Patterns in Acts 2 and 3: January 31, 2019

Focus: What important patterns are emerging or shifting in Acts 2 and 3?

1. Warming up with a quick close reading from yesterday

2. Enjoying and analyzing Acts 2 and 3 performances

3. Updating your Word Traces for Acts 2 and 3 (or IXL)

HW:
1. For FRIDAY:

• Update your Word Trace for all of Act 2 and the beginning of Act 3 (you should have around 5 entries).

• Complete IXL Writing Strategies, Level J: Use the Correct Frequently Confused Word (O.3)

2. ONGOING: Read your banned book; follow the schedule you set for yourself today. Bring your banned book to class on Friday.

Acts 2 and 3 in Performance! January 30, 2019

Focus: What can understand better/differently about Shakespeare through performance?

Tribe: Shortened Class

1. Warming up with 5-10 minutes of costume / prep / run-through time

2. Performing and discussing Act 2; click HERE for the focus questions and note catcher.

HW:
1. For FRIDAY:

• Update your Word Trace for all of Act 2 and the beginning of Act 3 (you should have around 5 entries).

• Complete IXL Writing Strategies, Level J: Use the Correct Frequently Confused Word (O.3)

2. ONGOING: Read your banned book; follow the schedule you set for yourself today. Bring your banned book to class on Friday.

Prepping Our Performances: January 29, 2019

Focus: How can preparing a performance help us understand characters and themes from Macbeth?

1. Warming up with our grammar mini lesson of the week: Frequently confused words

• Lay vs. lie

2. Understanding the purpose and expectations of Acting Companies

3. Using the guide to read, understand, and prepare your performance

HW:

1. For WEDNESDAY: We will perform your scenes in the order of the play; please bring in whatever props and costumes you need. If you will be absent, let your Acting Company know immediately.

2. ONGOING: Read your banned book; follow the schedule you set for yourself today.

3. For FRIDAY: Complete IXL Writing Strategies, Level J: Use the Correct Frequently Confused Word (O.3)

Hallucinations and Interpretations: January 28, 2019

Focus: What do symbolic interpretations reveal about characters' inward states?

1. Warming up with three good things

2. Interpreting two film versions of Macbeth's dagger hallucination

• Quick background build-up: what is a hallucination? Why do we have them? Why might Macbeth have one at this point in the play?

• In your notes, please write down one significant symbolic choice for EACH version.

• Also, please write down a few ideas about the larger effect of the choice.  In other words, how do the directors' choices affect the way we perceive Macbeth in this scene?

3. Reading summaries of Acts 2 and 3 to gather important background

On sticky notes in your book, please complete the following task:

1. Read the summary of each scene (see handout).

2. Briefly summarize on a plot level: This scene is about _______.

• Ex: This scene is about Lady Macbeth manipulated Macbeth to murder King Duncan.

3. Briefly address what each scene is about on a deeper level: This scene is really about _______.

• Ex: This scene is about evil conquering good.

4. Getting into Acting Companies to read, interpret, and create symbolic choices for specific scenes from Acts 2 and 3

HW:

1. For WEDNESDAY: We will perform your scenes in the order of the play; please bring in whatever props and costumes you need. If you will be absent, let your Acting Company know immediately.

2. ONGOING: Read your banned book; follow the schedule you set for yourself today.

3. For FRIDAY: Complete IXL Writing Strategies, Level J: Use the Correct Frequently Confused Word (O.3)

Is This a Dagger I See Before Me? January 25, 2019

Focus: What does Macbeth's hallucination reveal about his conscience?

Assembly: Shortened Class

1. Warming up with your Friday Freewrite: Social Commentary

Taking the IXL challenge:

Step 1: Try revising one sentence from this week's or last week's writing to demonstrate parallel structure. Highlight that sentence.

• Ex: The doorway is an ancient pathway to a quiet life, a fast freeway to an adventurous life, or a secret portal to an unknown life.

Step 2: Focus on one of your Friday Freewrites and eliminate all redundant words.

• Ex: Social media challenges are currently a trend right now.

2. Making your banned book reading schedule / bookmark

3. Interpreting two film versions of Macbeth's dagger hallucination

• Quick background build-up: what is a hallucination? Why do we have them? Why might Macbeth have one at this point in the play?

• In your notes, please write down one significant symbolic choice for EACH version.

• Also, please write down a few ideas about the larger effect of the choice.  In other words, how do the directors' choices affect the way we perceive Macbeth in this scene?

• Connect to Wednesday: What does this scene have to do with good, evil, or conscience?

HW:

1. For TODAY: Make sure your Word Traces are up-to-date (through 2.1). I will be making my first round through them this weekend.

2. ONGOING: Read your banned book; follow the schedule you set for yourself today.

Symbolism in Act 1: January 24, 2019

Focus: What does the film version of Macbeth reveal about the play's symbolism?

