Today we are going to look at POETRY OUT LOUD and Act I scenes 1 and 2 of Macbeth.

Shakespeare: Tragedy

“The poem, the song, the picture is only water drawn from the well of people
and it should be given back to them in a cup of beauty so that they may drink—
and in drinking, understand themselves.”
--Lorca


This unit will give students a chance to look at Shakespeare from a personal and cultural perspective. The class will break of the structure of the play Macbeth and discuss how metaphor and symbol, plot and theme work in conjunction with the development of characters and ideas.
Macbeth is a play about the corruption of power, about the moralistic failings of blind ambition, about the difference between appearance and reality (things are not as they seem), about superstition and how it affects human behavior, about the individual vs. society (or how an individual revolts against society for personal gain). Ultimately students will be asked to relate Macbeth to contemporary times and to write an essay.

OBJECTIVES: At the end of this unit students will be able to

Knowledge:

1) List the five elements of tragedy
2) List the five elements of a tragic hero
3) Define theme, plot, setting, foreshadow, oxymoron, soliloquy, personification, dramatic foil, metaphor (three types), symbol, simile

Comprehension:

4) Identify a metaphor (direct, implied, extended), simile, pun or symbol within the play
5) Give a brief description of all the characters and their roles in the play
6) Given a line of dialogue identify the speaker
7) Outline the plot and break in up into exposition, inciting event, rising action, climax, falling action and catastrophe (or resolution)
8) Summarize each scene into a headline
9) Identify the tragic hero and his/her tragic flaw
10) Discuss the motivations of all major characters (why they do the things they do)

Application

11) Demonstrate an understanding of a scene in a drawing
12) Demonstrate a relation of characters to contemporary times through a simulation
13) Demonstrate an understanding of characters and acting techniques by writing out a script (including the lines, subtext, emotion or tone, and blocking) and acting out the scene from memory
14) Demonstrate an understanding of the play by writing journal entries and in-class writing assignments including a Dear Abbey Letter, interviews, diary entries from characters’ perspective, personal responses, and in-class presentations on characters.
15) Demonstrate an understanding of parts of the play by translation Shakespeare’s lines into contemporary English
16) Write a poem or a rap about Macbeth
17) Research a character: the different critical views and present findings to class

Analysis


18) Write a analysis paper on some element or question of Macbeth

VOCABULARY (from Macbeth)


1) Mirth

2) Liege

3) Parricide

4) Verity

5) Avarice

6) Avaunt

7) Posterity

8) Homage

9) Cloistered

10) Equivocator

11) Eminence

12) Avouch

13) Thralls

14) Malevolence

Macbeth

Unit Learning goal: At the end of this Unit students will be able to analysis a motif found in Macbeth, create a thesis, and connect the motif to the meaning of the play as a whole by writing a short 2-3 page essay.

Scale/Rubric relating to learning goal:
4 – The student is able to combine more than one motif into a thesis statement, and answer it by evaluating the text and using specifics to back up his/her position.
3 – The student can choose a motif, develop it into a thesis statement, and analyze the text using specific evidence to back up their position.
2 – With some direction/help from the teacher the student can choose a motif, develop it into a thesis statement, and analyze the text using specific evidence to back up their position.
1 – Even with help from the teacher the student is unable to choose a motif, or develop it into a thesis statement, and analyze the text using specific evidence to back up their position.


OBJECTIVES:  At the end of this unit students will be able to

• List the five elements of tragedy
• List the five elements of a tragic hero
• Discuss Macbeth’s tragic flaw
• Discuss who wins in Macbeth and why?  Who is the hero?
• Define soliloquy and monologue and point to examples from Macbeth
• Outline the plot according to the six elements of plot: exposition, inciting event, rising action, climax, falling action, resolution (give at least three events for the rising and falling action)
• Identify the following characters and discuss they roles in the play (Who they are, What they do, Why the do what they do)

Macbeth Macduff The Porter
Lady Macbeth Lady Macduff The Witches
Duncan Lennox The Doctor
Malcolm Ross The Bloody Captain
Donalbain Seyton Fleance
Banquo Menteith Siward


• Discuss and give examples of the following THEMES:

