Welcome
On a sheet of paper, respond to the following question in at least a
paragraph.
Where were you at this time last year? Describe yourself and how you
have changed since last year. (Think deeper than…well, I used to have
long hair, but now it’s short.)
Agenda
 Syllabus
 Graduation Project
 Getting to Know You Activity
 Student Survey
 Reflection
Graduation Project
 Lab Day tomorrow
 Cover Page
 Title Page
 Resumé
 Table of contents
 Academic Advisor Form Due January 31
 Product Approval Form Due February 7
Getting to Know You
 Think – look over the questions. Pick one or two you want
to talk about. Think about how you would answer it.
 Pair - with someone sitting next to you, discuss the
questions you picked and talk about them.
 Share – with the class
Student Survey
 Go to my webpage
 Click on English IV in the left column
 Click on the survey link
 Answer the questions completely and honestly
What Type of Learner are You?
 Visual
 Auditory
 Read-Write
 Kinesthetic
Visual
 They tend to be fast talkers.
 They exhibit impatience and have a
tendency to interrupt.
 They use words and phrases that evoke
visual images.
 They learn by seeing and visualizing.
Kinesthetic
 They tend to be slow talkers.
 They tend to be slow to make decisions.
 They use all their senses to engage in
learning.
 They learn by doing and solving real-life
problems.
 They like hands-on approaches to things
and learn through trial and error.
Auditory
 They speak slowly and tend to be
natural listeners.
 They think in a linear manner.
 They prefer to have things explained
to them verbally rather than to read
written information.
 They learn by listening and
verbalizing.
Read-Write
 They prefer for information to be
displayed in writing, such as lists of ideas.
 They emphasize text-based input and
output.
 They enjoy reading and writing in all
forms.
Reflection
Where will you be at this time next year? Describe how
you think your life will be different. If you don’t think it
will be different, explain why.
January 24
What are your goals for this class this semester?
What is your plan to accomplish these goals?
Who is going to support you?
Agenda
 Table of Contents
 Title Page
 Cover Page
 Resumé
January 27
What is a hero?
Agenda
 Hero Reaction Guide
 Anglo History
 Context academic vocab
 Reading Beowulf – pg 42
 Academic Vocab T-chart to interpret and analyze text
 Epic Hero graphic organizer to support claims in analysis
 Final Reflection
Anglo-Saxons – What you need to know
 Romans leave Britain
 Angles, Saxons, and Jutes invade
 Bloody conflicts, ignorance, violence, barbarism
 Angle-land
 Fatalistic and grim world view
 Vikings invade
 The appeal of Christianity
Anglo-Saxon Virtues
 Bravery
 Loyalty
 Generosity
 Friendship
Academic Vocab
 Alliteration
 Caesura
 Assonance
 Scops
 Dichotomy
 Kenning
 Epic poetry
 Epic Hero
Alliteration
 Repetition of stressed sounds, particularly consonants
 from the beginning of words or syllables.
 …hoping to kill anyone he could trap on this trip to high
Herot.
 …the struggling great bodies beating at its beautiful walls …
 …gold-covered boards grating as Grendel and Beowulf
battled across them.
Caesura
 A pause dividing each line, with each part having two
accented syllables to help maintain the rhythm of the line
A powerful monster, living down
In the darkness, growled in pain, impatient
As day after day the music rang
Loud in that hall, the harp’s rejoicing
Assonance
 Repetition of vowel sounds
 … lying in waiting, hidden in mist, invisibly following them
 … And wondering what the bravest of warriors could do.
And sometimes they sacrificed to the
 … sung of the ancient beginnings of us all, recalling the
Almighty making the earth …
Scops
 Poet singers
Dichotomy
 Opposites on the same spectrum
 Light/Dark
 Male/Female
 Good/Evil
Kenning
 Metaphor - figure of speech in which a word or phrase that
ordinarily means one thing is applied to another thing to
suggest a likeness between the two
 Compound – raven-haired, ring-marked
 Possessive – heaven’s high arch, her evil skin
 Prepositional – frozen with fear, winters of grief, running to
his doom
Epic
 Long narrative poem
 Praised heroic warriors
 Recited by scops
 Instilled cultural pride
 History lesson
 Moral sermon
Epic Hero
 Glorified
 On a Quest
 Ethical
 Strong
Epic Hero?
