Percy L. Julian High SchoolJourney Map

Teacher: Baltsas Course: World Literature Period: 2 Dates: September 5 – October , 2017

Mission Vision Targeted Instructional Area(TIA)

Essential Question

Our mission is to mold and prepare the hearts, minds, and hands of Percy L Julian students to be ready for citizenship, college, and career success.

Our vision is that all students who attend Percy L Julian will graduate with compassion, wisdom, and knowledge to be positive contributors in a global society.

PLJ’s TIA is to improve students’ abilities to comprehend and critically analyze high level text, assess text structure and features, and effectively respond to text verbally and in writing using evidence from the text to support answers.

What is required of me to effectively instruct and support students at Julian?

Theme: Grit and Goal Setting

Overview: The purpose of this unit is for the students to gain an appreciation of the history of the English language and English literature. William Shakespeare has been considered as one of the greatest writers and pioneers of English literature. Through the study of Macbeth, it is hopeful that students will continue to value Shakespeare’s contribution to literature.

Throughout the unit, students will constantly be exposed to the primary essential question: How do our attitudes from the past and future shape our actions in order to create a deeper understanding and perspective on the topic of the passage of time. This will be accomplished by not only reading, but by writing, speaking, listening, and presenting.

Reading of the play will be done in class, followed by expressive, creative, and argumentative writing tasks, class discussions via Socratic Seminars, and small group activities.

This unit is based on the recursive models of written and literary discourse as is intended for students to hone their writing by revising, revisiting, and re-reading. In addition, students will read and evaluate arguments from literary criticism. Students will also read essays and narratives to better understand the ways writers express ideas.

Essential Question(s):

How do our attitudes from the past and future shape our actions? What are the lasting effects of unchecked political ambition? What becomes of a person who commits “unnatural deeds” in the pursuit of selfish desires? What is the result of power and unchecked ambition?

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Common Core Standards: LITERATURE

CCSS.ELA-LITERACY.RL.11-12.1

Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

CCSS.ELA-LITERACY.RL.11-12.2

Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.

CCSS.ELA-LITERACY.RL.11-12.3

Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).

CCSS.ELA-LITERACY.RL.11-12.7

Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.)

LANGUAGE

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11-12 reading and content, choosing flexibly from a range of strategies.

CCSS.ELA-LITERACY.L.11-12.4.A

Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word's position or function in a sentence) as a clue to the meaning of a word or phrase.

Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

CCSS.ELA-LITERACY.L.11-12.5.A

Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text.

CCSS.ELA-LITERACY.L.11-12.6

Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

WRITING

CCSS.ELA-LITERACY.W.11-12.1

Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

CCSS.ELA-LITERACY.W.11-12.1.A

Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence.

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CCSS.ELA-LITERACY.W.11-12.1.B

Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience's knowledge level, concerns, values, and possible biases.

CCSS.ELA-LITERACY.W.11-12.1.C

Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

CCSS.ELA-LITERACY.W.11-12.1.D

Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

CCSS.ELA-LITERACY.W.11-12.1.E

Provide a concluding statement or section that follows from and supports the argument presented.

SPEAKING/LISTENING

CCSS.ELA-LITERACY.SL.11-12.1.A

Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.

CCSS.ELA-LITERACY.SL.11-12.1.B

Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.

CCSS.ELA-LITERACY.SL.11-12.1.C

Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.

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Content Specific Terminology:

Act I Act II Act III Act IV Act Vrevolt allegiance foully pernicious perturbation

captivity stealthy rancors laudable agitation

assault, equivocate incesed treacherous purgeflout, sacrilegious malice avaricious antidote

rebellious, counterfeit enrages integrity pristinetreasons, breach malevolence sanctity usurperapparitions, equivocate, avouch Swelterliege, obscure Verity Tyrnanny Perception

lord, combustion Swift sundry Unambiguousharbinger, Palpable dauntless Avarice idiosyncraticbeguile Prate Malice Slaughter Marsoliloquy summons jocund fare epicureLiterary RenaissanceMetaphor/simile Enlightenment

Alliteration ReformationAllusion Tudor DynastySymbol Elizabethan

Dramatic irony Miscparadox Regicidepersonification CatalystForeshadowing Justifyaside Assertionsoliloquy DiverseAntagonist HeinousProtagonist suspenseIrony ambitionImagery surmisehyeprbole thane

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QuestionsFor Understanding (5 minimum) For Deeper Engagement (5 minimum)

What figurative language is used? What atmosphere (effect upon the reader) is

created by the selection? What is the tone To what overall theme/lesson does the

relationship between these elements lead the reader?

