Macbeth You enter Macbeth to a question When

Macbeth

You enter Macbeth to a question: When shall we three meet again? In the thunder, lightning, or in rain? Then the blood runs under cloak of night; a ghost shakes his hoary locks at a usurping king. Sever murders, apparitions, and a suicide later, you exit

1. Improv 2. Tossing Lines

Lesson 1: Tomorrow and Tomorrow (T 3) n Has there ever been a time in your life when someone told you that something improbable would happen, and it did? Did the fact that the event was “predicted” cause you to behave differently than you would have otherwise and make it more likely for the event to occur? Or did the event simply seem to occur without any assistance from you? Recall what happened and include your feelings when you heard the event predicted and when it occurred.

Actor’s Circle--Act 1 Scenes 1 - 2 Read aloud: 1. Line by line 2. To a hard stop (. ; ? !)

3 T Choose 2 of the characters that you met to this point and draw or cut from a magazine a picture of them. Under each picture, list 3 words that capture the character’s personality.

Macbeth Lesson 4 Terms: Denotation Connotation Stress Inflection Pauses Nonverbal Communication

Macbeth Lesson 4 thin woman Create a list of synonyms for each.

Macbeth Lesson 4 “So foul and fair a day I have not seen. ” Compile a list of synonyms for “foul” and fair. ” Rewrite the sentence 4 times with your synonyms. Share with a partner.

Macbeth Lesson 4 How do the denotations and the connotations of these replacement synonyms affect our understanding of the sentence? Why is this a paradox? What are other paradoxes in the scene?

Macbeth Lesson 4 The witches seem to be women, but they have beards. (lines ? ) “lesser than Macbeth and greater” (line ? ) “Not so happy, yet much happier” (line ? )

Macbeth Lesson 4 How many ways can you change the meanings of these sentences different inflections? Non-verbal communication? “Is execution done on Cawdor? ” “He was a gentleman on whom I built an absolute trust. ”

Lesson 4 T 3 Write three sentences often said to you by someone close to you: a parent, a sibling, a friend. Indicate the typical inflection and meaning for each; then vary the inflection and tell how this changes the meaning of the sentence.

Macbeth Lesson 5 “Blood Will Have Blood” Word Journals Focus on: how the word’s meaning is affected by the character who uses it and by the events occurring at that time in the play.

Blood Act 1 “What bloody man is that? ” (1. 2. 1) “Make thick my blood. ” (1. 5. 50) Blood “Will it not be received, / When we have marked with blood those sleepy two / Of his own chamber and used their very daggers , That they have done ‘t? ” (1. 7. 85 -88)

Macbeth Lesson 5 Read 1. 5 -1. 6

Macbeth Lesson 6 Text and Subtext Review Terms: Denotation Connotation Stress Inflection Pauses Nonverbal Communication

Macbeth Lesson 6 “You’ve made me very happy, dear. ” Read this aloud.

Macbeth Lesson 6 Now, read it with this thought in mind: 1. “You just promoted me to a better job. ” 2. “You just told me I won the lottery. ” 3. “You just wrecked my new car. ” 4. “It’s not [Abby/Judson] I care about; you are my hero. ”

Macbeth Lesson 6 Read it—stress the word in blue: He never had a single chance.

Subtext: Young Siward: “What is thy name? ” Macbeth: “Thou’lt be afraid to hear it. ”

What he really said: Young Siward: “This is scary. I wish I were back in Kansas with Dorothy. ” Macbeth: “I’m going to scare the wits out of this little nerd. ”

What he really said: Young Siward: “I’m scared spitless of this monster. ” Macbeth: “I’m going to rip this guy apart. ”

What he really said: Young Siward: “I hate this killer. ” Macbeth: “What’s the use of fighting any longer. ”

Subtext in 1. 5 Read 1. 5 – plot questions? Choose 5 sentences and write a subtext for each. Share.

3 Lesson 6 T Have you ever faced a situation in which you wanted something from someone but realized it would be best to pursue it indirectly rather than asking for it outright? If not, can you imagine such a situation? Describe your indirect approach for getting what you wanted, or write a brief dialogue between two characters in which one person attempts this with another.

