ENGLISH 4 LIVE LESSONS! Collaboration and Comparative Analysis (Forces of Nature 1.11) Please sign in with FULL NAME and TEACHER NAME! Example: Sue Perkid – Mrs. A. Mazing

Sound Check If you can hear me, click the smiley face

Mic Set Up Mic Options  Internal Mic  External Mic  Telephone External Options  Headset  Earbuds To use your phone: 1.Select Tools then Telephony 2.Use Telephone for Audio 3.Call conference number: PIN: Mute phone Green Check = I have a mic! Red X = I need help To use a mic: Complete Audio Setup 1.Tools 2.Audio 3.Audio Setup

Let’s Practice! Computer Where are you from? Smartphone/Tablet

What are you working on? Computer What questions do you have about Macbeth? Smartphone/Tablet

Session Expectations Be respectful of yourself and others. You must participate in all activities during the session. Using a microphone is the preferred method of participation. Make sure to stay until you are dismissed to receive information about how to submit your collaboration work and to receive collaboration credit. Take notes – your collaboration assignment will ask you to use information from today’s session. Today’s session will be about 1 hour.

Lesson Objectives Today you will be able to: Examine diverse interpretations of a text Critique a text Critique a piece of art Produce your own interpretation of a text

What do you think? A.I love Macbeth! B.It’s pretty interesting. C.It’s ok. D.I don’t like the story.

What’s going on in the picture? How do you know?

The Process of Criticism ObserveQuestionAnalyzeEvaluate

Literary Criticism Theme Characterization Use of Language Plot Development Observe Why did the author make that choice? What do you wonder about ? Question What does the author want the audience to think, feel, know or see? Analyze Judge and decide what the author accomplishes. Provide evidence in your critique. Evaluate

Observe! [Enter Macbeth and Banquo.] MACBETH. So foul and fair a day I have not seen. BANQUO. How far is't call'd to Forres?—What are these So wither'd, and so wild in their attire, That look not like the inhabitants o' the earth, And yet are on't?—Live you? or are you aught That man may question? You seem to understand me, By each at once her chappy finger laying Upon her skinny lips:—you should be women, And yet your beards forbid me to interpret That you are so. MACBETH. Speak, if you can;—what are you? WEIRD SISTER 1 All hail, Macbeth! hail to thee, Thane of Glamis! WEIRD SISTER 2 All hail, Macbeth! hail to thee, Thane of Cawdor! WEIRD SISTER 3 All hail, Macbeth! that shalt be king hereafter! BANQUO. Good sir, why do you start; and seem to fear Things that do sound so fair?— I' the name of truth, Are ye fantastical, or that indeed Which outwardly ye show? My noble partner You greet with present grace and great prediction Of noble having and of royal hope, That he seems rapt withal:—to me you speak not: If you can look into the seeds of time, And say which grain will grow, and which will not, Speak then to me, who neither beg nor fear Your favors nor your hate. THINK: Theme, Characterization, Use of Language and Plot Development

Question! [Enter Macbeth and Banquo.] MACBETH. So foul and fair a day I have not seen. BANQUO. How far is't call'd to Forres?—What are these So wither'd, and so wild in their attire, That look not like the inhabitants o' the earth, And yet are on't?—Live you? or are you aught That man may question? You seem to understand me, By each at once her chappy finger laying Upon her skinny lips:—you should be women, And yet your beards forbid me to interpret That you are so. MACBETH. Speak, if you can;—what are you? WEIRD SISTER 1 All hail, Macbeth! hail to thee, Thane of Glamis! WEIRD SISTER 2 All hail, Macbeth! hail to thee, Thane of Cawdor! WEIRD SISTER 3 All hail, Macbeth! that shalt be king hereafter! BANQUO. Good sir, why do you start; and seem to fear Things that do sound so fair?— I' the name of truth, Are ye fantastical, or that indeed Which outwardly ye show? My noble partner You greet with present grace and great prediction Of noble having and of royal hope, That he seems rapt withal:—to me you speak not: If you can look into the seeds of time, And say which grain will grow, and which will not, Speak then to me, who neither beg nor fear Your favors nor your hate. THINK: Why did the author make that choice? What do you wonder about ?

Analyze! [Enter Macbeth and Banquo.] MACBETH. So foul and fair a day I have not seen. BANQUO. How far is't call'd to Forres?—What are these So wither'd, and so wild in their attire, That look not like the inhabitants o' the earth, And yet are on't?—Live you? or are you aught That man may question? You seem to understand me, By each at once her chappy finger laying Upon her skinny lips:—you should be women, And yet your beards forbid me to interpret That you are so. MACBETH. Speak, if you can;—what are you? WEIRD SISTER 1 All hail, Macbeth! hail to thee, Thane of Glamis! WEIRD SISTER 2 All hail, Macbeth! hail to thee, Thane of Cawdor! WEIRD SISTER 3 All hail, Macbeth! that shalt be king hereafter! BANQUO. Good sir, why do you start; and seem to fear Things that do sound so fair?— I' the name of truth, Are ye fantastical, or that indeed Which outwardly ye show? My noble partner You greet with present grace and great prediction Of noble having and of royal hope, That he seems rapt withal:—to me you speak not: If you can look into the seeds of time, And say which grain will grow, and which will not, Speak then to me, who neither beg nor fear Your favors nor your hate. THINK: What does the author want the audience to think, feel, know and see?

