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MY LAST DUCHESS: IN-CLASS FEEDBACK
Score Percentage Conversion
6 93
5 83
4+ 73
4 70
3.75 63
3.5 60
3 53
2.5 42
MY LAST DUCHESS: IN-CLASS FEEDBACK
A High Performance Response should:
1. Identify the revelation at the end of the poem that the Duke has disposed of his wife, possibly by murder, and is now seeking to marry again.
2. Determine several aspects of the Duke’s character that emerge over the course of the poem, such as jealousy, a controlling nature, power, pride, arrogance, an obsession with possessions; etc.
3. Discuss how Browning develops these aspects through the revelation at the end of the poem.
MY LAST DUCHESS: IN-CLASS FEEDBACK
Student responses may include:
The revelation at the end of the poem confirms the suspicions, which Browning planted that the Duke is a jealous and controlling character whose desire to possess the Duchess completely may have driven him to murder. His actions in silencing his Duchess and suppressing her smiles show him to be ruthless in his desire for control.
The ending of the poem confirms the Duke’s presentation of himself as a powerful man, at whose commands “All smiles stopped,” and who feels confident enough in his status that he is comfortable revealing his actions to the representative of the father of a woman whom he hopes to marry. He shows himself to be both powerful and arrogant.
The power of his commands to stop all smiles also contradicts his statement that he is a man with little skill in speech: clearly, when he speaks, others listen and act.
MY LAST DUCHESS: IN-CLASS FEEDBACK
Student responses may include:
The revelation and the ending of the text shed new light on the Duke as a man who appreciates fine art: his casual reference to Neptune in the closing lines of the poem confirm our suspicions that he viewed his last Duchess not as a person, but as a piece of artwork to be admired.
The revelation undermines the Duke’s reliability as a narrator: the extreme lengths to which he takes his jealousy and possessiveness make the reader doubt his description of the Duchess as a slightly flirtatious woman who places too much emphasis on “triflings.”
The ending of the poem creates a great deal of uncertainty and raises many questions. For example, what was the fate of the last Duchess, what was her real character and the nature of her relationship with the Duke, and to what extent can the Duke be considered sane?
MY LAST DUCHESS: IN-CLASS FEEDBACK
Major Challenges:
Organization and Structure
1. Essay Form
2. Paragraph Form
3. Sentence Structure
MACBETH 2: VOCABULARY
Word Part of Speech
Definition
Surmise noun An idea or thought of something being possible or likely.
Supernatural adjective Beyond what is natural; unnatural, abnormal
Fantastical adjective Imaginary
Royal adjective Of or relating to a king or queen.
MACBETH 2: THEME
Guiding Question: How does Shakespeare develop themes in 1.3? How do these central ideas begin to emerge?
MACBETH 2: ACT 1.3
Link Guiding Question: What important ideas are introduced
in this scene?
CLASS QUESTIONS
• What do you notice about the words Macbeth uses in his first line in the play?
• What do the Witches tell Macbeth about his future? • What do the Witches tell Banquo about his future?
GROUP WORK 1. Get in your groups. 2. Read lines 105-139. Each student should take a role. 3. Answer the following questions: • What are Ross and Angus sent to do (line 107)? • What does Ross “call” (line 110) Macbeth? Who “bade” (line 110) Ross to do so, and
why?
• How do Banquo and Macbeth respond to Ross’s message? • What tension do Banquo and Macbeth’s responses introduce? • Refer to lines 132–138. What does Banquo mean when he says “to win us to our
harm”? • Refer to lines 132–138. What does Banquo mean when he says “to win us to our
harm”?
GROUP WORK
1. Read lines 140-155. Stay in your roles.
2. Answer the following questions.
• In line 144, Macbeth states that the information from the Witches “Cannot be ill, cannot be good.” Why does he say it “cannot be ill”? Why does he say it “cannot be good”?
• What is the “suggestion” Macbeth contemplates in line 147?
• Why is the murder of King Duncan “but fantastical”? What does fantastical mean in this context?
• Why is Macbeth’s “function smothered in surmise” (line 154)? Refer to lines 158–159. What is the meaning of stir in these lines?
• What does Macbeth mean in lines 157–159 ?
• What conflicting ideas does Shakespeare introduce in lines 157–159?
QUICKWRITE
Analyze how a central idea emerges in Act 1.3.
MACBETH 3: ACT 1.5
Guiding Question: How does Shakespeare develop the
character of Lady Macbeth?
MACBETH 3: VOCABULARY
Word Part of Speech Definition
Hie Verb To cause to go quickly
HIther Adverb To or toward this place
Impedes Verb Slows the movement, progress, action
Direst Adjective Most extreme
Keen Adjective Having a sharp edge or point
MACBETH 3: VOCABULARY
Word Part of Speech Definition
Metaphysical Adjective Supernatural
Pall Verb Cover with a cloth that is put over a coffin
Chastise Verb To rebuke – also to inflict puishment
Compunctious Adjective Remorseful; full of regret
Gall Noun Bitter liquid made by the liver; associated with anger.
MACBETH 3: VOCABULARY
Word Part of Speech Definition
Beguile Verb To deceive
Dispatch Noun Management
Sovereign Adjective Absolute
Ambition Noun A particular goal or aim.
REVIEW: ACT 1.4 HOMEWORK
Share out
MACBETH 3: ACT 1.5
Link Guiding Question: Describe Lady Macbeth. What words
from the text show Lady Macbeth’s character?