--Blind Ambition
--The Corruption of Power
--Appearance vs. Reality
--Superstition and how it affects human behavior
--Good vs. Evil

• Discuss the following symbols/motifs (what people and/or  ideas the represent and connect them to a theme)

--washing of hands --blood
--planting of seeds, things growing
--the atmosphere of Macbeth’s castle
--spells or chants and supernatural beings
--weather --daggers
--spirits, scorpions, snakes and things in the mind
--birds and flying:
Eagles Crows
Sparrows Geese
Owl Wren
Martlet
Falcon
• Identify the speaker and the significant of important and famous quotes from the following characters:

Witches, Apparitions, Banquo, Duncan, Macduff, Malcolm, Macbeth, Lady Macbeth, The Bloody Captain, Lady Macduff, Ross

• Know and review your study questions for each Act (you should have done these for homework).  Some of these questions will be on the test.

• Act out from memory a scene of at least sixteen lines  Macbeth Study Questions
ACT I

Scene 1:

1) The play opens with thunder and lightning as the three witches enter.  What does this tell us about the mood of the play?  What do the witches symbolize beyond just superstition?  Do you really believe that they are witches?





2) What doe the witches mean when they say, “Fair is foul, and foul is fair”?  What does this tell you about what is likely to go on during the play?





3) How can a battle be “Lost and won”?  What foreshadow might this set-up?  What is the real battle in this play?





4) Graymalkin and Paddock are familiars (a cat and a toad).  What does this suggest about the action of the play?  What might they symbolize?



Scene ii

1) What does the bloody man report?




2) Why is Macdonwald a worthy rebel?





3) What similes or metaphors does the captain (the bloody man) use to describe Macbeth and Banquo?  What is significant about these descriptions?







4)  “Except they meant to bathe in reeking wounds, or memorize another Golgotha.”  What is the allusion?  What is significant about the statement?   What does it suggest?  Please keep in mind the religious/superstitious images/symbols already presented.







5) Who was Scotland fighting?


Scene iii

1) Why do the witches talk in poetry?



2) What do the witches predict for Macbeth?  What is the dramatic irony involved?





3) What do they witches predict for Banquo?  What irony is involved in this promise?





4) What is your first impression of Macbeth in scenes ii-iii?  What is your first impression of Banquo?



5) How do Macbeth and Banquo differ in their reactions to the witches predictions?  What does this tell us about their characters?





6) What message does Ross bring?



7) “But ‘tis strange!  And oftentimes, to win us to our harm, the instruments of darkness tell us truths, win us with honest trifles, to betray us in deepest consequence.”  Who speaks the above quote?  What is the significance or meaning of the quote?





Scene iv

1) What is Malcolm’s description of Cawdor’s execution?



2) What is the King’s response to this description?



3) Who does the King name as his successor?  How does Macbeth react to this information?




4)  “Stars hide your fires!  Let not light see my black and deep desires.  The eye wink at the hand; yet let that be, which the eye fears, when it is done, to see.”  Who speaks this quote and what is the significance of it?

We will also reread and review scenes 1-3 and discuss plot outline.

Remember - if you have trouble with Shakespeare's lines you can always go to NO FEAR SHAKESPEARE 

NOTES:
Dramatic Foil – A foil is a secondary character who contrasts with a major character as a way to bring out personality traits.
In Romeo and Juliet, the Nurse, the Frair, Benvolio, Mercutio are all dramatic foils.

Act A major division in the action of a play. The ends of acts are typically indicated by lowering the curtain or turning up the houselights. Playwrights frequently employ acts to accommodate changes in time, setting, characters onstage, or mood. In many full-length plays, acts are further divided into scenes, which often mark a point in the action when the location changes or when a new character enters.

Scene In drama, a scene is a subdivision of an act. In modern plays, scenes usually consist of units of action in which there are no changes in the setting or breaks in the continuity of time. According to traditional conventions, a scene changes when the location of the action shifts or when a new character enters.

