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?

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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 & 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?

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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

Macbeth Essay information

Handout can be found HERE!