a study of language, meaning, and interpretation

English 122Fredericton High School

V. Marshall

As we study Shakespeare’s tragedy of Macbeth, you will be given opportunities to show evidence of a variety of literacy skills. You will track elements of style, character and theme; you will analyze speech and compare film adaptations; and you will also develop an extended essay response to the play.

LEARNING TARGETS - MACBETHGeneral Curricular Outcome Specific Curricular Outcome Learning Activity

GCO 3 - interact with sensitivity and respect, considering the situation, audience, and purpose

- consistently demonstrate active listening and concern for the needs, rights, and feelings of others- address the demands of a variety of speaking situations, making critical language choices, especially of tone and style

Pre-reading:- construct weird

sisters skits using rhyming couplets and trochaic meter

GCO 4 - read, and view with understanding a range of literature, information, media, and visual texts.

- articulate understanding of ways in which information texts are constructed for particular purposes- use the cueing systems and a variety of strategies to construct meaning in reading and viewing complex and sophisticated print and media texts

During reading:- use a variety of

reading strategies to close read soliloquies

GCO 6 - respond personally to a range of texts

- analyse thematic connections among texts

during reading:- compare director

interpretations of scenes

GCO 7 - respond critically to a range of texts, applying understanding of language, form, genre

- describe, discuss, and evaluate the language, ideas, and other significant characteristics of a text

during reading:- create and evaluate

argument regarding the third murderer

post reading:- compare and contrast

Kurzel’s adaptation to the original text

GCO 8 - use writing and other forms of representation to explore, clarify, and reflect on thoughts, feelings, experiences, and learnings

- use note-making strategies to reconstruct increasingly complex knowledge

pre-reading: - construct historical

background to the play

GCO 9 - create responses collaboratively and independently

- produce writing and other forms of representation characterized by increasing complexity of thought, structure, and conventions

during reading:- develop pie chart

analysis of Macbeth’s mind

GCO 10 - use a range of strategies to develop effective writing and other ways of representing, and to enhance clarity, precision, and effectiveness.

- integrate information from many sources to construct and communicate meaning

during reading:- demonstrate

understanding using graphic novel

post reading:- compare and contrast

Kurzel’s adaptation to the original text

macbeth – Pre-Study Activity = background and context

As the teacher delivers information regarding the background and context of the play Macbeth, your responsibility is to take notes that reflect the content and intent of the lecture. You will use these notes to complete a content-based assignment.

Note taking Tips: organize notes into categories

o use the two column approacho categories / key words on the left side of the pageo details on the right side of the page

use Smartboard key terms to organize information write in point-form phrases, not complete sentences leave spaces for missed information develop an abbreviation system

o b/c = becauseo w/ = witho .·. = therefore

o wd = would

o cd = could check with classmates for missed information

Example:

Speaker: “Hippocrates, a Greek who is considered to be the father of modern medicine, was born on the island of Cos in 460 B.C.”

Notes: - Hippocrates (Gk)- father of med.- b. Cos 460 BC

Macbeth – Pre-study Activity = Weird Sister SkitsShakespeare used the three “weird sisters” as the stereotypical embodiment of evil witches. In keeping with this portrayal (however culturally inaccurate it may be), your assignment is to assume the language and style of the witches. Imagine you and your witch buddies are hanging out, doing your usual witch thing. Script the conversation you have as you plan an evil curse on some poor member of mankind (or otherwise).

Guidelines:

Form groups of 3. Create and record the script. (20-line minimum) All group members must participate in the presentation of the script. Write your lines using rhyming couplets. Select a victim. (Use good judgement! We’re not going to maliciously poke fun of someone.) You may use ‘Shakespearean’ language or whatever language you think witches would use…

keep it clean! Present and submit your final copies. (1 copy from each group)

A Challenge: Write your lines using trochaic meter – a stressed syllable followed by an unstressed syllable.

/ U / U / U / U Double, double, toil and trouble

/ U / U / U / U Fires burn and cauldrons bubble

Sample Script:

All: Double, double, toil and troubleFires burn and cauldrons bubble

1: Tell me, tell me, tell me nowWho has heard that cat meow?

2: I have heard it, late at nightScreeching, screaming in a fright

3: Sounds of terror make me stirShrieks of fury from that fur

1: Tell me, tell me, what to doShall we wreak a curse anew?

2: Can we? Can we? Please say yes! At last that cat will meet his mess.

3: Bring the cat and hold him highHe will wish he’d been more shy

1: Around the cauldron we shall meetThere to dip his fur-lined feet

2: In the cauldron pour our brewThat cat will surely make good stew

3: No more nights without our sleepNights will come without a peep

All: Double, double, toil and troubleFires burn and cauldrons bubble

Macbeth Under the InfluenceUse the following pie charts to track Macbeth’s mind and the influences upon it. Defend each chart with an explanation which includes at least one supporting quotation. (Choose a colour/pattern for each section of the pie chart.)

Macbeth

Lady Macbeth ACT I Witches

Other

Explanation:___________________________________________________________________-___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Macbeth

Lady Macbeth ACT II Witches

Other

Explanation:___________________________________________________________________-___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Macbeth

Lady Macbeth ACT III Witches

Other

Explanation:___________________________________________________________________-___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Macbeth

Lady Macbeth ACT IV Witches

Other

Explanation:___________________________________________________________________-_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________________________________________

Macbeth

Lady Macbeth ACT V Witches

Other

Explanation:___________________________________________________________________-___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Who/What has the greatest influence on Macbeth? Review your pie chart for each Act to reach your conclusion. How does your answer impact your opinion of the character? Do you have sympathy for him? Contempt? Empathy? Explain.

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

ACT 2, SCENE 1, LINES 40-71

Is this a dagger which I see before me,

The handle toward my hand? Come, let me clutch thee.

I have thee not, and yet I see thee still.

Art thou not, fatal vision, sensible 

To feeling as to sight? or art thou but 

A dagger of the mind, a false creation,

Proceeding from the heat-oppressed brain? 

I see thee yet, in form as palpable

As this which now I draw. 

Thou marshall'st me the way that I was going;

And such an instrument I was to use.

Mine eyes are made the fools o' the other senses,

Or else worth all the rest; I see thee still,

And on thy blade and dudgeon gouts of blood, 

Which was not so before. There's no such thing: 

It is the bloody business which informs

Thus to mine eyes. Now o'er the one halfworld

Nature seems dead, and wicked dreams abuse

The curtain'd sleep; witchcraft celebrates

Pale Hecate's offerings, and wither'd murder,

Alarum'd by his sentinel, the wolf,

Whose howl's his watch, thus with his stealthy pace.

With Tarquin's ravishing strides, towards his design

Moves like a ghost. Thou sure and firm-set earth,

Hear not my steps, which way they walk, for fear

Thy very stones prate of my whereabout,

And take the present horror from the time,

Which now suits with it. Whiles I threat, he lives: 

Words to the heat of deeds too cold breath gives.

(A bell rings)

I go, and it is done; the bell invites me. 

Hear it not, Duncan; for it is a knell 

That summons thee to heaven or to hell. 

The Dagger Soliloquy is one of the most recognized, memorized, and analyzed speeches in Macbeth. It is noted for its contribution to plot development, character revelation, and poetic style.

Using the Margin Note space adjacent to the speech, complete a close reading of the speech to show your understanding of its intricacies in content and style. Show evidence of your insight. Be creative, original, and specific. You should be able to comment on at least half of the lines.

ACT 1, SCENE 1 = DIRECTOR COMPARISON

Macbeth’s opening scene with the witches is intended to be dramatically engaging and mysterious, and it should introduce the embodiment of evil in the play.

As you view three cinematic interpretations of the scene, prepare to compare and evaluate the director’s presentation in each of these three categories:

1. ambiguity and mystery2. embodiment of evil3. dramatic engagement

Be specific in your analysis. What exactly leads you to your evaluation of the scene? (You may want to include ideas regarding the setting, the physical appearance of the characters, the manner in which they speak, the background noises, the lighting, the special effects, or any other idea that is relevant.)

Rate each version in each category.1 = poor implementation 5 = excellent implementation

Version #1: haggard women on the beachVersion #2: school girls in a cemeteryVersion #3: nurses over a dying soldier

Version #1 Version #2 Version #3ambiguity/

mysteryRating = Rating = Rating =

embodiment of

evil

Rating = Rating = Ratingating =

dramatic engagement

Rating = Rating = Rating =

TOTAL RATING

Version #1 = Version #2 = Version #3 =

Act III, scene iii Who is the Third Murderer? name: __________________________

Analyze the 6 speaking parts of the third murderer. Could it be Macbeth himself? For each part identified below, comment on how it could support the argument that the third murderer is Macbeth.

1. “Macbeth”

2. “ Hark! I hear horses.”

3. “Almost a mile; but he usually does – so all men do – from hence to the palace gate make it their walk.”

4. “ ‘Tis he.”

5. “Who did strike out the light?”

6. “There’s but one down; the son is fled.”

How do you explain the third murderer? Did this activity convince you that it is, in fact, Macbeth who appears as the third murderer? Do you have another theory that is just as plausible?

Explain your thoughts below. Be as specific as you can, referring to the text whenever possible. Craft a paragraph that clearly states your idea and then support it with relevant details.