Homework: Read: 1. 7 – Don’t worry if you don’t get it – just read it and get familiar with it.

Macbeth Lesson 7 Soliloquies for all… 1. Watch 1. 7 and listen. No books. 2. Read 1. 7 line by line to hard punctuation (; . ? !) 3. Repeat with class divided into two choruses. 4. What conflicting feelings does Macbeth have as he contemplates the murder of Duncan?

Macbeth Lesson 7 n Divide into 6 groups. Break the soliloquy up so that it reads like an argument conducted by the 6 voices in Macbeth’s mind debating the wisdom of going through with the murder. n Indicate on the script the reason for or against committing the murder by enclosing those lines in a box. n Pick a volunteer for the next reading. n

Macbeth Lesson 7 n n n Stand up, and form a circle. Volunteers form an inner circle—each representing one of the six voices. Read in “voices. ”

Macbeth Lesson 7 n What is Macbeth’s state of mind? n What are his doubts? n What is his only reason for murdering Duncan?

Macbeth Lesson 7 n Ladies: Read Lady Macbeth parts n Gentlemen: Read Macbeth parts n What are the arguments LM uses to get her way?

3 Lesson 7 T n Summarize what you are supposed to do for the Tracing a Word assignment—show it to me.

Macbeth Lesson 8 n n Work in groups—trace your word—focus on how the word’s meaning is affected by the character who uses it and by the events occurring at that time in the play. Word Web on board

3 Lesson 8 T n n Capture a person or setting in a poem or paragraph that includes several of the words that your group collected. Your piece of writing could also use a line or phrase fro the play that contains one of your words. Read 2. 1 -2. 2

Macbeth n n Act 1 Exam— Read 2. 1 -2 – review/refresh before class time after fall break

Macbeth Lesson 9 n. Tossing Lines:

“Is this a dagger which I see before me, / The handle toward my hand? ” (2. 1. 44 -45) n n n “I have done the deed. ” (2. 1. 44 -45) Methought I heard a voice cry “Sleep no more! / Macbeth doth murder sleep. ” (2. . 2. 47 -48) “A little water clears us of the deed. ” (2. 2. 86) “There’s daggers in men’s smiles. The near in blood, / The nearer bloody. ” (2. 3. 165 -166)

Macbeth Lesson 9 n Summarize 2. 1 -2 n What is happening here?

3 Macbeth Lesson 9 T n Write a letter from the POV of someone who overheard what is going on— summarize the events in 2. 1 -2.

Macbeth Lesson 9 n n Homework: Read 2. 3 -4 Do not forget your word journals. Remember to focus on how the word’s meaning is affected by the character who uses it and by the events occurring at that time in the play.

Macbeth Lesson 11 n Word Journal Discussion Divide into groups—half word trackers Act 2 and half word trackers Act 3. n Act 2 Trackers lead the discussion and focus on part C) of the assignment: how the word’s meaning is affected by the character who uses it and by the events occurring at that time in the play. n Now, write a Word Journal Report. n

Word Journal Reports: n n Choose a character from the play, select 3 words from your word association list, and write a sentence explaining the connection between the character, those words, and the word journal word. Here is an example for “sleep”--

Word Journal Reports: n n Banquo: rest—peace—nightmare—sleep: Banquo is very tired and would like to rest, but he is afraid that going to sleep will lead him to dream about the witches’ predictions. Macbeth: darkness—silence—death—sleep: By murdering Duncan, Macbeth makes the temporary darkness and silence of Duncan’s sleep eternal darkness and silence.

Macbeth Lesson 11 n Word Webs on the board: A member of the group—come to the board and add your 3 words to the web—connect them with lines then connect them to the main word in the center. n Read your sentence to the class. Allow question to clarify. n Repeat with the next word group, and so on… n

3 Macbeth Lesson 11 T n Act 3 Trackers—your turn. Begin with 3. 1 tonight.

Macbeth Lesson 11 Homework: n Read: 3. 1. 52 -59 (middle) n (middle) 3. 1. 59 -65 n 3. 1. 66 -70 n 3. 1. 71 -77 n Paraphrase the lines then write what you think Macbeth’s thoughts and feelings are n Volunteers to practice and read each section aloud?

