E Block: Passages 1-6: Exam Review

1. How does this passage related to major action of the play?
2. What does this passage reveal about the character(s)?
3. What themes are represented?
4. What motifs are present?
5. What literary devices are used?
6. What is the tone of the passage? What words create that tone?

ps: Andy really loves Macbeth. Look at the joy on his face.

A Block: Passages 1-6: Exam Review

1. How does this passage related to major action of the play?

2. What does this passage reveal about the character(s)?
3. What themes are represented?
4. What motifs are present?
5. What literary devices are used?
6. What is the tone of the passage? What words create that tone?

Macbeth: The End (Part 2)

Discussion

• Soliloquy #7 (5.3.19-29)
• What's the significance of the key metaphor? What does this reveal about Macbeth?
• What is the meaning of Macbeth's figurative language: mouth-honour, breath
• Soliloquy #8: (5.5.18-27)
• What general feeling about life is expressed in this soliloquy?
• Four metaphors
• Identify key words and meaning they express
• Are these thoughts Macbeth's alone or might they represent Shakespeare's? Is there some universal quality in these thoughts, a significance and relevance that go beyond Macbeth's situation and touch all people?
• Macbeth vows to die like a man and go down fighting. Does this affect your view of him? Does choosing death give a kind of nobility and dignity? When is death preferable to captivity? How does this relate to gender norms?
• Malcolm calls Macbeth "this dead butcher," (5.9.36) and most readers will agree that Macbeth's fate has been deserved. Did Shakespeare want the audience to view Macbeth exactly as Malcolm views him, or did he want the audience to have a different feeling about him?
• Where do you think Shakespeare wanted the audience to lay the primary responsibility for Macbeth's course of evil? on the witches, Lady Macbeth or on himself?
• Some audience members retain some measure of sympathy and respect for Macbeth. How does Shakespeare's presentation of his thoughts and actions in the last scenes serve to make the audience retain such a measure of sympathy and respect? Refer to specific lines.
• Major themes? symbols?
• Last thoughts, comments, ideas, insights?

Macbeth: The end (Part 1)

Review of Meta Comments: see handouts and ...

• Meta comments are a way for you and I to engage in some dialogue about your writing. You wrote, I responded, and now you get to respond again. This process is a way for you to think more deeply about the comments and process of writing and a way for me to see how you will move forward for the next writing assignment.
• Meta comments are about 1. a restatement of the suggestion, criticism, or praise; 2. a confirmation of their understanding of the issue; and 3. a concrete plan for moving forward.
• You have two choices: you can either use the table to gave you OR you can write our the meta comments like the example I have you. Regardless, each much address the three areas noted above.

To start with some laughter (WSJ)

ACT-ivity

• Entire class: Let's look at Lady Macbeth! In the case of her sleepwalking scene, Shakespeare seems to have anticipated, centuries ago, some of the most important psychological findings and insights of our own time, which deal with the symbolic interpretation of dreams and the effects of suppression of deeply buried feelings. Modern psychology holds that mental breakdown is often due to long-suppressed or repressed feelings, and that clues to the causes of such breakdown can be found in dreams. What?! Lady Macbeth's sleepwalking can be viewed as such a dream — a dream in motion, a nightmare being acted out.
• How is Lady macbeth's language disjointed and unconnected?
• According to her utterances, what are the causes and origins of her present condition?
• What previous conversations does she repeat or paraphrase?
• What are the real causes of her breakdown? Why do you think she broke down first? Is this a larger commentary on women? Mental illness?
• Where can you find dramatic irony in her speech?

OR ...

Lady Macbeth debate. Remorse or no remorse???

Macbeth 4.2 & 4.3

1. Poor Lady Macduff is the only other female in the play. What? It's true. How does she compare to Lady Macbeth?
2. Ross's speech (4.2.14-26): What does Ross reveal about Scotland under Macbeth's rule? Look back at Lennox's speech (3.6.1-25) to see how things have changed/stayed the same.
3. What is up with Malcolm and Macduff?? Let's look at Scene 3!

• What is the purpose of Macduff's visit to Malcolm?
• Why does Malcolm hesitate to trust Macduff?
• How does Malcolm test Macduff's honesty & integrity?

Facebook Profile


Main players:
1. Macbeth
2. Lady Macbeth
3. Duncan
4/5. Malcolm & Donaldbain
6. Macduff
7. Lady Macduff
8. Banquo
9. Fleance
10/11 Murderers (2)
12-14 Witches (3)
15. Porter
16/17 Ross & Lennox
18. Shakespeare while writing Macbeth




Maybe some video: Patrick Stewart Chpts. 14, 15, 16

Macbeth 4.1 & 4.2

Let's look at some film!

RSC
PBS

Discussion

1. A look at Macbeth's speech (4.1.49-60): What is Macbeth saying? Notice the use of repetition (anaphora). What's the impact of the repetition?
2. The apparitions
1. Nature of each apparition
2. Statement it makes
3. Effect on Macbeth (look at the language of his reaction)
4. Does the apparition promise success or failure of Macbeth?
3. Soliloquy #6 (4.1.143-155): In what way has Macbeth become more fully committed to evil? Reference specific parts of the soliloquy to support your claims.
4. Poor Lady Macduff is the only other female in the play. What? It's true. How does she compare to Lady Macbeth?
5. Ross's speech (4.2.14-26): What does Ross reveal about Scotland under Macbeth's rule? Look back at Lennox's speech (3.6.1-25) to see how things have changed/stayed the same.