1. Warming up with 15-20 minutes of IXL and word trace entries

DUE TOMORROW:

• PLEASE MAKE SURE YOUR WORD TRACE ENTRIES ARE COMPLETE FOR ALL OF ACT 1 AND THE BEGINNING OF ACT 2.

• Complete IXL Writing Strategies, Level J: Remove Redundant Words or Phrases (O.2)

2.  Interpreting the 2015 film version of Macbeth
(beginning to 36:45; around 31:16 skip ahead to 32:15)

As you watch, use your note catcher (handout) to try out the following task:

• Find THREE symbolic choices made by the director.  Consider the actors, colors, objects, movements, and anything else that involved the director making a specific choice in turning this play into a film.

• Why do you think he made these choices?

• What did the film specifically help clarify for you?

3. Wrapping up with an exit ticket

HW:
For TOMORROW:

• Make sure your word traces are up-to-date for all of Act 1 and the beginning of Act 2. I will start checking them over the weekend.

• Reach a score of 85 in IXL Writing Strategies, Level J: Remove Redundant Words or Phrases (O.2)

• Bring your banned book to class.

The Guilty Conscience: January 23, 2019

Focus: Can a good person commit an evil deed and still be a good person?

1. Warming up with three good things and a quick little game: "In a word..." (recap of Act 1)

2. Acting out Act 2, scene 1 with the following tasks:

Note to self/class: I need a bell person.

• When you see any images that might represent good, evil, or guilt (or lack of guilt), please mark them with a sticky note.

• Keep looking for your word trace word.

3. Gathering with ye ole grid groups

• Topic #1: How do you, personally, define the terms "good" and "evil"?

• Topic #2: How do you, personally, define "conscience"?  Does everybody have one? Are you born with one? How does one develop a conscience?

• Topic #3: In Act 2, when Macbeth is hallucinating the dagger, which words connote good and/or evil?  How?  Overall, what might the dagger symbolize?

4. Wrapping up with an overview of tomorrow

HW:

1. ONGOING:

• Update your word trace entries for Act 2, scene 1; look for my feedback on your Act 1 entries.
• Start reading your banned book and bring it to class on FRIDAY. 

2. For FRIDAY:

• Complete IXL Writing Strategies, Level J: Remove Redundant Words or Phrases (O.2)
• Bring your banned book to class.

Meet in the Forum: January 22, 2019

Focus: How do we need to structure our schedules for next year?

PLEASE MEET IN THE FORUM TODAY.

HW:
1. For TOMORROW: Make sure your Act 1 word trace entries are complete. You should have one, two, or three entries.

2. For FRIDAY:

• Complete IXL Writing Strategies, Level J: Remove Redundant Words or Phrases (O.2)
• Bring your banned book to class.

Symbolic Choices in Act 1: January 18, 2019

Focus: What symbols are appearing in Act 1 of Macbeth?

Please turn in your banned book proposals and signatures.

BIG ANNOUNCEMENT: On Tuesday, meet in the Forum and sit together.

1. Warming up with Friday Freewrite #2: Hands-On Parenting

Incorporating this week's mini lesson: Try revising one sentence from this week's or last week's writing to demonstrate parallel structure. Highlight that sentence.

Ex: The doorway is an ancient pathway to a quiet life, a fast freeway to an adventurous life, or a secret portal to an unknown life.

2. Reflecting on your weekly Focus & Participation and turning in your yellow sheets

3. Trying out a partner "quiz" on Act 1

4. Interpreting the film version of Macbeth

In your in-class work / warm-ups doc, please try out the following task:

• Find two symbolic choices made by the director.  Consider the actors, colors, objects, movements, and anything else that involved the director making a specific choice in turning this play into a film.

• Why do you think he made these choices?

• What did the film specifically help clarify for you?

HW:
1. For TUESDAY: Complete word traces for Act 1; PLEASE MAKE SURE IT'S IN YOUR SHARED MACBETH FOLDER AND THAT YOU HAVE TITLED IT "WORD TRACE."

2. For FRIDAY: Bring your banned book to class.

3. ONGOING: Start reading your banned book.

Manipulated Macbeth: January 17, 2019

Focus: To what extent is Macbeth manipulated, and to what extent are his evil plans his fault?

1. Warming up three different film versions of Lady Macbeth
(1971--18:43, 2015--18:41, 2010--18:19)

In your warm-up Google doc:

• How would you describe her physical appearance in each clip?
• How would you describe the way she interacts with Macbeth in each clip?
• Which film best fits the way you imagine her?

2. Reading Act 1, scenes 6 and 7 and attempting to understand Lady Macbeth's manipulative skills

Three sticky notes:

• What makes Lady Macbeth so untrustworthy/deceptive?
• Specifically, what techniques does she use to manipulate Macbeth?
• How would you describe Macbeth in these scenes?

