Today, we put up some words of the day and then review your study questions.
We will also watch Act 2 of Macbeth.
Friday, 30 January 2015
Thursday, 29 January 2015
Thursday
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.
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.
Today we are going to review Act 2 Scene 2 and 3. Discuss any motifs found in these scenes, take notes on plot, and finish Act 2.
HW: Work on the Study Questions for Act 2.
COPY AND PASTE PLOT OUTLINE:
Exposition:
Inciting Event:
Rising Action:
Climax:
Falling Action:
Resolution:
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.
Today we are going to review Act 2 Scene 2 and 3. Discuss any motifs found in these scenes, take notes on plot, and finish Act 2.
HW: Work on the Study Questions for Act 2.
COPY AND PASTE PLOT OUTLINE:
Exposition:
Inciting Event:
Rising Action:
Climax:
Falling Action:
Resolution:
Wednesday, 28 January 2015
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.
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.
Today we are going to review your notes and discuss how motifs reinforce themes, and then read Act 2 scenes 2-3.
Okay - lets look at Macbeth's "dagger" speech. Go HERE
MACBETH: ACT II Questions
Scene i
1) Who says the following: “Their candles are all out. Take thee that too. A heavy summons lies like lead upon me, and yet I would not sleep. Merciful powers, restrain in me the cursed thoughts that nature gives away in repose.” What is significant about the quote? How has the atmosphere of the castle been changed?
2) Why does Banquo mention his dream of the Weird Sisters? Hint: Ironically this is his last dream.
3) What does Macbeth say he and Banquo will talk about later in private?
4) Reread lines 42-70. Briefly summarize what Macbeth is saying in this soliloquy.
5) How does the illusion of the dagger play into the mindset of either witchcraft or Macbeth losing it.
Scene ii
1) What does Lady Macbeth mean when she says, “That which hath made them drunk hath made me bold”?
2) Symbolically what does the fatal bellman toll? More than one thing here. And who is the fatal bellmen—the one Lady Macbeth hears?
3) How do you read the lines, “Had he not resembled my father as he slept, I had done ‘t.” What does this say about Lady Macbeth?
4) Sleep is an important symbol in this play. Please keep a list of all the times (with line numbers) that sleep is mentioned in Act II. Attach and turn this list in with these questions.
5) What is meant when Macbeth says, “Sleep no more! Macbeth does murder sleep”?
6) Why is Lady Macbeth upset with Macbeth towards the end of scene ii?
7) What is symbolic about the knocking that Macbeth and Lady Macbeth hear?
8) What does Lady Macbeth say about washing of hands at the end of the scene? Do you believe her?
Scene iii
1) How is the Porter a humorous character? What does he say about drink? How does he metaphorical set the atmosphere of the scene?
2) Who is at the gates? (more than 1 person)
3) What does Macduff mean when he says, “Confusion now hath made his masterpiece!”?
4) How does Macbeth react to the news of the king’s murder? How does Lady Macbeth react?
5) Where do Donalbain and Malcolm decide to go? Why?
Scene iv
1) What is meant by the old man when he says, “On Tuesday last, a falcon, tow’ring in her pride of place, was by a mousing owl hawked at and killed”? What is symbolically suggested here? Hint: Relate the birds to scene ii.
2) What does Macduff say about Malcolm and Donalbain?
3) What does Macduff say about Macbeth?
4) What is meant by the line, “Lest our old robes sit easier than our new”?
5) Why doesn’t Macduff go to the coronation?
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.
Today we are going to review your notes and discuss how motifs reinforce themes, and then read Act 2 scenes 2-3.
Okay - lets look at Macbeth's "dagger" speech. Go HERE
MACBETH: ACT II Questions
Scene i
1) Who says the following: “Their candles are all out. Take thee that too. A heavy summons lies like lead upon me, and yet I would not sleep. Merciful powers, restrain in me the cursed thoughts that nature gives away in repose.” What is significant about the quote? How has the atmosphere of the castle been changed?
2) Why does Banquo mention his dream of the Weird Sisters? Hint: Ironically this is his last dream.
3) What does Macbeth say he and Banquo will talk about later in private?
4) Reread lines 42-70. Briefly summarize what Macbeth is saying in this soliloquy.
5) How does the illusion of the dagger play into the mindset of either witchcraft or Macbeth losing it.
Scene ii
1) What does Lady Macbeth mean when she says, “That which hath made them drunk hath made me bold”?
2) Symbolically what does the fatal bellman toll? More than one thing here. And who is the fatal bellmen—the one Lady Macbeth hears?
3) How do you read the lines, “Had he not resembled my father as he slept, I had done ‘t.” What does this say about Lady Macbeth?