Evaluate! [Enter Macbeth and Banquo.] MACBETH. So foul and fair a day I have not seen. BANQUO. How far is't call'd to Forres?—What are these So wither'd, and so wild in their attire, That look not like the inhabitants o' the earth, And yet are on't?—Live you? or are you aught That man may question? You seem to understand me, By each at once her chappy finger laying Upon her skinny lips:—you should be women, And yet your beards forbid me to interpret That you are so. MACBETH. Speak, if you can;—what are you? WEIRD SISTER 1 All hail, Macbeth! hail to thee, Thane of Glamis! WEIRD SISTER 2 All hail, Macbeth! hail to thee, Thane of Cawdor! WEIRD SISTER 3 All hail, Macbeth! that shalt be king hereafter! BANQUO. Good sir, why do you start; and seem to fear Things that do sound so fair?— I' the name of truth, Are ye fantastical, or that indeed Which outwardly ye show? My noble partner You greet with present grace and great prediction Of noble having and of royal hope, That he seems rapt withal:—to me you speak not: If you can look into the seeds of time, And say which grain will grow, and which will not, Speak then to me, who neither beg nor fear Your favors nor your hate. THINK: Judge and decide what the author accomplishes. Provide evidence in your critique.

Check In! Comprehension Check A.A literary criticism should focus on the author’s purpose. B.A literary criticism should include looking at art in the document. C.A literary criticism should only focus the theme. D.I am unsure and still have questions. Help! *Your answers are anonymous.

Performance Criticism Figures Colors Landscape Observe Why did the director make that choice? What did the director incorporate these elements? Question What does the artist want the viewer to think, feel, know or see? Analyze Judge and decide what the director accomplishes. Provide evidence in your critique. Evaluate

Observe! THINK: Figures, Colors, Landscape

Question THINK: Why did the director make that choice? What did the director incorporate these elements?

Analyze! THINK: What does the director want the audience to think, feel, know and see?

Evaluate! THINK: Judge and decide what the director accomplishes. Provide evidence in your critique.

Check In! Comprehension Check A.A performance criticism should focus only on the text the art is based on. B.A performance criticism should attempt to connect the performance back to the text. C.A performance criticism should focus on only what you feel. D.I am unsure and still have questions. Help! *Your answers are anonymous.

Steps of Comparative Criticism 1.What do the two pieces have in common with the text? 2.What makes them different from the text? 3.Why do you think the pieces have certain things in common? 4.Use textual evidence.

Let’s Critique Together You will be divided into groups to develop a critique to share with the whole group. In your groups, you will: Develop three points to support your argument. Choose one spokesperson for each point. Use your notes from today’s session.

What do the picture and the performance have in common with the text? Develop three points to support your argument. Choose one spokesperson for each point. Use your notes from today’s session.

What do the picture and the performance do differently than the text? Develop three points to support your argument. Choose one spokesperson for each point. Use your notes from today’s session.

Let’s Share

Check In! Comprehension Check Which of the following should be included in a Comparative Criticism: A.Textual evidence B.Discussion of similarities and differences C.Both A & B D.I am unsure and still have questions. Help! *Your answers are anonymous.

Collaboration Product Write a paragraph response (5 sentences per paragraph in length) about the literature we discussed today. Please answer the following question with specific details from the text. Submit the date and time of the session you attended. Use your notes to create a final critique of the two interpretations of Shakespeare’s scene. Your critique should evaluate each piece and compare both the image and the play to the source text. Your critique should be a minimum of ten sentences. Paragraph

Collaboration Reflection Write a paragraph response (5 sentences per paragraph in length) about our session today and working with other students. Be sure to answer all of the following questions. Submit the date and time of the session you attended. How did your learning in this live session compare with your experience in learning on your own in the course or in a traditional classroom? Describe your comfort level in participating in the collaboration activity. Would you describe yourself as being a contributor of information or a receiver of information during the session? Explain. How did the use of technology affect your learning experience during the session? In what way did the interaction with the instructor and other students impact your learning? Paragraph

Green Check = I have the file! Red X = I need help! Green Check = I have the file! Red X = I need help! 1.Do you want to save the file? Select YES! 2.Save the file to your desktop, English 4 folder, or flashdrive. 3.Open the file to make sure you have it. Save the File

Where to Submit Your Assignments Segment Two Segment One Submit the date and time of the session you attended.

Save The Presentation Save these whiteboard screens as PDF files. –Go to File, Save, Whiteboard. –Select “All Pages” –Select Files of type: Whiteboard PDF. Pay attention to where you saved this file.

Congrats! In today’s session, you completed: Collaboration Product and Reflection “Fair is foul and foul is fair” -Macbeth Act I Scene I