ELA 20-1: Module 2 Instruction Workbook 3: Modern Drama 33

Life Path Assignment

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Characters allow us to connect to the play’s theme in a personal way. We empathize with their struggles, because we struggle ourselves. We celebrate their victories, because we recognize the effort required to overcome obstacles and the pride that accompanies perseverance.

The Assignment

In the following assignment, you will

§ map two characters’ experiences as they overcome obstacles and progress throughout the play

§ represent their paths visually

§ plot both characters on the same map, illustrating how their paths intersect with one another (if at all)

§ use visual metaphors to illustrate your characters and key events in the play that most strongly develop their personalities

You may draw this map by hand or digitally. If you use an online mapping tool, such as Prezi, be sure to provide the entire URL so your marker can find it easily. If you would like to learn more about Prezi, go to http://prezi.com.

Assessment: Be sure to review the rubric on p. 40 before you begin.

34 Instruction Workbook 3: Modern Drama ELA 20-1: Module 2

EXTRA HELP

Review Rose’s 3.3 Life Path assignment she created based on The Arrival (the graphic novel you studied in Instruction Workbook 2). Her assignment and her marker’s comments will provide direction to help you begin.

EXTRA CHALLENGE

In addition to the two characters from the play, include your own life path up to this moment. Is your path entirely separate from the characters’ experiences, or do you see occasions where you shared common experiences? How does your perception of your future, the destination in your life path, compare to those of the characters? How can you illustrate these ideas visually?

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ELA 20-1: Module 2 Instruction Workbook 3: Modern Drama 35

Student Exemplar: Rose’s 3.3 Life Path Assignment based on The Arrival (Rough Draft)

Rose asked Amy to give her some feedback based on her initial planning for her 3.3 Life Path assignment based on The Arrival. Amy’s feedback appears below.

Brainstorming/Draft

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I like where you are going with this, Rose! Here are some of my thoughts:

1. The connection between the start and finish has to be clearer. Who are the two people with the man at the beginning of the journey?

2. Is that a brick wall?

3. In the beginning, the character looks like he is running away. Is he scared? What is he running from?

4. It’s clear that he is becoming whole again. I like that! What/who helps him?

5. How might we make this a little more connected to tell the story? Adding another character, as the instructions indicate, would help.

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36 Instruction Workbook 3: Modern Drama ELA 20-1: Module 2

Student Exemplar: Rose’s 3.3 Life Path Assignment (Final Draft)

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ELA 20-1: Module 2 Instruction Workbook 3: Modern Drama 37

3.3 Life Path Assignment: RoseValue Ideas and Impressions Presentation

Excellent

Your selection of key moments for each character is perceptive.

You apply the conventions of this type of organizer skilfully:

Your images stand out and grasp the key events through metaphor.

There is effective use of colour, codes, or links to clarify the connections for all aspects of the path.

Proficient

Your selection of key moments for each character is thoughtful.

You apply the conventions of this type of organizer appropriately:

Your images are clear. You use relevant images to relate to the key events.

There is clear use of colour, codes, or links to clarify the connections for most aspects of the path.

Satisfactory

Your selection of key moments for each character is appropriate, but at times may be superficial.

You apply some conventions of this type of organizer:

Your images are present, but they may not always be eye-catching or memorable.

There is an obvious attempt to use colour, codes, or links, but your choices are somewhat confusing to the audience.

Limited

You present a main idea that is unrelated to the text.

You apply the conventions of this type of organizer weakly:

Your images are unclear and difficult to relate to the text.

There is little or no use of colour, codes, or links to illustrate the connections between ideas.

Resubmission Needed

Your attempt to respond is insufficient. You need to contact your teacher to discuss your work and your resubmission.

TOTAL: 13/20 = 65% 6/10 7/10

Assessment

Areas of strength: Your choice of metaphor in this response was effective in that it illustrated how the protagonist was a whole person with his family, but that changed throughout the course of the novel.

Might I suggest: The setting in the graphic novel was so richly illustrated, it probably seemed too difficult to represent in the map. However, identifying more of the protagonist’s surroundings would have illustrated how his surroundings influenced his growth. Perhaps using additional metaphors to represent key details would serve you better.

