an emphasis on Comic relief and Duncan’s sons. Analyze and interpret the following Shakespearean quote: Who said it? Who did they say it to? What does it mean? “There’s daggers in men’s smiles” (Macbeth 2.3).

Bellwork #6: SW apply what they have learned from Act 1 & 2 on a quiz. SW critically read Act III, scene 1-3 and take 3 column notes based upon them. What is a Porter? What is his purpose in the play? Why does Shakespeare do this?

Bellwork #7: SW critically read, interpret, and discuss Act 3, scene 4-6. SW create a flow map based upon the events in Act 3. Answer true or false to the following statements: 1. Shakespeare is the author of Macbeth. 2. All of Shakespeare’s tragedies have a double climax, which is called the Catastrophe. 3.Macbeth was the King of England. 4.“Fair is foul, and foul is fair” is a famous quote from Macbeth.

Bellwork #8: SW demonstrate what they learned in Act III on a quiz. SW critically read, interpret, and analyze Act 4, scene 1-2 and create three column notes based upon these scenes. Describe how roles have reversed with Macbeth and Lady Macbeth. How have both of them changed. For the better or worse?

Bellwork #9: SW critically read, interpret, and discuss Act 4, scene 3. SW write three column notes based upon these sections. List the 3 apparitions shown to Macbeth by the witches. Explain what each apparition means.

Bellwork #10: SW SSR to an AoW based upon innate qualities of humans. SW critically read and interpret Act 5, scenes 1-2. In Act 3, Macbeth says, “…blood will have blood.” What does he mean? When talking to Lady Macbeth, he says: “We are yet young in deed.” What does he mean?

Bellwork #11: SW critically read, interpret, and discuss Act 5, scene 3-8. SW create 3 column notes based upon Act 5. What does it mean to be not “woman born”? Who do you suspect this man will be?

Bellwork #12: SW apply concepts learned from Act 4 & 5 to a quiz. SW discuss the argument of who is the most tragic figure in Macbeth and their paper. SW create a tree map based upon the most tragic hero and the counterargument. The idea of “hand-washing” has appeared in Act II Scene II, when Lady Macbeth tells Macbeth to wash his hands after he killed King Duncan. Lady Macbeth also “washes her hands” in Act V. What is the deeper meaning of “hand-washing ”?

Bellwork #13: SW apply concepts learned from Macbeth the play to the film of the play. SW discuss the final project and develop groups to begin working on their project. Which character in the play has made the biggest transformation in your opinion from good to bad or vise versa.

Bellwork #14: SW apply concepts learned from Macbeth to the film version of the play. SW work on their group project and discuss the scene they want to reenact. Which scene is the most dramatic, in your opinion? What type of props would you create with it? How would you make it interesting without verbalizing it? Explain.

Bellwork #15: SW apply concepts learned from Macbeth to the film version of the play. SW work on their group project and discuss the scene they want to reenact. Create bubble maps based on the following characters: -Macbeth –Banquo –Macduff –L. Macbeth

Bellwork #16: SW compare/contrast the Modern Macbeth to the original Macbeth. SW create a double-bubble based on the similarities and differences. SW continue to work on their papers/projects. Create a Double-Bubble map based upon the original Macbeth and the modern day Macbeth. 5 similarities/5 differences on each side. Don’t forget the FOR and question.

Bellwork #17: SW compare/contrast the Modern Macbeth to the original Macbeth. SW create a double-bubble based on the similarities and differences. SW continue to work on their papers/projects. Finish creating a Double-Bubble map based upon the original Macbeth and the modern day Macbeth. 5 similarities/5 differences on each side. Don’t forget the FOR and question.

Bellwork #18: SW put the finishing touches on their projects due tomorrow. SW discuss the criteria of “The Most Influential Book they have read.” What is the most influential book you have ever read? Why do you feel it influenced you the most? Expain.

Bellwork #19: SW critique other group presentations/interpretations of scenes in class. SW demonstrate their interpretation of a scene in Macbeth with their group. Critique the presentations you see with a tree map for each group listing their strengths and weaknesses (3 of each).

Bellwork #20: SW SSR + for mins and respond to the prompt below. SW critique other group presentations/interpretations of scenes in class. SW demonstrate their interpretation of a scene in Macbeth with their group. Pull 2 golden lines from your reading and explain why you think they are the most relevant. Critique the presentations you see with a tree map for each group listing their strengths and weaknesses (3 of each).

Bellwork #21: SW demonstrate their interpretation of a scene in Macbeth with their group. SW begin reviewing for their final exam. 1. Why was Polynieces, Antigone’s brother, forbidden from being buried? 2. Who is known as the “father of drama”? 3. What was King Creon’s tragic flaw?

Bellwork #22: SW SSR+ based upon a prompt. SW continue to review for the Final Exam. 1. How many years did Grendel terrorize Hrothgar’s men? 2. In The Canterbury Tales Prologue, during which month does pilgrimage take place? 3. How does the Pardoner make his living?

Bellwork #23: SW continue reviewing for their final exam. 1. How many husbands did the Wife of Bath have? 2. In “The Wife of Bath’s Tale”, what did the Knight do that caused him to be punished by the king and queen? 3. In “The Wife of Bath’s Tale”, what does the Knight need to find out in order to save his life?

Bellwork #24: SW continue reviewing for the Final Exam. SW create thinking maps with a concept based on the literature and concepts covered during this unit.

Bellwork #25: SW continue reviewing for the Final Exam. SW create thinking maps with a concept based on the literature and concepts covered during this unit.