Drama Derived from the Greek word dram, meaning "to do" or "to perform," the term drama may refer to a single play, a group of plays ("Jacobean drama"), or to all plays ("world drama"). Drama is designed for performance in a theater; actors take on the roles of characters, perform indicated actions, and speak the dialogue written in the script. Play is a general term for a work of dramatic literature, and a playwright is a writer who makes plays

FIVE ELEMENTS OF TRAGEDY:
1) Play must have a tragic hero
2) The hero must be fated to fall
3) The hero must have dramatic foils
4) The hero must have internal and external conflicts
5) The play raised some question about the nature of existence

ELEMENTS OF A TRAGIC HERO:
1) The tragic hero is a man of noble stature. Usually he is of noble birth
2) The tragic hero is good, though not perfect, and his fall results from his committing what Aristoltle calls “an act of injustice” either through ignorance or from a conviction that some greater good will be served. This act is, never-the-less, a criminal one ad the good hero is responsible for it even if he is totally unaware. Translated: the hero is usually virtuous in many ways, loyal to friends and family, has high moral standards, but some flaw in personality and it is this flaw that causes his downfall.
3) The hero’s misfortunate is not wholly deserved and the punishment far exceeds the crime. The audience leaves saddened by the sense of waste of human potential.
4) Though the hero may be defeated, he has dared greatly, and he gains understanding from his defeat and must become an example for others.
(Simplified: 1) Noble birth and of noble character; 2) Virtuous and loyal; 3) Has a tragic flaw; 4) Tragic flaw causes downfall; 5) The audience learns something through the characters failing).

ENGLISH FINALREVIEW

English 10 STUDY GUIDE

Short Stories:  Know the themes, plot outline, symbols, characters, and ironies for the following stories:

Harrison Bergeron

The Lottery

The Possibility of Evil

There Will Come Soft Rains

The Pedestrian

Everyday Use

(See attached sheet)

NOVEL: A BRAVE NEW WORLD

Know and be able to give specific examples of the themes

Be able to explain the meaning of major symbols

Outline the plot

Give a summary of the story

List the importance of major characters

List and explain ironies and allusions found in the novel

Discuss how the novel fits the Bildungsroman genre

(See attached sheet)

Oedipus Rex

Be able to answer the following:

1) How does Oedipus Rex fit the traditional role of a Tragic Hero?

2) What does the chorus do in a Greek play?  What is their function?

3) How does this play fit the theme: Person vs. Fate.

4) List two ironies in this play and discuss why they are ironic.

6) What is the climax of the play?

7) What is the resolution?

8)   Discuss the purpose of the following parts of a Greek tragedy:

Prologue:

Exodus:

9) Why does Iocaste tell Oedipus about her baby?  What detail of her story catches Oedipus’s attention?  What does he begin to suspect?

10) Who is the Messenger?  What message does he bring and what does he reveal about Oedipus’s past?

11) What does the shepherd finally reveal?  Why is he so reluctant to say it?

12) Who does Oedipus say is responsible for his actions?

13) What moral does the Chorus see in all this?

14) Why do Oedipus and Teiresias quarrel? 

Be able to talk about the main ideas of the following essays:

“Tolerance”

“The Montgomery Bus Boycott”

STUDY GUIDE:

1)   Be able to outline the Plot

2)   Know the importance of the following people:

Bernard Marx

John

Linda

Lenina

D.H.C. (Tomakin)

Mustapha Mond

Helmholtz Watson

Henry Foster

Fanny Crowne

Pope’

3)   Discuss BRAVE NEW WORLD as a 3-part structure

4) Give examples of the following themes:

The Meaning of Freedom

Individual vs. Society

The Meaning of Power

5)   Discuss five ways people are controlled in this society

6)   Discuss the title and how its meaning changes throughout the course of the novel

7)   Does this novel contain any elements of hope?  Why or why not?

8)   Why is Shakespeare used so often?  Make sure you are able to analyze quotes to Romeo and Juliet, Hamlet, and The Tempest.

9)   For a world that lacks history and literature there are many, many allusions to both history and literature (perhaps Huxley means something by this): list at least three literary and three historical and discuss their meanings.

10)                   Who is FORD?  Why is he an important Symbol of this society?

11)                   Discuss the ways that  everyone is similar.

12)                   List two symbols other than FORD.

13)                   List three ironies.

14)                  Discuss death in this novel and the deaths of the following:

John

Linda

The average person in this society.