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ELA 20-1: Module 2 Instruction Workbook 4: Macbeth 7

Your turn! A Guided Study of Macbeth

The Assignment

It is time for you to read the play. Your textbook contains useful information to guide you through the play.

Again, try to listen to an audio recording or watch a performance of the play. There is an audio recording available on http://www.wiredforbooks.org/shakespeare/. There is a modern adaptation of the play starring Patrick Stewart, available at http://video.pbs.org/video/1604122998/. Keep in mind it will not follow the original play exactly, but this film is well worth viewing. It is gripping and brilliant!

You will employ the reading strategy you learned in Instruction Workbook 2 using the charts provided in this workbook. Following your observations, your marker will provide feedback to clarify questions you have and to comment on the thoughts you share. After you complete a separate chart for all five Acts, you will choose your strongest two charts to be formally assessed.

Review the rubric on p. 25 of this workbook to see how your Observations Charts will be assessed. At the end of each Act, you will complete self-assessment questions to focus your study.

Audio

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4 Instruction Workbook 4: Macbeth ELA 20-1: Module 2

Introducing the Critical Speech Assignment

This information is provided for you, so you can see what you will need to be able to do by the end of this Instruction Workbook.

The Assignment

Astonishing news! Macbeth lives! Although he is alive, the Fates are still not smiling on him. He is charged with murder in the first degree for the murder of Duncan. For the past year, you have been leading his defense as his defense attorney. Now that all the evidence is in, it is up to you to provide a final, closing argument that will sway the jury to spare Macbeth’s life. (Given his violent history, let’s just say that it’s in your best interests to win this case!)

As his lawyer, you may choose to either establish Macbeth’s total innocence, or to plead to a lesser crime assuming the burden of guilt be shared with other characters from the play. However, you are limited by your unsuccessful attempt to establish an insanity plea during the trial proceedings. Experts unanimously assert that Macbeth was sane, stating that his occasional hallucinations were manifestations of his conscience. Thus, you must focus both on Macbeth’s qualities that might encourage sympathy and the facts that might foster doubt in the hearts and minds of the jury.

You cannot go beyond your Macbeth textbook and the Macbeth Meets CSI package provided in the Appendix of this Workbook to support your closing argument. Remember: Your purpose is to inform and to convince your audience. Choose your support and your words wisely.

murder in the first degree: for the purpose of these proceedings, murder in the first degree suggests that the murder was premeditated (planned in advance).

As you have not yet read the play, you obviously do not have the background you need for this assignment. All of the content and assignments that follow will provide you with the knowledge and skills you need to save Macbeth’s life.

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60 Instruction Workbook 4: Macbeth ELA 20-1: Appendix

Exhibit: Media

mactwitter

What’s happening? Following 213 Followers 300

MalcolmThe real king of Scotland30 Oct 1610

Timeline @Mentions Retweets Searches Lists

The WitchesFair is foul, and foul is fair,Hover through the fog and filthy air (I, i, 11-12).

MacWeather ReportUnusual thunder and lightning reported near Forres Castle.

Old ManOn Tuesday last a falcon tow’ring pride of place, was by a mousing owl hawk’d at and kill’d (II, iv, 13-15). @Ross By the clock, ‘tis day, and yet dark night strangles the travelling lamp (II, iv, 7-8).

RossDuncan’s horses—a thing most strange and certain—turn’d wild in nature, broke their stalls, flung out (II, iv, 16-19). @Old Man ‘Tis said they eat each other (II, iv, 22).

MacbethWe hear, our bloody cousins are bestow’d In England and in Ireland, not confessing their cruel parricide (III, i, 33-35).

LennoxThe night has been unruly. Where we lay, our chimneys were blown down, And, as they say, lamentings heard in the air, strange screams of death, and prophesying with accents terrible (II, iii, 51-55).

Mac

beth

Mee

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SI

Username PasswordRemember me Forget it?

Sign in

photos: ©Thinkstock

52 Instruction Workbook 4: Macbeth ELA 20-1: Appendix

Exhibit: Blood Spatter Analysis

Explanatory Notes:

When a force acts upon an exposed source of blood, the blood is broken into many small droplets by the energy applied. The greater the impact or force, the smaller the size of the droplets and the greater the number of blood droplets produced.

Conclusions:

It is clear by the blood spatter analysis collected at the scene that the victim was cut with controlled precision, causing very few blood spatters on the walls. This finding is consistent with the pooling of a large amount of blood found on the floor beneath the victim’s bed.