Beowulf – What you need to know
 Oldest surviving epic poem
 750?
 Written in Old English
 Originally untitled
 Originally chanted
 Author unknown
Beowulf Cheat Sheet
 Herot – mead-hall
 King Hrothgar – king of the Danes
 Grendel - monster
 Healfdane – Hrothgar’s father
 Higlac – Beowulf’s uncle, king of the Geats
 Wulfgar - herald
 Edgetho – Beowulf’s father
 Wiglaf – Beowulf’s wing man
T-Chart
Academic Vocab Example
Alliteration
Caesura
Assonance
Dichotomy
Kenning
January 28
What does evil mean to you? Write your own
definition of the word and provide some
examples of real-life monsters.
Agenda
 Reading Beowulf – pg 50
 Academic Vocab T-chart to interpret and analyze text
 Epic Hero graphic organizer to support claims in analysis
 Final Reflection
 Homework: Cover page, title page, table of contents, and
resumé
Exit Slip
Summarize what you will take away from class today in one
short sentence – 10 words or less.
January 31
Who would you consider a modern day epic
hero? Why?
Agenda
 Finish reading Beowulf – pg 66
 Revisit Hero Reaction Guide
 Modern Day Epic Hero Project
 Homework Due Tuesday:
 Cover page, title page, table of contents, and resumé
 Academic Advisor Form
Products
 Connection to and extension of research
 Should reflect 15 hours of work
 Must be adequately documented with photographs, logs,
letters, reflective journal entries, and other forms of
documentation
 Must involve a community component
 Ideas




Write a story
Teach a lesson
Create a website
Interview a professional
February 3
The Anglo-Saxon virtues are bravery, loyalty,
generosity, and friendship. Which do you think
is the most important and why?
Agenda
 Reading “The Seafarer” – pg 104
 Analyzing lines of the poem by paraphrasing, visualizing, and
clarifying.
 Finishing Modern Day Epic Hero Project
 Final Reflection
 Homework Due Tomorrow: Cover page, title page, table of
contents, and resumé
Imagery
Find images that convey a mood of isolation.
Image
Sense
“frozen chains” line 10
touch
Poem Analysis
“The Seafarer”
Speaker Remembers or Ponders
Lines 1-38
Being cold, hungry, and lonely on the sea
Lines 39 – 64
Lines 64 - 80
Lines 81 – 102
Lines 103 - 124
Reflection
What is your own definition of an epic hero?
February 4
Describe the most interesting person you have
ever met?
Agenda
 Academic Vocab
 Intro to the Middle Ages and Chaucer
 Reading The Canterbury Tales Prologue - pg 144
 Middle English Prologue Extra Credit
 Reading and Comparing Prologue Pilgrims
 Knight pg 146/Squire pg 147
 Parson pg 157/Nun pg 148
 Intro to Modern Pilgrim Assignment
 Homework: Product Approval Form
Academic Vocab
 Frame story – joins one or more stories within a story
 Prologue – intro to a literary work; can establish setting and give
background
 Medieval literature – ballads, romances, allegories, and moral tales;
most were religious – but some dealt with love, exemplary life and
behavior, and political and social issues
 Ballads – narrative songs (tragic love, domestic conflicts, disastrous
wars, shipwrecks, sensational crimes, exploits of outlaws, celebrated
historical events, romantic heroes, revenge, rebellion, envy, betrayal,
and superstition)
 Allegories – narrative in which something concrete represents
something abstract (Ex. Cowardly Lion; Animal Farm, Pilgrim’s
Progress)
Academic Vocab
 Iambic pentameter – line of poetry with 5 meters, or 10 syllables, patter





in unstressed followed by stressed syllable
Characterization - techniques an author uses to develop characters
including description of the character’s appearance; character’s speech,
thoughts, and actions; responses of other characters to the character; and
direct comments from the narrator.
