Tuesday December 4, 2012 11th Grade English I Strike Quickly

Objective: SWBAT understand the power and variety of Shakespeares language in order to create, deliver, and receive their own Shakespearian insults Assessment: SW write their own Shakespearian insults as well as translate these phrases into modern English Procedure: 1. Welcome students to class; give any important announcements as necessary (2 minutes) 2. Ask students: What is a feud? Are there any feuds going on with people you know? DO you know any other stories that might be based on feuds? What do these feuds seem to have in common? What does it usually take to resolve a feud? (10 minutes) 3. Explain to students that a component of any feud and sometimes part of our own teasing and arguing is the insult. Today we are going to learn about Shakespearian language through insults. (2 minutes) 4. Tell the students that Shakespeare designed insults that really sizzled. Let students create and hurl Shakespearian insults of their own (25 minutes): a. Have students divide into pairs and sit at a table next to their partner (ask for 3-5 volunteers to be judges) b. Pass out the Shakespearian Insult Sheet c. Instruct students to create and memorize an insult by combining one word from each column on the worksheet d. Once students have constructed their insults, have students line up across the room facing their partner. One at a time students will hurl their insults at each other as the judges record the strength of the insult and its delivery. Once everyone has had a chance to go, the judges will deliberate and decide which side won. 5. Once all insults have been hurled and a winner has been declared (and rewarded), ask students to return to their assigned seats 6. Next, let each student choose an insult from Macbeth (provided by the teacher) and have them discuss what they think that insult means in modern English based on what they learned during the insult activity (10 minutes) 7. Improvisation: Divide the class into small groups and give each group a card with one of the following situations written on it: a. Situation 1: While walking home together, two close friends are told by a reliable source that each will get the thing he or she covets more than anything else (a date with that special someone; the one and only car of its kind; the last ticket to the best seat for the greatest performance of a favorite band or team). Big problem: there are two friends but only one date or car or ticket and each friend wants it.

b. Situation 2: An ambitious man sees an illegal way to become head of his company or country, but his cautiousness and loyalty make him indecisive about pursuing his goal. His motto: Maybe tomorrow. He shares his ambition with his equally ambitious wife, who is refined and elegant on the outside but a killer within. Her motto is just do it. c. Situation 3: Several longtime friends get together for a meal. After the ice cream they take a siesta only to be suddenly awakened by the cries of one of the guests, who discovers that his money is missing. 8. Have students create a short story based on one of these scenarios. Students should write down their stories and then read them to the class. Challenge students to use at least one line of Shakespearian language that they have learned in their story. (30 minutes) 9. Once everyone has read their stories, lead a short discussion of the different choices made by groups working with the same scenario. In what ways were the moods of the skits different? Then explain that these scenarios anticipate the play that the students will begin reading in class later on. (15 minutes)

Total time: 94 minutes

Wednesday December 5, 2012/Thursday December 6, 2012 11th Grade English All Hail Macbeth
Objective: SWBAT identify important characters within the play in order to understand major plot events Assessment: SW participate in an Actors circle in which they will read and examine lines from Macbeth Procedure: 1. Welcome students to class; give any important announcements as necessary (2 minutes) 2. Give an introduction to Shakespeare and Macbeth; explain the time period, important information to know, etc (20 minutes) 3. Pass out a script of Macbeth 1.3.1-112 4. Tell students they will read, in turn, one line of text (many times the line will end in the middle of a thought). Tell students to listen for and underline any words, phrases or ideas they dont understand. After the reading, ask students to point out words they dont know. Ask if others can explain the meaning of the words. If students do not know the meaning, look up the words in a Shakespearian dictionary. (25 minutes) 5. Ask after reading, Whats going on here? Who are these people? What clues do you get about them and about the action? (10 minutes) 6. Assign students to each part (Witches 1, 2 and 3, Macbeth, Banquo, Ross, Angus). Let the cast read the section again and then ask the following questions: What do the witches look like and what is the charm they refer to in line 38? What predictions do the witches make for Macbeth and Banquo, and how do these men receive them? What news do Ross and Angus bring Macbeth and Banquo? (20 minutes) 7. Assign parts and read Act 1, scenes 1 and 2 aloud as a class. HOMEWORK: Study for Vocabulary Quiz #11; Do Quizlet Total time: 94 minutes