15)                  Discuss the “Bokanovsky Process”.

16)                  Is Mustapha Mond really powerful or is he controlled by society as much as anyone else?

17) Why is John an allusion to John the Baptist?  

18) Why are the allusions to so many dictators in the book?  

19) Why are some of the early chapters broken up?  Why are the later chapters not?

20) Discuss religion and soma? 

Wednesday

Oedipus Rex

Prologue: A monologue or dialogue preceding the entry of the chorus, which presents the tragedy's topic or theme.

Parodos: (Entrance Ode) Refers to the section of the play following the prologue, in which the chorus enters chanting or singing verses.

Odes - Refers to songs sung by the chorus throughout the play. There are two sections:
1) Strophe: (turn) A stanza in which the chorus moves in one direction
2) Antistrophe:(counter-turn) A stanza in which the chorus moves in the opposite direction

Exodus: (Exit Song) Refers to the section of the play in which the chorus leaves chanting or singing.

Chorus: 12-15 actors. The chorus comments on themes, and shows how an ideal audience might react to the drama. It also can represent the general city or town people within a story.


Introduction to Greek Tragedy

  Tuesday, October 30, 2018

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Monday - Moving towards Presentations!

5) THE PRESENTATION:  3 minutes—this should be an overview of your project and what you learned.  It should include a visual aid. 

Scoring Rubric for Presentation:

4 – Presentation is more than 3 minutes and contains more than 1 visual.  Presentation offers analysis on the book and an evaluation on the student’s learning.

3 – Presentation is at least 3 minutes and contains at least 1 visual aid.  Presentation offers insight on the student learning.

2 – Presentation is less than 3 minutes, could be missing a visual aid and/or might not offer insight into the student’s learning.

1 – Presentation is very short, could be missing a visual aid (or visual aid is most of the presentation), and/or fails to offer any insight into the student’s learning.

ORAL RUBRIC

Criteria	Exceeds Standard (4)	Meets Standard (3)	Needs Improvement (2)
Volume: How well you can be heard	Voice is loud and clear without the student yelling.  All words are heard.  Student projects words from their diaphragm.	Voice is loud throughout most of presentation.  One or more words might be lost because of projection of volume, but the idea is still clear.	Voice fades in places so that the listener loses or misses parts of the presentation, or parts of the idea
Pronunciation: How well you say all your words	Words are pronounced perfectly and sentences flow off of tongue	The speaker trips in one or two places either in the pronunciation of a word or in reading a sentence.  The presentation is effected only slightly by the mistakes.	The speaker trips in quite a few places.  The presentation is effected more than slightly by the mistakes.   Mistakes either make the presentation hard to listen to or cloud the ideas of the writing
Tone: Do you vary how you say your sentences	Speaker as Actor:  The speaker’s delivery makes the writing come alive by giving it emotion, character, emphasis, by breathing life into it	Speaker varies most of sentences to express emotion or to emphasis importance of parts, but there are still places when the speaker spoke in a lifeless monotone	Speaker speaks in a monotone that reveals no emotion or does not emphasis any importance on any idea
UHMS or AHS	NONE	1 or 2 but the uhms or ahs do not distract the presentation	3 or more uhms or ahs
Eye Contact: do you look at your audience	The speaker made a point to look at everyone in the room and rarely looked as if they were reading from a paper	Some eye contact is made, but mostly the presenter read off of his or her paper	Little or no eye contact.

Friday

Today - you should be working on your third essay.  I will be reading and commenting on your essays in class. 

On Monday, we will work on your presentations and on Tuesday you will be giving your presentations.  Note, all your essays will be due on Tuesday.

GRADING SCALE for Book Review/Personal Response:

4 – Book Review reads like a “real book” review but with a personal twist.  Summary is detailed but condensed.  Personal insight into why someone should read this novel.  Insight includes analysis and textual evidence, very few grammar errors in the writing. 

3 – Summary is detailed and condensed.  Personal insight into why someone should read the novel included.  Review might contain some grammar errors but they do not inhibit readability.

2 – Summary included, but could be overtly long or extremely short.  Personal insight into why someone should read the novel might be missing.  Review could contain multiple grammar errors that distracts the reader and/or affects readability.

