Rebecca Mulligan Daily Plan #1

Daily PlansOutline

Title of today’s lesson:

34 Second Macbeth Introduction To Shakespeare Literary Elements

Overview:

Introduce students to Shakespeare and to Shakespearean language. Guide students to analyze text and look for deeper meaning through literary elements.

Anticipated student conceptions or challenges to understanding:

Students think Shakespeare is hard to understand and boring; by using creative lessons I will get students interested in Shakespeare.

Students become overwhelmed with central ideas, elements or themes of a text but by using organizers and scaffolding I will help them analyze and understand the theme of deception in Macbeth.

Materials/Sources & Instructional Sequence:

Step 1: Hook: What do you think of when you hear the word William Shakespeare?

Step 2: List Answers on the Board

Step 3: Class Discussion-- Show PowerPoint

http://skylineaplit.files.wordpress.com/2009/10/introduction-to-macbeth-cross.ppt.

Step 4: Macbeth Literary Organizer: Literary Elements

Literary Elements

Examples Interpretations

Metaphor "Upon my head they placed a fruitless crown and put a barren scepter in my grip."

On my head they placed a sterile crown and in my hand I hold a seedless scepter.

Irony "Duncan is in his grave; after life’s fitful fever he sleeps well, treason has done his worst; nor steel, nor poison…nothing can touch him anymore."

Duncan is in his grave. After an eventful life he sleeps peacefully. Treason has done its worst. Neither sword, nor poison, nor revolutions in this land, nor foreign foes can touch him now.

Hyperbole "With twenty trenched gashes on his head, the least a death to nature."

Lying in a ditch with twenty trench-like gashes in his head. Even the least of them would have been fatal.

Simile "Approach thou like the rugged Russian bear, the armed rhinoceros, or the Hyrcan tiger."

Approach me like a Russian bear, a horned rhinoceros or a fierce tiger.

Personification "Stones have been known to move, and trees to speak."

Gravestones have been move, and trees to speak.

Symbolic "I am in blood stepped in so far that…"

I am in the river of blood…

Repetition "O, treachery! Fly, good Fleance, fly, fly, fly!"

Treachery! Run, Fleance, run, run, run.

Image "We have scorched the snake, not killed it. She’ll close and be herself, whilst our poor malice remains in danger of

We scorched the snake, but didn’t kill it. It will come back and give us its requital.

her former tooth…"

Close Reading Organizer

Literary Elements

Examples Interpretations

Metaphor

Irony

Hyperbole

Simile

Personification

Symbolic

Repetition

Image

Step 4: Exit Cards-On index card write down 3 things you learned about Shakespeare.

Step 5: Tomorrow we will discuss Macbeth-be ready to define the word deception.

Assessment: Formative-students will turn in their index cards as they exit.

Rebecca Mulligan Daily Plan #2

Daily PlansOutline

Title of today’s lesson:

Macbeth Anticipated Reading Survey Macbeth Vocabulary

Overview:

Prepare students mind-set for Shakespeare and Macbeth. Analyze how themes interact and build on one another. Comprehend text vocabulary

Anticipated student conceptions or challenges to understanding:

Students think Shakespeare is too complicated but I will explain that we will be concentrating on the theme of deception.

By using the anticipated reading survey students will be able to make connections from their personal lives to Shakespeare’s Macbeth.

Materials/Sources & Instructional Sequence:

Step 1: Hook: What’s more important reality or perception?

Step 2: Discuss students answer’s

Step 3: Pass out Anticipated Reading Survey—have students quietly write down answers

Step 4: Discuss Answers and the theme of deception-

Step 5: Tomorrow we will discuss how the characters use deception in Macbeth.

Assessment: Formative-students will turn in their completed anticipated reading survey.

Rebecca Mulligan Daily Plan #3

Daily PlansOutline

Title of today’s lesson:

Shakespearean Insults & Salutations Essay Rubric & Topics

Overview:

Students will take turns insulting and giving compliments, this enables the class to get comfortable with the language and each other by using creativity and Shakespearean language.

Discuss Essay guidelines and go over essay rubric

Anticipated student conceptions or challenges to understanding:

Students will see that Shakespearean language is colorful and interesting. Students will use essay organizer to start thinking about essay.

Materials/Sources & Instructional Sequence:

Step 1: Hook: Have you ever been insulted? Have you ever enjoyed giving an insult?

Step 2: Discuss students answer’s

Step 3: Pass out Insults and Salutations Worksheet and one index card.

Step 4: Have students write down an insult on one side of the card and a salutation on the other side of the card using one word from each column.

Step 5: Students will form 2 lines and take turns giving insults and salutations from their index card.

Step 6: Pass out Essay rubric and organizer and discuss essay expectations.

Step 7: Show Macbeth video clip as “take away” to link tomorrow’s lesson.

Assessment: Formative-students will turn in their completed insult/salutation index cards and complete an essay journal folder.

Macbeth Essay

Macbeth deals with the theme of deception. Your essay will address one of the areas in the play that deals with appearance verses reality. Hypocrisy is everywhere in Macbeth; what is good for one person may be bad for others in the play. Think of the characters

and events and write an essay that explains how Shakespeare uses deception as a literary device.

Possible Essay Topics:1 . The spooky and bizarre witches are among the most memorable figures in the play. How

does Shakespeare characterize the witches? Are they real? What is their thematic significance?

2 . Compare and contrast Macbeth, Macduff, and Banquo. These characters deceive each other and themselves. How are they alike? How are they different? Is it possible to argue that Macbeth is the play’s villain and Macduff or Banquo its hero, or is the matter more complicated than that?