Macbeth 3.4 & 3.5

1. Vocab quiz!

2. Let's review the banquet scene and watch some professionals do their thing!

3. What the heck is Lennox saying in Scene 6? -- a little group work

• Odd groups: go through the scene and underline/circle every word having to do with evil or wrongdoing.
• Even groups: go through the scene and underline/circle every word having to do with goodness, hope or Heaven.
• All together: one reader reads the scene aloud; one odd group member echoes all of the evil words; one even group member echoes all of the good words

5. How does Lennox feel about Macbeth? Duncan?

6. What function does this scene serve?

7. What conflicts have been set up?

Macbeth 3.3 & 3.4

Working through the banquet scene. See handout. (Film: 1:21.30)

Back to the action. Macbeth 3.1-3.2

ACT-ivity: Let's get angry!

Working in pairs you'll examine the fifth main soliloquy: 3.1.49-73. Macbeth contemplates why he wants Banquo out of the way, and his speech rises toward the close to a pitch of dramatic intensity. This intensity is created through the use of vivid metaphors.

1. Identify the key metaphors in the lines
2. Explain how they serve to heighten the expression of Macbeth's feelings
3. Figure out how you and your partner are going to deliver the lines (think tone, volume, etc; one of you will be Macbeth and the other will be Banquo).
4. Film: 1:02.29

Discussion

• In Scenes 1 & 2 the audience discerns significant changes in Macbeth's character and in his relationship with his wife. What evidence of these changes do you see in the two scenes (please cite scene and line numbers)?
• The pervading sense of a dark and anguished world of horror is sustained in these scenes, particularly in Macbeth's speeches to Lady Macbeth, in which he describes his own state of mind and his sense of the world he inhabits. Find 2-3 such passages in Act 3, Scene 2, and comment on the key images in each passage. Look for vivid and effective description. (Think about where else in the play we've heard an appeal to evil and darkness.)
• Why doesn't Macbeth just give the order to kill Banquo? Why does he have to convince the murders to do it? How does he employ a little Lady Macbeth-style convincing?
• Compare Macbeth's last lines before killing Duncan to his last lines before killing Banquo. How do the lines compare and contrast?

The Writing Intensive

You have a great first paragraph and a rough idea for the second. Now what?

1. Let's revise the thesis statement. Your original thesis was written for a single paragraph. Now you need to broaden it in order for it to work for a full essay. Where to begin?

• Revisit the question --> what are you being asked to investigate?
• Revisit your brainstorm --> what related but not repeated ideas didn't make it into the first paragraph?
• Revisit your evidence -->what evidence were you unable to use because of space limitations? This doesn't mean find longer pieces of evidence; rather, find evidence that is relating to but not repeating your larger argument. 
• Draw a new, more expansive conclusion

2. Thesis Statement Handout

• Work through the handout with your revised thesis statement. The goal is to have an even better, more crisp, more revised, more awesome thesis statement.
• Share with partner. Questions for partner
• 1. Is my thesis answering the prompt?
• 2. Is my thesis specific but broad enough for two paragraphs?
• 3. Is my thesis proposing a HOW or WHY?
• 4. Is the language of my thesis concise, precise and arguable?

3. Revising topic sentences

• A good topic sentence supports your thesis statement, but DO NOT REPEAT your thesis statement.
• Because a solid topic sentence has the same traits as a thesis, put your topic sentences through the thesis statement handout.
• Share with a partner. Questions for partner --> 1. Are my TS's repeating my thesis? Are my TS's specific and arguable?

4. Reassessing Evidence

• Think of yourself as a lawyer. You're arguing the most important case of your life. You need evidence to prove your point. Do present four pieces of evidence that prove exactly the same idea? NOOOOO!! You want your evidence to be complementary but insightful. You want to prove different nuances or layers of the larger argument you're making.

5. Reassessing your Analysis

Macbeth In-class Writing

Question Who is to blame for Duncan's murder, Lady Macbeth or Macbeth?

How to proceed
1. Get a school laptop
2. Login via TEST mode --> username TEST --> password "test"
3. Open WORD or PAGES and write .... you have the entire block

File name
A block: Macbeth_A_name.pdf

E block: Macbeth _ E _ name.pdf

Resources
1. Use your green packet of awesome. Refer to the SPA handout.

2. Book

3. Homework/warm-up writing & goals

You may not use any other resources.

Handing the essay in

Please note a small change: you will be submitting TWO copies of your writing. ONE copy must be a pdf and ONE copy must be the Pages or Word file.

