Act III notes

We are having the quiz on ACT III on Thursday (6/4). Please study all of the information in your packets (literary elements and techniques as well as on the play). Also, go online, download the Sparknotes app--do anything to review that you can if you know you need help.
-----------------------------------------------------------
For today, I want us to look at 3 lines in the Act III reading: Copy down the lines and leave room to explain.

1. Act III, Scene 2, lines 13-26, pg. 368-369:
What does Macbeth mean when he says, "We have scotched the snake not killed it...nothing can touch him further."

1. Act III, Scene 2, line 37, pg. 370:
What does Macbeth mean when he says, "O, full of scorpions is my mind, dear wife!"

2. Act III, Scene 4, line 123, pg. 376:
What does Macbeth mean when he says, "blood will have blood." What is happening at the time?

3. Act III, Scene 5, lines 32-33, pg. 378:
Looking at these lines, what is Hecate's (the witch) plan for Macbeth's downfall? How do you know?

Today we will:

• Copy lines from ACT III
• Read in Act III Scenes 1 and 2 beginning on page 363/answer study guide questions
• Go over more of our ACT II packet

HOMEWORK CORRECTIONS FOR THE ACT II/III PACKET

pages 57-58 (explanations not given, see me if you are confused)
1. metaphor
2.personification
3.personification
4. hyperbole
5. a. personification b. personification c. metaphor
6. personification
7. simile
8. personification
9. hyperbole
10. personification

pgs. 59-60
1. The Captian tells King Duncan...
2. The Witches tell Macbeth that he will become..
3. King Duncan announces that Mb will be the new...
4. The King announces Malcolm will become..
5. Lady Mb learns about...
6. Mb sees the imaginary dagger...
7. Lady Mb drugs Duncan's servants.
8. Macbeth murders Duncan.
9. Lady Mb takes the daggers to place them on..
10. Macduff finds the murdered king...
11. Mb tells everyone that he killed the king's men..
12. Duncan's sons flee...
13. Mb is named the new King of Scotland.

pg. 61 (part "a "only is given--see me for help)
1. Macbeth vs. himself (or fate) /man vs. man
2. Lady Mb vs. Mb / man vs. man
3. Mb vs. himself/ man vs. himself
4. Mb vs. Lady Mb/man vs. man
5. Mb vs. himself/man vs. himself

pgs. 67-68
1. We know that Macbeth is planning on killing Duncan
2. That hellish and evil deeds are being performed
3. We know it is because of his paranoia and Banquo’s possible suspicion of him
4. We know it was Macbeth that murdered Duncan
5. We know that he had Banquo killed
6. We know what she had to do to become queen
7. We know that Macbeth wants to know where he is to plot his murder
8. We know that Macbeth does not want Banquo there but want him dead
9. It makes it frustrating, suspenseful, etc.

pgs. 70-71 (part "a" only is given--see me for help)
1. Duncan is very trusting
2. Lady Mb is conniving and manipulative
3. He feels extremely guilty about killing Duncan
4. Banquo is hopeful
----
1. Macbeth is brave and a hero
2. They are ugly and look like withered old men
3. Lady Macbeth doesn't respect her husband and thinks more of herself.

Copy this definition

Comic relief---a humorous scene, incident, or speech that is included in serious drama to provide a break from emotional intensity. Because it breaks the tension, it allows the audience to think about the plot events before, and prepare for emotional events after. The sharp contrasts provided by comic relief intensify the themes of the work. The drunken porter in Act II, Scene 3 provides this comic relief.

Example from Rush Hour

video review

Look over the passage from last class's reading/read further....

1. Look over last class's reading assignment: Macbeth's hallucination of the dagger/killing Duncan/Lady MB and MB reacting to it.

In your group--make annotation notes next to all the lines marked in bold--
What is going on/being said? 
Why is it important? What don't you understand?

2. In-class writing assignment: Quick Write #2

Compare and/or contrast the attitudes of Macbeth and Lady Macbeth regarding the murder of Duncan.

