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.