1. Save the document as a PDF.
1. Word users: FILE --> SAVE AS --> PDF (make sure to unclick the "hide extension" box)
2. Pages users: FILE --> EXPORT --> PDF (make sure to unclick the "hide extension" box)
2. Go to dropitto.me/mcollie to send paper to Mary.
3. Password: EnglishRocks
4. As time permits, start on other homework. Look good. Relax. High-5 yourself. Day dream about all of the candy you'll get on Halloween.

Macbeth 2.1-2.2

Finish up discussion and review of previous act and scenes. Then ...

Best. Soliloquy. Ever!

Who makes more magic happen? Patrick Stewart or his dear friend Ian McKellen battle for the king of Macbeth's madness.

1. How do you explain the appearance of the dagger apparition in terms of Macbeth's psychology as you know it?

Macbeth 1.4-1.7

Reading quiz!

ACT-ivity & Discussion in ONE!

Five BIG speeches hold up the action and intention of Act 1.

1. 1.3.126-141 (Macbeth)
2. 1.5.1-29 (Lady Macbeth)
3. 1.5.37-53 (Lady Macbeth)
4. 1.7.1-28 (Macbeth)
5. 1.7.35-72 (Lady Macbeth)

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 speaker? 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.

**One person from each group is responsible for completing this information on the shared working document. See below.

A block groups (working document)

1. Mia, Nick
2. Lizzie, Ryan, Duncan
3. Adam, Zoe
4. Nathan, Delaney, Cate
5. Caroline, Felix. Alexia

E block groups (working document)

1. Maggie, Julia, Sierra
2.  Sam, Grace, Danielle, Lane
3. Elly, Andy, Jack
4. Coco, Lauren, Joe, Emma
5. Macie, Justin, Nadav, Mackenzie

Macbeth 1.1-1.3

It begins ... As we watch a few variations on the opening scene, please consider the following:

1. How do the witches enter?
2. How do they move?
3. Are they young? old? male? female? unsure?
4. How are the witches different from each other? similar to each other?
5. How do they speak?
6. How are they dressed?

Big Question -- what tone is set from this opening scene? What themes are presented?

Roman Polanski (1971)

Hartford Stage (2013)

Orson Welles (1948)

PBS (2010)

Discussion (as time permits)

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?

Adam & Eve ... Macbeth & Lady Macbeth

Adam & Eve

1. Review homework questions in small groups
2. What words are associated with gender role disruption? Male related words? Female related words?
3. How do gender roles influence your daily life? How do you disrupt expectations? What are the consequences of disruption?
4. How do the power dynamics shift within the narrative? Where do we see the language of power?

--------------------------
Macbeth

Nightly expectations: Read, annotate, complete vocab (complete vocab for each act on the FIRST night of reading an act)

Terms you need to be familiar with

Details of the book --> summary, analysis, more summary, and key terms

Oedipus In-class writing

A block question: What constitutes Oedipus’ hamartia, or tragic mistake/error?

E block question: What is Jocasta's specific role in shaping Oedipus' future and behavior? Use two examples from the play to discuss the nature of her influence upon her husband and son.

How to proceed
1. Get a school laptop
2. Login via TEST mode --> username TEST --> password TEST
3. Open WORD or PAGES and write .... you have the entire block

File name:
A block: Oedipus_A_name.pdf

E block: Oedipus _ E _ name.pdf

Resources:
1. Use your green packet of awesome. Refer to the SPA handout (you can also find that structure on the right side of the blog -->).

2. Book

3. Homework/warm-up writing

You may not use any other outside resources.

Handing the essay in:

1. Save the document as a PDF.
1. Word users: FILE --> SAVE AS --> PDF (make sure to unclick the "hide extension" box)
2. Pages users: FILE --> EXPORT --> PDF (make sure to unclick the "hide extension" box)
3. Google users: FILE --> DOWNLOAD AS --> PDF
2. Go to dropitto.me/mcollie to send paper to Mary.
3. Password: EnglishRocks
4. As time permits, start on other homework. Look good. Relax. High-5 yourself. Day dream about fun things you'll do this weekend.

Vocab quiz & SPA prep

1. Take vocab quiz!
2. Review and work on green packet of awesomeness!!!
3. Review homework expectations.

Oedipus 59-end

Discussion
1. Why does the Herdsman want to protect the truth? Is it for selfish or selfless reasons? Look closely at the language and tone created in his short lines.
2.  Look at the chorus' speech on p. 64-65 (1188-1223). Does the chorus show pity or sympathy or empathy for Oedipus? Why or why not? What does this tell us about how we the audience are supposed to think about him.
3. Review second messenger speech (1238-1297)
4. Looking at the last ten pages of the text (specifically Oedipus' lines), answer the following questions: how does Oedipus show remorse for his actions? How does he take ownership of his exile?
5. What is the closing tone of the play? What are we to take away?

Oedipus: 48-59

1. Present tableaus

2. Today we're doing to practice some fast analytical thinking and writing. We're going to write, discuss, write, discuss, write, discuss and be done. Best day of your life. Right here!

Each writing/discussion unit will be divided into 25 minutes. You will have 12 minutes to write alone and 8 minutes to discuss as a large group.

Topic 1: pg. 48, lines 884-896
What complex moral issue is the chorus struggling with and how does it relate to the major action of the play?