4) Sleep is an important symbol in this play. Please keep a list of all the times (with line numbers) that sleep is mentioned in Act II. Attach and turn this list in with these questions.
5) What is meant when Macbeth says, “Sleep no more! Macbeth does murder sleep”?
6) Why is Lady Macbeth upset with Macbeth towards the end of scene ii?
7) What is symbolic about the knocking that Macbeth and Lady Macbeth hear?
8) What does Lady Macbeth say about washing of hands at the end of the scene? Do you believe her?
Scene iii
1) How is the Porter a humorous character? What does he say about drink? How does he metaphorical set the atmosphere of the scene?
2) Who is at the gates? (more than 1 person)
3) What does Macduff mean when he says, “Confusion now hath made his masterpiece!”?
4) How does Macbeth react to the news of the king’s murder? How does Lady Macbeth react?
5) Where do Donalbain and Malcolm decide to go? Why?
Scene iv
1) What is meant by the old man when he says, “On Tuesday last, a falcon, tow’ring in her pride of place, was by a mousing owl hawked at and killed”? What is symbolically suggested here? Hint: Relate the birds to scene ii.
2) What does Macduff say about Malcolm and Donalbain?
3) What does Macduff say about Macbeth?
4) What is meant by the line, “Lest our old robes sit easier than our new”?
5) Why doesn’t Macduff go to the coronation?
Monday, 26 January 2015
Macbeth Act 2
Remember the Unit Goal is to find a motif (a recurring image or idea) and write a short essay on how it makes meaning to the play as a whole.
Today - we will do words of the day. Take notes on Elements of Tragedy, Tragic Hero, Dramatic Foils and discuss some motifs that appeared in Act I.
If we have time we will begin Act II.
HOMEWORK - Write a paragraph summary (without copying from a website or a book) of Act 1.
COPY AND PASTE THE OUTLINE BELOW:
Elements of Tragedy
1) Must Have A Tragic Hero
2) The character must be fated to fall or fail
3) Internal and External Conflict
4) Dramatic Foils
5) The audience learns something about the nature of human existence
Elements of Tragic Hero
1) Noble Birth
2) Loyal, virtuous, full of high morals
3) Tragic Flaw
4) Tragic Flaw causes downfall
5) Audience learns something through the character's downfall
Dramatic Foils (definition):
Two characters that contrast as a way to bring out their character traits (or personalities).
Example:
Macbeth/Banquo and Macbeth/Lady Macbeth
List of Motifs from ACT 1.
BIRDS - Eagles, Sparrows, Martlet
"Fair is foul, Foul is fair"
Weather
The idea of things being planted or grown
Blood
Today - we will do words of the day. Take notes on Elements of Tragedy, Tragic Hero, Dramatic Foils and discuss some motifs that appeared in Act I.
If we have time we will begin Act II.
HOMEWORK - Write a paragraph summary (without copying from a website or a book) of Act 1.
COPY AND PASTE THE OUTLINE BELOW:
Elements of Tragedy
1) Must Have A Tragic Hero
2) The character must be fated to fall or fail
3) Internal and External Conflict
4) Dramatic Foils
5) The audience learns something about the nature of human existence
Elements of Tragic Hero
1) Noble Birth
2) Loyal, virtuous, full of high morals
3) Tragic Flaw
4) Tragic Flaw causes downfall
5) Audience learns something through the character's downfall
Dramatic Foils (definition):
Two characters that contrast as a way to bring out their character traits (or personalities).
Example:
Macbeth/Banquo and Macbeth/Lady Macbeth
List of Motifs from ACT 1.
BIRDS - Eagles, Sparrows, Martlet
"Fair is foul, Foul is fair"
Weather
The idea of things being planted or grown
Blood
Thursday, 22 January 2015
End of Act I
Questions for scenes 5-7
1. After Lady Macbeth reads the letter, what does she tell us is her opinion of Macbeth, and how does she plan to help him?
2. What is Lady Macbeth’s “prayer” to the spirits after she learns Duncan is missing?
3. What advice does Lady Macbeth give Macbeth when he arrives home?
4. What are Macbeth’s arguments to himself against killing Duncan ?
5. What arguments does Lady Macbeth use to convince Macbeth to commit the murder?
6. What is Lady Macbeth’s plan?
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: ACT II Questions
Scene i
1) Who says the following: “Their candles are all out. Take thee that too. A heavy summons lies like lead upon me, and yet I would not sleep. Merciful powers, restrain in me the cursed thoughts that nature gives away in repose.” What is significant about the quote? How has the atmosphere of the castle been changed?
2) Why does Banquo mention his dream of the Weird Sisters? Hint: Ironically this is his last dream.