1. What passages capture/arouse your attention?

2. What is the effect of figurative language?3. How is the complex relationship of characters

relevant to the themes?

AssessmentsFormative Summative

Anticipation Guide Metacognitive Reading Logs Fishbowl/Socratic Seminars Quick Writes Movie review Interpretation of figurative language graphic

organizers Mini Literary Analysis Writing exercises based on literary/poetic

devices (personification, metaphor, sensory language, homonymic/homophonic)

Soliloquize: Imagine that you are a confidant of either Macbeth or Lady Macbeth. In that role, create and perform a soliloquy in which you either support or discourage the murder of King Duncan.If you choose to be Macbeth’s confidant, imagine that you have heard his soliloquy at the beginning of Scene vii, and reinforce the doubts he expresses there. Point out to Macbeth the advantages of killingthe king. If you choose to be Lady Macbeth’s confidant, try to dissuade her from seeking Duncan’s death by suggesting the possible results of such an act.

News Report: Imagine that you are a war correspondent reporting on the battle described in Macbeth for television or for a digital streaming service. Write a news report, in which you do the following:• Describe what the battlefield looks like.• Explain the causes for the conflict.• Interview several surviving participants in the battle. • Discuss the consequences of the battle.

Character Profile: Write a character profile in which you examine Macbeth’s character and decision making, with a focus on killing Duncan. In

Option 1: What is the relationship of human beings to time? “Macbeth contains characters who defy both the social order and the natural flow of time in pursuit of their own ambitions. After reading and listening, you will write an argument in the form of a response to literature on the topic of Macbeth’s relationship to the past and the future.

In this argument, you will use examples and evidence from the diverse texts in the unit to justify a claim that you make. State your assertions with specific evidence from several of the texts. End your argument with a clear conclusion that restates or summarizes your claim.

Option 2: In what ways does Macbeth attempt to control the future and to bury the past? In your essay, first state a position, or claim. Then, use specific evidence from the text to support your claim. Identify a possible counterclaim and use evidence to dispute it. Finish with a conclusion that follows logically from your argument.

After completing your response to literature, present your ideas as a TV commentary that might appear on a talk show about books and literature. Have a classmate video record your presentation to share with the class.

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your profile, make sure you state a clear position about your view of Macbeth. Then, defend your position using evidence from the text. As you plan your profile, consider the following:• Macbeth’s actions• his perspectives on other characters, his motivations. In your character profile, consider including several of the concept vocabulary words. Also, consider using compound adjectives to add variety to your sentences.

As part of your defense, think of differing opinions, called counterclaims, that another reader might make about Macbeth. Address each of the counterclaims you raise, showing why your analysis is stronger.After you have written your character profile, answer the following questions.1. How do you think including counterclaims helped you develop a thorough profile?2. What other character from The Tragedy of Macbeth would you like to profile? Why?3. Why These Words? The words you choose make a difference in your writing. Which words did you specifically choose to add power to your character profile?

Close Reading6

Text Title & Author

(3 minimum)

What are some guiding questions for the metacognitive log related to the text? (3/text)

“Better Never to have met at all” (Launch Text)Argument Model

Which of the following stages of life do you believe is most critical in shaping a person’s character? Select and mark your choice.

childhood adolescence adulthood.

Form a group with like-minded students. Discuss with each other the reasons that guided your choice. Try to develop one solid example that supports your point of view.

Write a one-sentence statement that captures your position—for example, “I believe that childhood is most critical in shaping character, because _______.”

As the teacher calls “Childhood,” “Adolescence,” or “Adulthood,” take turns presenting your statements. After everyone has had a chance to present, discuss any examples that you found especially strong or that convinced you to change your original choice.

Quick Write: What is the relationship of human beings to time?

Act I

How does Macbeth react to the witches? How does Banquo react? (b) What are the differences and similarities in their reactions?

What announcement does King Duncan make at the end of his conversation with Macbeth and Banquo? (b) What effect does that announcement have on Macbeth?

In his soliloquy at the beginning of Scene vii, what reasons does Macbeth give for not murdering King Duncan? (b) Do you think that Macbeth, at the end of his soliloquy, has firmly decided not to kill the king? Explain.

What effect does the seemingly innocent nature of the verses achieve? Mark the lines that end with rhyming words. Notice the similarity to children’s rhymes.

Writing Tasks (Formative)Act I response: Option 1: Did the witches’ prophecies awaken Macbeth’s already powerful hunger for power? Or did he kill Duncan because he was unable to resist his ambitious wife’s persistent urging?

Writing task “The concept vocabulary words appear in Act I of The Tragedy of Macbeth. Write a short paragraph describing a scene of warfare. Use each of the concept vocabulary words in your paragraph to demonstrate your understanding of the words’ meanings.