*Use at least 2 adjectives (1 for each person) 2 textual examples (1 for each adjective) and 2 explanations/analysis (one for each adjective)
to support your claims.

(Meaning, describe Lady Macbeth using--at least 1adj., textual evidence, analysis
and describe Macbeth using--at least 1 adj., textual evidence, analysis)

Make sure this is a paragraphed response, using your TAG, topic sentences and transitions. The following format may help you: TREEE*S

Here are some transitions words to help you out:

Connectors That Show Comparison (Similarities)
􀂃 In additon	􀂃 Correspondingly	􀂃 Compared to
􀂃 Similarly	􀂃 Just as	􀂃 As well as
􀂃 Likewise	􀂃 Same as	􀂃 At the same time

Connectors That Show Contrast (Differences)
􀂃 However	􀂃 On the contrary	􀂃 On the other hand
􀂃 Even though	􀂃 In contrast	􀂃 Although
􀂃 Unlike	􀂃 Conversely	􀂃 Meanwhile

Here is some help for formatting: Block Style or Point-by-Point Methods

Block Style Outline:
Body 1: All about Lady Macbeth
Body 2: All about Macbeth

Point-by-Point Outline:
Body 1: Topic 1
Lady Macbeth
Macbeth

Body 2: Topic 2
Lady Macbeth
Macbeth

First--let's add on to our study guides for Act I/Quiz Act I today!!!

1. For your flip book Act I:



2. Look at your Act I packet: let's go over the assignments. The completed packet is due on Friday--you will have time in class tomorrow to work on it.

3. Let's begin Act II!

4. Quiz! (you may use your flipbook and/or book)

Paragraphed characterization of Lady MB and movie---Quiz #1 MB on Monday

Let's add these to our flip book:

Act I, Scenes 5-7:

Write a paragraphed characterization of LADY MACBETH, from what you have seen of her in Act I, Scene v. You must use a min. of 2 adjectives/character traits in your answer with examples that support each.
Step 1--fill out the chart about Lady Macbeth to organize your ideas

Adjective/character trait	Textual evidence	Explanation (how does the evidence in column 2 prove column 1 adj/trait?)

Step 2--Write a paragraphed characterization explaining what you have learned about her so far and proof for your claims. (you may look at the notes/example on the blog for Macbeth if needed).

*NO LENGTH REQUIREMENT (about 2 paragraphs). USE YOUR BEST JUDGEMENT.
*WHEN YOU ARE FINISHED PLACE IT IN THE HOMEWORK BIN.

video review

Please copy down the following notes in red ABOVE THE LINE FOR NOW!!/QUIZ #1 MACBETH ON MONDAY!!!!!!!!

Macbeth: [soliloquy]
I have no spur
To prick the sides of my intent, but only
Vaulting ambition, which o'erleaps itself
And falls on th' other.
1. Look for any words that are shortened or not "modern" and see if you can determine what they are.
2. Look for any nouns that you recognize or try to figure them out using prior knowledge.
3. Look at the verbs and see if you know what they mean.
4. Put the sentence together to get some meaning. (I think he's saying something like....)

------------------------------------------------------------------------------------------------------------------------

Macbeth Webquest

Please work with a partner on the following exercise:
Please use the following link to learn some information about our play Macbeth: Webquest link
Use the links on the left of the link to answer as many questions as you can on your worksheet.

Please copy down the following definition---add it to your list of terms for drama:

monologue--(mono=one)

• a prolonged talk by a single character, 
• directed to the audience, 
• other characters may be around

soliloquy--

• involves one character
• typically alone on stage.
• speaking their thoughts aloud
• they are not talking to the audience
• but the audience can hear their thoughts
• talking to yourself by yourself!

video link

let's look at the following lines from yesterday--Write them on the back of your worksheet:

Macbeth--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

Lady Macbeth--Look like the time; bear welcome in your eye, your hand, your tongue: look like the innocent flower, but be the serpent under't