On Edmodo: n PPT over the Tragic Hero cycle. View it and take notes. You will need these notes when we finish the play.

Lesson 11 Homework and today’s reading: 3. 1. 52 -59 (middle) n (middle) 3. 1. 59 -65 n 3. 1. 66 -70 n 3. 1. 71 -77 n Paraphrase the lines then write what you think Macbeth’s thoughts and feelings are n Read 3. 5 -4. 1

Essay Topics:

Macbeth Lesson 15 n n Summarize 3. 5 -6. In 3. 6, lords use irony to reveal their suspicions of Macbeth— Macduff is in England trying to rally support to overthrow Macbeth. Choral Reading: 4. 1. 1 -38 LISTEN to each other during reading!!

Macbeth Lesson 15 n 4. 1. 39 -177 Witches: 1, 2, & 3 n Hecate, Macbeth, Apparitions: 1, 2, & 3 n Readers for each apparition to read as a chorus n LISTEN to each other during readings!! n

Macbeth Lesson 15 n n n What does Macbeth want? What is in his way? How does he try to surmount the obstacles? Do his objectives change in the course of the scene? What about the witches—what do they want? What do they do to get it?

Macbeth Lesson 15 n n n Act 3 trackers—bring your word journals to class. Act 2 trackers –bring your word journals to class. Everyone: have word association list from lesson 8

3 Macbeth Lesson 15 T n Copy the following: Macbeth: “I am in blood / Stepped in so far that, should I wade no more, / Returning were as tedious as go o’er. n What is Macbeth saying here?

On Edmodo: n PPT over the Tragic Hero cycle. View it and take notes. You will need these notes when we finish the play.

Macbeth Lesson 16 n Word Journal Discussion: Divide into groups—half word trackers Act 2 and half word trackers Act 3. n Act 3 Trackers lead the discussion and focus on part C) of the assignment: how the word’s meaning is affected by the character who uses it and by the events occurring at that time in the play. n n Now, write a Word Journal Report.

Macbeth Lesson 16 Word Journal Reports: n Choose a character from the play, select 3 words from your word association list, and write a sentence explaining the connection between the character, those words, and the word journal word.

Macbeth Lesson 16 n n n Read 4. 2 -3 for tomorrow 3 T Journal Response: Summarize an incident that caused you to feel different emotions in rapid succession. Write a dialogue that reveals those changing emotions in stages. Read 5. 1 for tomorrow.

On Edmodo: n PPT over the Tragic Hero cycle. View it and take notes. You will need these notes when we finish the play.

Macbeth Lesson 18 n Choral reading: Read the lines aloud. n Look for unfamiliar words. n Consider possible content.

n n n “Out, damned spot, out, I say!” (5. 1. 37) “I have lived long enough. My way of life / Is fall’n into the sere, the yellow leaf…” (5. 3. 2627). “Tomorrow and tomorrow creeps in this petty pace from day to day…” (5. 5. 22 -23).

n n “Ring the alarum bell!—Blow wind, come wrack, / At least we’ll die with harness on our back” (5. 5. 58 -59). They have tied me to a stake. I cannot fly, / But, bear-like, I must fight the course” (5. 7. 1 -2).

n n n “Macduff was from his mother’s womb / Untimely ripped” (5. 8. 19 -20). “To kiss the ground before young Malcolm’s feet…” (5. 8. 32 -33). “Lay on, Macduff, / And damned be him that first cries ‘Hold! Enough!’” (5. 8. 38 -39)

Macbeth Lesson 18 n Assign parts—read 5. 1 aloud.

Macbeth Lesson 18 n n n Divide into 9 groups of no more than 2 -3. Your group will be assigned 1 pair of lines on the handout. You have 10 minutes to do the work.

Macbeth Lesson 18 n For tomorrow: Finish reading Act 5

Macbeth Lesson 20 n Culminating Word Web The Macbeth Web

n Macbeth Essay – due 11/9 in class