Topic 2. pgs. 56-57, lines 1056-1073
Is Jocasta selfish? Why or why not?

Topic 3. pg. 58, lines 1077-1086
Does Oedipus demonstrate hubris or ignorance? Support your with the text.

Oedipus 32-47: The drama!

1. 10 minutes to finish up T&O conversation. 3 groups present (10 mins).
2. I'll check books and vocab while you're working

Dramatic Exercise

Drama: The play is constructed as an investigation of the past. All irrational things have been completed and they are unalterable. This construct intensifies the inevitability of it all and the looming sense of fate. Therefore, the drama of the play is not about the act of killing the king but rather the process of Oedipus' self-realization.

Power: drama is all about power, about someone winning, someone gaining something over the other person. Think about power on a few levels: personal, social, supernatural.

Hamartia: mistake or error in the hero that leads to his downfall

Working in groups, you must select the FIVE most important lines/sentences from the text. For each line you must create a tableau (a frozen physical representation of what the line shows -- remember power and status and changing levels). One group member is the narrator and the other group members are involved in the tableau. Each group will present its five lines to the class and the narrator will narrate the tableau.

Questions to think about: What story of Oedipus did each group tell? Who won each scene? How has power in each scene?

A Block
1. Mia, Felix, Adam, Alexia
2. Nathan, Caroline, Cate, Delaney
3. Ryan, Nick, Lizzie, Duncan, Zoe

E Block
1. Maggie, Julia, Sierra, Sam
2. Grace, Danielle, Elly, Andy, Lane
3. Coco, Macie, Jack, Lauren, Emma
4. Joe, Justin, Nadav, Mackenzie

Oedipus 11-32 ... one more time

1. More insights into Oedipus' character --> how does he demonstrate his power thus far?
2. What's going on between Oedipus & Teiresias. Write your own version of the exchange.
3. What's up with the chorus? What are they telling us?

Oedipus 11-32

Group discussion questions:

1. How can your destiny be predicted? (tarot cards, fortune tellers, atrology, fortune cookie, etc)
How did ancient people prophesize the future? (animals, oracles, etc)
Do any of you believe in prophesies?
Do you think you would if you lived almost 2500 years ago?

--switch gears --

Intro the idea of Hubris!!! What is hubris? Can you think of any literary examples of hubris?

Now we're ready to start our study of Oedipus ...

A little bit of history, some characters and locations, that pesky Sphinx.

Group work: break down the priest's speech. What is the priest saying in each section? What imagery is employed? Who is mentioned? What's the story of the sphinx? What is the priest asking of Oedipus?

1. 14-24
2. 25-34
3. 35-45
4. 46-57

Imagery: sickness and pollution, ship of the state, blindness vs sight, light vs dark and then the text ...

Oedipus Begins ....

The goal: make a Google presentation that does the following:

Investigate a politician/celebrity who has made a mistake that cost him/her his/her job.

Assign one to each group

1. Richard Nixon
2. Marion Barry
3. Ray Rice
4. Tom DeLay
5. Martha Stewart
6. Donald Sterling

Slide 1: Who is this person? Short bio. Image required.

Slide 2: What mistake(s) did this person make? Be specific.

Slide 3: What motivated this person to make the mistake?

Slide 4: How did this mistake/these mistakes cost this person his/her job?

Slide 5: Your thoughts … Why do people in power often times make such big mistakes?

**All slides need citations (this can be in the form of urls).

**You need to have at least three sources.

**You will share your findings with the class in 2-3 minute presentations.

Work time: 45 minutes

Presentation time: 15-20 minutes

4. As time permits, engage the students in conversation about destiny. Can it be predicted?
5. Brainstorm ideas on board:

• How is it predicted (tarot cards, fortune tellers, astrology, fortune cookies, etc)?
• What is a prophecy?
• How did ancient people prophesize the future? (animals, oracles, weather, etc)
• Who in this room believes in prophesies?
• Do you think you would believe in prophesies if you lived almost 2500 years ago?

More workshopping

1. Set up a drobox account, create and share a folder with Mary, test sharing, high-5 neighbor for being so crafty!
2. How to submit:

1. Save the document as a PDF with the following file name: AlexieA/E_Name.pdf
1. Word users: FILE --> SAVE AS --> PDF (make sure to unclick the "hide extension" box)
2. Pages users: FILE --> EXPORT --> PDF (make sure to unclick the "hide extension" box)
3. Google users: FILE --> DOWNLOAD AS --> PDF
2. Go to dropitto.me/mcollie to send paper to Mary.
3. Password: EnglishRocks

Pre-workshop:
The handout

Groups:
A block

1. Caroline, Alexia, Ryan,
2. Cate, Zoe Nick
3. Delaney, Lizzie, Duncan
4. Adam, Mia, Felix, Nathan

E block

1. Emma, Justin, Joe
2. Macie, Nadav, Sam
3. Mackenzie, Jack, Maggie
4. Grace, Lane, Julia
5. Elly, Danielle, Lauren
6. Andy, Sierra, Coco

The process:
Work through the handout with your group mates. You must read each other's work and give feedback, edits, and suggestions for revision. This is a great time to learn that the more you put into this exercise, the more you get out.