3) What does Macbeth say he and Banquo will talk about later in private?
4) Reread lines 42-70. Briefly summarize what Macbeth is saying in this soliloquy.
5) How does the illusion of the dagger play into the mindset of either witchcraft or Macbeth losing it.
Scene ii
1) What does Lady Macbeth mean when she says, “That which hath made them drunk hath made me bold”?
2) Symbolically what does the fatal bellman toll? More than one thing here. And who is the fatal bellmen—the one Lady Macbeth hears?
3) How do you read the lines, “Had he not resembled my father as he slept, I had done ‘t.” What does this say about Lady Macbeth?
4) Sleep is an important symbol in this play. Please keep a list of all the times (with line numbers) that sleep is mentioned in Act II. Attach and turn this list in with these questions.
5) What is meant when Macbeth says, “Sleep no more! Macbeth does murder sleep”?
6) Why is Lady Macbeth upset with Macbeth towards the end of scene ii?
7) What is symbolic about the knocking that Macbeth and Lady Macbeth hear?
8) What does Lady Macbeth say about washing of hands at the end of the scene? Do you believe her?
Scene iii
1) How is the Porter a humorous character? What does he say about drink? How does he metaphorical set the atmosphere of the scene?
2) Who is at the gates? (more than 1 person)
3) What does Macduff mean when he says, “Confusion now hath made his masterpiece!”?
4) How does Macbeth react to the news of the king’s murder? How does Lady Macbeth react?
5) Where do Donalbain and Malcolm decide to go? Why?
Scene iv
1) What is meant by the old man when he says, “On Tuesday last, a falcon, tow’ring in her pride of place, was by a mousing owl hawked at and killed”? What is symbolically suggested here? Hint: Relate the birds to scene ii.
2) What does Macduff say about Malcolm and Donalbain?
3) What does Macduff say about Macbeth?
4) What is meant by the line, “Lest our old robes sit easier than our new”?
5) Why doesn’t Macduff go to the coronation?
1. After Lady Macbeth reads the letter, what does she tell us is her opinion of Macbeth, and how does she plan to help him?
2. What is Lady Macbeth’s “prayer” to the spirits after she learns Duncan is missing?
3. What advice does Lady Macbeth give Macbeth when he arrives home?
4. What are Macbeth’s arguments to himself against killing Duncan ?
5. What arguments does Lady Macbeth use to convince Macbeth to commit the murder?
6. What is Lady Macbeth’s plan?
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: ACT II Questions
Scene i
1) Who says the following: “Their candles are all out. Take thee that too. A heavy summons lies like lead upon me, and yet I would not sleep. Merciful powers, restrain in me the cursed thoughts that nature gives away in repose.” What is significant about the quote? How has the atmosphere of the castle been changed?
2) Why does Banquo mention his dream of the Weird Sisters? Hint: Ironically this is his last dream.
3) What does Macbeth say he and Banquo will talk about later in private?
4) Reread lines 42-70. Briefly summarize what Macbeth is saying in this soliloquy.
5) How does the illusion of the dagger play into the mindset of either witchcraft or Macbeth losing it.
Scene ii
1) What does Lady Macbeth mean when she says, “That which hath made them drunk hath made me bold”?
2) Symbolically what does the fatal bellman toll? More than one thing here. And who is the fatal bellmen—the one Lady Macbeth hears?
3) How do you read the lines, “Had he not resembled my father as he slept, I had done ‘t.” What does this say about Lady Macbeth?
4) Sleep is an important symbol in this play. Please keep a list of all the times (with line numbers) that sleep is mentioned in Act II. Attach and turn this list in with these questions.
5) What is meant when Macbeth says, “Sleep no more! Macbeth does murder sleep”?
6) Why is Lady Macbeth upset with Macbeth towards the end of scene ii?
7) What is symbolic about the knocking that Macbeth and Lady Macbeth hear?
8) What does Lady Macbeth say about washing of hands at the end of the scene? Do you believe her?
Scene iii
1) How is the Porter a humorous character? What does he say about drink? How does he metaphorical set the atmosphere of the scene?
2) Who is at the gates? (more than 1 person)
3) What does Macduff mean when he says, “Confusion now hath made his masterpiece!”?
4) How does Macbeth react to the news of the king’s murder? How does Lady Macbeth react?
5) Where do Donalbain and Malcolm decide to go? Why?
Scene iv
1) What is meant by the old man when he says, “On Tuesday last, a falcon, tow’ring in her pride of place, was by a mousing owl hawked at and killed”? What is symbolically suggested here? Hint: Relate the birds to scene ii.
2) What does Macduff say about Malcolm and Donalbain?
3) What does Macduff say about Macbeth?