Friday December 7, 2012 11th Grade English There to Meet with Macbeth
Objective: SWBAT analyze decisions made about entrances, exits, positioning and movement of characters in a play Assessment: SW discuss the variations on several different representations of the play including their own ideas on stage direction Procedure: 1. Welcome students to class; give any important announcements as necessary (2 minutes) 2. Give students a few minutes to study for their vocab quiz. 3. Hand out vocabulary quiz #11 (15 minutes) 4. Once the vocabulary quiz is finished, give the students the Macbeth pop quiz over Act 1, scenes 1 and 2. 5. Have students re-read Macbeth, Act 1, scenes 1 and 2 silently. (10 minutes) 6. Once the reading is finished, discuss the following questions with the students. Show a film version of these scenes to give students a chance to compare their ideas with those of a film director. Discuss the similarities and differences (you can make them write this down if youd like) (10-15 minutes)

HOMEWORK: Have students choose two of the characters you have met to this point and draw or cut from a magazine a picture that represents them. Under each picture, write a paragraph explaining your choices; use three vocabulary words that capture the characters personality. Total time: 62 minutes

Macbeth: Act 1, Scenes 1 and 2 Pop quiz Directions: Please answer the following questions IN COMPLETE SENTENCES. 1. Where does the play take place and what is the weather like?

2. How does Macbeth behave in battle?

3. How does Duncan view this behavior?

4. How does the battle end?

5. What pronouncement does Duncan make at the end of the scene?

Monday December 10, 2012 11th Grade English Is Execution Done on Cawdor?
Objective: SWBAT identify denotation, connotation, stress, inflection and nonverbal communication within a Shakespearian play Assessment: SW discuss the differences in word meaning based on the connotation or denotation of particular words Procedure: 10. Welcome students to class; give any important announcements as necessary (2 minutes) a. Collect students caricatures of the Macbeth characters ask if any students would like to show theirs to the class before collection 11. Assign parts and read Macbeth sections 1.3 and 1.4 as a class (25 minutes) 12. Discuss the reading with students. Ask the following questions (10 minutes): a. How does Banquo feel about the witches predictions? b. How does Macbeth feel? c. Who is the topic of conversation at the start of scene 4? d. How might Duncans words to Macbeth, as Macbeth enters, seem ironic? e. How does Macbeth feel now that Malcolm has been named Prince of Cumberland? f. Do we have any clues about how he will behave in the future? 13. Write the following words on the board thin, woman, man and have students create a list of synonyms for each. (10 minutes) a. Ask these questions: What are the differences in meaning between the words in a given list? Which are the more powerful words in each list and why? 14. Define denotation for the students: the literal meaning of a word as well as connotation: a secondary meaning suggested by a word in addition to its literal meaning. Discuss how a words power is determined in part by the associations one brings to the word. (5 minutes) Total time: 52 minutes

Tuesday December 11, 2012 11th Grade English Is Execution Done on Cawdor?
Objective: SWBAT identify denotation, connotation, stress, inflection and nonverbal communication within a Shakespearian play Assessment: SW discuss the differences in word meaning based on the connotation or denotation of particular words Procedure: 1. Welcome students to class; give any important announcements as necessary (2 minutes) 2. Grammar lesson (20 minutes) 3. Discuss how a words power is determined in part by the associations one brings to the word. Now write the following sentence on the board: SO FOUL AND FAIR A DAY I HAVE NOT SEEN (15 minutes). a. Ask students for a list of synonyms for the words foul and fair. Rewrite a sentence a number of times using these synonyms. For example: So cloudy and clear a day I have not seen; So nasty and beautiful a day I have not seen; So rotten and just a day I have not seen; So ugly and adequate a day I have not seen. 4. Discuss how the denotations and connotations of these replacement synonyms affect our understanding of the sentence. This might be a good time to talk about the paradoxical nature of the sentence and how it might be confusing (15 minutes). a. Question: Who can recall other contradictions in this scene? For example: These witches seem to be women, but they have beards (lines 47-49); Lesser than Macbeth and greater (68); Not so happy, yet much happier (69) b. Tell students that paradoxes will continue to appear throughout the play and that they should keep this in mind as they read. 5. Write the following sentence on the board: HE WAS A GENTLEMAN ON WHOM I BUILT AN ABSOLUTE TRUST (15 minutes). a. Define stress: the relative force with which a sound or syllable is spoken. b. Have six students read the sentence, each stressing a different one of the following words: he, was, gentleman, I, absolute and trust. c. Discuss how the meaning of the sentence changes with each reading. 6. Write the following sentence on the board: IS EXECUTION DONE ON CAWDOR? (15 minutes) a. Define inflection: a change in pitch or tone of the voice. Have two students read the sentence. The first students voice should rise as he reads the sentence (implying a question); the second students voice should go down as he reads (implying a statement). Discuss the difference in meaning between the two readings. 7. Assign parts and read 1.5 and 1.6 as a class (20 minutes) FINISH FOR HOMEWORK IF CLASSTIME RUNS OUT