PARTNER WORK
1. Reread Macbeth’s letter to Lady Macbeth 2. Answer the following questions: • How is the format of the letter different from the format of the
other lines in the play? • What can you infer about the relationship between Macbeth and
Lady Macbeth based on the contents of this letter?
SOLILOQUY JIGSAW ACTIVITY
Form home groups of four to reread Lady Macbeth’s soliloquies in Act 1.5 Form a pair with someone from your home group, answer one of the following sets of questions on a separate sheet of paper. When you have finished, share your responses with the other pair from your home group.
JIGSAW QUESTIONS
Soliloquy 1: Lines 15-33 Soliloquy 2: Lines 45-61
What does Lady Macbeth believe has been “promised” to her husband?
How do the stage directions before line 45 help explain to whom Lady Macbeth is speaking these lines?
What does Lady Macbeth “fear” in her husband’s nature?
What qualities does Lady Macbeth ask the spirits to remove?
According to Lady Macbeth, what qualities does Macbeth have that might help him achieve his goal?
For what quality does Lady Macbeth ask?
Whom is Lady Macbeth addressing when she says, “Hie thee hither”?
How does Lady Macbeth’s request develop her thoughts about Macbeth in lines 16–19
How does Lady Macbeth’s plan to “pour…” and to “chastise..” develop her character?
What does Lady Macbeth’s request for night to come reveal about Lady Macbeth and her plans?
What can you infer about Lady Macbeth based on her description of Macbeth?
How does Lady Macbeth’s description of night impact the meaning and mood of this passage?
READING AND DISCUSSION: LINES 62-86 How do the terms of address that Lady Macbeth and Macbeth exchange develop their
relationship? How does Lady Macbeth’s statement that “never / shall sun that morrow see!” (lines
71–72) develop her character?
How does the advice Lady Macbeth gives to Macbeth in lines 75–76 about how to behave before Duncan dies develop her character?
How does Lady Macbeth’s statement that Macbeth should “put / This night’s great business into [her] dispatch” (lines 79–80) develop ideas presented in the soliloquies?
What does Lady Macbeth’s reason for why Duncan should die reveal about her character?
How does Shakespeare’s choice to end the scene with Lady Macbeth’s statement, “Leave all the rest to me” impact the development of Lady Macbeth’s character?
QUICKWRITE
Analyze how Shakespeare develops Lady Macbeth over the course of this scene.
INDEPENDENT WORK
Read Macbeth Act 1 Scene 6. Use the homework scaffolding tool to keep you on track. We will share out our responses when these are completed.
SHARE OUT: FINDINGS TO 1.6
At your table, go over your responses to 1.6
MACBETH 4: VOCABULARY
Word Part of Speech Definition
Trammel up Verb To catch
Surcease Noun Death
Cherubin Noun Angel
Adage Noun Proverb
Durst Verb Dared
Adhere Verb Agree
MACBETH 4: GUIDING QUESTION
How do Lady Macbeth and Macbeth feel about each other? How do they act toward each other?
PARTNER WORK
Reread Macbeth’s soliloquy (1.7 1-28) and answer the following questions:
How do the opening lines of Macbeth’s soliloquy reveal his state of mind?
What moral reasons does Macbeth give for not assassinating Duncan?
What practical reasons does Macbeth give for not assassinating Duncan (lines 3–11)?
Reread Lines 29-96. Answer the following questions: What reasons does Macbeth give for proceeding “no further in this
business” in lines 35–38 and 50– 52? Paraphrase the arguments Lady Macbeth offers (lines 39–49 and 54–68)
to counter Macbeth’s concerns. How does Lady Macbeth’s use of figurative language in Act 1 reflect her
willingness to defy traditional gender roles? How does Lady Macbeth’s use of figurative language in lines 70–71 relate
to imagery she used in her second soliloquy? What is Lady Macbeth’s plan for murdering Duncan? How do Macbeth’s contributions to the murder plot develop his character? In the closing lines of the scene, how do both Macbeth and Lady Macbeth
demonstrate that they are following Lady Macbeth’s earlier advice to “Look like th’ innocent / flower; / But be the serpent under ‘t” (Act 1.5, lines 76–78)?
QUICKWRITE
Analyze how Lady Macbeth and Macbeth’s relationship develops over the course of these scenes.
INDEPENDENT WORK
1. Complete the Act Synopsis and Analysis Tool. 2. Read and annotate Act 2 Scene 1. 3. Look up allusions to Tarquin and Hecate.
INDEPENDENT WORK REVIEW
MACBETH 5: VOCABULARY
Word Part of Speech Definition
Husbandry Noun Careful use of resources
Largess Noun Gifts, tips
Offices Noun Servants
Marshal’st Verb To lead
Dudgeon Noun Handle
Gouts Noun Clots
Watch Noun Cry, like that of a watchman
MACBETH 5: GUIDING QUESTION
What is the mood of this scene?
JIGSAW ACTIVITY
Group A: Read and analyze lines 1-43 Group B: Read and analyze lines 44-61 Group C: Read and analyze lines 61-77 Summarize section. Identify images and themes. Pay attention to figurative language.
JIGSAW GROUP DISCUSSION PROMPT
What is the effect of Shakespeare’s references to the supernatural in Act 2.1?
QUICKWRITE
Analyze the impact of Shakespeare’s use of figurative language on the mood of this scene.
CLOSING ACTIVITY
Analyze the attitudes of Macbeth and Banquo about their encounter with the Witches in Act 1 and Act 2.1.