3 . Discuss the role that blood plays in Macbeth, particularly immediately following Duncan’s murder and late in the play. Is the blood real? What does it symbolize for Macbeth and his wife?

4 . Discuss Macbeth’s visions and hallucinations. What role do they play in the development of his character?

5 . Is Macbeth a moral play? Is justice served at the end of the play? Defend your answer.

6 . Discuss Shakespeare’s use of the technique of elision, in which certain key events take place offstage. Why do you think he uses this technique?

“Macbeth” Anticipated Reading Survey

Each question below is designed to get you in the mind-set of our next literary selection, “Macbeth.” Answer each question honestly. This is a survey meant to spark discussion and will not be submitted.

1. Have you ever given in to temptation? YesNo

2. Do you believe in prophesies? YesNo

3. Do you believe in predetermination, the idea YesNo

that one’s life and fate is planned for them

prior to birth?

4. Do you believe that most people are in a personal YesNo

battle of “good vs. evil”?

5. How do you decide what is “good” and what is “evil”?

6. Do you believe in the supernatural (i.e. witches, YesNo

ghosts, etc.)?

7. What is the difference between greed and ambition?

8. Do you believe in the old adage “You reap what you sow”? YesNo

9. Do you believe that fate directs our lives or that our actions alone determine our circumstances? Explain.

10. Most people would not violate their moral code YesNo

for a stranger. However, would you violate your

moral code for a loved one?

11. If someone prophesized that you would become a person of great importance (i.e. president, Supreme Court justice, inventor, acclaimed writer/actor/musician, etc.) would you wait for it to happen or would you take steps to ensure this prophesy came true? Explain

12. Do you listen to your conscience? YesNo

13. Have you ever experienced the feeling of guilt? YesNo

If yes, explain how this guilt made you feel.

Shaking Up Your ShakespeareUsing Performance Methods Teach Shakespeare

Rebecca Mulligan

ENG 398

Micro-Teaching Lesson

Warm Ups

Warm-ups: Purpose of warm-up is to loosen students up, create an atmosphere of risk-taking and fun, help them become comfortable with the language, and/or expose them to an important speech or scene before reading.

1. Salutations: Put positive and negative salutations on index cards. Have students form two lines. One person from one side steps forward to salute partner in opposite line. Partner responds.

2. Insults: Use handout—choose a word from column A, one from column B, and one from column C to create an authentic Shakespearean insult. Have students look up unknown words (most, if not all of them) in the dictionary or Shakespearean glossary (C. T. Onion).

3. Choose a soliloquy from the play and, as an opening activity, have groups perform it “in the style of”. For example, as cheerleaders, as a musical, as a sci-fi, as a sports team, as detectives, etc. Purpose: A

4. Thirty second MacBeth (or any other play). Choose approximately ten important lines from the play that highlight the main points of action. Have students plan a performance based on each student saying a line and putting an appropriate action to the line. Gives a quick plot overview.

Performance Activities

1. Dumb Show: see handout

2. Choral Readings: Works best to introduce soliloquies. Put students in a circle. Have them read several different ways—boys take a line, then girls; right side of the room, then left; each person take a line around the circle, etc. Stop to discuss vocabulary or meaning as necessary. The first time, have them say what they understand so far, no matter how tentative. Have each student read only one word and work to make it sound like one voice (encourage speed by timing them. I give the fastest class a reward). Finally have them up on their feet reading to the rhythm, stomping on stressed beats. Ask how their understanding has improved with repetition.

3. Tableaux: Divide a scene, such as the one where Tybalt kills Mercutio, into several sections and assign to groups—each person in the group should be one character. Each group is responsible for 1) reading the scene and understanding what’s going on, 2) each person choosing the most important line for his/her character, 3) deciding on an opening position, an action to be performed as the actor says his/her chosen line, 4) a closing position. In other words, everyone is frozen in a position that corresponds to what his/her character is doing at the beginning of the scene. One by one, each character “unfreezes”, performs an action related to what is happening in the scene, then refreezes in a new position. As each group performs in order, the class will see the essentials of the entire scene.

4. Reader’s Theater: see handout

5. Silent Scenes (Silent Shakespeare): Much of acting is communicated through gesture. By pantomiming a scene rather than speaking it, students can convey the important parts of the plot, as well as characterization. Good to use on less pivotal scenes where summary will suffice.

6. Physicalizing Imagery: Take a passage of the play you are studying that has a significant amount of imagery. Assign a line or sentence to each student. Students make up a physical motion that conveys the meaning of the line. Perform in order. This is also a good strategy for memorization—have students physicalize each line they speak when practicing.

7. Line Toss: Write several lines from the play you are studying on note cards, either from one speech or important lines from throughout the play. Pass them out to students, dividing them into groups of 5-8. Each group should stand in a circle. Give a stuffed animal or tennis ball or something to throw to each group. They are to gently toss the object to a member of the group who must recite his/her line and then toss the object to another person. This should be continuous. Repeat several times until everyone is comfortable with his/her lines. Now each time the object is tossed, everyone should say everyone else'’ lines. You will notice that the cards will be thrown on the ground or stuffed in pockets because the students will have memorized the lines.

8. Three-Line Scenes: Using the note cards with the lines from your play, divide the students into groups of three. They must improvise a short skit using the lines and not other words.

9. Putting it to Memory Game: After activities 4 and 5, immediately have the students grab a piece of paper and pen and write down as many lines as possible that they remember (collect the note cards first). The student with the most lines wins.

