Book Three
16 years ago
Wednesday, April 1, 2009
Wednesday, March 18, 2009
Wednesday, February 25, 2009
Thursday/Friday 2/26 and 2/27
Relax the big FINAL is over. Watch the movie Macbeth. This version is a futuristic, Mad Max like, vision that recounts all the passion of the play. On your blog I want you to discuss what you liked about it. Write at least a paragraph.
See you Monday.
See you Monday.
Monday, February 16, 2009
Monday 2/16: Classwork
Work on your acting. Presentations tomorrow! Names drawn randomly.
Here are some questions for you to ask in small groups.
PERFORMANCE SHEET: TIPS
Have your partner give you his/her script when they act for you.
When you watch your partner comment on the following items:
1) Does you partner have any emotion in his/her voice when they read? Does the emotion match the emotion the have or their script? If not try and suggest possible ways the person can say the line.
2) Does your partner have any actions? Do the actions match the character’s emotion and the scene? If not think of places your partner can add actions or how they can change their actions to fit the mood of the scene. Remember—you can use action to bring out key images or you can use action to bring out character.
3) Ask your partner what they think the character means when speaking his/her lines? What points is he or she trying to get across? What are they thinking when they are speaking? What is their motive in speaking?
4) Are they any places where your partner slipped-up, stumbled or forgot their lines. If so have them repeat those lines 3 times.
5) Any suggestions on how your partner can improve his/her acting and/or memorization.
6) What kind of grade would you give your partner? Why?
Here are some questions for you to ask in small groups.
PERFORMANCE SHEET: TIPS
Have your partner give you his/her script when they act for you.
When you watch your partner comment on the following items:
1) Does you partner have any emotion in his/her voice when they read? Does the emotion match the emotion the have or their script? If not try and suggest possible ways the person can say the line.
2) Does your partner have any actions? Do the actions match the character’s emotion and the scene? If not think of places your partner can add actions or how they can change their actions to fit the mood of the scene. Remember—you can use action to bring out key images or you can use action to bring out character.
3) Ask your partner what they think the character means when speaking his/her lines? What points is he or she trying to get across? What are they thinking when they are speaking? What is their motive in speaking?
4) Are they any places where your partner slipped-up, stumbled or forgot their lines. If so have them repeat those lines 3 times.
5) Any suggestions on how your partner can improve his/her acting and/or memorization.
6) What kind of grade would you give your partner? Why?
Tuesday, February 10, 2009
Trip Homework
Scripts and performance from Macbeth. You must memorize 20+ lines.
Tuesday, we perform.
Tuesday, we perform.
Wednesday, February 4, 2009
Words of the Day
Malevolence (N)
Macbeth's feeling of malevolence towards MacDuff resulted in the murder of Lady MacDuff and her children.
Thralls (N)
The thralls of passion include being a slave to one's own hatred.
Macbeth's feeling of malevolence towards MacDuff resulted in the murder of Lady MacDuff and her children.
Thralls (N)
The thralls of passion include being a slave to one's own hatred.
Tuesday, February 3, 2009
Words of the Day
Eminence (N)
Macbeth's eminence was due to his victory in battle.
Avouch (V)
He avouched his role in the murder of Banquo.
Macbeth's eminence was due to his victory in battle.
Avouch (V)
He avouched his role in the murder of Banquo.
Monday, February 2, 2009
Words of Day
Cloistered (ADJ)
The cloistered woman wrote poetry about doves.
Equivocator (N)
The equivocator spoke words with ambiguous ends.
The cloistered woman wrote poetry about doves.
Equivocator (N)
The equivocator spoke words with ambiguous ends.
Friday, January 30, 2009
Words of the Day
Posterity (N)
The posterity of Macbeth's rule shall make Banquo's sons kings.
Homage (N)
He paid homage to King Macbeth.
The posterity of Macbeth's rule shall make Banquo's sons kings.
Homage (N)
He paid homage to King Macbeth.
Thursday, January 29, 2009
Words of the Day
Avarice (N)
Lady Macbeth's avarice could be seen in her taxation of the poor.
Avaunt (v or adv)
Ghost, avaunt from my sight.
Lady Macbeth's avarice could be seen in her taxation of the poor.
Avaunt (v or adv)
Ghost, avaunt from my sight.
Monday, January 26, 2009
Blog Assignment
In the voice MacDuff express your thoughts in writing about what is going on with the country. Please take in account the fact MacDuff does not go to Macbeth's coronation, along with the other things he states to Ross in Act 2.4.
1) Mirth
2) Liege
3) Parricide
4) Verity
5) Avarice
6) Avaunt
7) Posterity
8) Homage
9) Cloistered
10) Equivocator
11) Eminence
12) Avouch
13) Thralls
14) Malevolence
1) Mirth
2) Liege
3) Parricide
4) Verity
5) Avarice
6) Avaunt
7) Posterity
8) Homage
9) Cloistered
10) Equivocator
11) Eminence
12) Avouch
13) Thralls
14) Malevolence
Thursday, January 8, 2009
Motifs in Act 1 - Macbeth
"Foul is fair and fair is foul"
Seeds or planting
Birds - Eagle, Sparrow, Raven, Martlet
Finding one's truth heart - act like the flower but be the serpent beneath it
Seeds or planting
Birds - Eagle, Sparrow, Raven, Martlet
Finding one's truth heart - act like the flower but be the serpent beneath it
Tuesday, January 6, 2009
New Vocabulary
1) Surmised
2) Bounteous
3) Consort
4) Corporal
5) Prate
6) Dauntless
7) Chastise
8) Chalice
9) Undivulged
10) Surfeit
2) Bounteous
3) Consort
4) Corporal
5) Prate
6) Dauntless
7) Chastise
8) Chalice
9) Undivulged
10) Surfeit
Monday, January 5, 2009
Macbeth Unit
Shakespeare: Tragedy
“The poem, the song, the picture is only water drawn from the well of people
and it should be given back to them in a cup of beauty so that they may drink—
and in drinking, understand themselves.”
--Lorca
This unit will give students a chance to look at Shakespeare from a personal and cultural perspective. The class will break of the structure of the play Macbeth and discuss how metaphor and symbol, plot and theme work in conjunction with the development of characters and ideas.
Macbeth is a play about the corruption of power, about the moralistic failings of blind ambition, about the difference between appearance and reality (things are not as they seem), about superstition and how it affects human behavior, about the individual vs. society (or how an individual revolts against society for personal gain). Ultimately students will be asked to relate Macbeth to contemporary times and to write an essay.
OBJECTIVES: At the end of this unit students will be able to
Knowledge:
1) List the five elements of tragedy
2) List the five elements of a tragic hero
3) Define theme, plot, setting, foreshadow, oxymoron, soliloquy, personification, dramatic foil, metaphor (three types), symbol, simile
Comprehension:
4) Identify a metaphor (direct, implied, extended), simile, pun or symbol within the play
5) Give a brief description of all the characters and their roles in the play
6) Given a line of dialogue identify the speaker
7) Outline the plot and break in up into exposition, inciting event, rising action, climax, falling action and catastrophe (or resolution)
8) Summarize each scene into a headline
9) Identify the tragic hero and his/her tragic flaw
10) Discuss the motivations of all major characters (why they do the things they do)
Application
11) Demonstrate an understanding of a scene in a drawing
12) Demonstrate a relation of characters to contemporary times through a simulation
13) Demonstrate an understanding of characters and acting techniques by writing out a script (including the lines, subtext, emotion or tone, and blocking) and acting out the scene from memory
14) Demonstrate an understanding of the play by writing journal entries and in-class writing assignments including a Dear Abbey Letter, interviews, diary entries from characters’ perspective, personal responses, and in-class presentations on characters.
15) Demonstrate an understanding of parts of the play by translation Shakespeare’s lines into contemporary English
16) Write a poem or a rap about Macbeth
17) Research a character: the different critical views and present findings to class
Analysis
18) Write a analysis paper on some element or question of Macbeth and present the paper to class as an oration
19) Answer various study questions (comprehension, analysis and synthesis questions).
Synthesis
20) Write an updated version of Macbeth and present to class
PROJECT: (if time persists)
A variety of activities could be included as a project, but some include staging a scene of the play (with costumes), making a puppet show, making an activity book, reading other Shakespeare plays and presenting them to class (with some acting), making a movie or video, recording your song/rap (with some polishing), writing a sonnet sequence, writing a paper.
STUDENTS WILL BE ASSESSED IN THE FOLLOWING WAYS:
1) Class participation (this includes worksheets, homework)
2) Oral presentations and drawings
3) Individual writing (both critical and creative)
4) Character acting
5) Quizzes and Unit Final
6) Unit Project (if time permits)
ACTIVITIES TO BE INCLUDED (but not limited to)
1) short lectures
2) note guides for movies, reading and lectures
3) in-class reading/ some homework reading
4) in-class writing
5) role-plays/ simulations
6) dramatic acting of scenes and/or poems
7) drawings
8) listening to CDs related to Shakespeare
9) Projects
MACBETH REVIEW GUIDE
Things to know:
• List the five elements of tragedy
• List the five elements of a tragic hero
• Discuss Macbeth’s tragic flaw
• Discuss who wins in Macbeth and why? Who is the hero?
• Define soliloquy and monologue and point to examples from Macbeth
• Outline the plot according to the six elements of plot: exposition, inciting event, rising action, climax, falling action, resolution (give at least three events for the rising and falling action)
• Identify the following characters and discuss they roles in the play (Who they are, What they do, Why the do what they do)
Macbeth Macduff The Porter
Lady Macbeth Lady Macduff The Witches
Duncan Lennox The Doctor
Malcolm Ross The Bloody Captain
Donalbain Seyton Fleance
Banquo Menteith Siward
• Discuss and give examples of the following THEMES:
--Blind Ambition
--The Corruption of Power
--Appearance vs. Reality
--Superstition and how it affects human behavior
--Good vs. Evil
• Discuss the following symbols/motifs (what people and/or ideas the represent and connect them to a theme)
--washing of hands --blood
--planting of seeds, things growing
--the atmosphere of Macbeth’s castle
--spells or chants and supernatural beings
--weather --daggers
--spirits, scorpions, snakes and things in the mind
--birds and flying:
Eagles Crows
Sparrows Geese
Owl Wren
Martlet
Falcon
• Identify the speaker and the significant of important and famous quotes from the following characters:
Witches, Apparitions, Banquo, Duncan, Macduff, Malcolm, Macbeth, Lady Macbeth, The Bloody Captain, Lady Macduff, Ross
• Know and review your study questions for each Act (you should have done these for homework). Some of these questions will be on the test.
“The poem, the song, the picture is only water drawn from the well of people
and it should be given back to them in a cup of beauty so that they may drink—
and in drinking, understand themselves.”
--Lorca
This unit will give students a chance to look at Shakespeare from a personal and cultural perspective. The class will break of the structure of the play Macbeth and discuss how metaphor and symbol, plot and theme work in conjunction with the development of characters and ideas.
Macbeth is a play about the corruption of power, about the moralistic failings of blind ambition, about the difference between appearance and reality (things are not as they seem), about superstition and how it affects human behavior, about the individual vs. society (or how an individual revolts against society for personal gain). Ultimately students will be asked to relate Macbeth to contemporary times and to write an essay.
OBJECTIVES: At the end of this unit students will be able to
Knowledge:
1) List the five elements of tragedy
2) List the five elements of a tragic hero
3) Define theme, plot, setting, foreshadow, oxymoron, soliloquy, personification, dramatic foil, metaphor (three types), symbol, simile
Comprehension:
4) Identify a metaphor (direct, implied, extended), simile, pun or symbol within the play
5) Give a brief description of all the characters and their roles in the play
6) Given a line of dialogue identify the speaker
7) Outline the plot and break in up into exposition, inciting event, rising action, climax, falling action and catastrophe (or resolution)
8) Summarize each scene into a headline
9) Identify the tragic hero and his/her tragic flaw
10) Discuss the motivations of all major characters (why they do the things they do)
Application
11) Demonstrate an understanding of a scene in a drawing
12) Demonstrate a relation of characters to contemporary times through a simulation
13) Demonstrate an understanding of characters and acting techniques by writing out a script (including the lines, subtext, emotion or tone, and blocking) and acting out the scene from memory
14) Demonstrate an understanding of the play by writing journal entries and in-class writing assignments including a Dear Abbey Letter, interviews, diary entries from characters’ perspective, personal responses, and in-class presentations on characters.
15) Demonstrate an understanding of parts of the play by translation Shakespeare’s lines into contemporary English
16) Write a poem or a rap about Macbeth
17) Research a character: the different critical views and present findings to class
Analysis
18) Write a analysis paper on some element or question of Macbeth and present the paper to class as an oration
19) Answer various study questions (comprehension, analysis and synthesis questions).
Synthesis
20) Write an updated version of Macbeth and present to class
PROJECT: (if time persists)
A variety of activities could be included as a project, but some include staging a scene of the play (with costumes), making a puppet show, making an activity book, reading other Shakespeare plays and presenting them to class (with some acting), making a movie or video, recording your song/rap (with some polishing), writing a sonnet sequence, writing a paper.
STUDENTS WILL BE ASSESSED IN THE FOLLOWING WAYS:
1) Class participation (this includes worksheets, homework)
2) Oral presentations and drawings
3) Individual writing (both critical and creative)
4) Character acting
5) Quizzes and Unit Final
6) Unit Project (if time permits)
ACTIVITIES TO BE INCLUDED (but not limited to)
1) short lectures
2) note guides for movies, reading and lectures
3) in-class reading/ some homework reading
4) in-class writing
5) role-plays/ simulations
6) dramatic acting of scenes and/or poems
7) drawings
8) listening to CDs related to Shakespeare
9) Projects
MACBETH REVIEW GUIDE
Things to know:
• List the five elements of tragedy
• List the five elements of a tragic hero
• Discuss Macbeth’s tragic flaw
• Discuss who wins in Macbeth and why? Who is the hero?
• Define soliloquy and monologue and point to examples from Macbeth
• Outline the plot according to the six elements of plot: exposition, inciting event, rising action, climax, falling action, resolution (give at least three events for the rising and falling action)
• Identify the following characters and discuss they roles in the play (Who they are, What they do, Why the do what they do)
Macbeth Macduff The Porter
Lady Macbeth Lady Macduff The Witches
Duncan Lennox The Doctor
Malcolm Ross The Bloody Captain
Donalbain Seyton Fleance
Banquo Menteith Siward
• Discuss and give examples of the following THEMES:
--Blind Ambition
--The Corruption of Power
--Appearance vs. Reality
--Superstition and how it affects human behavior
--Good vs. Evil
• Discuss the following symbols/motifs (what people and/or ideas the represent and connect them to a theme)
--washing of hands --blood
--planting of seeds, things growing
--the atmosphere of Macbeth’s castle
--spells or chants and supernatural beings
--weather --daggers
--spirits, scorpions, snakes and things in the mind
--birds and flying:
Eagles Crows
Sparrows Geese
Owl Wren
Martlet
Falcon
• Identify the speaker and the significant of important and famous quotes from the following characters:
Witches, Apparitions, Banquo, Duncan, Macduff, Malcolm, Macbeth, Lady Macbeth, The Bloody Captain, Lady Macduff, Ross
• Know and review your study questions for each Act (you should have done these for homework). Some of these questions will be on the test.
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