Macbeth: 1.4-7

ACT-ivity & Discussion in ONE!

Four BIG speeches hold up the action and intention of latter half of Act 1.

• 1.5.1-29 (Lady Macbeth)
• 1.5.37-53 (Lady Macbeth)
• 1.7.1-28 (Macbeth)
• 1.7.35-72 (Lady Macbeth)

In your groups, please answer the following questions and post the answers to your content questions to the comment section of this post.

Content

1. What is the person saying? Do a line-by-line translation.
2. How does this speech play into the major action of the play?
3. What does this speech reveal about the character? Other characters?
4. What major themes are expressed?

Delivery

1. How are the lines delivered? (think about the different ideas being conveyed and make each idea clear and compartmentalized)
2. Where does the actor pause?
3. How does the actor gesture?
4. Where is the actor looking?
5. Each group will share the performance of the assigned lines, so think about how you can break up the lines seamlessly.

Macbeth Begins: 1.1-3

ACT-ivity 1.1

Working in groups of three, please respond to the following questions. You'll also be acting out this scene, so assign parts, practice lines, and have some fun.

• How do the witches enter?
• How do they move? Are they old? young? male? female?
• How are the witches different from each other?
• How do they speak?
• How are they dressed?

Discussion

1. In what ways do the actual words of the witches in the first scene help to create the feeling of a nightmare world of evil and confusion? What particularly is the effect of the antithesis and paradox in the last lines?
2. What impressions of Macbeth's character are created, before his actual appearance in the play, by the details of the battle accounts of the sergeant and Ross in Scene 2?
3. What do Banquo's remarks about "the instruments of darkness" tell the reader about his character at this point? (1.3.23) Relate Banquo's ideas to the thoughts included in Macbeth's soliloquy. 
4. The most significant insight about Macbeth's secret thoughts comes in the soliloquy (first of seven), "This supernatural soliciting ..." (1.3.129-141).
1. What is the suggestion "whose horrid image doth unfix my hair"?
2. What moral conflict appears to exist in Macbeth's mind? Reference and explain the lines in which this conflict is expressed.
3. What conclusions about Macbeth's character can you draw from this soliloquy?
4. Why does the thought of killing Duncan so strongly affect a man (Macbeth) who has killed so many others on the battlefield?

Part 3

The final part!

Frankenstein Project: Part 2

Part 2!

Final project: Part 1

Here's STEP ONE!

It's all over ....

Insiders and outsiders in the community. Some inspiration.

Frankenstein 1931


Young Frankenstein


Beauty & the Beast


Discussion questions
1. How is Victor an outsider? How is he an insider?
2. How is the creature an outsider? How is he an insider?
3. What is the difference between regret and remorse? Do either of the two main characters experience these emotions?
4. Major themes from the novel?
5. Final thoughts?

Frank: Vol 3, Chpts 4-6

If presidents can debate, why can't we?

Here we go!!

In-class writing #2: You are still amazing!

Here's the writing prompt in a fun google doc

OR

Here it is ... (remember: you can use the tips from our last class or the comments from your last in-class writing)

The Creature’s Disposition

One of our guiding questions is: What factors inform our identity? Let’s apply that question to the creature as he asks himself,  “What was I?” (124).

In a clear and cohesive PARAGRAPH, answer the following question:

What is the most important factor that shapes the creature’s identity?

Be sure to begin with a strong and arguable thesis, use textual evidence to support your claims (citing page numbers in parenthetical notation at the end of each piece of evidence), and proofread when you are finished. A paragraph is NOT an essay. It is simply a paragraph with one idea presented. Your job is to be complete, concise, and insightful. You can do it!


Some hot tips on a solid paragraph. I recognize we have only reviewed the SPA parts, so know that not everyone will understand all of these elements. That’s ok. Try to do better than the last time. Keep up the good work!

1. Topic Sentence: The paragraph’s thesis.

2. Transition:  Guide your reader to your first idea.

3. Statement:  Supports your thesis.

4.  Context: Introduces quote or summary sentence or phrase that indicates the situation from which the quote was taken.

5. Proof:  The quote (with author & page number in parentheses at the end of the quote).

6. Analysis:  Interpret the quote. State why this quote proves the topic sentence.

7. Transition:  Provide another guide or link to second idea.

8. Second Main Idea: Statement

9. Context for second quote.

10. Second quote: Proof

11. Analysis of second quote.

12. Commentary:  Relate topic back to larger thesis of paper.

Instructions for electronically handing in your paper

1. When you are finished with your paper, save it as a PDF to the desktop.
2. Open a web browser and go to www.dropbox.com.
3. Sign into your dropbox account.
4. Find the folder you share with me, and me alone!
5. Drag your paper from the desktop into our shared folder.
6. Check in with Mary to make sure she has access to the paper.
7. Log out of dropbox.
8. Email paper to self as back-up
9. Quit the web browser
10. Throw essay in trash
11. High-5 self for being so awesome.