Text Activities

1. Prompt books: If you choose to have students perform scenes as a final project, require promptbooks from them—a master script containing all decisions the company has come to—large movements, small movements, propts, etc. Showing examples of prompt books, both modern and historical, can help students understand the extent to which actors prepare their parts. What looks easy has required a great deal of thought and work.

2. Word Search Analysis using Online Texts: There are several online etexts that allow students to search for particular words through a play or part of a play. This is an opportunity to analyze symbolism, motif, imagery, etc. For example, in MSND, by searching such key words such as moon, love, player, madness etc. a student can quickly see how Shakespeare has used a particular word.

3. Textual comparisons between versions of the play or between source and play—see Furness Shakespeare Library online.

4. Cutting text: Give groups of students a short scene and tell them to cut 50% of the lines. Possible applications: 1) Discuss what gets cut and what doesn’t—often the imagery is the first to go. Discuss why that is. 2) Compare student cuts to film versions of the same scene. 3) Have groups perform their cut scenes. Discuss the differences—what effect do the cuts have? (MSND 3.2.270-365) Try with “To be or not to be”—Nothing is sacred. Romeo and Juliet—Nurse scene (travesty version)

Media Activities

1. Film Comparisons: Divide class into groups. Each member of the group receives a handout asking them to focus on a different technical aspect of film—Visual (lighting, camera angles, blocking), Aural (music, noises, sound effects, etc.), Text (major cuts, omissions), Production (sets, locations, costumes, props, etc.). Compare clips from two different movie versions. Ask students to approach this as film students rather than movie viewers—it’s not a matter of which version they would prefer to watch, but what choices each director made and the differing effects of those choices.

This can effectively be combined with cutting the text of a scene before seeing the results of directors’ decisions in these two versions.

2. Box Sets: Each group performs a key scene or part of a scene by creating a box set and planning staging, lighting, sound, etc. Works well by dividing up a long scene—watching performances replaces reading that scene.

3. Cartooning for subtext: In order to understand a character’s subtext (what an actor assumes a character is thinking behind the words, which influences choices the actor makes in performing the scene), have students draw the scene as a cartoon with balloons, an arrow for spoken lines, dots for actual thoughts behind the lines.

Writing Activities

1. Parodies: 1) Chose a scene/speech for students to write a parody from, copying syntax and purpose but on an altogether different topic. 2) Have students rewrite popular song lyrics using the plot of the play you are reading.

2. Silly Sonnet Contests: Ask class for seven pairs of rhyming words. Create a handout using those words in sonnet form. Students write lines that end with those words, the funnier the better, extra credit for iambic pentameter.

3. Higglety Pigglety Contest: see handout

4. Word Association: Choose a word significant to a particular speech, such as “night” for Juliet’s speech before her wedding night. On the board or overhead, have students web a list of words that they associate with the original word. Then ask them to choose 4-6 of these words and use them in a short poem.

Resources

Books:

Shakespeare Set Free, Peggy O’Brien, editor, Washington Square Press.

Teaching Romeo and Juliet, Macbeth, and A Midsummer Night’s Dream

Teaching Hamlet and Henry IV, Part 1

Teaching Twelfth Night and Othello

Discovering Shakespeare’s Language, Rex Gibson and Janet Field-Pickering, Cambridge University Press, 2000, ISBN 0 521 63739 2.

The Cambridge School Shakespeare Series, Rex Gibson, senior ed., Cambridge University Press

Unlocking Shakespeare’s Language, NCTE, 1988

Web Sites:

THE SHAKESPEARE CLASSROOM

http://www.jetlink.net/~massij/shakes/

FOLGER SHAKESPEARE LIBRARY—RESOURCES FOR TEACHERS

http://folger.edu/education

Lesson plans

Metasites

MR. WILLIAM SHAKESPEARE AND THE INTERNET

http://daphne.palomar.edu/shakespeare.default.htm

The clearinghouse for links to Shakespeare sites—from literary criticism to Elizabethan costumes

VOICE OF THE SHUTTLE: ENGLISH LITERATURE—RENAISSANCE

http://vox.ucsb.edu/shuttle/eng-ren.html

Another metasite—but a really great and well-organized one

THE SHAKESPEARE RESOURCE CENTER

http://www.bardweb.net

ALLSHAKESPEARE .COM

http://www.allshakespeare.com/index.php3

Electronic Texts

THE COMPLETE WORKS OF WILLIAM SHAKESPEARE

http://tech-two.mit.edu/Shakespeare/table.html

MIT’s searchable complete works of William Shakespeare, including quotes linked to the text

FURNESS SHAKESPEARE LIBRARY, UNIVERSITY OF PENNSYLVANIA

http://www.library.upenn.edu/etext/collections/furness/index.html

Etexts, scanned primary source documents

KING LEAR (RUTGERS)

http://kinglear.rutgers.edu/

Electronic text and much more—this site could fall under any of the categories. If you are interested in King Lear, make sure to visit this page

A MIDSUMMER NIGHT’S DREAM

http://cmc.uib.no/dream/

Another wonderful site with text, commentary, and a lot of interactive media

THE PLAYS OF WILLIAM SHAKESPEARE

http://www.theplays.org (use Internet Explorer as your browser for this one)

Searchable electronic text for each play, a small glossary, a character search option, a

concordance, and a chronology.

THE WORKS OF THE BARD

http://www.gh.cs.su.oz.au/~matty/Shakespeare/Shakespeare.html

A Shakespeare search engine for words or phrases in any or all of the plays and sonnets

Images and Primary ResourcesELECTRONIC TEXT CENTER (the title is a bit of a misnomer)

http://etext.lib.virginia.edu/shakespeare/

Folio and quarto images in searchable text format, as well as 17 th century promptbooks

THE FURNESS SHAKESPEARE LIBRARY

http://www.library.upeen.edu/etext/collections/furness.index.html

The Furness Shakespeare Library at the Inversity of Pennsylvania provides digital images of it’s primary and secondary source material

THE MIT SHAKESPEARE PROJECT

http://www-ceci.mit.edu/projects/shakespeare/

A gateway to the Shakespeare Electronic Archive and the Shakespeare in Scenes sites

SHAKESPEARE ILLUSTRATED

http://www.emory.edu/ENGLISH/classes/Shakespeare_Illustrated/Shakespeare.htm.

Illustrations of the plays from the nineteenth-century

Other/Criticism:

THE ILLINOIS SHAKESPEARE FESTIVAL

http://orathost.cfa.ilstu.edu/shakespeare/shakespeare.html

Illinois Shakespeare Festival homepage, with costume designs and scenic designs from their productions and links to all US festivals, criticism, a list of films based on Shakespeare’s plays, and a biographical index of Elizabethan theater.

THE INTERNET PUBLIC LIBRARY—ONLINE LITERARY CRITICISM COLLECTION: WILLIAM SHAKESPEARE

http://www.ipl.org/cgi-bin/ref/litcrit/litcrit.out.pl?au=sha-9

Literary criticism specific to Shakespeare

SHAKESPEARE’S GLOBE RESEARCH DATABASE

http://www.rdg.ac.uk/globe/

Shakespeare’s Globe information and research “bulletins”

For Fun

http://www.physics.purdue.edu/~northrup/old/seussshakespeare.html

If Dr. Seuss wrote Shakespeare

http://www.shakespeare.com/Poetry/ieindex.html

Online Shakespearean poetry kit

http://www.bardweb.net/will.html

Shakespeare’s will

34 Second Macbeth

Macbeth: So foul and fair a day I have not seen.

Actor 1: Is this a dagger which I see before me?

Macbeth: Thou are the best o’ th’ cutthroats!

Actor 2: Out damned spot!

Actor 3 Fair is foul!

Actor 4: To beguile the time, look like the time!

Actor 3: At one fell swoop! (Dies)

Actor 1: What’s done cannot be undone!

Macbeth: If it were done when ‘tis done, then ‘twere well it were done quickly.

Actor 2: Come, you spirits!

Actor 5: He’s here in double trust!

Actor 6: I have supped full of horrors!

Actor 5: Blood will have blood!

Macbeth: I’ll make assurance double sure!

Actor 5: They have tied me to the stake!

Macbeth: This is the very painting of your fear!

Actor 5 Ring the alarm bell!

Macbeth: Hell is murky!

Actor 7: Foul is Fair!

Actor 5: Out, out brief candle! (Dies)

Actor 6: I cannot fly! (Dies)

Actor 2: I am in blood! (Dies)

Macbeth: I have lived long enough! (Dies)

Actor 1: And all our yesterdays have lighted fools.

A Midsummer’s Night’s Dream

Visual—Lighting, Camera Angles, Movement

1. Video #1 __________________________________ Date: ____________

2. Video #2 __________________________________ Date: ____________

3. Video #3 __________________________________ Date: ____________

4. Video #4 __________________________________ Date: ____________

Rebecca Mulligan Daily Plan #4

Daily PlansOutline

Title of today’s lesson:

Macbeth film BBC –Casting YOUR Macbeth

Overview:

Students will watch the BBC version of Macbeth and then break into teams of 3 to answer 10 questions from study guide

Teams will also pretend they are casting directors and will present their casting choices for Macbeth Discuss film, study guide questions and casting choices

Anticipated student conceptions or challenges to understanding:

Make sure to stop film at critical points to point out “deception” and important events. By explaining character choices students will understand and enjoy Macbeth.

Discuss and debate how an author/directors choice creates meaning. Give specific examples.

Materials/Sources & Instructional Sequence:

Step 1: Hook: Popcorn anyone? Pass out small bags of popcorn -

Step 2: Go over Macbeth study guide questions

Step 3: Show BBC Macbeth Video

Step 4: Students break up into teams of 3 and answer study guide questions and cast their version of

Macbeth

Step 4: Teams present answers as a newscast

Step 5: Tomorrow we will read Act 1 & 2 of Macbeth-Be ready to become a Shakespearian actor!

Assessment: Formative-students will turn in their study guide questions and casting decisions as they exit.

Rebecca Mulligan Daily Plans for: #5, #8 and #11

Daily PlansOutline

Title of today’s lesson:

Read Macbeth as a Class (Day 5-Act 1 &2, Day 8-Act 3& 4, Day 11-Act 5)

Overview:

As a class we will read Macbeth and use close reading and character motivation guides to analyze text Students will also use talking to the text strategies to help facilitate comprehension

Anticipated student conceptions or challenges to understanding:

Students will review talking to the text strategies to help with comprehension. . Discuss how to use organizers to determine what text means and to help build essay.

Materials/Sources & Instructional Sequence:

Step 1: Pass out organizers, Macbeth text, and Talking to the Text Strategies guide

Step 2: Go over Macbeth organizers and close reading strategies

Step 3: Assign Characters

Step 4: As a class read Macbeth

Step 5: Stop reading Macbeth text approximately every 15 minutes to allow students to fill out organizers, and guides. Create small discussions to facilitate understanding and clarification.

Step 6: Remember to concentrate on plot and characterization themes of deception.

Step 7: Tomorrow Passage Analysis TEST: Tell students to review/study the text and close reading guides and literary/essay organizers -

Assessment: Formative-students will be graded on their completed close reading guides and literary/essay organizers.

Rebecca Mulligan Daily Plans for: #6, #9, #14 and #12

Daily PlansOutline

Title of today’s lesson:

Macbeth Test

Overview:

Students will interpret words and phrases from selected passages of Macbeth to demonstrate knowledge of meaning. Students will provide evidence to support analysis.

Anticipated student conceptions or challenges to understanding:

Students need to stay focused, complete close reading guides and study for tests. By using the organizers, participating in class reading, and studying students will be successful on

summative tests.Materials/Sources & Instructional Sequence:

Step 1: Students get out review guides and spend 10 minutes reviewing for test

Step 2: Clear desk, pass out Macbeth section test

Step 3: Students independently complete passage analysis text

Step 4: After exam students work individually on Macbeth Essay Organizer/Notebook

Assessment: Summative-Macbeth Passage Analysis Test/Test

Macbeth Passage Analysis

Perform an analysis on each of the passages below. In addition to analyzing the content of each passage, note the following: alliteration, assonance, prose elements, rhyming pattern, allusions, similes, metaphors, equivocation, understatement, etc. (Hint: You may just see some of these passages on quizzes and the unit exam.)

Act I, Scene ii

Ross (to King Duncan): From Fife, great king;

Where the Norweyan banners flout the sky

And fan our people cold.

Norway himself, with terrible numbers,

Assisted by that most disloyal traitor 5

The thane of Cawdor, began a dismal conflict;

Till that Bellona’s bridegroom, lapp’d in proof,

Confronted him with self-comparison,

Point against point rebellious arm ‘gainst arm,

Curbing his lavish spirit: and, to conclude 10

The victory fell on us.

Act I, Scene v

Lady Macbeth: Come, you spirits

That tend on mortal thoughts, unsex me here,

And fill me, from the crown to the toe, top-full

Of direst cruelty! Make thick my blood,

Stop up the access and passage to remorse, 5

That no compunctious visitings of nature,

Shake my fell purpose, nor keep peace between

The effect and it! Come to my woman’s breasts,

And take my milk for gall, you murd’ring minister,

Wherever in your sightless substances 10

You wait on nature’s mischief! Come, thick night,

And pall thee in the dunnest smoke of hell,

That my keen knife see not the would it makes,

Nor heaven peep through the blanket of the dark,

To cry “Hold, hold!” 15

Act I, Scene vii

Macbeth: If it were done when ‘tis done, then ‘twere well

It were done quickly; if the assassination

Could trammel up the consequence, and catch,

With his surcease, success; that but this blow

Might be the be-all and the end-all here, 5

But here, upon this bank and shoal of time,

We’ld jump the life to come.

Act II, Scene ii

Macbeth speaks the following words after he has murdered Duncan:

Macbeth (looking at his hands): This is a sorry sight.

Lady Macbeth: A foolish thought, to say a sorry sight.

Act II, Scene iii

Porter: Here’s a knocking indeed! If a man were porter of hell-gate, he

should have old turning the key. [Knocking within.] Knock,

knock, knock! Who’s there, I’ the name of Beelzebub? Here’s

a farmer, that hanged himself on th’ expectation of plenty:

come in time; have napkins enow about you; here you’ll 5

sweat for’t. [Knocking within.] Knock, knock! Who’s there, in

th’ other devil’s name? Faith, here’s an equivocator that

could swear in both the scales against either scale; who committed

treason enough for God’s sake, yet could not equivocate to heaven:

O, come in, equivocator. [Knocking within.] Knock, knock, knock! 10

Who’s there? Faith here’s an English tailor come hither, for stealing

out a French hose: come in, tailor; here you my roast your goose.

[Knocking within.] Knock, knock; never at quiet! What are you? But

this place is too cold for hell. I’ll devil-porter it no further: I had

thought to have let in some of all professions, that go the primrose 15

way to the everlasting bonfire. [Knocking within.] Anon, anon! I

pray you, remember the porter.

ENTER MACDUFF AND LENNOX

Macduff: Was it so late, friend, ere you went to bed,

That you do lie so late?

Porter; Faith, sir, we were carousing till the second cock; and drink,

sir, is a great provoker of three things.

Macduff: What three things does drink especially provoke?

Porter: Marry, sir, nose-painting, sleep and urine. Lechery, sir, it

provokes and unprovokes; it provokes the desire, but it takes

away the performance: therefore much drink may be said to

be an equivocator with lechery; it makes him and it mars

him; it sets him on and it takes him off; it persuades him and

disheartens him; makes him stand to and not stand to; in

conclusion, equivocates him in a sleep, and giving him the

lie, leaves him.

Act II, Scene iii

Macbeth: Who can be wise, amazed, temperate and furious,

Loyal and neutral, in a moment? No man:

The expedition of my violent love

Outrun the pauser reason. Here lay Duncan,

His silver skin laced with his golden blood, 5

And his gash’d stabs look’d like a breach in nature

For ruin’s wasteful entrance: there, the murderers,

Steep’d in the colours of their trade, their daggers

Unmannerly breech’d with gore: who could refrain, 10

That had a heart to love, and in that heart

Courage to make’s love known?

Act III, Scene i

Macbeth: To be thus is nothing;

But to be safely thus. – Our fears in Banquo

Stick deep; and in his royalty of nature

Reigns that which would be fear’d: ‘tis much he dares;

And, to that dauntless temper of his mind, 5

He hath a wisdom that doth guide his valour

To act in safety. There is none but he

Whose being I do fear: and, under him,

My Genius is rebuked; as it is said,

Mark Antony’s was by Caesar. He chid the sisters 10

When first they put the name of the king upon me,

And bade them speak to him: then prophet-like

They hail’d him father to a line of kings:

Upon my head they placed a fruitless crown,

And put a barren sceptre in my gripe, 15

Thence to be wrench’d with an unlineal hand,

No son of mine succeeding. If’t be so,

For Banquo’s issue have I filed my mind;

For them the gracious Duncan have I murder’d;

Put rancours in the vessel of my peace 20

Only for them; and mine eternal jewel

Given to the common enemy of man,

To make them kings, the seed of Banquo kings!

Rather than so, come fate into the list.

And champion me to the utterance! 25

Act III, Scene v

Hecate: Have I not reason, beldams as you are,

Saucy and overbold? How did you dare

To trade and traffic with Macbeth

In riddles and affairs of death;

And I, mistress of your charms, 5

The close contriver of all harms,

Was never call’d to bear my part

Or show the glory of our art?

And, which is worse, all you have done

Hath been but for a wayward son, 10

Spiteful and wrathful, who, as others do,

Loves for his own ends, not for you.

But make amends now: get you gone,

And at the pit of Acheron

Meet me I’ the morning: thither he 15

Will come to know his destiny:

Your charms and every thing beside.

I am for the air; this night I’ll spend

Unto a dismal and a fatal end: 20

Great business must be wrought ere noon:

Upon the corner of the moon

There hangs a vaporous drop profound;

I’ll catch it ere it come to ground:

And that distill’d by magic sleights 25

Shall raise such artificial sprites

As by the strength of their illusion

Shall draw him on to his confusion:

He shall spurn fate, scorn death, and bear

He hopes ‘bove wisdom, grace and fear: 30

And you all know, security

Is mortals’ chiefest enemy.

Act IV, Scene i

First Witch: Thrice the brinded cat hath mew’d.

Second Witch: Thrice and once the hedge-pig whined.

Third Witch: Harpier cries ‘’Tis time, ‘tis time.’

First Witch: Round about the cauldron go:

In the poison’d entrails throw. 5

Toad, that under cold stone

Days and nights has thirty one

Swelter’d venom sleeping got,

Boil thou first i’ the charmed pot.

All: Double, double toil and trouble; 10

Fire burn and cauldron bubble.

Second Witch: Fillet of a fenny snake,

In the cauldron boil and bake;

Eye of newt and toe of frog,

Wool of bat and tongue of dog, 15

Adder’s fork and blind-worm’s sting,

Lizard’s leg and howlet’s wing,

For a charm of powerful trouble,

Like a hell-broth boil and bubble.

All: Double, double toil and trouble; 20

Fire burn and cauldron bubble.

Third Witch: Scale of drago, tooth of wolf,

Witches’ mummy, maw and gulf

Of the ravin’d salt-sea shark,

Root of hemlock digg’d i’ the dark, 25

Liver of blaspheming Jew,

Gall of goat and slips of yet

Sliver’d in the moon’s eclipse,

Nose of Turk and Tartar’s lips,

Finger of birth-strangled babe 30

Ditch-deliver’d by a drab,

Make the gruel thick and slab:

Add thereto a tiger’s chaudron,

For the ingredients of our cauldron.

All: Double, double toil and trouble; 31

Fire burn and cauldron bubble.

Second Witch: Cool it with a baboon’s blood,

Then the charm is firm and good.

Act V, Scene v

Macbeth: She should have died hereafter;

There would have been a time for such a word.

To-morrow, and to-morrow, and to-morrow,

Creeps in this petty pace from day to day

To the last syllable of recorded time, 5

And all our yesterdays have lighted fools

The way to dusty death. Out, out, brief candle!

Life’s but a walking shadow, a poor player

That struts and frets his hour upon the stage

And then is heard no more: it is a tale 10

Told by an idiot, full of sound and fury,

Signifying nothing.

Name: _________________________

Period: _____

Date: ____________

MacBeth Essay Thesis Organizer

Congratulations, you’ve finished a Shakespearean play. Now it’s time to analyze what you’ve read in a thoughtful essay.

For this essay, you must come up with your own thesis, something you should be able to do before you begin the eleventh grade.

From the lists of subjects and characters below, address a theme from the play.

Subjects Characters

Ambition

Power

Betrayal/Treachery

Guilt

Fate vs. Choice

Heroism

Honor/Honesty

MacBeth

Lady MacBeth

MacDuff

Banquo

Malcolm

The Three Witches

MacDuff’s Son

Consequences

Loyalty

Revenge

King Duncan

Lennox

You can write about more than one character if you want, but your essay should focus on one subject, and what the play says about that subject. Then you are addressing a theme. If there is something you would like to write about that is not listed above, that’s fine, just make sure you get it approved before you start writing.

As we know, good writing is organized. Come up with a thesis, and then decide what your three body paragraphs are going to be about before you start writing. Your three topic sentences should support your thesis, the main idea of your paper.

YOU MUST FILL OUT THE CHART ON THE OTHER SIDE AND GET IT APPROVED BEFORE YOU START WRITING YOUR ESSAY.

THE OTHER SIDE IS WHERE THE MAGIC HAPPENS → → →

ESSAY ORGANIZER

Example Thesis:

Shakespeare uses Malcolm, Macduff and the other rebel thanes to show that loyalty to your country is more important than loyalty to an individual (You may not use this thesis).

Remember that you should try to make your thesis interesting. A statement that is obvious (like “Being evil is bad”), will not lead to an interesting paper (or a good grade). Also, YOU MUST STAY ON ONE SIDE OF AN ARGUMENT. For instance, if you’re writing about fate versus choice, you are saying one or the other, not both, controlled MacBeth’s life.

Your Thesis: ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Topic Sentence of Body Paragraph I: ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Topic Sentence of Body Paragraph II: ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Topic Sentence of Body Paragraph III: ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Teacher Approval: ___________ (yes, this is for a grade)

NOW YOU MAY BEGIN WRITING.

SAMPLE THESIS STATEMENTS

In Macbeth, Shakespeare shows that…

THESIS STATEMENTS

Unrestrained desire for power will lead to

destruction.

Guilt can cause irrational behavior.

Being heroic is it’s own reward.

BODY ¶ 1Macbeth’s pursuit of power drives him to commit murder.

Macbeth’s growing guilt creates more and more severe hallucinations.

Macbeth is heroic and honored in the beginning, villainous and despised in the end.

BODY ¶ 2

Macbeth’s hunger for power leads him to betray the ones he loves and respects.

Lady Macbeth’s guilty conscience overwhelms her until she grows mentally ill.

The young characters of the play display admirable heroism (Malcolm, Siward’s son, Macduff’s son).

BODY ¶ 3Macbeth’s paranoia that he will lose his power makes him mentally ill.

Feeling guilty that he couldn’t save his family from Macbeth, Macduff refuses to get involved in the battle unless he can start by killing Macbeth.

Macduff is truly heroic because he puts his country and the true king before his family.

Macbeth Performance Rubric(s)

Team Members: __________________________________________________________________________________________

__________________________________________________________________________________________

Scene/Act:

Category Criteria Score: Maximum Value of 10

Entertainment Value Is this act interesting? Does the act drag on or become predictable or boring towards the end?

Audience Appeal Classmates can see and hear the actors-performance adds to understanding of Macbeth.

Aesthetic Appeal Retains Shakespearian purpose/theme. Is the performer energetic?

Originality & Creativity

Student(s) makes the performance their own in some way or uses creative means to showcase their understanding of Macbeth.

Preparedness Presentation is organized and rehearsed.

Total Points: _________________

Name: Excellent Good Average Weak

Character: 4 3 2 1

Commitment

Physical, Body Gestures

Walk, Stage Use, Chest

Voice- Rate –line delivery

Articulate - understood

Projection – heard

Energy –Presence –

“It Factor”

Emotional Base

Total:

Comments:

Rebecca Mulligan Daily Plan #7

Daily PlansOutline

Title of today’s lesson:

Macbeth Tableaux Team Presentations Macbeth Paradox & Equivocation

Overview:

Students will work in small groups and create a mini Macbeth performance. Divide Macbeth scenes into several sections, assign scenes to groups, teams decide how to present scene with one line and one pose per student.

For home work students will complete paradox and equivocation worksheet. This worksheet will help them understand how deception is used as a theme throughout the text of Macbeth’s.

Anticipated student conceptions or challenges to understanding:

Because of the complexity of Macbeth, lessons need to address different learning styles. The Tableaux team performances will provide personal connections to textually meaning.

Students have difficulty identifying themes from different perspectives the paradox/equivocation worksheet will help them view deception through different lenses.

Materials/Sources & Instructional Sequence:

Step 1: Hook: Model a Macbeth Tableaux

Step 2: Go over assignment and rubric guidelines

Step 3: Hand out paradox/equivocation worksheet

Step 4: Students break up into teams of 3 and create Tableaux performance

Step 4: Teams brainstorm, create and rehearse performance

Step 4: Teams present Tableaux performance

Step 4: Peer and Teacher critiques

Step 5: Tomorrow paradox/equivocation worksheet are due

Assessment: Summative-rubric for performance, formative- peer critiques

Rebecca Mulligan Daily Plans for: #10 & #15

Daily PlansOutline

Title of today’s lesson:

Macbeth Rough Draft Essay and Final Draft Essay

Overview:

Demonstrate how to use Macbeth essay organizers to create/update essay outline Model writing essay/revisions, show students personal process and struggles.

Model how to use STAR writing guide

Anticipated student conceptions or challenges to understanding:

Students NEED to see how YOU write- once they see how you handle writing your essay they will understand how to begin writing their essay.

Use essay organizers to slowly build essay and support thesis. Peer/Teacher editing helps students with organization and support.

Materials/Sources & Instructional Sequence:

Step 1: Have students get out organizers, and essay notebook

Step 2: Model writing/revising essay in small chunks

Step 3: Slowly check for comprehension using peer partner reviews

Step 4: Use STAR writing guide strategy to edit essay

Assessment: Summative-Essays graded using essay rubric.

Rebecca Mulligan Daily Plans for: #13

Daily PlansOutline

Title of today’s lesson:

Modernizing Macbeth

Overview:Students will modernize Macbeth by writing scripts and creating story boards.

Students will chose a scene and rewrite it using modern slang, being careful to retain purpose of scene

Anticipated student conceptions or challenges to understanding:

Students will need to see an example to better understand what is expected. Make sure to stress individual creativity.

Materials/Sources & Instructional Sequence:

Step 1: Show students an example of a modernized Macbeth scene.

