Macbeth
Agenda: Thursday 3/21 and Friday 3/22
English 2 Periods 1 & 6
Why Read Shakespeare?
Reminders for 2nd Semester:
Make sure phones are in your bag and away. If they are out when they shouldn’t be,
Mrs. Egbert will issue consequences.
Headphones need to be out of ears and also away for the duration of the school year
and especially during this unit.
Learning Objectives
SWBAT analyze the use of rhetoric in an argument IOT interpret, and evaluate
how authors use techniques and elements of nonfiction to effectively communicate
an idea
Take a lap! Stretch!
Then, grab a textbook either underneath your desk or on the back table.
Why read Shakespeare?
With a partner, discuss this question. If you have read Shakespeare before,
perhaps consider what were the pros and cons of your experience?
“Why Read Shakespeare?” Argument by Michael Mack
As we read the article, do two things:
1) Underline or use post-its to mark any place in the text where Mack gives
reasons to support his argument that people should read Shakespeare
2) Write down any questions you have or connections you have in response to
what Mack says
Partner Work
With a partner, go back through the text and identify Mack’s reasons.
Create a list in your journal.
Period 4 - Reasons to read Shakespeare
Reasons are…
Offers a lens of the real world
An understanding heart and being able to understand
A link between getting to know Shakespeare and getting to know ourselves
Encourages readers who dislike to come back and gain some of these values
Connecting heart and mind
Helps you to understand or tackle complex works and come to appreciate them
Enjoy!
Period 5 - Reasons to read Shakespeare
Reasons are…
For the excitement or satisfaction of getting “IT”
It helps you see yourself
Be better at dating
Helps you see the world
Connects the head and the heart
Helps you understand life
Makes you better equipped to find happiness
Period 6 - Reasons to read Shakespeare
Reasons are…
Opens your mind and heart
Lets you explore the ideas - what is in Shakespeare’s mind
Reflect the world you live in
Opens you up to learning a new ‘language’
Guaranteed to ‘like’ it if you read it enough
Spare yourself a world of bad dates
If you read better you live better
Period 7 - Reasons to read Shakespeare
Reasons are…
Helps you understand life
Shakespeare shows that the head and the heart need each other
It’s a good story
It will save you from a world of bad dates
It helps you find your own ambition
It’s like a virtual reality to see how things work in real life
Forces people to think
In your journal answer the following:
Looking back at the reasons Mack provides for reading Shakespeare...
Do you agree or disagree with his reasons?
Are you convinced by his argument?
Are some of his reasons more persuasive than others?
Agenda: Wednesday, 2/3 & Thursday 2/4
Why read Shakespeare? Analyzing Rhetorical Strategies
Socratic Seminar
Learning Targets
I can read a speech and begin to analyze how an author presents an argument,
a claim and evidence to support their claim.
I can begin to understand how and why an author uses rhetorical strategies and
the impact they have on the audience or reader.
I can participate in a discussion about what literature can and can’t teach us.
Pair Share
Read through your journal response from Tuesday. Discuss with a partner.
Looking back at the reasons Mack provides for reading Shakespeare...
Do you agree or disagree with his reasons?
Are you convinced by his argument?
Are some of his reasons more persuasive than others?
Why Read Shakespeare? 2nd Reading
What is the argument? (Hint: Look at the title of the speech)
What is the author’s claim? (Hint: What is he arguing for?)
Building an Argument
When an author or speaker sets out to build an argument, they leverage all the
rhetorical strategies they have.
Rhetoric = the art of effective or persuasive speaking or writing, especially the use
of figures of speech and other compositional techniques.
Some strategies are:
Questions (or rhetorical questions)
Addressing the concerns of the audience/reader
Offering up comparisons or analogies
Analyzing an Argument - As a group
1. Go back to the speech “Why Read Shakespeare?”
2. Find an example from the text where you see the author employing specific
rhetorical strategies and write it in your chart:
a. Questions or Rhetorical Questions (do not require a reply)
b. Addressing the concerns of the audience/reader (Ethos)
c. Offering up comparisons or analogies (Logos)
d. Appealing to the audience’s self-interest (Pathos)
3. Examine the purpose and impact that specific example has in building the
argument of the speaker.
Final Analysis/Reflection
Discuss with a partner:
What do you notice about how the author uses these rhetorical
strategies?
Is he effective in building his argument? Why or why not?
Be prepared to share out.
Analysis Reflection - 5 minutes
At the bottom of your recording form, write your answers to the questions.
Socratic Seminar: Literature and Life
“Literature teaches you about life, and the better you understand literature the
better you understand life. It also is true that the more you know about life, the
better equipped you are to understand what you find in literature.” p. 206
Mack poses this analysis and reason for exploring Shakespeare.
Which is more important--that literature teaches readers about life or
that understanding life helps readers understand literature?
Use examples from literature and your life (or a friends) to help support your
discussion.
Reading literary fiction improves empathy
Literary fiction, by contrast, focuses more on the psychology of characters and their relationships. “Often
those characters’ minds are depicted vaguely, without many details, and we’re forced to fill in the gaps to
understand their intentions and motivations,” Kidd says. This genre prompts the reader to imagine the
characters’ introspective dialogues. This psychological awareness carries over into the real world, which is full
of complicated individuals whose inner lives are usually difficult to fathom. Although literary fiction tends to
be more realistic than popular fiction, the characters disrupt reader expectations, undermining prejudices and
stereotypes. They support and teach us values about social behavior, such as the importance of understanding
those who are different from ourselves.
Agenda: Friday 2/5 & Monday 2/8
Building Background on Shakespeare
Who is William Shakespeare?
How can I tackle Shakespeare’s language?
What is a Shakespearean tragedy?
Learning Targets
I understand basic information about who Shakespeare was and his life.
I can define blank verse and iambic pentameter; noting why and how
Shakespeare uses these to shape the meaning of his words.
I can begin to examine how Shakespeare uses rhetorical devices and literary
features in his writing.
I define and explain the characteristics of a Shakespearean Tragedy.
Pair Share:
Thinking about last class…
What did you learn about rhetorical strategies, building an argument, or reasons
for reading Shakespeare?
Journal Response
Write down everything you know about:
Shakespeare - who he was and his life
Shakespeare’s language
Shakespearean tragedies
It’s great if you know a lot, but I don’t expect you, too. If you have questions, write
those down.
Who was Shakespeare?
As you watch the short documentary, write down as many facts and details about
Shakespeare as you can.
Shakespeare’s Life
Poetry, Pentameter, & Pirates
As you watch, gather and write down answers to the questions.
Highlights about Shakespeare’s Language
The majority of his text is Blank Verse (iambic pentameter that does not rhyme)
Occasionally, he will use rhyme or even prose - any shift should be a point to
notice and reflect on - what is he emphasizing??
One sentence can stretch across a number of lines (this is called an
enjambment) so when reading, don’t stop at the end of a line necessarily
Writing in Blank Verse
du DUM du DUM du DUM du DUM du DUM
10 syllables
Begins with an unstressed syllable
Try it! Alone or with a partner. Read them to us!
Rhetorical Devices in Shakespeare
Repetition: the use of words and phrases more than once to emphasize ideas
Parallelism: the repetition of grammatical structures to express ideas that are
related to or of equal importance
Rhetorical Questions: the use of questions that require no answer to make the
speaker’s rightness seem self-evident
What is this an example of?
When the hurly-burly’s done,
when the battle’s lost and won.
Act 1, sc i, lines 3-4
Parallelism: the repetition of grammatical structures to express ideas that are
related to or of equal importance
What is this an example of?
Thrice to thine, and thrice to mine
And thrice again, to make up nine.