Satire - a literary work that ridicules its subject in order to make a
comment or criticism about it
Dramatic irony – reader knows more than the character
Verbal irony – someone says one thing but means another
Situational irony – what is expected to happen is not what actually
happens
Who’s Who in the Middle Ages
 God – Church
 King
 Lords
 Vassals
 Knights
 Ladies
 Serfs
What They Ate
Lord
 Wine or ale
 White bread
 Deer, boar, and rabbits
 Salmon and trout
 Breakfast of white bread, meat,
and wine or ale
 Dinner (lunch) usually consisted
of many courses
 Supper similar to dinner but
may include pigeon pie,
woodcock, or sturgeon
Peasant
Water, milk, or ale
Rye bread
Mutton
Hedgehogs and squirrels
Black Pudding
Dace, grayling, and gudgeon
Breakfast of bread and ale
Dinner of dark bread and cheese
– meat rarely included
 Supper of vegetable pottage and
bread – lucky to have meat








Chaucer – What you need to know
 Father of English Literature
 First to write in the vernacular
 Member of Parliament
 Knight of the shire
 Middle English
 Modern
Prologue Pilgrims
Pilgrim
Knight pg 146
Squire pg 147
Parson pg 157
Nun pg 148
Description
Analysis
Reflection
In 1809, the English poet and artist William Blake made the
following observation: “Chaucer’s pilgrims are the characters
which compose all ages and nations…Some of the names or
titles are altered by time, but the characters themselves
forever remain unaltered.” Do you agree or disagree that
Chaucer’s characters seem timeless and universal? Support
your opinion with details from the text and your own
experiences.
February 5
It has been said that “Money is the root of all evil.”
Do you agree/disagree? Why?
Agenda
 Analyze modern depiction of greed
 Read Pardoner’s Description - pg 162
 Read Pardoner’s Tale – pg 170
 Complete plot activity
 Watch Pardoner’s Tale
 Compare/Contrast Pardoner’s Tale to modern depiction
 Final Reflection
 Homework:
 Product Form Due Friday
 Modern Pilgrim Assignment Due Monday with Test
Modern Pilgrim Assignment
 Choose a modern day pilgrim
 Decide how they should act
 Decide how they should be critiqued
 Describe them – include physical aspects as well
 Write 20 lines of rhyming couplets
 Due with your test on Monday – worth 15 points
The Dark Knight
The Pardoner’s Tale
Reflection
Why is the theme of the Pardoner’s Tale still being
repeated today? Describe another source (TV show,
song, book, etc) where you have seen this theme
repeated.
(Casino, Jerry Maguire, Slumdog Millionaire, DoYouWant to be
a Millionaire,The Lorax, A Christmas Carol, “Billionaire,”
“Bills-Bills-Bills,” “Mo’ Money, Mo’ Problems”)
February 6
Would you rather spend the rest of your life with
someone who is ugly/faithful or
beautiful/unfaithful? Explain why.
Agenda
 Decide a class goal
 Read Wife’s Description - pg 156
 Read Wife’s Tale – pg 184
 Watch Wife’s Tale
 Answer viewing and analysis questions
 Discuss theme questions in small groups
 Final Reflection
 Homework:
 Product Form
 Modern Pilgrim Assignment
Modern Pilgrim Assignment
 Choose a modern day pilgrim
 Decide how they should act
 Decide how they should be critiqued
 Describe them – include physical aspects as well
 Write 20 lines of rhyming couplets
 Due with your test on Monday – worth 15 points
Wife of Bath Viewing and Analysis
 Wife of Bath
 What was the knight’s crime?
 What was his punishment?
 According to the wife, what do women want?
 How do you know the knight learned his lesson?
 Did the knight get what he deserved?
 What is the moral of the story?
Reflection
What Women Want
What connection can you make between the wife’s tale and the
movie clip? What is the meaning?
February 7
What code do you live by?
Gratitude Caring Understanding Humor Diligence Integrity
Commitment Acceptance Generosity Compassion Enthusiasm
Courage Discretion Sincere Humble Discipline Focus Gentleness
Honesty Reliability Hope Moderation Perseverance Flexibility
Respect Wisdom Spontaneity Faith Confidence Thankfulness
Devotion Grace Persistence Empathy Tolerance
Agenda
 Grammar Diagnostic
 Review
 Pilgrim Characterization Chart
 Test Study Guide
 Homework:
 Modern Pilgrim Assignment
Modern Pilgrim Assignment
 Choose a modern day pilgrim
 Decide how they should act
 Decide how they should be critiqued
 Describe them – include physical aspects as well
 Write 20 lines of rhyming couplets
 Due with your test on Monday – worth 15 points
Schoology
 2nd: HWJVT-K6VBR
 3rd: 9W4XF-ZKTS8
February 10
Test Today.