The essay & workshopping

Review the writing assignment

Group work: Workshop Protocol (Please read protocol to students before you begin. Keep time to keep the discussions moving.)

1. Presenter gives an overview of the ideas/insights/writing for each grade. Start at Kindergarten and move through high school. Listeners are looking for overarching themes/ideas. Listeners don’t speak or respond at all, but they should take notes on what stands out, what they hear.. (5 mins)
2. Each listener summarizes what they heard the presenter say. (2-3 mins)
3. Listeners ask probing questions: These questions should be worded so that they help the presenter clarify and expand his/her thinking about the ideas presented. The goal here is to help the presenter refine each grade level story, and improve upon the style, voice, tone, and details. The presenter may respond to the group’s questions, but there is no discussion by the group of the presenter’s responses. (2-3 mins)
4. Presenter gets to ask questions. The goal here is to gain use your peers as a sounding board. What is missing? What needs elaboration?  (2-3 mins)

Workshop groups E

1. Emma, Coco, Sam

2. Macie, Lauren, Jack

3. Mackenzie, Grace, Joe

4. Danielle, Julia, Nadav

5. Sierra, Maggie, Lane

6. Elly, Andy, Justin

The Alexie Personal Essay

Here's the writing assignment.

"The Lone Ranger & Tonto ..." and "Witnesses, Secret & Not"

1. Some writing ... memories from 5th-8th grade. This should be a bit easier than K-4 memories.
1a. Check books and guiding question
2. Discussion Questions

Who is Tonto? Who is the Lone Ranger? TV show from 1950s.
Tonto comic book
Recent film
ABC story one some of the mascots

Good read on mascots from ESPN

The Lone Ranger & Tonto
1. What internal conflict is the narrator dealing with?
2. How does the narrator try to take advantage and ownership of Indian stereotypes?
3. Define the "new kind of warrior" the narrator is supposed to embody?
4. What conclusions does the narrator come to at the end of the story? What conclusions are the reading to draw on the evolution of the narrator?

Witnesses, Secret & Not
1. How does the narrator's view of his father change over the course of the story?
2. What's the main conflict of the story?
3. What's the relationship between Indian identity and the culture's obsession with the disappeared?

"Approximate size of my ..." & "Indian Education"

1. Some writing about the reading: how would you describe Alexie's style in Indian Education? What kinds of details does he include? How would you describe the tone?
1a. Check books and guiding questions
2. Some writing for yourself ... Modeling your structure after Indian Education, please brainstorm memories from kindergarten through fourth grade.
3. Discussion:

Approximate Size ...

1. This is a love story, why does the narrator fall in love with Norma?
2. How does humor help the narrator survive the struggles of every day life? What does humor allow the narrator to mask?

Indian Education

1. Your discussion questions ....

A Block

E Block

"Amusements" & "This is What It Means"

• Read "I remember ..." and write your own. Categories include: music, people, smells, tastes, places, advertisements, firsts, bruises/scars/broken bones, books, movies, vacations, and sayings.
• Book & guiding question check
• Discussion

Amusements (Internalized Oppression)
1. The plot of a story is the chain of major events. Summarize the plot of “Amusements”.

2. What does the plot tell you about Victor’s attitude towards Dirty Joe? Towards himself?

3. What is the significance of the title?

4. Sherman Alexie repeats the phrase “Crazy mirrors” three times at the end of the story. What is the significance of the crazy mirrors?


This is What It Means ... (the journey)

1. Think about Victor’s character. Describe him in the beginning of the story, the middle, and the end. Does he change? Explain.

2. Think about Thomas’ character. Compare him to Victor. How is he different? Similar?

3. Thomas Builds-the Fire has the ability to see things that others cannot. Why are his peers so unwilling to listen to his stories? What do his stories represent?

"Because My Father Always Said ..." & "The Only Traffic Signal on the Res"

1. Check books
2. What does it mean to annotate?
3. Discussion

Because My Father Always …

1. Describe Victor’s relationship with his father?

2. Why do you think Victor’s father was so adamant about saying he was the only Indian to see Hendrix play at Woodstock? What did it mean to Victor’s father to say he was there? What does Jimi Hendrix symbolize to the narrator?

3. By the end of the story, how has Hendrix's symbolism changed for the narrator? For his father?

The Only Traffic Signal …

1. What is the meaning, the value of basketball on the reservation?

2. Summarize what happens to Julius Windmaker in 3-5 sentences.

3. How does the broken traffic light serve as a metaphor for life on the reservation.

Day 2: Sherman Alexie redux

1. Where I'm From -- let's share!
2. Tribes -- some discussing & some writing: What tribes are you from? List 20-25 tribes you are a part of. Note how Alexie is specific and mentions emotions as well as tangible things. Drill down beyond your Where I'm From.
3. Bill Moyers & Alexie in conversation

Day 1: We begin

1. Who am I?
2. Why we're here ...
3. Let's read, "My Name"
4. Who are you?
5. "Where I'm From"

Journal Rubric

Here's the rubric!

Journal Entries Day 2

Let's talk about clichés!