Scene 1: In Macbeth’s soliloquy beginning on line 31, mark the pronouns, including

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Act II

older pronoun forms such as thou, thee, and thy. Whom or what is Macbeth addressing in this speech? What does the soliloquy suggest about Macbeth’s state of mind?

Scene 2: In lines 16–25, mark the short sentences. What do these sentence structures suggest about the pace and emotions with

which characters speak these lines? What is the effect of this series of short sentences?

1. (a) Describe Macbeth’s and Lady Macbeth’s reactions to Duncan’s murder immediately after it is done.How do these reactions reflect each character’s personality and motivations?2. Why is Macbeth upset about not being able to say “Amen” to the men’s prayers? (b) Why is this ironic?3. What gate does the porter pretend to be opening instead of the gate to Macbeth’s castle? In what ways is the porter’s playful fantasy a comment on Macbeth’s situation?

Writing Tasks (Formative)Suppose you are a psychologist who has just met with a new patient, either Macbeth or Lady Macbeth. Write a psychological report describing what you discovered during your session as you listened to what your patient had to say. Consider the following points:• what your patient has done• what your patient has told you• your patient’s motivations for feeling, thinking, and behaving as he or she doesWrite an explanation of your patient’s behavior, including a clear statement of his or her main problem. Use quotations from the play to support your evaluation of the character’s issues.

Research to Clarify Choose at least one unfamiliar detail from the text. Briefly research that detail. In what way does the information you learned shed light on an aspect of the play?Research to Explore Choose something from the text that interested you, and formulate a research question. Write your question here. \

Act III

Scene 2 Mark the rhyming words in lines 4–7. Why does Shakespeare have Lady Macbeth speak in rhyming verse

rather than in blank verse? What is the effect of the use of rhyme in this speech?

Scene 3 Mark the short statements in lines 15–18. What is happening in these lines—what action accompanies this

minimal dialogue? How does the quick, almost wordless presentation of this scene add to

its effect?Scene 4

Mark the words and phrases Macbeth uses to describe himself in lines 22–24. Mark a separate set of words he uses to describe himself in lines 25–26.

How are the two sets of words different? How do these descriptive details define the changes that have occurred

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in Macbeth? Reread lines 39–54 of Act III, Scene iv. Mark Macbeth’s lines of

dialogue, indicating to whom he is speaking in each line, using clues from the text.

Comprehension What is Macbeth’s conflict with Banquo? Does Macbeth resolve the

conflict? Explain. How is Macbeth’s behavior at the banquet a sign of a troubled mind? (b)

What does Lady Macbeth’s reaction to her husband show? What excuse do Macbeth and Lady Macbeth give for his behavior at the

banquet? Is this is a good excuse? Explain. What events does Lennox recount in his speech in Scene vi? How

does Lennox show that he suspects Macbeth?

Act IV

What resolution does Macbeth make in Scene i, lines 151–153? What change does this resolution indicate in the way Macbeth will

handle decisions in the future? What idea is Ross expressing in Scene ii, lines 18–22? Does Ross believe what he tells Lady Macduff? Explain. How does Malcolm test Macduff? What does this test reveal about them

both? In Act IV, Scene iii, identify two archetypal images of banishment from

an ideal world. (b) Which image do you find more compelling? Why? Use the chart to record at least two examples of each type of imagery in

Act IV. (b) Explain how each pattern of imagery you identified relates to a thematic idea—a message or insight into life or the human condition that the play conveys.

As you read Act IV, Scene i, of the play, find and mark the prophecies that you think are most reassuring to Macbeth.

Do you think Macbeth is wise to trust the witches? In what way is Banquo an archetype? (b) Why is Macbeth so upset at

the image of Banquo shown to him by the witches?

Research to Clarify Choose at least one unfamiliar detail from the text. Briefly research that detail. In what way does the information you learned shed light on an aspect of the play?Research to Explore Find out more about weapons and armaments used in Scotland and the rest of Europe during the eleventh century, which is the time setting for The Tragedy of Macbeth.

In lines 29–59, mark details that relate to being soiled or unclean. Mark other details that relate to fear.

With what emotions does Lady Macbeth seem to be struggling in her

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Act V

sleep? How does thisscene add to the readers’ understanding of Lady

Macbeth’s character?

Scene V

In lines 17–28, mark details that relate to the ideas of foolishness or futility.

Why does Macbeth pause to make this statement? What does this speech suggest about Macbeth’s view of what he has

done—and, perhaps, what he will do?