Total time: 100 minutes

Wednesday December 12, 2012/Thursday December 13, 2012 11th Grade English Look Like th Innocent Flower, but Be the Serpent Under t
Objective: SWBAT ascribe interior thoughts to characters by carefully reading their lines Assessment: SW create their own characters, scenarios, and subtext from a given dialogue, work with a pair of lines from 5.7, then apply what they have learned to 1.5.61-86 Procedure: 1. Welcome students to class; give any important announcements as necessary (2 minutes) 2. Spend a few moments reviewing denotation, connotation, stress, inflection, and paradox (5 minutes) 3. Define subtext for the students: the thoughts we imagine a character has as he speaks the words in the text (2 minutes) 4. Write this sentence on the board: Youve made me very happy, dear. Ask the class to say it aloud in unison. Then ask various students to say the sentence with one of the following thoughts in mind: You just promoted me to a better job; You just told me I won the lottery; You just wrecked my new car; Its not Janie I care about, you are my hero (5 minutes) 5. Lead a discussion (5 minutes): a. Were all the messages the same? b. What was the same each time? What changed? c. How did that work? Why? 6. Assign parts and read 2.1 aloud, and clarify any plot questions (10 minutes) 7. Tell each student to choose three sentences and write a subtext explanation for each. Discuss the responses in a think-pair-share format (25 minutes) 8. Have students read 2.2-2.3. Students should again choose one sentence and write a subtext explanation (25 minutes) 9. Have students get with a partner (10 minutes) - Students should choose 10 lines of text from the play so far to rewrite in modern English (students should use their close reading and subtext skills to decipher and infer the meaning of the language) 10. OPTIONAL: Journal entry: 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 (15 minutes) HOMEWORK: Read 1.7; Study for Vocabulary Quiz #12; Do Quizlet Total time: 94 minutes

Friday December 14, 2012 11th Grade English If it Were Done When Tis Done
Objective: SWBAT identify the internal conflict present in literary soliloquies Assessment: SW write about the internal conflicts certain characters face within the play Procedure: 1. Welcome students to class; give any important announcements as necessary (2 minutes) 2. Give students Vocabulary Quiz 12 (15 minutes) 3. Have students read 2.4 silently and begin working on the take-home quiz (10 minutes) 4. Once all students have finished, give them time to finish their 10 line translations (due at the end of the class period) (20 minutes) 5. If time; show students a film version of a scene from Macbeth (this can be done Monday as well) HOMEWORK: Finish reading Act 2 and finish the take-home quiz Total time: 47 minutes (plus time for vocabulary study prior to quiz)

Monday December 16, 2012 11th Grade English Theres Daggers in Mens Smiles
Objective: SWBAT analyze textual evidence in order to better understand the personality of specific characters Assessment: SW collect data on the characters in order to draw a life size image representing their interpretation of the characters personality Procedure: 1. Welcome students to class; give any important announcements as necessary (2 minutes) a. Collect students Act 1 take home quiz 2. Character committees (30 minutes) a. Divide the class into ten committees and assign a character to each committee: i. Duncan ii. Macbeth iii. Banquo iv. Macduff v. Fleance vi. Lady Macbeth vii. The Three Witches viii. The Porter ix. Malcolm and Donalbain x. Lennox and Ross

b. Tell each committee to collect from the first two acts lines said by or about their character that reveal something about their appearance or personality i. Students should be citing their lines c. Students should document their findings: format should include characters name, the line or lines, reference, and insight about the character i. Example: MACBETH: If chance will have me king, why, chance may crown me/Without my stir (1.3.157-159) ii. This passage shows that Macbeth is ambitious though it is unclear as to whether his caution reveals loyalty or a fear of acting. 3. Character Illustrations: Students should then draw a life size image of their character(s) and write their findings on the image (30 minutes) Total time: 62 minutes