Characterizing Macbeth

1. Copy down the definitions below (copy what is in red):
Dramatic irony---occurs when the audience knows something the characters do not. Because of this understanding, the words of the characters take on a different meaning. This can create intense suspense or humor.
REMEMBER THE EXAMPLE OF THE SCARY MOVIE.
YouTube Explanation of Dramatic Irony (we will watch this when we are done copying everything)
In Macbeth it is achieved a great deal of the time through asides.
Aside-a remark or passage by a character in a play that is intended to be heard by the audience but unheard by the other characters in the play. (I always think: a comment to "the side")
Often times in the movie, the character looks right at the camera like he or she is talking to us.
SO WHAT DRAMATIC IRONY HAS BEEN PRESENTED SO FAR???
2. We will read pages: 337-341 (Act I scenes 4-5)
3. Take out your chart from yesterday: let's fill out some more information on Macbeth:
VIDEO FROM ACT i
4. Quick Write #1

Today's work:

Ok, we know that Macbeth is a tragic hero so he is going to start the play in a dignified position. 
In your notes:

• Write down at least 2 or 3 adjectives that describe him and the lines from the play that support your claims. You can use yesterday's reading (Act I, scenes 1 and 2). 
• At the end of class today we will add on a minimum of 2 more adjectives and lines that support them. (We've done this before)
• video (Act I)

Adjective	quotes/lines from the play that support your claim

Yesterday's reading notes:

Scene 1—the 3 witches predict they will meet with Macbeth when the battle is “lost and won” (paradox #1) They chant “fair is foul, foul is fair” (paradox #2)---FORESHADOWING!

Scene 2-The captain tells how Macbeth wins the war against NORWAY and the rebels***/The traitor, the Thane of Cawdor will be executed and Macbeth will get his title*****

Please copy the following notes that are in RED

Mood-- a literary element that evokes certain feelings or vibes in readers through words and descriptions. Usually, mood is referred to as the atmosphere of a literary piece, as it creates an emotional situation that surrounds the readers. Mood can be developed through setting, theme, tone and diction, imagery, etc.

*After we read ACT I, SCENE I, let's use the list of words for mood to describe it and support our choice with a textual example.

Paradox- from a Greek word that means contrary to expectations, existing belief or perceived opinion. It is a statement that appears to be self-contradictory or silly but may include a latent truth (basically, doesn't seem to make sense but it does).  A paradox is often used to make a reader think over an idea in innovative way.

*After we read ACT I, SCENE I, we will attempt to identify the paradox and explain what we think it means/predicts for the reader.

******What is Shakespeare trying to foreshadow in scene i with these two literary devices?****

(def. adapted from literarydevices.net)

Notes for Tragedy (Please copy somewhere where you can find them--you will definitely need these!!!)

Today we will:
1. Copy notes for a drama
2. Review research paper and set-up
3. Make a flip-book study guide for Macbeth
4. Read "Author Biography: William Shakespeare"
5. Begin Questions/Complete for homework (remember to highlight/underline textual evidence)

Notes for drama:
tragedy--presents the downfall of a dignified character who is involved in historically or socially significant events. This fall is usually caused by a flaw in his character.
tragic hero--the main character, dignified who has a downfall based mainly on a poor character trait. He/she evokes both pity and fear in readers because the audience realizes the struggles faced by him are necessary parts of human life.
tragic flaw--whatever is wrong with his character that causes his destruction--usually leads to an error in judgment.

Questions for the Informational Text on Witches (please copy and either leave room for your answers or write your answers below them)

Please answer the questions using complete sentences and textual evidence whenever possible. USE THE RACE STRATEGY (20 PTS.)
*HIGHLIGHT/UNDERLINE THE TEXTUAL EVIDENCE IN YOUR PASSAGE THAT ANSWERS THE QUESTIONS
*WHEN YOU ARE FINISHED WE WILL STAPLE THE PASSAGE AND YOUR ANSWERS TOGETHER

1. Why were people in this time period more likely to believe in magic to explain things than they are today?
2. Where did superstitions and beliefs stem from?
3. Give at least 2 examples of superstitions that were believed at this time.
4.What is "purgatory" and what purpose did it serve?
5. How did Shakespeare use the supernatural beliefs and superstitions of the time period in some of his plays?