--Act I, sc iii, lines 35-36
Repetition: the use of words and phrases more than once to emphasize ideas
What is this an example of?
Do you not hope your children shall be kings
When those that gave the Thane of Cawdor to me
Promised no less to them?
--Act I, sc iii, lines 118-120
Rhetorical Questions: the use of questions that require no answer to make the
speaker’s rightness seem self-evident
Shakespearean Language and Tragedy
Shakespeare wrote comedies, histories, tragedies and tragi-comedies.
And, as you can suspect, one ends happily and one does not.
As you watch, keep a running list of the characteristics of a tragedy. What
aspects will we look for (and likely find) in Shakespearean tragedies?
The Hip-Hop of Shakespeare
Shakespearean Tragedy
Shakespeare is timeless because his characters often tend to be archetypes
(familiar types that appear over and over again in literature).
A tragedy is a drama in which a series of actions leads to the downfall of the main
character, called the tragic hero. The plot builds to a catastrophe, or disastrous
final outcome that usually involves the death of the hero and many others.
Characteristics of a Shakespearean Tragedy
The Tragic Hero
Exhibits extraordinary abilities, but also has a tragic flaw that leads to their
downfall
Fatal error in judgment
Weakness of character
Not all tragedies end with the hero’s death, but the unhappy end usually
involves a loss (or losses) of some kind
Faces the downfall with courage or dignity
Is usually of high social rank - a king, prince or general (and yes, typically male)
Characteristics of a Shakespearean Tragedy
Dramatic Conventions
Irony is a contrast between appearance or expectations and reality.
Dramatic irony: What appears to be true to one or more characters is known to
be false by the audience. Thus, the audience has a greater picture of what is
going on.
Effect: This creates a good deal of tension, suspense and engagement by
the audience.
Characteristics of a Shakespearean Tragedy
Dramatic Conventions
Soliloquies: A speech given by a character alone on stage.
Effect: Reveals the character’s inner thoughts and feelings. Helps the
audience to understand character motivation. Sometimes foreshadows what
is to come.
You’ll need to pay attention as to whether a character is alone or not in order
to know if/when a soliloquy is happening.
Characteristics of a Shakespearean Tragedy
Dramatic Conventions
Asides: a character’s remark, either to the audience or to another character, that
no one else on stage is supposed to hear.
Effect: Gives insight into the character’s thoughts or secrets.
Stage directions will typically let you know if the lines/comments are an aside.
Exit Ticket
What have you learned about Shakespeare’s language and the nature of
tragedies?
You’re Quoting Shakespeare
Shakespeare is Everywhere
Agenda: Tuesday 2/9 & Wednesday 2/10
Macbeth
Who’s who?
What is the story?
Learning Targets
I can begin to identify who’s who in Macbeth.
I understand the basic plot of Macbeth by performing a 2-minute Act.
Opener
1. Find a partner.
2. Look back at your notes on Language and Tragedies.
3. Partner A - Discuss the following:
What do you know about who Shakespeare was? What do you know about
Shakespeare’s use of language? How does it impact the meaning of his plays?
1. Partner B - Discuss the following:
What do you know about who Shakespeare was? What do you know about
Shakespearean tragedies? What are the characteristics?
Who’s who...
Please hang on to this character chart.
DO NOT LOSE IT. We will be adding adjectives and descriptions to this as we go.
What’s the story?
We need 5 groups (for each Act of the play).
With your group, you will:
1. Read the plot description.
2. Identify the characters needed for your scene.
3. Assign someone to be the narrator. They will read the summary outloud
WHILE the rest of your group acts out the events.
4. Be sure we know how to identify the characters (create nametags/introduce
yourselves or use other defining props.)
Taking Notes - Summarizing
Working with a friend/partner/group/individually…
In your notebook, summarize the plot of Macbeth. Use your character chart to
help you with names.
Exit Ticket
Given what you know about the story...what are some themes or issues you think
this play will delve into?