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

ACT IV – Graphic Novel Name: _______________________

IV, iLOOK FORS page # Significant Quoteevidence of equivocation in the witches’ chant

first prophecy

second prophecy

third prophecy

evidence of Macbeth’s over-confidence

evidence of Banquo’s original prophecy

Macbeth’s plan of revenge against Macduff

IV, iiLOOK FORS page Significant QuoteLady Macduff’s frustration with her husband

The son’s attempt to console his mother

fair / foul

IV, iiiLOOK FORS page significant quoteevidence of Malcolm’s distrust of Macduff

evidence of Malcolm’s test of Macduff (X2)

evidence of Macduff’s passing the test

Macduff’s statement of masculinity

evidence of fair/foul

POST-READING ACTIVITY = Macbeth Film Adaptation Compare and Contrast

As you watch director Justin Kurzel’s rendition of Macbeth pay close attention to the scenes identified below so that you may comment on them. You must choose THREE of the scenes for this assignment. Answer the three following questions for each of the scenes that you choose.

1. How does the scene depart from the original script (or, at least, your understanding of the original script)? (Value 4)

2. What do you believe is the intended effect? (Value 3)3. Based on your answer to #2, evaluate the scene. Does it accomplish what you believe it intended to accomplish?

Explain. (Value 3)

Possible Scene Choices

Act, Scene Descriptor Film timePre-Act I, scene i Macbeth and Lady Macbeth’s funeral for their child 0:1:00Act I, scene iii Weird Sisters give prophecy to Macbeth and Banquo 0:11:00Act I, scene 5 Introduction to Lady Macbeth 0:19:00Act II, scene 1 - 2 Dagger Scene and murder of Duncan 0:33:00Act III, scene iv Banquet Scene 1:00:00Act IV, scene ii Murder of Macduff’s family 1:13:00Act V, scene i Lady Macbeth’s sleepwalking scene 1:22:00Act V, scene v Macbeth’s lament for Lady Macbeth 1:29:00Act V, scene vi Birnam Wood moves to Dunsinane 1:34:00Act V, scene 8 - 9 Death of Macbeth and resolution of the play 1:40:00

Macbeth – Post-study Activity = FORMAL LITERARY ESSAY

Your formal essay for the semester will allow you to express your understanding of, and insight into, the Shakespearean play we have studied together: Macbeth.

You also have the option to analyze another complex text of your choice. Check with the teacher before writing to ensure suitability.

DUE DATE: May 24, 2019

VALUE: 20% of your final grade

LENGTH: 1600 - 2000 words (excluding outline and bibliography)

FORMAT: This is a formal essay; it must adhere to the prescribed MLA format.

Plagiarism will result in a mark of zero. If you are using ideas that you gleaned from external sources, be sure to cite them. Don’t take any chances with plagiarism.

Select ONE of the following TOPICS or choose your own. If you choose your own, please check with the teacher to ensure suitability. (The questions that follow each topic are suggestions for you to consider and to get you thinking. You do not need to answer all the questions, but you must address the question in bold type.)

1. The Abuse of Authority/Power. Explore the nature of authority and those who abuse it. Macbeth is the obvious example to be explored, but other characters lend themselves to this discussion as well. Why do characters abuse their authority? What is the motivation? The consequence? What is Shakespeare saying about the abuse of authority?

2. Masculinity. What perception of masculinity is presented in the play? How do the characters display this idea? Do any characters defy the definition of masculinity? What is Shakespeare saying about masculinity?

3. Betrayal. Who betrays whom? What are the motivations for betrayal? What are the consequences? What kind of betrayal is evident? What is Shakespeare saying about betrayal?

4. Fair is foul and foul is fair. What kinds of fairness/foulness is evident – self, family, political, moral …? Is the ambiguity ever made clear? How does fairness/foulness affect characters? What is Shakespeare saying about fair is foul and foul is fair?

5. Ambition. Is ambition a good trait or a destructive trait? Who exhibits ambition? Who does not exhibit ambition? Can there be too much ambition? Does the end justify the means? What is Shakespeare saying about ambition?

6. Victimization. Who is a victim, and by whom are they victimized? Are characters destroyed by their victimization, or do they overcome? Who / What is the greatest perpetrator? Are characters victimized by circumstances / fate? What is Shakespeare saying about victimization?

7. Guilt. Why do characters feel guilt? How does guilt impact the actions of the characters? What happens when characters do not feel guilt? What is Shakespeare saying about guilt?

Assessment

The essay will be assessed with attention to content/ideas, organization, vocabulary, voice, sentence fluency, conventions. Marks will also be awarded for proper format, so pay attention to the rules of MLA formatting.

English 122 Name: ________________________________Fredericton High SchoolFormal Literary Essay Rubric

introductory paragraph

thesis 1 2 direction 1 2 author/title 1 2 /6

paragraph organization

topic sentences 1 2 3

transitional devices 1 2 3 /6

conclusion 1 2 3

focus 1 2 3 /6

word choice specific 1 2 3 academic 1 2 3 /6

sentence structures

variety 1 2 3 structure 1 2 3 /6

mechanics punctuation/grammar/spelling 1 2 3 4 5 6 /6

content accurate/insightful/appropriate 2 4 6 8 10 /10

supporting quotations

citation 1 2 3 proper inclusion 1 2 3 /6

MLA format 1 2 3 4 5 6 7 8 /8

TOTAL/60