Tuesday December 18, 2012 11th Grade English Macbeth 3.1-3.3

Objective: SWBAT analyze and assess directors different interpretations of a scene in order to create their own interpretations Assessment: SW write their own edits to a scene from the play Procedure: 1. Welcome students to class; give any important announcements as necessary (2 minutes) 2. Give a grammar lesson for the day (20 minutes) 3. Have students read Macbeth 3.1 (10 minutes) 4. Have students read Macbeth 3.2 (15 minutes) a. Once students have finished reading 3.2 ask the following questions (15 minutes) 1. How do the Macbeths feel now that they rule the kingdom? 2. Why do they feel that way? 3. How do they intend to make themselves feel better? 4. Who seems to be in control in this scene? 5. How do you know? 5. Tell students that directors sometimes edit or rearrange a plays lines to clarify the play, shorten it, or quicken its pace. Explain that they will now edit 3.2. Divide the class in half and assign the left side of the class lines 1-29 and the right side lines 30-63. Working in groups of three or four, they are to cut their half of the scene to about ten or fifteen lines by cutting out those lines they think are dispensable. (25 minutes) a. Once finished, have each group share their edits 6. Show a film version of 3.2; discuss the differences, what edits did the director make and how were they significant? (10 minutes) 7. Have students read 3.3 (15 minutes)

HOMEWORK: FINISH THE GRAMMAR ASSIGNMENT Total time: 97 minutes

Name: _______________________ Macbeth 3.2 Reading Questions 1. How do the Macbeths feel now that they rule the kingdom?

2. Why do they feel that way?

3. How do they intend to make themselves feel better?

4. Who seems to be in control in this scene?

5. How do you know?

Wednesday December 19/Thursday December 20, 2012 11th Grade English Thou Art the Best o the Cutthroats
Objective: SWBAT identify problems of character and staging in order to create solutions to these problems and evaluate these solutions according to what the script suggests Assessment: SW stage their own scene of the play Procedure: 1. Welcome students to class; give any announcements as necessary (2 minutes) 2. Have students read Macbeth 3.4 (15 minutes) 1. Summarize 3.4 3. Distribute to students a copy of a list of some issues that a theater company must address in staging this scene (20 minutes) 1. How should the lords at the feast react to Macbeths side conversation with the murderer? What will the audience conclude from these reactions? 2. How should Banquos ghost be portrayed? Who sees it? How will these portrayals affect the mood of the performance and the emotions or sympathies of the audience? 3. How should Lady Macbeth react to Macbeths fit? What will the audience conclude from these reactions? 4. How do the lords at the feast react to Macbeths fit? What do you conclude from these reactions? 5. How can we use camera angles, cuts, close-ups, or other techniques to influence the audience? 4. Ask students to brainstorm with a partner potential solutions to these issues; responses will be shared in a think-pair-share format (20 minutes) 5. Optional: show various film versions of this scene and discuss the different ways directors addressed these problems (20 minutes) 6. Write the following passage on the board (15 minutes): 1. MACBETH: I am in blood/Stepped in so far that, should I wade no more,/Returning were as tedious as go oer. 2. Journal entry: Recall a time in your life when you were involved in a tough situation, had to make a decision about whether to turn back or push on, and found both options equally difficult. What did you do? Why? 7. Read Macbeth 3.5-3.6 (20 minutes) HOMEWORK: FINISH READING ACT 3; PREPARE FOR ACT 3 QUIZ Total time: 92 minutes

Name: ___________________________ Macbeth Director Questions 1. How should the lords at the feast react to Macbeths side conversation with the murderer? What will the audience conclude from these reactions?

2. How should Banquos ghost be portrayed? Who sees it? How will these portrayals affect the mood of the performance and the emotions or sympathies of the audience?