1 – Brief reference to task. 

3) THE LITERARY ANALYSIS: Choose one literary element of the book and develop a thesis around it.  Back up your thesis statements with proof from the text.  This paper should be at least 3 pages.

Analysis Rubric:

FOCUS (Claims, set-up)	Hook, Thesis Statement, Order of development connects to an n overarching idea of the novel.  Thesis is manageable..  Hook and thesis are connected by idea.   Hook is witty or insightful.	Hook, Thesis Statement is present in the first paragraph. Hook and thesis are connected by idea.  Order of development is present.	There is a thesis statement but either it is not clear, or the order of development and/or hook is missing.	No thesis statement
Examples and Analysis	At least five pieces of evidence from novel.  Evidence is either direct quotation or paraphrases with page # citation.  Commentary explains relationship between evidence and thesis.	4-5 pieces of evidence.  Evidence is either direct quotations or paraphrases with page # citation.  Provides commentary on evidence; however commentary.  Relationship between evidence and thesis may not be thoroughly developed.	3-4 pieces of evidence.  Evidence maybe mere summary w/o connection to the thesis.  Or there are vague references to the text.  References could be vaguely relevant to thesis.  Little or no commentary (analysis).	No Analysis or examples or examples are unclear.  Repeats information already provide or simply restates the thesis as evidence.
Sophistication of Writing	Point of view is evident.  Clear sense of audience.  Ideas are original.  Work is engaging.  Precise, fresh and original words. Sentence variety.  Effective use of rhetorical devices such as parallelism or figurative language.	A sense of audience.  Conveys ideas to reader.  Use of rhetorical devices.  Engaging vocabulary.	Paper lacks energy.  Essay lacks focus and/or doesn’t persuade.  Language relies on repetition of the same words or there is an overuse of “to be” verbs.	Voice is not apparent, or doesn’t necessary seem that of the author.
Mechanics	One to three small mistakes	Three to five small mistakes that do not affect the reading of the essay	Five to ten mistakes	Numerous mistakes that impair reading

4) THE CONNECTION: 1-2 pages connecting the novel to a short story read in class.  You may focus on theme, characterization (think dynamic), or figurative language.

RUBRIC For Connection/Comparison Essay

	4	3	2	1
Thesis Statement	Clear and defendable thesis, hook and order of development connect with thesis	Defendable thesis, hook present	Thesis statement attempted, but might be clunky, wordy, or unclear	No thesis
Evidence	2 pieces of evidence for each point; evidence is analyzed and makes connections between the evidence and the thesis	Two pieces of evidence for each point; some analysis is made between the evidence and thesis but it might be taken out of context, misinterpreted or oversimplified	Evidence form at least two sources.  No analysis is made between the evidence and the thesis.	Body paragraphs either simply restate the thesis or the evidence is unclear or unrelated to the prompt, or less than two sources are provided.
Sophistication of Writing	Effective paragraph structures, high level vocabulary, vivid writing, varied sentence structures and effective rhetorical choices	Some high level vocabulary and some variety of sentence structures.  Some effective rhetorical strategies.	Essay use same words over and over again.  Sentences are wordy and/or clunky.	Student makes sweeping generalizations or comparisons that are oversimplified.  Very little variety in word choice and sentence structure.

Wednesday

Everyone should have finished essay #1 and you should be working on essay #2.

You might want to begin working on the the personal response essay.  Hopefully, I'm in class to look over your drafts of essay 1 and respond to questions on essay #2.

Monday and Tuesday

I will be gone Monday and Tuesday.  You have this week to work on your literary project.  Most of you have three essays to write - the ANALYSIS (the one worth the most points); the CONNECTION (or comparison essay), and finally the BOOK REVIEW/PERSONAL connection  Try and get one of these written before Wednesday.  Share it with me if you want feedback. 

The Literature Project  

Rationale: The purpose of this project is to assess your ability to read, summarize, analyze, and connect pieces of literature as well as assess your writing skills.  This is your chance to show me everything you know and have learned.  This is your chance to dazzle, shine, dance, sing, shout (during your presentation).