3. Trying out a partner "quiz" on Macbeth, Act 1

HW:
1. For FRIDAY:

• Complete this exercise from IXL Writing Strategies, Level J: Use Parallel Structure (O.1).

• Banned book proposal, signatures, and actual book due TOMORROW. Please remember to type and PRINT your proposal.

2. ONGOING: Complete word traces for Act 1; PLEASE MAKE SURE IT'S IN YOUR SHARED MACBETH FOLDER AND THAT YOU HAVE TITLED IT "WORD TRACE."

Catching Up: January 16, 2019

Focus: What do we need to catch up on / revisit from the first week of Macbeth?

Please take out your yellow focus and participation sheets from yesterday. What's your goal?

1. Warming up with THE WORD TRACE! YES!

• Your new best friend: The Shakespeare Concordance

2. Reading Act 1, Scene 5 with a focus on trust and deception

With each of the main characters (Lady Macbeth, Macbeth, and King Duncan), ask yourself the following questions:

• Whom does he or she fully trust (if anyone) and why?
• Whom does he or she kind of trust and why?
• Whom does he or she not trust at all and why?

HW:
1. For FRIDAY:

• Complete this exercise from IXL Writing Strategies, Level J: Use Parallel Structure (O.1).

• Banned book proposal, signatures, and actual book due Friday.

2. ONGOING: Complete word traces for Act 1 so far; PLEASE MAKE SURE IT'S IN YOUR SHARED MACBETH FOLDER AND THAT YOU HAVE TITLED IT "WORD TRACE."

It's All About Trust: January 15, 2019

Focus: Whom do we trust and why? To what extent can we trust ourselves?

1. Warming up with your weekly IXL writing lesson: Parallel structure

Step 1: Write down three action verbs (such as hike, relax, read, etc). Use one index card for each.
Step 2: Swap cards with the person next to you.
Step 3: Write down a sentence about your partner using all three words in the present tense.

• Ex: Kendra reads, swims, and jogs.

Step 4: Change the sentence a bit so that each verb ends in "-ing."

• Ex: Kendra enjoys reading, swimming, and jogging.

Step 5: Change the sentence a bit to put the verbs in a different tense (past, future, infinitive, etc.).

• Ex: Kendra read, swam, and jogged.

Step 6: Change the sentence to add an adverb to each verb.

• Ex: Kendra read leisurely, swam slowly, and jogged quickly.

2. Getting to know Lady Macbeth

a. Interpreting an image of Macbeth and Lady Macbeth

b. Acting out Act 1, Scenes 4, 5 and 6 with a continued focus on trust and deception.

3. Working on your word traces

HW:
1. For FRIDAY:

• Complete one exercise from IXL Writing Strategies, Level J: Use Parallel Structure (O.1).

• Banned book proposal, signatures, and actual book due Friday.

2. ONGOING: Complete word traces for today's reading; PLEASE MAKE SURE IT'S IN YOUR SHARED MACBETH FOLDER AND THAT YOU HAVE TITLED IT "WORD TRACE."

The Power of Prophecy: January 14, 2019

Focus: Whom do we trust, and what do we believe?

1. Warming up with three good things and last week's participation goals

2. Offering you some glimpses into your own futures...

a. Considering some (im)possible prophecies

• Each of you will receive a slip of paper with "a prophecy." 
• Create a two-columned chart on your in-class work Google doc with "believable" on one side and "unbelievable" on the other side. 
•  As we pass around the slips of paper, decide whether or not you find each "prophecy" believable. Write them in the appropriate columns.
• Look at a list of possible "prophets"; which prophets are believable, and which are unbelievable?

b. Grid Group Discussion: 

Topic #1: Which ones were believable and why? Which ones were unbelievable and why? What do we like to believe in?

Topic #2:  Looking back to 1.3, how does Macbeth respond to the witches' prophecies? Why does he respond this way? How does Banquo respond to the witches' prophecies? Why? How would you have responded?

Topic #3: What is the very first thing Macbeth says? Why is it significant? What does it suggest about the relationship between the witches and Macbeth?

3. Acting out the rest of 1.3 and watching the film version of Act 1, scenes 1-3
What do these scenes suggest about trust and deception?

4. Offering you an overview of the word trace

HW:
1. Complete word trace entries for each time your word has appeared in Act 1 so far.

2. For FRIDAY:

• Banned book proposal and signatures due this Friday (see yellow handout or link on "Calendar: Semester at a Glance"). You should also bring a copy of your banned book.

• Complete one exercise from IXL Writing Strategies, Level J: Use Parallel Structure (O.1).

Fair Is Foul: January 11, 2019

Focus: How do the witches infect Act 1?

1. Warming up with your first Friday Freewrite

(Click HERE for the overview.)