Scene VIII

In lines 8–16, mark details that relate to the witches’ prophesies. What do these details show about Macbeth’s sense of certainty up until

this point in the play? Does the knowledge that Macbeth has been tricked change how the

reader sees him? Review of scenes To whom is Lady Macbeth referring when she says,“The Thane of Fife

had a wife. Where is she now?” in Act V, Scene i, lines 39–40? How is this relevant to Lady Macbeth’s state of mind in her sleepwalking scene?

What character trait does Macbeth reveal as he meets his fate? Explain your position, citing evidence from the text.

Write a question related to Scottish history, arising from the text, that you would like to answer.

How do our attitudes toward the past and future shape our actions? How does the play shed light on our relationship with time?

Research to Clarify Choose at least one unfamiliar detail from one of the versions of Act V, Scene i. Briefly research that detail. In what way does the information you learned shed light on an aspect of the scene?Read ItReread Act V, Scene iii, of The Tragedy of Macbeth. Mark two hyphenated compound adjectives that Shakespeare uses as insults.Notebook (a) Explain the meaning of each of the compound adjectives you found. (b) What effect do these compound adjectives have on your impression of the person being insulted?

At the beginning of the L.A. Theatre Works audio production of The Tragedy of Macbeth, Act V, Scene i, what does the listener hear?

In which version do the actors’ performances most accurately reflect normal speech?

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L.A Theater Works/ Librivox audio recordings

In which version does the listener hear the actual stage directions? Which version contains sound effects? What is the primary difference between the two versions? What is the major difference between the pacing of the Librivox and the

L.A. Theatre Works presentations? (b) What effect does this difference have on your understanding of the scene?

As a class, review the two audio performances. Which performance would be more easily understood by someone unfamiliar with Shakespeare’s language?

Research to Explore Choose something from the audio presentations that interests you, and formulate a research question. Write your question here.

Macbeth graphic novel (Act IV, Scene 1)

When the scene opens, what are the witches doing? After Hecate appears to congratulate the witches, what appears in the

cave behind them? Four apparitions appear to make prophecies for Macbeth. What forms

do they take? When we see the exterior of the cave, what does it look like? Confirm your understanding of the selection by writing a brief summary

of it. What is Macbeth’s attitude toward the witches when he enters the cave,

in panels 12–17? (b) Assess Do you think the witches care about how Macbeth treats them? Why?

Macbeth believes that an apparition has told him that Macduff cannot harm him, yet he decides to kill Macduff anyway. What does this tell you about Macbeth’s character? Explain.

In panels 20–33, are the eight kings actually in the cave? How can you tell?

Rewrite Macbeth’s thoughts in panel 40 in your own words.

Research to Clarify Choose at least one unfamiliar detail from the selection. Briefly research that detail. In what way does the information you learned shed light on an aspect of the selection?

Research to Explore Choose something from the selection that interests you and formulate a research question about it.

Essential Question: How do our attitudes toward the past and future shape our actions? What have you learned about how our attitudes toward the past and future shape our actions by reading the text?

Excerpt: The Naked Babe and

According to Brooks, what is ironic about Macbeth’s returning to the Weird Sisters for answers?

In Brooks’s analysis, what are some of the things that the child symbolizes in Macbeth?

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the Cloak of manliness (Literary Criticism) Cleanth Brooks

How does Brooks interpret the Weird Sisters’ last prophecy? Reread the Brooks text, and find an example of attribution through

quotation marks and an example of block quotation. Connect to Style Reread paragraph 4 of Brooks’s essay. Mark the

word that indicates Brooks’s motivation for quoting Yeats.

From Shakespeare’s Language (Literary Criticism) Frank Kermode

How does Kermode define the “interim” of time in which much of Macbeth takes place?

What examples of “false antitheses,” or inaccurate opposites, does Kermode cite?

How does Kermode characterize the specific language patterns of Macbeth?

With your group, reread paragraph 3 of the excerpt from Kermode’s “Macbeth.” What meanings does Kermode find in the Weird Sisters’ introductory incantation? Do you agree with his interpretation of these lines? Why or why not?

Now, work with your group to share the passages from the essays that you found especially important. Take turns presenting and discussing your passages.

Essential Question: How do our attitudes toward the past and future shape our actions? What have these texts taught you about how the passage of time affects people’s actions?

Multi-Tiered Systems of Support (MTSS)Tier 1 Supports(for all students)

Tier 2 Interventions(for 10%-15% of students)

Tier 3 Interventions(for 1%-5% of Students)

ReflectionsWhat worked well? What can be improved? Who can support or

contribute to this work?

What will I do differently that will impact my planning for future units?

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