Step 2: Pass out rubric and guidelines

Step 3: Provide in class time to create script

Step 4: Walk around room and provide assistance

Assessment: Summative-Script assessment

You need a script that includes 3 different one minute scenes-your script must include blocking (movement).Beginning: establish characters and where they’re atMiddle: conflict occursEnd: conflict is resolved

Skit Scenarios:

Boarding a bus and people at bus stop are all crazyFirst day in a new job Taking a pet to the vets Cheerleading tryoutsVisiting the Doctor Having a photo taken Hosting a party and people who come are crazy-each one has a different character trait: split personality, super sad, a story topper, hyper, a person from a

foreign country –doesn’t speak englishHiring a private detective Teacher giving test and students has bad gasHaving your hair done Pushing into a queue A chef who is meanVisiting someone in hospital Firing someone Job interview Planning a wedding with Bride-ZillaOn a spying mission The first men in space Visiting the parents-in-law A ghost is in the house and doesn’t want to leaveHypochondriac at the doctors Slow service in a restaurant Police officer pulls someone over Husband has just finished decorating room when wife comes home and doesn't like anythingTwo construction workers find buried treasure Two army officers deciding who to send on a dangerous raid Customer complaining to chef about a meal in a busy restaurant Parliamentary candidate canvassing for votes Two Jockeys in a stable before a race Two criminals on the runStuck in a car teetering on the edge of a cliff Gangster who has been shot visiting a doctor to remove the bullets Helping a friend deal with amnesia Breaking the news of a dead pet to a friend

Trapped in a elevator At a funeral home Gym teacher who is really mean Getting changed in a public changing room 2 Doctors called to an emergency Aliens talking about how weird humans are or trying to understand things on earthTwo people on a train with the ticket collector coming

Woman is at home when husband returns home lateFamily at a Dinner table where they each have an announcement to make

Creating a Tableaux

Directions:

Divide a scene, into several sections and assign to groups—each person in the group should be one character. Each group is responsible for:1) Reading the scene and understanding what’s going on,2) Each person choosing the most important line for his/her character3) Deciding on an opening position, an action to be performed as the actor says his/her chosen line4) And a closing position.

In other words, everyone is frozen in a position that corresponds to what his/her character is doing at the beginning of the scene. One by one, each character “unfreezes”- performs an action related to what is happening in the scene, then refreezes in a new position. As each group

performs in order, the class will see the essentials of the entire scene.A Tableaux is a still scene or “picture” of a moment in a play in which individuals pose their bodies in such a manner to recreate the moment.

Select a scene from Macbeth and recreate the scene with your group members. Remember, in a tableaux props are minimal. The scene should be expressed through body position and facial expressions. Your group members may be characters, background scenery, or even an essential prop.

Be creative! Your class will attempt to decipher which scene you are recreating.

Group Members:

Act:________Scene:__________

How has your group achieved the interpretation of the scene? What role does each group member have?

Use the STAR method to revise and improve your essays.

STAR Revision

Revision Steps: 1. Review the STAR method below.2. Read your essay. As you read your essay mark “s”, “t”, “a” or “r” next to information you need to change.3. Review your marks. Then, make the changes.

Substitute Replace

Overused words Weak verbs with strong verbs Weak adjectives with strong adjectives Common nouns with proper nouns “Dead” words

Take Out Unnecessary repetitions Unimportant information Parts that might belong in another place

Add Details Description New information Figurative language Development Clarification of meaning Expanded ideas

Rearrange Sentences Paragraphs The overall order for a more logical flow Phrases to give stronger meaning

STAR # of Revisions How did you make your changes?

How many of each did you have? Write the number in the boxes

below.

Record some of your changes in the boxes below.

Substitute

Take Out

Add

Rearrange

Modernizing Macbeth

Scene:

Which scene are you modernizing? WHY?

Characters:

Who are they?

How are they different from Shakespeare’s characters?

Setting:

Where does your scene take place? Draw the set:

How are they similar to Shakespeare’s characters?

Describe what they look like:

What words did you change:

Your team will create and write a short scene that modernizes Macbeth – rewrite the scene using modern language, be careful to retain the purpose of the scene.

Step One: As a group brainstorm ideas for your scene--- think about characters, conflicts and themes.Step Two: Fill out chartStep Three: Write script….Your script needs to have at least 2 characters and be about 2 pages

Macbeth Performance Rubric(s)

Team Members: __________________________________________________________________________________________

__________________________________________________________________________________________

Scene/Act:

Category Criteria Score: Maximum Value of 10

Entertainment Value Is this act interesting? Does the act drag on or become predictable or boring towards the end?

Audience Appeal Classmates can see and hear the actors-performance adds to understanding of Macbeth.

Aesthetic Appeal Retains Shakespearian purpose/theme. Is the performer energetic?

Originality & Creativity

Student(s) makes the performance their own in some way or uses creative means to showcase their understanding of Macbeth.

Preparedness Presentation is organized and rehearsed.

Total Points: _________________

Name: Excellent Good Average Weak

Character: 4 3 2 1

Commitment

Physical, Body Gestures

Walk, Stage Use, Chest

Voice- Rate –line delivery

Articulate - understood

Projection – heard

Energy –Presence –

“It Factor”

Emotional Base

Total:

Comments:

Create a Character Rubric

Name:

50 pts - Character is unique/distinct voice:

20 pts - Time 3-5 minutes:

20 pts - Beginning: 30 seconds to one minute- just physical

40 pts - Middle: Believable conflict the character can resolve

Altered emotional base.

20 pts - End: Conflict resolved –again altered emotional base.

30 seconds to one minute no words.

20 pts - Did Not Break Character:

10 pts - Personality Quirk/Master Gesture is Evident:

20 pts - Rehearsed/Prepared:

Comments: