literature : a composition (see COMPOSITION sense 5a) in verse or proseintended to portray life or character or to tell a story usually involving conflicts and emotions through action and dialogue and typically designed for theatrical performance : PLAY
FOCUS TEXT:
by William Shakespeare
Framing Question:
How does language shape ideas and influence others?
Standards:
ELAGSE9-10RI2: Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
ELAGSE9-10RI4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).
ELAGSE9-10RI6: Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.
ELAGSE9-10RL4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone.)
ELAGSE9-10W1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.
b. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns.
ELAGSE9-10W2: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
a. Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
ELAGSE9-10RI4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).
ELAGSE9-10RI6: Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.
ELAGSE9-10RL4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone.)
ELAGSE9-10W1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.
b. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns.
ELAGSE9-10W2: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
a. Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
Outside Reading Assignment-
Metacognigitive Reading Journal [MRJ]
YELLOW WALLPAPER MRJ DIRECTIONS | |
File Size: | 82 kb |
File Type: |
DUE OCTOBER 19TH AT THE BEGINNING OF CLASS ON MICROSOFT TEAMS!
Week 1:
DAY #1: INTRODUCTION TO UNIT & TEXT
Macbeth Intro PPT | |
File Size: | 15504 kb |
File Type: | pptx |
DAY #2: ANNOTATION STRATEGIES
How to Annotate | |
File Size: | 4965 kb |
File Type: | pptx |
ACT 1, SCENE 1 annotations | |
File Size: | 92 kb |
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ACT 1, SCENE 2 annotations | |
File Size: | 78 kb |
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DAY #3: ACT 1
ACT 1, SCENE 3 annotations | |
File Size: | 103 kb |
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ACT 1, SCENE 4 annotations | |
File Size: | 76 kb |
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ACT 1, SCENE 5 annotations | |
File Size: | 75 kb |
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Week 2:
DAY #4:
ACT 1, SCENE 6 annotations | |
File Size: | 65 kb |
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ACT 1, SCENE 7 annotations | |
File Size: | 80 kb |
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DAY #5: ACT ONE RECAP & ANALYSIS DAY
Act 1 PPT | |
File Size: | 2081 kb |
File Type: | pptx |
1.Why do you think Shakespeare used a scene with three witches to begin this play? Think about how this beginning might prepare the audience for what is to come. Use textual evidence to support your answer.
2.Contrast the way Banquo and Macbeth react to the witches. Provide textual evidence to support your answer.
3.Describe what kind of man King Duncan is. Do you think he is a good leader? Explain and provide textual evidence to support your answer.
4.In your opinion, what is Lady Macbeth’s attitude toward her husband? Provide textual evidence to support your answer.
5.Reread King Duncan’s speech in Act I, Scene iv, lines 13-24, and discuss why you think Shakespeare had Duncan say this just before Macbeth enters. Do you agree with King Duncan that you cannot tell what people are really like just by looking at them. Provide textual evidence to support your answer.
6.List the steps of Lady’s Macbeth’s plan to kill Duncan and blame it on someone else. Next to each step, write possible things that could go wrong. How does Shakespeare foreshadow these possibilities? Provide textual evidence to support your answer.
7.What does Macbeth credit with giving him the courage to do the deed? Provide textual evidence to support your answer.
2.Contrast the way Banquo and Macbeth react to the witches. Provide textual evidence to support your answer.
3.Describe what kind of man King Duncan is. Do you think he is a good leader? Explain and provide textual evidence to support your answer.
4.In your opinion, what is Lady Macbeth’s attitude toward her husband? Provide textual evidence to support your answer.
5.Reread King Duncan’s speech in Act I, Scene iv, lines 13-24, and discuss why you think Shakespeare had Duncan say this just before Macbeth enters. Do you agree with King Duncan that you cannot tell what people are really like just by looking at them. Provide textual evidence to support your answer.
6.List the steps of Lady’s Macbeth’s plan to kill Duncan and blame it on someone else. Next to each step, write possible things that could go wrong. How does Shakespeare foreshadow these possibilities? Provide textual evidence to support your answer.
7.What does Macbeth credit with giving him the courage to do the deed? Provide textual evidence to support your answer.
8.Images of blood and darkness run through the entire play of Macbeth. Find as many examples of this imagery as possible in Act I.
9.A simile makes a comparison of two unlike things using like or as. Find one or two similes in Act I and explain how each helps to convey the feeling of the play.
10.Shakespeare allows his characters to reveal their innermost thoughts and feelings to the audience through speeches called soliloquies. What ides about murdering Duncan does Macbeth express in his soliloquy in Scene VII?
11.A euphemism is a phrase that softens reality; for example, people often use the phrase “passed away” instead of “died.” Note all the euphemisms Macbeth uses in his soliloquy in Scene VII in place of the words “killing Duncan.” Substitute “killing Duncan” to see what difference it makes, if any.
9.A simile makes a comparison of two unlike things using like or as. Find one or two similes in Act I and explain how each helps to convey the feeling of the play.
10.Shakespeare allows his characters to reveal their innermost thoughts and feelings to the audience through speeches called soliloquies. What ides about murdering Duncan does Macbeth express in his soliloquy in Scene VII?
11.A euphemism is a phrase that softens reality; for example, people often use the phrase “passed away” instead of “died.” Note all the euphemisms Macbeth uses in his soliloquy in Scene VII in place of the words “killing Duncan.” Substitute “killing Duncan” to see what difference it makes, if any.
DAY #6: ACT TWO
ACT 2, SCENE 1 annotations | |
File Size: | 57 kb |
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ACT 2, SCENE 2 annotations | |
File Size: | 78 kb |
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Week 3:
DAY #7:
ACT 2, SCENE 3 annotations | |
File Size: | 70 kb |
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ACT 2, SCENE 4 annotations | |
File Size: | 46 kb |
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DAY #8: ACT TWO RECAP & ANALYSIS DAY
act_ii.pptx | |
File Size: | 6179 kb |
File Type: | pptx |
1.What is the significance of the dagger in scene one?
2.Why does Lady Macbeth faint?
3.Why does Shakespeare begin scene one with Banquo and Fleance? Decide what purpose this scene serves dramatically.
4.Lady Macbeth says, “The attempt and not the deed” itself will ruin her and Macbeth. What do you think would happen if the attempt to kill Duncan or the cover-up failed?
5.What goes wrong with Lady Macbeth’s plan, and how does she fix the situation? What does this tell us about her character? What does this tell us about Macbeth’s character?
6.The killing of Duncan does not occur onstage. Why do you think Shakespeare chooses not to show his death?
7.Do you think Macbeth would have gone ahead with the murder of Duncan if his wife had not encouraged him to do so? Explain your answer.
8.Do you think Macduff believe that Malcolm and Donalbain were responsible for the death of their father? Discuss using the text to justify your answer.
2.Why does Lady Macbeth faint?
3.Why does Shakespeare begin scene one with Banquo and Fleance? Decide what purpose this scene serves dramatically.
4.Lady Macbeth says, “The attempt and not the deed” itself will ruin her and Macbeth. What do you think would happen if the attempt to kill Duncan or the cover-up failed?
5.What goes wrong with Lady Macbeth’s plan, and how does she fix the situation? What does this tell us about her character? What does this tell us about Macbeth’s character?
6.The killing of Duncan does not occur onstage. Why do you think Shakespeare chooses not to show his death?
7.Do you think Macbeth would have gone ahead with the murder of Duncan if his wife had not encouraged him to do so? Explain your answer.
8.Do you think Macduff believe that Malcolm and Donalbain were responsible for the death of their father? Discuss using the text to justify your answer.
DAY #9:
ACT 3, SCENE 1 annotations | |
File Size: | 62 kb |
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ACT 3, SCENE 2 annotations | |
File Size: | 74 kb |
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ACT 3, SCENE 3 annotations | |
File Size: | 45 kb |
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Week 4:
DAY #10:
ACT 3, SCENE 4 annotations | |
File Size: | 90 kb |
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ACT 3, SCENE 5 annotations | |
File Size: | 46 kb |
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1. Examine what Macbeth says about Banquo in his soliloquy. What emotions does he feel? Provide textual evidence.
2. How does Macbeth convince himself of the need to hate and kill Banquo? Provide textual evidence.
3. What methods of persuasion does Macbeth use with the murderers? Provide textual evidence.
4. Lady Macbeth once again demonstrates in this scene that the murder of Duncan bothers her more than she lets on to her husband. How would you describe the type of lie she constructs? Provide textual evidence.
5. Give an example with evidence for how she feels about the murder of Duncan. Is she paying the price within the prison of her own mind? Provide textual evidence.
6. How does she instruct/persuade him in regards to how he should think and act? Is she being hypocritical? Is she lying? Provide textual evidence.
7. From what is Macbeth suffering? Give a quote that proves this. How does this fit with what he had said after the murder of Duncan? Provide textual evidence.
8. What modes of persuasion does Macbeth use with the murderers and how are these similar to the ones Lady Macbeth used on Macbeth earlier in the play? Provide textual evidence.
9. Is Macbeth’s sighting of Banquo’s ghost the product of his imagination or is it real and how would each scenario alter the effect of having Macbeth see the ghost? Provide textual evidence.
10. What is the status of Scotland and what in the text gives you that understanding? Provide textual evidence.
2. How does Macbeth convince himself of the need to hate and kill Banquo? Provide textual evidence.
3. What methods of persuasion does Macbeth use with the murderers? Provide textual evidence.
4. Lady Macbeth once again demonstrates in this scene that the murder of Duncan bothers her more than she lets on to her husband. How would you describe the type of lie she constructs? Provide textual evidence.
5. Give an example with evidence for how she feels about the murder of Duncan. Is she paying the price within the prison of her own mind? Provide textual evidence.
6. How does she instruct/persuade him in regards to how he should think and act? Is she being hypocritical? Is she lying? Provide textual evidence.
7. From what is Macbeth suffering? Give a quote that proves this. How does this fit with what he had said after the murder of Duncan? Provide textual evidence.
8. What modes of persuasion does Macbeth use with the murderers and how are these similar to the ones Lady Macbeth used on Macbeth earlier in the play? Provide textual evidence.
9. Is Macbeth’s sighting of Banquo’s ghost the product of his imagination or is it real and how would each scenario alter the effect of having Macbeth see the ghost? Provide textual evidence.
10. What is the status of Scotland and what in the text gives you that understanding? Provide textual evidence.
DAY #11: Act 4; Scenes 1-3
1. Compare the witches’ speech pattern with Macbeth’s. What effect is Shakespeare creating by altering the speech patterns like this?
2. Describe the three apparitions and the significance of each? What, after this, does Macbeth resolve?
3. Pleased with the information, what one further thing does Macbeth desire to know and what is the answer he gets?
4. What is his resolve at the end of this scene? How is this different from his previous actions?
5. What does Shakespeare achieve with the conversation between Ross and Lady Macduff?
6. What is the purpose of the exchange between Lady Macduff and her son?
7. What effect is created by the Messenger’s entering to warn Lady Macduff?
8. Why does Shakespeare show the son’s murder onstage?
9. What additional evidence does Shakespeare give his audience that Macbeth is a tyrant? How does Malcolm test Macduff’s honesty? How does Macduff nearly fail the test? What finally convinces Malcolm?
10. What suspicion of Macduff does Malcolm voice?
11. How do Malcolm’s comments about Macbeth again bring to mind the “fair is foul” theme?
12. What literary device is Shakespeare employing when Malcolm says, “Angels are bright still, though the brightest fell”?
13. After receiving word of his family’s slaughter, what does Macduff resolve?
2. Describe the three apparitions and the significance of each? What, after this, does Macbeth resolve?
3. Pleased with the information, what one further thing does Macbeth desire to know and what is the answer he gets?
4. What is his resolve at the end of this scene? How is this different from his previous actions?
5. What does Shakespeare achieve with the conversation between Ross and Lady Macduff?
6. What is the purpose of the exchange between Lady Macduff and her son?
7. What effect is created by the Messenger’s entering to warn Lady Macduff?
8. Why does Shakespeare show the son’s murder onstage?
9. What additional evidence does Shakespeare give his audience that Macbeth is a tyrant? How does Malcolm test Macduff’s honesty? How does Macduff nearly fail the test? What finally convinces Malcolm?
10. What suspicion of Macduff does Malcolm voice?
11. How do Malcolm’s comments about Macbeth again bring to mind the “fair is foul” theme?
12. What literary device is Shakespeare employing when Malcolm says, “Angels are bright still, though the brightest fell”?
13. After receiving word of his family’s slaughter, what does Macduff resolve?
DAY #12: Act 5; Scenes 1-4
1. What is ironic about Lady Macbeth’s constant “hand washing”?
2. What is Lady Macbeth’s condition, and how does Macbeth believe it could be cured?
3. Scene VIII: What information does Macduff tell Macbeth that makes him frightened? What is Macbeth’s response?
4. Why does Macbeth quickly change his mind about fighting?
5. On what note does the play end?
2. What is Lady Macbeth’s condition, and how does Macbeth believe it could be cured?
3. Scene VIII: What information does Macduff tell Macbeth that makes him frightened? What is Macbeth’s response?
4. Why does Macbeth quickly change his mind about fighting?
5. On what note does the play end?
Day #13: Act 5; Scenes 5-8
In Class Macbeth Project | |
File Size: | 170 kb |
File Type: |
Week 5:
DAY #14: SOCRATIC SEMINAR + MEMORIZATION PROJECT ASSIGNED
Memorization Project Explained | |
File Size: | 209 kb |
File Type: | docx |
DAY #15:
ARGUMENTATIVE ESSAY | |
File Size: | 55 kb |
File Type: | docx |
WRITER'S WORKSHOP | |
File Size: | 3711 kb |
File Type: | pptx |
RUBRIC | |
File Size: | 34 kb |
File Type: | doc |
DAY #16:
THEME POSTER | |
File Size: | 33 kb |
File Type: | doc |