English 10 Honors
Monday-Tuesday
2/15 -16/16
President’s Day Weekend
English 10 Honors
Wednesday
2/17/16

CCSS.ELA-Literacy.RL.9-10.1 Cite strong and thorough textual evidence to support analysis of what the
text says explicitly as well as inferences drawn from the text.

CCSS.ELA-Literacy.RL.9-10.2 Determine a theme or central idea of a text and analyze in detail its
development over the course of the text, including how it emerges and is shaped and refined by specific
details; provide an objective summary of the text.

CCSS.ELA-Literacy.RL.9-10.3 Analyze how complex characters (e.g., those with multiple or conflicting
motivations) develop over the course of a text, interact with other characters, and advance the plot or
develop the theme.
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
Quick T-Chart revisit and add Lady Macbeth’s arguments . . .
Act Two “Tossing Lines”
Give a quick summary of 2.1
Analyzing the Text:
o #1: Intro each Q, then USE it to answer the Qu.
o #2: Just answer, no Q required (though it wouldn’t hurt);
o #3: Full Monte: Background/ContextQI/EComm
o #5 “ “
o #6 “ “
o #7 “ “
o #8: Be thorough.
Homework: 1) Review Act 2, start Act 3; 2) Word Trace
English 10 Honors
Thursday
2/18/16

CCSS.ELA-Literacy.RL.9-10.1 Cite strong and thorough textual evidence to support analysis of what the
text says explicitly as well as inferences drawn from the text.

CCSS.ELA-Literacy.RL.9-10.2 Determine a theme or central idea of a text and analyze in detail its
development over the course of the text, including how it emerges and is shaped and refined by specific
details; provide an objective summary of the text.

CCSS.ELA-Literacy.RL.9-10.3 Analyze how complex characters (e.g., those with multiple or conflicting
motivations) develop over the course of a text, interact with other characters, and advance the plot or
develop the theme.

Act 2 MC Quiz

Word Trace Reports and Word Web Exercise

“Fly, Good Fleance, Fly!”
o Editing a text and performing a murder
o 3.2 & 3.3
Homework: 1) Review Act Three; 2) 4.1
Friday
2/19/16

CCSS.ELA-Literacy.RL.9-10.1 Cite strong and thorough textual evidence to support analysis of what the
text says explicitly as well as inferences drawn from the text.

CCSS.ELA-Literacy.RL.9-10.2 Determine a theme or central idea of a text and analyze in detail its
development over the course of the text, including how it emerges and is shaped and refined by specific
details; provide an objective summary of the text.

CCSS.ELA-Literacy.RL.9-10.3 Analyze how complex characters (e.g., those with multiple or conflicting
motivations) develop over the course of a text, interact with other characters, and advance the plot or
develop the theme.

Comparative Video, “Thou Art the Best o’ th’ Cuttthroats”
o 3.4
o Summary of 3.5 and 3.6
o Choral Reading of 4.1
Finish Act 4
English 10 Honors
Monday
2/22/16

CCSS.ELA-Literacy.RL.9-10.1 Cite strong and thorough textual evidence to support analysis of what the
text says explicitly as well as inferences drawn from the text.

CCSS.ELA-Literacy.RL.9-10.2 Determine a theme or central idea of a text and analyze in detail its
development over the course of the text, including how it emerges and is shaped and refined by specific
details; provide an objective summary of the text.

CCSS.ELA-Literacy.RL.9-10.3 Analyze how complex characters (e.g., those with multiple or conflicting
motivations) develop over the course of a text, interact with other characters, and advance the plot or
develop the theme.


Staging 3.1.1 – 51
Soliloquy: Macbeth’s head revisited
o Lines 52 – mid 59
o Lines mid 59 – 65
o Lines 66 – 70
o Lines 71 - 77

“Fly, Good Fleance, Fly!”
o Editing a text and performing a murder
o 3.2 & 3.3
Homework: 1) Review Act Three; reread Scene 3.4 KEY POINT: Watch some TV and movies this weekend WITH AN
EYE to HOW the scenes are STAGED. Note down things that are “cool” or helpful and BLOCK OUT YOUR SCENE.
JUST FOR FUN: download Celtx and do a cut-and-paste with 3.4, only adding the stage directions, etc.
Tuesday
2/23/16

CCSS.ELA-Literacy.RL.9-10.1 Cite strong and thorough textual evidence to support analysis of what the
text says explicitly as well as inferences drawn from the text.

CCSS.ELA-Literacy.RL.9-10.2 Determine a theme or central idea of a text and analyze in detail its
development over the course of the text, including how it emerges and is shaped and refined by specific
details; provide an objective summary of the text.

CCSS.ELA-Literacy.RL.9-10.3 Analyze how complex characters (e.g., those with multiple or conflicting
motivations) develop over the course of a text, interact with other characters, and advance the plot or
develop the theme.

Let’s see those 3.3 staged scenes

Comparative Video, “Thou Art the Best o’ th’ Cuttthroats”
o 3.4
o Summary of 3.5 and 3.6
o Choral Reading of 4.1
 Act Three Quiz
Finish Act 4; Make sure you’ve got your word trace assignments done; Prepare for the Act 3 quiz
Wednesday
2/24/16

CCSS.ELA-Literacy.RL.9-10.1 Cite strong and thorough textual evidence to support analysis of what the
text says explicitly as well as inferences drawn from the text.

CCSS.ELA-Literacy.RL.9-10.2 Determine a theme or central idea of a text and analyze in detail its
development over the course of the text, including how it emerges and is shaped and refined by specific
details; provide an objective summary of the text.

CCSS.ELA-Literacy.RL.9-10.3 Analyze how complex characters (e.g., those with multiple or conflicting
motivations) develop over the course of a text, interact with other characters, and advance the plot or
develop the theme.



Character Committee Reports
“Reports from Act 3 Word Journals; assignment of Acts 4 & 5
Act 3 Quotes Quiz

Nightmare, Death, Heaven”
o Murder of Macduff’s family and his reaction
Thursday
2/25/16

CCSS.ELA-Literacy.RL.9-10.1 Cite strong and thorough textual evidence to support analysis of what the
text says explicitly as well as inferences drawn from the text.

CCSS.ELA-Literacy.RL.9-10.2 Determine a theme or central idea of a text and analyze in detail its
development over the course of the text, including how it emerges and is shaped and refined by specific
details; provide an objective summary of the text.

CCSS.ELA-Literacy.RL.9-10.3 Analyze how complex characters (e.g., those with multiple or conflicting
motivations) develop over the course of a text, interact with other characters, and advance the plot or
develop the theme.
Learning Targets:
 To use textual evidence to come to a better understanding of specific characters.
Summary Work of Acts One through Three:
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
“There’s Daggers in Men’s Smiles” Character Committees
o (Duncan, Macbeth, Banquo, Macduff, Fleance, Lady Macbeth, the Three Witches, the Porter,
Malcom and Donalbain, Lennox and Ross.)
o Name, lines and insight.
Papers are DUE AT THE END OF THE PERIOD!!
HOMEWORK: Prepare summaries of Macbeth’s Soliloquy 3.1.52-77)