Thursday

Work on your acting. Presentations Monday! Names drawn randomly.

Here are some questions for you to ask in small groups.

PERFORMANCE SHEET: TIPS

Have your partner give you his/her script when they act for you.

When you watch your partner comment on the following items:


1) Does you partner have any emotion in his/her voice when they read? Does the emotion match the emotion the have or their script? If not try and suggest possible ways the person can say the line.


2) Does your partner have any actions? Do the actions match the character’s emotion and the scene? If not think of places your partner can add actions or how they can change their actions to fit the mood of the scene. Remember—you can use action to bring out key images or you can use action to bring out character.


3) Ask your partner what they think the character means when speaking his/her lines? What points is he or she trying to get across? What are they thinking when they are speaking? What is their motive in speaking?

4) Are they any places where your partner slipped-up, stumbled or forgot their lines. If so have them repeat those lines 3 times.

5) Any suggestions on how your partner can improve his/her acting and/or memorization.

6) What kind of grade would you give your partner? Why?

Wednesday

Make sure you have your scripts finished today so that you can practice memorizing your lines.

Tuesday - Acting Projects

Acting/Memorization

OBJECTIVES:

Students will demonstrate an understanding of a character(s) fromMacbeth by acting out from memory at least 16 lines and by turning in an acting script outlining subtext and emotion for their scene and character.

Students will be graded in the following ways:

16 lines memorized = 64 points.

Filled out script  (with lines, emotion, subtext, action) = 10 points.

Acting (subtext with emotion/ blocking) = 25 points.

Every line above 20 = 1 extra credit point.               

DUE: Monday 3/2

ACTING RUBRIC

Emotion	Emotion is felt by speaker and audience.  The student feels and evokes.	Some emotion is present at times but is not quite felt nor believed.	Very little emotion	NONE
BLOCKING	The blocking used is necessary for the scene. Blocking helps bring out the character(s).	There is blocking but it not necessary, nor does it add to the scene.	Some blocking, but mostly the student stood without moving.	NONE
Character	Character came alive during the presentation—Character seemed like a real person	Character came alive in parts.	Character was stilted	Character seemed dead
Subtext	Tone and inflection brings out the meaning of the text	Tone and inflection are present but the ideas of the text are not brought out by them	Very little change in tone or inflection	NONE

ACTING/MEMORIZATION: Macbeth

1) Script with complete subtext (10), emotion (5) and action(5) = _______ out of 20.

2) Number of lines ______ x  4  = _______ out of 64.

3) Acting:  Action _______ (10)+

                  Emotion _________(15) = ________ out of 25.

4) Extra Credit: No. of extra lines (over 20) _______ x 1= _____

5) Dressed up = _______ or props = _________.

6) Script= _________.

Total Score _________

New Vocabulary Words

1) Surmised
2) Bounteous
3) Consort
4) Corporal
5) Prate
6) Dauntless
7) Chastise
8) Chalice
9) Undivulged

10) Surfeit

Monday

Read Act 5 and answer the study questions below:

MACBETH: Study Questions—ACT 5

Scene 1

1) What do the nurse (gentlewoman) and the doctor see?
2) What does Lady Macbeth mean when she says, “Out, damned spot! Out, I say!...will these hands never be clean.”
3) What is wrong with Lady Macbeth at this point of the play?

Scene 2

1) What happens in this scene? What new characters are introduced? Why?
2) What is the significance of the scene?
3) What is meant when Caithness says, “Some say he’d mad; others that lesser hate him do call it valiant fury”?

Scene 3

1) How would you describe Macbeth’s attitude and mood in this scene?
2) Why isn’t Macbeth afraid? Do his soldier’s seem afraid? Why or why not?

Scene 4

1) What does Malcolm order the soldiers to do?

Scene 5

1) What is meant when Macbeth says, “She should have died here-after”?
2) What is the significant of the following quote, “Life’s but a walking shadow, a poor player, that struts and frets his hour upon the stage and then is told no more. It is a tale told by an idiot, full of sound and fury signifying nothing.”

Scene 6

1) What is important about this scene?

Scene 7

1) Who does Macbeth kill in this scene? What is significant about this death?

Scene 8

1) What happens in this scene?
2) Why does Macbeth lose heart in the fight against Macduff?
3) Who is named king at the end of the play?

What You Need to Know for the Quiz

Review all study questions.  Many of the questions will come from these.

Be able to pick out one motif and explain how it creates meaning in the text.

List the five elements of tragedy
List the five elements of tragic hero

Define and give an example of a soliloquy and a monologue

Discuss how Act 1, Act 2, Act, 3, and Act 4 end.

Outline the plot through Act 4.

Brief discuss the importance of all the characters you have met in the play so fair

Define and give two examples of dramatic foils

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 3 FInish

Macbeth

4.1

1) What are the four visions that Macbeth sees?
2) Which visions does he misread or misunderstand and why?
3) What news does Lennox bring Macbeth?
4) What does Macbeth decide from Lennox’s news?
5) How might this scene be a possible climax for the play?


4.2

1) Why does Shakespeare include a scene with Lady Macduff and her son?
2) What is important about this scene?
3) List one motif or symbol from this scene?


4.3

1) Why has Macduff come to England?
2) What is Malcolm’s fear in lines 10-19?
3) Who does the lamb represent in these lines?
4) What is significant in the lines “Angles are bright still, though the brightest fell./Though all things foul would wear the brows of grace,/ yet grace must still look so.”
5) What is significant in the line, “Bleed, bleed, pour country!”
6) What does Malcolm call Macbeth? What list of adjectives does he use?
7) How has Malcolm changed since Act II?
8) What is the atmosphere of this scene? Why is this important?
9) What news does the doctor bring? How is this symbolic to the scene, especially to Malcolm?
10) How many men did England lend Macduff?
11) What does Macduff mean when he says, “But I must also feel it as a man.”

Tuesday

Today, we will review ACT III scenes 1-3.  List motifs in those scenes.  Create quizlets for your vocabulary words, and if we have time finish ACT 3.

ACT 3

Monday -

Today we will review motifs, perform words of the day, put you into TEAMS, write headlines for Act 1-2.  And begin Act 3.  NOTE: Your TEAM will be performing a Readers Theatre of a scene from ACT 3.

ACT 3 Study Questions

Scene 1

1) What is Banquo’s opening soliloquy about? Please translate it line by line.
2) Why does Macbeth wish Banquo dead (name at least 2 reasons)—look at his speech in lines 50-76?
3) What is significant about the following quote, “For them the gracious Duncan I have murder;/ Put rancors in the vessel of my peace/ only for them,”
4) How does Macbeth convince the murders?

Scene 2

1) What is significant about the quote, “We have scotched the snake not killed it./ She’ll close and be herself, whilst our poor malice/ remains in danger of the former tooth.” What does Macbeth mean?
2) Why does Macbeth tell his wife, “Be innocent of the knowledge dearest chuck,/ till thou applaud the deed.”?
3) What is significant in the quote, “Come, seeling night, Scarf up the tender eye of pitiful day,/ and with bloody and invisible hand/ cancel and tear to pieces that great bond/ which keeps me pale.” What is Macbeth saying and what is the great bond?
4) Explain the symbolism of crows, night and sleep in this scene. What does it suggest?

Scene 3

1) What happens in this scene? What is botched?


Scene 4

1) What event is most important in this scene?
2) Why does Macbeth say, “There the grown serpent lies; the worm that’s fled/ hath nature that in time will venom breed,/ no teeth for the present.” What is he talking about? Who is he talking about?
3) What is significant about Banquo’s ghost? What does it suggest? How does Macbeth react to it? Is it real or in Macbeth’s mind?
4) Discuss how blood is used in this scene? What does it symbolize?
5) How does Lady Macbeth react to Macbeth’s visions?

Scene 5

1) Most critics think this scene was placed into Macbeth by a different/later author (someone other Shakespeare). Do you agree or not? Why?

Scene 6

1) What does Lennox say in this scene about Fleance and Banquo?
2) What would have happened to Duncan's sons if Macbeth had them under lock and key?
3) Where did MacDuff go?