4) What is meant by the line, “Lest our old robes sit easier than our new”?
5) Why doesn’t Macduff go to the coronation?
Tuesday, 20 January 2015
Tuesday - Macbeth
Today, we are going to go over your poems and your homework.
If we get done you will write 1-sentence summaries for the first three scenes.
If we get done you will write 1-sentence summaries for the first three scenes.
Sunday, 18 January 2015
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?
Friday, 16 January 2015
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.
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
• Discuss how Oedipus Rex fits the traditional role of a tragic hero
• Discuss what the chorus does in a Greek play
• Explain the theme Person vs. Fate in relation to Oedipus Rex
• List and explain two ironies from Oedipus Rex
• Discuss the following characters roles within the play: Creon, Teirisias, Iocaste, Shepherd of Laios, The Messenger
• List the climax and resolution
• Discuss the purpose of the following parts of a Greek tragedy: Prologue, Ode and Exodus.
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
• Discuss how Oedipus Rex fits the traditional role of a tragic hero
• Discuss what the chorus does in a Greek play
• Explain the theme Person vs. Fate in relation to Oedipus Rex
• List and explain two ironies from Oedipus Rex
• Discuss the following characters roles within the play: Creon, Teirisias, Iocaste, Shepherd of Laios, The Messenger
• List the climax and resolution
• Discuss the purpose of the following parts of a Greek tragedy: Prologue, Ode and Exodus.
Wednesday, 14 January 2015
Poetry Out Loud
PRACTICE:
1) Just take turns reading your script (do this three times)
as the reader: a) pay attention to punctuation; b) enunciation - make sure you speak clearly; c) pronunciation - make sure you can pronounce all your words. If you can't, use dictionary.com (it'll pronounce the words for you); d) speak slowly
as the listener: a) stop the speaker if the go too fast; b) tell the speaker where you can't understand what they are saying; c) what the speaker's pronunciation.
2) After the 3rd time, begin to work on memorization. Try and say at least three lines. Your partner will give you cues. Say as many lines as you can. Go over this at least four times.
3) What is the tone of the poem?
Tuesday, 13 January 2015
Poetry Recitation
Today - I will have you read your poems and then answer the following questions. In order to perform your poem you need to know what it is about. The following questions will help you. You should post the answers to your blog.
1. Read the poem silently, then read it aloud (if not in a testing situation). Repeat as necessary.
2. Consider the poem as a dramatic situation in which a speaker addresses an audience or another character. In this way, begin your analysis by identifying and describing the speaking voice or voices, the conflicts or ideas, and the language used in the poem.
The large issues
Determine the basic design of the poem by considering the who, what, when, where, and why of the dramatic situation.
*
What is being dramatized? What conflicts or themes does the poem present, address, or question?
*
Who is the speaker? Define and describe the speaker and his/her voice. What does the speaker say? Who is the audience? Are other characters involved?
*
What happens in the poem? Consider the plot or basic design of the action. How are the dramatized conflicts or themes introduced, sustained, resolved, etc.?
*
When does the action occur? What is the date and/or time of day?
*
Where is the speaker? Describe the physical location of the dramatic moment.
*
Why does the speaker feel compelled to speak at this moment? What is his/her motivation?
PRACTICE:
1) Just take turns reading your script (do this three times)
as the reader: a) pay attention to punctuation; b) enunciation - make sure you speak clearly; c) pronunciation - make sure you can pronounce all your words. If you can't, use dictionary.com (it'll pronounce the words for you); d) speak slowly
as the listener: a) stop the speaker if the go too fast; b) tell the speaker where you can't understand what they are saying; c) what the speaker's pronunciation.
2) After the 3rd time, begin to work on memorization. Try and say at least three lines. Your partner will give you cues. Say as many lines as you can. Go over this at least four times.
3) What is the tone of the poem?
Monday, 12 January 2015
Poetry Out Loud
The POL competition is on Wednesday 1/21 at 6 pm on the school stage. This is a requirement. You must have a poem memorized and ready to perform. This is also an easy grade:
50 points for the memorization
30 points for showing up to the performance
20 points for the acting of the poem.
The winner of POL receives a $50 gift certificate to Radio Shack and has a chance to go the State Championship in March.
Here is a link to the POL judging guidelines
This rubric is also how you will be graded on the "acting" portion.
Poetry Out Loud website can be found here
Tips for performance can be found here
50 points for the memorization
30 points for showing up to the performance
20 points for the acting of the poem.
The winner of POL receives a $50 gift certificate to Radio Shack and has a chance to go the State Championship in March.
Here is a link to the POL judging guidelines
This rubric is also how you will be graded on the "acting" portion.
Poetry Out Loud website can be found here
Tips for performance can be found here
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