 

Assignment: You will read A Brave New World.  This final project will consist of five parts. 

 

1) A reading log revealing your engagement with the literature.  This part should be very thorough and should contain all the things listed below.

2) A creative connection

3) A book summary/personal response paper

4) An analysis focusing primarily on the development of one striking element in the novel: symbolism, characterization, figurative language, theme, plot and how that element contributes to the development of the novel’s overall meaning.

5) A connection—a one page paper connecting the book to a short story or novel read last year by either symbolism or theme. 

6) A presentation (this could be creative—and has to be 3 minutes with visual aids): this is an overview of your project and your understanding of the novel.

 

POINT VALUES: The analysis is worth 100 points each.  The log, creative connection, personal response, presentation, and connections are worth 50 points each.  Therefore, the total point value is 350 points.  This is nearly your entire project grade for the semester.

EXPECTATIONS:

THE READING LOG:  The reading log reveals your engagement with literature.  Furthermore, a detailed reading log will significantly aid you in the development of the rest of the project.  After reading each chapter, you should write in your log:

n  A short synopsis of the action and character development

n  Your interpretation of the significant events occurring in the chapter

n  Noteworthy figurative language and other literary elements

n  Vocabulary—unfamiliar words

 

Please note that the copying of Cliff Notes or Internet Sites is plagiarism.  I want only your thoughts, don’t steal.  Cheating will equal a ZERO. 

 

THE CREATIVE PART:  Choose one of the three options below:

Take a minor character and write a 1-2 page monologue / journal entry about what they think of the situation / action / motivations in the book so far. 

Make a newspaper story about one of the major events of the novel. How would a journalist take on those events and how would that story be different than John or Bernard's perspective.

Draw a picture (or some sort of visual representation) drawing from the reading. Be sure to include a written component explaining why you chose to create your visual representation.

 

Book Review/ Personal Response:  Give a detailed summary of the book.  What did you like?  What did you not like?  Would you recommend this book to a friend?  Why or why not?

 

THE LITERARY ANALYSIS: Choose one literary element of the book and develop a thesis around it.  Back up your thesis statements with proof from the text.  This paper should be at least 3 pages.

 

THE CONNECTION: 1-2 pages connecting the novel to a short story read in class.  You may focus on theme, characterization (think dynamic), or figurative language.

 

THE PRESENTATION:  3 minutes—this should be an overview of your project and what you learned.  It should include a visual aid.  

 

Also, begin thinking about what your analytical essay
Possible things to write about:

-Meaning of the title (as a symbol)
- How people and why people are controlled
- World Stat's motto: Community, Identity, Stability (and how it works in the novel)
- The purposes of the numerous sayings such as "Ending is Better than Mending" (think consumerism)
- Setting as symbol
- The book is a cautionary tale against?
- Soma
- Shakespeare (how he is used/reference and what those references mean)?
- Caste system
- Meaning of John and Lenina's relationship
- FORD

Quotes about FORD
"in this year of stability, A.F. 632" (Ch. 1)
"the time of Our Ford"(Ch. 3)
"You all remember that beautiful saying of Our Ford's: History is bunk." (Ch. 3)
"Ford's in his flivver. All's well with the world." (Ch.3)
"Don't keep his Fordship waiting." (Ch. 3)
"The introduction of Our Ford's first T-model ... [was] chosen as the opening date of the new era." (Ch. 3)
ponder the quotes, and then ask them what on earth all this Ford business is about. You can use the questions below to help guide your discussion if you like.
What do all of these quotes have in common?
Who is Ford? When did he live? What did he do?
What's a flivver, and what do you think that expression means?
What seems to be Ford's significance in this society?
What do you make of phrases like "Our Ford" and "his Fordship"?

Here are a couple of questions you can ask if you need to probe a little further.
 

If Ford has more or less replaced God in this society, as suggested by the phrases "Our Ford" and "Ford be praised," what qualities, virtues, or morals must this society value most?
 

Did anyone find out if Ford really claimed that "History is bunk"? What's the story behind that quote? Why do you think Huxley referenced it?
Why couldn't Huxley have chosen someone like Edison, who was credited with numerous technological advances, to be the deity figure of Brave New World?