Let's talk about voice!

What's working? What isn't working? Let's get working ...

Reminder -- HARDCOPY of journal #1 is due on Monday.

Macbeth Paper Submission

1. Workshop paper with peers. Make final edits.

Format:
*Double spaced.
*Name at top of paper

Handing the essay in:

1. Save the document as a PDF with the following file name: MacbethC/B_Name.pdf
1. Word users: FILE --> SAVE AS --> PDF (make sure to unclick the "hide extension" box)
2. Pages users: FILE --> EXPORT --> PDF (make sure to unclick the "hide extension" box)
3. Google users: FILE --> DOWNLOAD AS --> PDF
2. Go to dropitto.me/mcollie to send paper to Mary.
3. Password: EnglishRocks

Peer Revision Work

It's time to look at each other's work and make it more awesome. Awesomer!!

Workshop Day!

Let's get workshopping!!!

Macbeth Essay information

Handout can be found HERE!

Macbeth Act 5: Day 2

Discussion

• Soliloquy #7 (5.3.19-29)
• What's the significance of the key metaphor? What does this reveal about Macbeth?
• What is the meaning of Macbeth's figurative language: mouth-honour, breath
• Soliloquy #8: (5.5.18-27)
• What general feeling about life is expressed in this soliloquy?
• Four metaphors
• Identify key words and meaning they express
• Are these thoughts Macbeth's alone or might they represent Shakespeare's? Is there some universal quality in these thoughts, a significance and relevance that go beyond Macbeth's situation and touch all people?
• Macbeth vows to die like a man and go down fighting. Does this affect your view of him? Does choosing death give a kind of nobility and dignity? When is death preferable to captivity? How does this relate to gender norms?
• Malcolm calls Macbeth "this dead butcher," (5.9.36) and most readers will agree that Macbeth's fate has been deserved. Did Shakespeare want the audience to view Macbeth exactly as Malcolm views him, or did he want the audience to have a different feeling about him?
• Where do you think Shakespeare wanted the audience to lay the primary responsibility for Macbeth's course of evil? on the witches, Lady Macbeth or on himself?
• Some audience members retain some measure of sympathy and respect for Macbeth. How does Shakespeare's presentation of his thoughts and actions in the last scenes serve to make the audience retain such a measure of sympathy and respect? Refer to specific lines.
• Major themes? symbols?
• Last thoughts, comments, ideas, insights?

Macbeth Act 5. They died?

To start with some laughter (WSJ)

And more laughter! (Sassy Gay Friend)

ACT-ivity

• Entire class: Let's look at Lady Macbeth! In the case of her sleepwalking scene, Shakespeare seems to have anticipated, centuries ago, some of the most important psychological findings and insights of our own time, which deal with the symbolic interpretation of dreams and the effects of suppression of deeply buried feelings. Modern psychology holds that mental breakdown is often due to long-suppressed or repressed feelings, and that clues to the causes of such breakdown can be found in dreams. What?! Lady Macbeth's sleepwalking can be viewed as such a dream — a dream in motion, a nightmare being acted out.
• How is Lady macbeth's language disjointed and unconnected?
• According to her utterances, what are the causes and origins of her present condition?
• What previous conversations does she repeat or paraphrase?
• What are the real causes of her breakdown? Why do you think she broke down first? Is this a larger commentary on women? Mental illness?
• Where can you find dramatic irony in her speech?

Macbeth: 4.3

1. Poor Lady Macduff is the only other female in the play. What? It's true. How does she compare to Lady Macbeth?
2. Ross's speech (4.2.14-26): What does Ross reveal about Scotland under Macbeth's rule? Look back at Lennox's speech (3.6.1-25) to see how things have changed/stayed the same.
3. What is up with Malcolm and Macduff?? Let's look at Scene 4!

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Main players:

1. Macbeth

2. Lady Macbeth

3. Duncan

4/5. Malcolm & Donaldbain

6. Macduff

7. Lady Macduff

8. Banquo

9. Fleance

10/11 Murderers (2)

12-14 Witches (3)

15. Porter

16/17 Ross & Lennox

18. Shakespeare while writing Macbeth

Maybe some video: Patrick Stewart Chpts. 14, 15, 16

Macbeth: 4.1&2

Let's look at some film!

Discussion

1. A look at Macbeth's speech (4.1.49-60): What is Macbeth saying? Notice the use of repetition (anaphora). What's the impact of the repetition?
2. The apparitions
1. Nature of each apparition
2. Statement it makes
3. Effect on Macbeth (look at the language of his reaction)
4. Does the apparition promise success or failure of Macbeth?
3. Soliloquy #6 (4.1.143-155): In what way has Macbeth become more fully committed to evil? Reference specific parts of the soliloquy to support your claims.
4. Poor Lady Macduff is the only other female in the play. What? It's true. How does she compare to Lady Macbeth?
5. Ross's speech (4.2.14-26): What does Ross reveal about Scotland under Macbeth's rule? Look back at Lennox's speech (3.6.1-25) to see how things have changed/stayed the same.

Gearing up for performing!