3. How should Lady Macbeth react to Macbeths fit? What will the audience conclude from these reactions?

4. How do the lords at the feast react to Macbeths fit? What do you conclude from these reactions?

5. How can we use camera angles, cuts, close-ups, or other techniques to influence the audience?

Friday December 21, 2012 11th Grade English Fire Burn, and Cauldron Bubble
Objective: SWBAT interpret plot events within the play in order to inform their thoughts about characters and performance Assessment: SW answer a set of questions related to the reading Procedure: 1. Welcome students to class; give any announcements as necessary (2 minutes) 2. Give students the Act 3 quiz (20 minutes) 3. Have students read Macbeth 4.1 on their own and answer the following questions (30 minutes) a. What does Macbeth want? b. What is in his way? c. How does he try to surmount the obstacles? d. Do his objectives change in the course of the scene? e. What about the witches what do they want? f. What do they do to get it? 4. If time: read Macbeth 4.2 Total time: 52 minutes

Name: _______________________ Macbeth 4.1 Questions 1. What does Macbeth want?

2. What is in his way?

3. How does he try to surmount the obstacles?

4. Do his objectives change in the course of the scene?

5. What about the witches what do they want?

6. What do they do to get it?

Thursday, January 3, 2013 English 11

Objective: SWBAT analyze character objectives in order to understand plot development and progression Assessment: SW write and respond to a series of questions concerning character objectives and development Procedure: 1. Welcome students to class; ask how their break was; give any announcements as necessary (3 minutes) 2. Ask students to get out a sheet of paper and journal; ask students to reflect on the events of 2012 as well as their lives both socially and academically (10 minutes) 3. Next, ask students to journal their goals for 2013 (academically) and how they plan on working toward achieving these goals (10 minutes) 4. Then have students write their goals on paper or note cards to be posted on the wall (10 minutes) 5. Ask students to summarize what has happened in Macbeth so far (3 minutes) 6. Ask for volunteers and read Macbeth 4.1 (10 minutes) 7. Ask students to respond to the following questions: (10 minutes) a. What does Macbeth want? b. What is in Macbeths way? c. How does Macbeth try to surmount the obstacles? d. Do Macbeths objectives change in the course of the scene? e. What do the Witches want? f. What do the Witches do to get it? 8. If time: ask for volunteers and read 4.2 Total time: 56 minutes

Name: __________________________ Macbeth 4.1 Questions Directions: Please answer the following questions IN COMPLETE SENTENCES 1. What does Macbeth want?

2. What is in Macbeths way?

3. How does Macbeth try to surmount the obstacles?

4. Do Macbeths objectives change in the course of the scene? How so?

5. What do the Witches want?

6. What do the Witches do to get it?

Friday, January 4, 2013 English 11

Objective: SWBAT identify and describe the character of Macduff Assessment: SW answer a series of questions that uncover character traits Macduff possesses and portrays to an audience Procedure: 1. Welcome students to class; collect questions from Macbeth 4.1; give any announcements as necessary (3 minutes) 2. Review the events of 4.1 (2 minutes) 3. Ask for volunteers and read Macbeth 4.2 (10 minutes) 4. Ask students to answer the following questions: (10 minutes) a. What words describe how the messenger feels in this scene? b. How do these feelings translate into behavior? c. What does Lady Macduffs response tell you about her frame of mind? d. What do the sons words show about his character? 5. Ask students to get into groups of 3-4 (3 minutes) 6. Ask students to design a review game/activity they think would be useful for studying for the final exam; students must not only design the game/activity but they must also include all questions and answers or other materials (game boards, cards, etc); games/activities can focus on one subject area or may cover multiple (students much note this in their assignment: they can cover only Macbeth or do Macbeth and vocab or short stores, Macbeth and vocab, etc); students will have the rest of the class time to work on this as well as the weekend, projects will be due for review on Monday. Students will give a brief presentation of their activity and then the students will vote on which activities they liked best, these will be adapted for final exam review over the course of the following week (25 minutes) Total time: 55 minutes

Name: _________________________ Macbeth 4.2 Questions Directions: Please answer the following questions IN COMPLETE SENTENCES 1. What words describe how the messenger feels in this scene? How do you know?

2. How do these feelings translate into behavior?

3. What does Lady Macduffs response tell you about her frame of mind?

4. What do the sons words show about his character?