Mac

beth

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Red-Handed Forensics Consulting, Inc.

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62 Instruction Workbook 4: Macbeth ELA 20-1: Appendix

Transcript: The Witches

Justice McNobleford: We will hear your next witness in Case 57-284, Scotland v His Highness King Macbeth.

Mr. Defenderson: If it may please the court, Mr. Chief Justice, we wish to call the three witches as hostile witnesses for the Defense.

Justice McNobleford: Proceed.

Mr. Defenderson: Madams? May I remind you, you are under oath. As you know, His Highness, the King, has recently been convicted of the murder of our beloved King Duncan.

Witches:(in unison) Aye.

Mr. Defenderson: Can you please tell the court how you came to know His Majesty?

Witch #1: Aye. In “a desert place” (I,i).

Witch #2: Aye, indeed. “Upon the heath” (I,i,7).

Mr. Defenderson: And can you please speak to the reason for your encounter with our great king?

Witch #3: Why, to tell the King of his fate, to share our prophesies for the future.

Mr. Defenderson: What would be the nature of those prophesies, Madams?

Witch #1: Ahhh, well, simply that our once-humble Thane of Glamis would, too, become the Thane of Cawdor and someday become the Scottish King.

Mr. Defenderson: Could you explain to the court why you would travel to this barren place to share this news? If it was already our King’s fate, what, then, would there be to gain by sharing this fate with him?

Witch #1: (laughing) We are but cogs in the wheel of fortune, humbly serving Lady Fortuna by setting Macbeth’s future in motion.

Witch #2: That is not to say we do not derive pleasure in this business of toppling proud men. (laughs)

Mac

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20 Instruction Workbook 6: Film Study ELA 20-1: Module 3

Featurette Assignment

Films engage us, because they are based on rich stories, in carefully chosen settings, and lived by well-developed characters.

the Assignment

For your final assignment, you will develop a script for a featurette to be included on the new release of the DVD. In this featurette, you will create a plausible situation in which the main character and at least two other characters would speak to the essential questions:

§ What influence do others have on who we become? § How important is it to pursue our passions? § What drives our need to belong? § What does it mean to “live well”?

Your original script will respond to a purposeful situation that would prompt the discussion.

You must use the proper format for a script, ensuring that your portrayal of the characters remains true to the characters’ development throughout the film.

As the playwright and director for this scene, be sure to provide a prologue to introduce and establish your scene. In this speech, you will identify the essential questions you intend to address, introduce the characters who will appear in the scene, and describe the situation you have created that will serve as the basis for the plot. At the end of your scene, provide an epilogue to emphasize and explain key choices you made with respect to setting, dialogue and plot.

Assessment: Be sure to review the rubric on p. 25 to focus your effort effectively.

EXTRA HELP

Review the Script Writing tutorial you studied in Instruction Workbook 3. You will find it on your Course Resource USB drive. Review pp. 335-338 in your Reference Points textbook for additional information on writing a screenplay for your scene.

EXTRA CHALLENGE

Include a recorded performance of your scene. You can assume the role of each character and change costumes, or bring in others to perform with you.

ELA 20-1: Introduction Instruction Workbook 6: Film Study 25

6.4 Featurette Rubric

Value Exploration of Essential Question

understanding of Character

understanding of Form and use of Context

Excellent

Your responses to essential questions are perceptively considered.

Your understanding of characters is perceptively considered and entirely consistent with the film.

You use script elements and situations to convey meaning confidently and purposefully.

Proficient

Your responses to essential questions are carefully considered.

Your understanding of characters is carefully considered and usually consistent with the film.

You use script elements and situations to convey meaning effectively.

Satisfactory

Your responses to essential questions are basically considered.

Your understanding of characters is considered and basically consistent with the film.

You use basic script elements and situations to convey meaning.

Limited

Your responses to essential questions are superficially considered.

Your understanding of characters is superficially considered and frequently inconsistent with the film.

Your use of script elements and situations to convey meaning is inconsistent.

Resubmission Needed

Your attempt to respond is insufficient. You need to contact your teacher, so we can discuss your work and your resubmission.

totAL: /40 = % /15 /15 /10

Assessment

Areas of strength:

Might I suggest: