MACBETH Day 9 (A DAY ONLY 5/2)

Poem A Day:

This song was chosen by a student for the way it captures a lot of moments in the Tragedy Macbeth.

Mini-lesson:

Today was the Socratic Seminar. I am COMPLETELY BLOWN AWAY BY THE THOUGHTS AND IDEAS TO EMERGE FROM THIS DAY. I am posting the notes that I typed as students were talking. I did not engage- I asked two questions based on things students were saying, but 98% of what is typed was spoken by students. Please read through these amazing insights from freshmen students about this great play. Each class had such different seminars. They had different ideas, and different comfort levels. It was a truly rewarding experience for me to see them think, grapple, and show how far their ideas have evolved over the course of the year.

Active Engagement:

Notes from class one- A1

Notes from class two- A2

Closure:

Students filled out this reflection.

Additionally, I made a copy of the seminar notes, and posted it on Google Classroom giving each student in the class permission to edit the one doc. Then, I gave students the opportunity to add their thoughts or ideas to the sheet- as many of them did not get to speak, or have time to speak. Each seminar lasted an hour, but we still had so much to add afterward. I will post those in about a week after students have had time to contribute. (some already are contributing even though this isn’t due until next week!) One student said today, “Ms. Minto, you got us to talk for an entire hour about a book! and we enjoyed it!” heh, heh, heh. Mission accomplished.

 

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MACBETH Day 8

Poem A Day:

Mini-lesson:

Today I started class by letting students know what to expect in the next few weeks. Here is the 5 class-day plan I unveiled to them:

  • Today: Finish Macbeth (A DAY) WE will finish Macbeth on Monday AFTER spring break on B DAY.
  • SPRING BREAK!!!!!!!
  • Day 2 Work on New Essay Assignment
  • Day 3 Test/formulate seminar questions
  • Day 4 Socratic Seminar
  • Day 5 Work on Essays
  • Day 6 Essays due

I handed out instructions for the New Essay Assignment and much to my surprise, the students ALL felt confident tackling the prompt. This is something that we have done on various levels throughout the year- so I was so pleased that the paper took very little instruction. Students were excited to share their insights into Macbeth.

Additionally, they were really excited about the seminar- no questions there either. They didn’t need any clarification, and there were no looks of confused despair.

Finally, the test. It is two parts. Part one is quote identification, wherein I supply a quote, and they tell me who said it. Part two gives them five chunks of text to decode/translate.

The response I got from the students during this chat was unlike any before. No anger. No misery. No confusion. This just goes to show that my routines are finally paying off. They know what my expectations are, because I have been consistent all year. I LOVE this time of year-

Active Engagement:

Students read Act V scene 1 out loud and acted it out. This is the famous scene where Lady Macbeth sleepwalks. We also watched two interpretations of this scene from our two film versions we have been watching. We discussed Lady Macbeth’s moan which is written as “O, o o.” and the following line is “what a sigh is this. The heart is sorely charged.” We discussed the various ways actresses have interpreted this sigh over the years.

This one is their favorite:

For the remaining scenes of the play, I performed a one-man play. I acted out all of the parts, and got the most important information across to them. They thought it was hilarious and fun. I of course, stopped and slowed down to read some of the more famous scenes like Macbeth’s “out brief candle” speech.

They were so surprised to find out that Macbeth dies in the end, and that Lady Macbeth had changed so dramatically. They loved the play!

Closure:

Students watched these two EXCELLENT videos that students of mine made in 2012 at Newtown High School. They helped to reinforce the themes and plot, and well, they are just wonderful videos, really great work.

MACBETH Day 7

Poem A Day:

Today I had two poems- they are two songs that play one right after the other on the new Gorillaz album. The lyrics for both songs are perfect for the scene we read today, and also, the tone of the songs (particularly “Charger”) sets the mood for the scene reading.

Mini-lesson:

Students walked in to a transformed room today. I moved all of their desks, so as to make something akin to a banquet table. I covered the desks with a tablecloth (or several) and put a chair at each head of the giant, long table. It looked something like this:

(I took these pictures four years ago, the last time I taught this lesson at Newtown High School 2013).

It was rad and the students loved it- it really helps to visualize the scene as it can be very confusing to read Act III sc. 4 of the play.

We started today with a banquet and read through Act III scene 4 when Banquo’s ghost came to haunt Macbeth.

Active Engagement:

Students acted the play out and engaged in discussions as we went along.

We read through all of Act IV today- we acted it out, and I summarized sections of lesser importance.

This made an appearance when Macbeth said: “From this moment, the very firstlings of my heart shall be the firstlings of my hand…The castle of Macduff I will surprise, Sieze upon Fife, give to th’ edge o’ th’ sword His wife, babes, and all unfortunate souls that trace him in his line”

HAHAHHAHA hide your kids, hide your wife… (the kids thought this was so “Retro” . I am getting old… ugh).

Closure:

Students revisited the lyrics to the PADs today and marked them up with connections to the play and I collected them.

MACBETH Day 6

Poem A Day:

Lyrics for this song are here. 

It captures well Macbeth’s thoughts and feelings just after Duncan’s murder in Act III.

Mini-lesson:

Students reviewed the action of the play up until this point, and I asked them to identify changes in each character. We also discussed Shakespeare’s use of motifs- there are several that are woven through each act of the play:

  • Calling upon darkness to cover up light (or night to swallow the day, etc).
  • Referring to faces as masks that cover men’s true thoughts or desires
  • References to the stars

 

Active Engagement:

Students acted out Act III scenes 1-3

Then we watched this film portion of the play.

Closure:

Students took notes on the development of their chosen theme thus far.

 

MACBETH Day 5

MACBETH Day 5

Poem A Day:

I mean, have ya read the junk Lady Macbeth says? A woman so heartless…

Mini-lesson:

We will review the answers students wrote about Macbeth’s feelings in the dagger scene, and share out connections between the PAD and the play.

We read the passage from Act II scene ii and then had a discussion about why Shakespeare wrote Duncan’s murder off-stage.

 

Active Engagement:

Students read and acted out the rest of Act II.

 

Closure:

We made predictions for Act III and broke for the week.

 

 

MACBETH Day 4

 MACBETH Day 4

Poem A Day:

These lyrics are so great for today’s lesson, that this is another one that we will listen to again at the end of the class.

Mini-lesson:

Today we started out by acting out the very quick and small scene 6 in Act 1.

Then, when we got to Act 7, I gave the students this close reading activity.

We went through together as a class and filled the boxes on the right with all the reasons Macbeth is giving for NOT WANTING TO KILL DUNCAN.

Then, I ask students what they think he will do-

Naturally, they say “He won’t do it.”

Active Engagement:

Next, I ask them how many times Macbeth says the words “kill” or “murder.” They look over the passage, and notice that he says it ZERO times.

So, I gave them a competition (nothing kids love more lol).

Find as many euphemisms for Murder as you can- the most wins. The most any student found was 16. That is a lot!

Then, I read the passage aloud again, and had the students say “murder” aloud every time I read a euphemism. This is too fun. Basically, it sounds like kids saying murder, en masse, over and over again. Some euphemisms include: “taking off” “the deed” etc.

Then we discussed the difference between what he says and the way he says it- or how his word choice reveals his true desires.

We read on through Act II scene i.

The kids were shocked by the last line and also Lady Macbeth’s wily ways of persuasion.

Closure:

Students wrote a response to the following:

Image result for macbeth dagger

Macbeth Act 2 sc 1 lines 42-77

What are Macbeth’s feelings/thoughts in this scene? How do you know? Choose the most significant quote to support your idea.

Finally, we listened to Rhianna’s “Disturbia” again, and it blew their minds- students saw the song in a whole new light following this lesson.

 

 

 

MACBETH Day 3

MACBETH Day 3

Poem A Day:

For today’s class, I am the poem a day.

 

 

So this one is not for everyone- lol. But if you are into drama, then this lesson is for you!

I never wear makeup. It’s a thing. No one talks about it. No one notices. But, when you put a bunch of dark lipstick and eyeliner on, kids notice.

My students walked into a creepy world today. I was sitting in the middle of the room, on a chair, in full costume. This was playing on my smartboard in the background.

The students, were super creeped out and excited! I cannot tell you how much fun it was to see their reactions. They said things like:

Oh my god!

What is happening!?

Ms. Minto is ridiculous

This is my life.

English class is my life

This is the best day ever

 

I, personally, love to get a rise out of students, who can be a dangerous mix of lethargic and cynical these days.

Once the bell rang, and the song on the smartboard ended, I arranged for a student from another class to enter the room, and hand me a letter. He told me it was a letter from Macbeth.

The students got quiet.

And I read Macbeth’s letter aloud.

And then, I performed Lady Macbeth’s monologue from Act I scene 5 from memory.

Mini-lesson:

We reviewed the action of the play up until scene 5. Then students tried to figure out what just happened in front of them.

Active Engagement:

I gave students this handout which asks them to attempt to decode the scene I performed for them. I had them work in partners to write the gist of each chunk of text.

Then as a class, we went through together to piece it all together.

Then we watched three different film interpretations of this scene of Lady Macbeth.

Closure:

It is poetry week at our school, so for that, students wrote haikus about Lady Macbeth. They captured her well, which leads me to believe they “got it”.