1. Welcome back. How was spring break? Three words.
2. Review of performance assignment.

• 5-7 lines
• Must be memorized and performed. Costumes optional. If you
• Along with your performance, you must hand in a translation of the lines. This can be typed or hand-written, but it must be completed BEFORE you perform. Think of it as your ticket to class. On this piece of paper, you must also note what lines you are performing.
• For example: Name at the top of the page. Write out the lines you are performing (include act, scene and line numbers). Write out your translation of the lines.

3. On index cards — list five emotions you experienced over spring break and then list five emotions (no repeats, please) we've seen in Macbeth thus far.
4. Volunteers: a little emotion charades and then with one of the following lines:

• I'd like extra sprinkles on my soft serve cone.
• The A's really are the best team in baseball.
• I am like the lorax; I speak for the trees.
• On Wednesdays I watch television.
• Writing English essays makes my heart pound.
• Sometimes when I get nervous I sweat.
• People who like cats often smell bad.
• Water polo doesn't involve horses.
• Reading is over-rated.
• Wearing glasses makes me feel smarter.

Handout to prep for performance
Rubric for performance

Macbeth: Act 3, Sc 5 & 6

1. Vocab quiz!

2. Homework for spring break: please select 5-7 lines of text from Act 1, Act 2 or Act 3. You will be memorizing and performing these lines the week after spring break. For the Monday after break, please make sure you've selected your lines. They need to be 5-7 consecutive lines.

3. Let's review the banquet scene and watch some professionals do their thing!

4. What the heck is Lennox saying in Scene 6? -- a little group work

• Odd groups: go through the scene and underline/circle every word having to do with evil or wrongdoing.
• Even groups: go through the scene and underline/circle every word having to do with goodness, hope or Heaven.
• All together: one reader reads the scene aloud; one odd group member echoes all of the evil words; one even group member echoes all of the good words

5. How does Lennox feel about Macbeth? Duncan?

6. What function does this scene serve?

7. What conflicts have been set up?

Act 3.3&4

ACT-ivity
Working through the banquet scene. See handout. (Film: 1:21.30)

Macbeth: 2.1-2.2

Finish up discussion and review of previous act and scenes. Then ...

Best. Soliloquy. Ever!

Who makes more magic happen? Patrick Stewart or his dear friend Ian McKellen battle for the king of Macbeth's madness.

1. How do you explain the appearance of the dagger apparition in terms of Macbeth's psychology as you know it?

Macbeth: 1.4-1.7

ACT-ivity & Discussion in ONE!

Five BIG speeches hold up the action and intention of Act 1.

1. 1.3.126-141 (Macbeth)
2. 1.5.1-29 (Lady Macbeth)
3. 1.5.37-53 (Lady Macbeth)
4. 1.7.1-28 (Macbeth)
5. 1.7.35-72 (Lady Macbeth)

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 speaker? 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.

**One person from each group is responsible for completing this information on the shared working document. See below.

B block groups (working document)

1. Baylor, Ian, Alex

2. Isaiah, Ben, Adriana

3. Hugo, Cate, Katie, Phyllis

4. William, Larkin, Jack, Julian

5. Jillian, Francesca, Chloe, Asher

C block groups (working document)

1. Pei Ja, Mac, Bay

2. Emma, Maddy, Will R, Alex

3. Lauren, Will O, Rachel

4. Gabe, Claire, Caroline

5. Kraz, Sam, Sarah, Renee
(Hailey absent)

Macbeth 1.1-1.3

It begins ... As we watch a few variations on the opening scene, please consider the following:

1. How do the witches enter?
2. How do they move?
3. Are they young? old? male? female? unsure?
4. How are the witches different from each other? similar to each other?
5. How do they speak?
6. How are they dressed?

Big Question -- what tone is set from this opening scene? What themes are presented?

Roman Polanski (1971)

Hartford Stage (2013)

Orson Welles (1948)

PBS (2010)

Discussion (as time permits)

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?

Paper Submission & Macbeth

1. Workshop paper with peers. Make final edits.

Format:
*Double spaced.
*You are going use parenthetical notation after each piece of evidence.

Handing the essay in:

1. Save the document as a PDF with the following file name: Frank3C/B_Name.pdf
1. Word users: FILE --> SAVE AS --> PDF (make sure to unclick the "hide extension" box)
2. Pages users: FILE --> EXPORT --> PDF (make sure to unclick the "hide extension" box)
3. Google users: FILE --> DOWNLOAD AS --> PDF
2. Go to dropitto.me/mcollie to send paper to Mary.
3. Password: EnglishRocks

**Let's move to Shakespeare and Macbeth!

Review handouts (terms, vocab, syllabus)

Let's look at the text!

Writing workshop & fun

1. Open up last two Frankenstein writing assignments. Review comments. Write 3 goals for this writing assignment. Put those goals at the top of your rough draft and keep them there for submission.

2. At the bottom of your draft: What three things have you done well on this rough draft? What three things would you like help with?

3. Working in groups. Each member needs to read each essay and comment on the following:

• Is the thesis clear and arguable?
• Is each topic sentence arguable?
• Does the analysis get to the HOW and the WHY?
• Is there a transition sentence at the start of the second paragraph?
• Does the final commentary provide a new, interesting, unique and fantastic insight?

