Why are we analyzing Macbeth this way?
Why have a partner test?
Thinking is a function of reading, speaking, listening and writing –
and collaboration!
By asking questions, you build on other students' comments,
agreeing and disagreeing politely, and work to reconcile different
perspectives by further analyzing the text.
What are we doing today?
We have already practiced this process with quotes from the play.
Today, we will analyze motifs and images.
Weather * Disorder * Dress/Clothing * Prophesies/Apparitions
Work with one partner to develop your assigned “test question.”
We will fully analyze these prompts as a class,
adding to the beginning support that you and your partner find.
What is your learning goal?
 Produce clear, accurate writing that
reflects the maturity of your thought,
based on a prompt from the text,
which you have analyzed.
 Synthesize your thoughts specifically
and precisely, offering support from
the text. This challenge is a necessary
culmination of the thinking process.
“Reading maketh a full man;
conference a ready man;
and writing an exact man”
wrote Francis Bacon more than 400 years ago.
 Each stage in this literacy cycle involves thinking in a different
way, and all the stages are joined in synergy; it’s not enough just
to read the play, or to discuss it informally, or to write about it
without preparation.
 Rather, you will think in a consistent and deliberate way, and
must practice this type of thinking —probably in the order that
Bacon presented.
Use your Partner Test handout
and/or your “Fair is Foul” analysis as examples
Count off and work with a partner
to develop two motifs/images
1. Weather
2. Disorder
3. Dress/Clothing
4. Prophesies/Apparitions