2. Introducing the independent reading focus of second semester: Banned books

3. Performing Act 1, Scene 3

Directions: Each time you find a speech, a line, or even a word that responds to any of the questions below, please mark it with a sticky note.

The basics:

• What do we learn about Macbeth? What kind of guy are we dealing with here?
• What do we learn about the other characters?
• Which things happen by chance, and which things happen by choice? In other words, what is determined by the characters' actions, and what seems out of their control?

The big, deep question:

• Respond to the focus question: How do the witches infect Act 1, scene 3? Try to find at least three specific moments in which you see the infection spreading.)

4. Understanding the word trace and getting started on your first entries

5. Exit ticket: Return to your yellow participation handout. Did you meet your goal?

HW:
1.  For MONDAY: If your word has appeared in the first three scenes of Act 1, complete a word trace entry for each time it has appeared. Be sure to follow the directions and the example very closely.

2. For FRIDAY: Start considering what you might read for your banned book; complete the proposal and get your parents' signatures by next Friday, January 18.

And the Curse Is Cast: January 10, 2019

Focus: How do the witches infect all of Act 1?

1. Warming up: Performing a close reading of a witchy, witchy picture

2. Previewing the text with the character list: What can you learn here?

3. Performing Act 1, Scenes 2 through 3

Directions: Each time you find a speech, a line, or even a word that responds to any of the questions below, please mark it with a sticky note.

The basics:

• What do we learn about Macbeth? What kind of guy are we dealing with here?
• What do we learn about the other characters?
• Which things happen by chance, and which things happen by choice? In other words, what is determined by the characters' actions, and what seems out of their control?

The big, deep question:

• Respond to the focus question: How do the witches infect Act 1, scenes 2 and 3? Try to find at least two specific moments in which you see the infection spreading.

4. Introducing the Word Trace, if time allows

HW:
1. Read the yellow Word Trace handout; come in with any questions you have.
2. Got sticky notes?

Very Superstitious: January 9, 2019

Focus: What does the opening scene of "The Scottish Play" reveal to us, and how does it relate to the superstitions surrounding the play?

1. Warming up by recapping your findings from yesterday and making predictions

2. Interpreting three versions of Macbeth's opening scene:

• Describe the three witches’ physical appearance in each film.

• Describe the setting of each film; what effects does the setting have on the tone (the emotional undertone) of the film?

• What are they saying? Which words strike you?

• What do you think is happening in this scene?

• Try to find one symbol in each scene and make an inference/form a question about what it might represent.

3. Quick overview of Weekly Focus and Participation in our Shakespeare unit

4. Reading 1.1 together with questions and interpretations

(Note to class: I need a thunder guy.)

Sticky note challenge:
(1) Ask one good question.
(2) Make one observation about the way the witches speak.

HW: 
1. BRING STICKY NOTES TO CLASS (unless you're purchasing your own copy, in which case, bring that to class).

2. Signed class syllabus due tomorrow (Thursday).

And We're Back! January 8, 2019

Focus: How do we set ourselves up for growth this semester in English 10?

1. Warming up with 3GT (or maybe 4 or 5 good things?)

2. Considering your values and anticipating what Macbeth will be about with this freewriting guide

3. Exploring this semester's course overview and expectations and reflections on your feedback from first semester




4. Entering the superstitious world of Macbeth with your grid groups

Topic #1: How superstitious are you? Try out some (or all) of the topics below to get started.

Do you believe in beginner's luck?

Do you avoid stepping on cracks?

Do you refuse to open umbrellas indoors?

When you blow out your birthday candles, do you make a wish?

Before a big sports game, performance, test, etc., do you perform some kind of ritual or carry a good luck charm?

Do you try to avoid the number 13?

Do you ever knock on wood?

When you see a penny, do you pick it up for good luck?

Do you believe that bad things happen in threes?

Do you consider yourself to be a superstitious person?

Topic #2: Why do you think we have superstitions? Where might they come from, and we do we (or don't we) like to believe in them?

Topic #3: What weird, superstitious stuff can you find out about Macbeth? For example, why won't people in the theatre business refer to this play by its name? Discuss some of the "incidents" that have played into this superstition. Also, Roman Polanski produced one of the most famous film versions of this play. What horrific event happened just before he created this film?

At the bottom of the grid: Based on your research so far, make a prediction: I think that Macbeth is about...

5. Starting a new English 10 tradition together: Friday Freewrites! Start submitting your photos now.

HW:
1. For THURSDAY: Please ask your parents to read and sign the course overview and expectations; signed sheet due Thursday.

2. For FRIDAY: Submit your Friday Freewrite photos via email (kleclaire@lps.k12.co.us)

3. If you are planning on purchasing your own copy of Macbeth, please do so this week. If you're using a school copy, BRING STICKY NOTES TO CLASS.