4. As time permits, work on writing and/or comic.

Vocab, comics, writing and more

1. Vocab quiz!
2. Review of the assignment & comic rubric
3. Let's talk comics and such.
4. Let's look at some simple yet very funny comics: Dilbert
5. A little storyboarding

HW: Thesis generation and free writing

Frankenstein: The end

Some free writing ...
How have Victor and the Creature become two parts of the same being? What similarities do they possess at the end of the novel? By making the creature and Victor dependent on each other, what is the larger commentary Mary Shelley is making about humans? About Victor and the creature's relationship to each other?

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?

The final assessment

Frankenstein: Vol 3, Chpts. 1-3

1. Free write

Must a person experience desperation to know the true meaning of joy? Must a person know hunger to really understand the concept of being full? In other words, must we experience opposite emotions to truly understand life?

Discussion Questions

1. Where does Victor travel in Chpts 1-2? In what way does the journey further develop Victor's character? Clerval's?

2. Close reading p. 168-169. What is the tone created on these pages? What is the mood? Remember, when we talk about tone we use adjectives. Mood is a feeling created by the language as well.

3. At the close of Chpt 2 Victor says, "I looked towards its completion with a tremulous and eager hope, which I dared not trust myself to question, but which was intermixed with obscure forebodings of evil, that made my heart sick in my bosom" (169). Remember that Victor is telling a story. Using only this passage, what does Victor want the listener/reader to think of him?

4. At the start of Chpt 3 the creature says, "Shall each man ... find a wife for his bosom, and each beast have his mate, and I be alone? I had feelings of affection, and they were requited by detestation and scorn" (172). Is the creature's argument a reasonable one? If so, in what way does this develop Victor's character and the creature's?

Frankenstein Writing #2: C block

Welcome to the third best day of your life. Today is the day you're going to make an argument, back it up with textual evidence, relate it all to the thesis and big picture, and blow me away with amazing insight. Sounds awesome. Sure does. No pressure, but you got this.

Question:
The creature calls himself a "fallen angel" (103). Explain how this is an accurate or an inaccurate characterization of the creature.

Format:
*Double spaced.

*A note about in-text citation: you are going use parenthetical notation after each piece of evidence.

Resources:
Use your pink packet of awesome. Refer to the SPA handout (you can also find that structure on the right side of the blog -->).

Handing the essay in:

1. Save the document as a PDF with the following file name: Frank2C_Name.pdf
1. Word users: FILE --> SAVE AS --> PDF (make sure to unclick the "hide extension" box)
2. Pages users: FILE --> EXPORT --> PDF (make sure to unclick the "hide extension" box)
3. Google users: FILE --> DOWNLOAD AS --> PDF
2. Go to dropitto.me/mcollie to send paper to Mary.
3. Password: EnglishRocks
4. As time permits, start on other homework. Look good. Relax. High-5 yourself. Day dream about fun things you'll do this weekend.

Frankenstein Writing #2: B Block

Welcome to the third best day of your life. Today is the day you're going to make an argument, back it up with textual evidence, relate it all to the thesis and big picture, and blow me away with amazing insight. Sounds awesome. Sure does. No pressure, but you got this.

Question:
The creature compares himself to Adam and to Satan. (132) Is either of these appropriate, and why?

Format:
*Double spaced.

*A note about in-text citation: you are going use parenthetical notation after each piece of evidence.

Resources:
Use your pink packet of awesome. Refer to the SPA handout (you can also find that structure on the right side of the blog -->).

Handing the essay in:

1. Save the document as a PDF with the following file name: Frank2B_Name.pdf
1. Word users: FILE --> SAVE AS --> PDF (make sure to unclick the "hide extension" box)
2. Pages users: FILE --> EXPORT --> PDF (make sure to unclick the "hide extension" box)
3. Google users: FILE --> DOWNLOAD AS --> PDF
2. Go to dropitto.me/mcollie to send paper to Mary.
3. Password: EnglishRocks
4. As time permits, start on other homework. Look good. Relax. High-5 yourself. Day dream about fun things you'll do this weekend.

Frankenstein: Vol 2, Chpts 8&9

Pre-number: Thesis writing review, semi colon review, context review, citation review.

_____ A strong thesis is arguable.  Someone has to be able to disagree with you.

_____ A thesis is a complete sentence (for a paper that is fewer than 10 pages, you really should not need more than one sentence to make a clear argument).

_____ A thesis takes a stand or draws a conclusion, rather than summarizing or simply announcing a subject.

_____ A thesis is as specific as possible, rather than vague or general.

_____ A thesis expresses one main idea, & does not make too many points all at once.

1. Check books & vocab & architecture

Discussion
Let's look at the creature and Victor through the lens of Erikson. Some basic info on the guy.

Big question to answer:
1. At what stage is Victor?
2. At what stage is the creature?
3. At what stage did Victor encounter struggles?
4. At what stage did the creature encounter struggles?

As time permits ...
Empathy versus sympathy. What's the difference?

Personal responsibility ...