You will have a few minutes to look over your notes. Use your
time wisely or lose it. I will collect the extra credit study guides
before beginning the test.
Day Book Check
1.
2.
3.
4.
5.
Jan 24 –Your goals this semester
Jan 27 – Beowulf Academic Vocab
Feb 3 – Analysis of Seafarer
Feb 4 – Pilgrim Chart
Feb 5 – Pardoner Storyboard
Pilgrims – Extra Credit
Complete the sheet on the stool based on one of the following
pilgrims and receive extra credit.
 Yeoman – pg 147
 Monk – pg 149
 Plowman – pg 158
 Miller – pg 159
 Summoner – 161
 Friar – pg 150
 Oxford Cleric – pg 152
February 11
Today’s Agenda
1. Resumé Tips
2. Finish Test/Complete pilgrim characterization chart
3. Define AcademicVocab for new unit
4. Begin Macbeth Journal
Pilgrims – Extra Credit
Complete the sheet on the stool based on one of the following
pilgrims and receive extra credit.
 Yeoman – pg 147
 Monk – pg 149
 Plowman – pg 158
 Miller – pg 159
 Summoner – 161
 Friar – pg 150
 Oxford Cleric – pg 152
New Unit Academic Vocab
 Sonnet
 Tragic flaw
 Situational irony
 Octave
 Antagonist
 Metaphor
 Theme
 Mood
 Comic relief
 Imagery
 Blank verse
 Motifs
 Soliloquy
 Symbols
 Aside
 Inverted sentences
 Dramatic irony
 Paradox
 Sestet
 Quatrains
 Couplet
 Petrarchan Sonnet
 Shakespearean Sonnet
 Iambic Pentameter
 Tragedy
 Tragic hero
 Foreshadowing
Macbeth Journal 1
Write a full page.
What is your highest ambition? What are you
willing to do to get there?
February 17
Agree/Disagree
1. Behind every great man is a great woman.
2. Sometimes it is necessary to do something wrong to get what you want.
3. What goes around comes around.
4. There are circumstances or events that justify murder.
5. Success is worth any price.
6. One mistake always leads to another.
7. A guilty conscious will destroy you.
8. Greed and ambition are the same.
Agenda
 Review Test and Complete Objective Tracking
 The Globe
 England in Shakespeare’s Time Summarizing
 Context Vocabulary Search
 Progress Check One DUE Monday, February 24th
Shakespeare Quotes
 "Friends, Romans, countrymen, lend me your ears; I come to bury Caesar,










not to praise him". Quote (Julius Caesar Act III, Scene II).
"But, for my own part, it was Greek to me". - Julius Caesar Quote (Act I,
Scene II).
"To be, or not to be: that is the question". Hamlet quote (Act III, Sc. I).
"This above all: to thine own self be true" Hamlet quote (Act I, Sc. III).
"Though this be madness, yet there is method in 't." Haml
"Good Night, Good night! Parting is such sweet sorrow, that I shall say good
night till it be morrow."
Romeo and Juliet ( Quote Act II, Scene II).
"What's in a name? That which we call a rose by any other name would
smell as sweet". Romeo and
Juliet ( Quote Act II, Sc. II).
"‘T’is neither here nor there." Othello Quote (Act IV, Scene III).
"I will wear my heart upon my sleeve for daws to peck at". Othello Quote
(Act I, Scene I).et quote (Act II, Scene II).
England in Shakespeare’s Time
 Work in your groups to:
Read and Summarize each section of the handout
2. Skim and Identify 4 instances of unfamiliar vocabulary in
Macbeth Act I – page 350
3. Cite page #, line, define, and explain in context
1.
 Group 1 = Scene 1 & 2
 Group 2 = Scene 3
 Group 3 = Scene 4
 Group 4 = Scene 5
 Group 5 = Scene 6 & 7
February 18
Spend 10 minutes looking up your academic vocab words, if you have
not yet completed that task. The definitions should be in your
daybook.
If you have completed that task, use this time to finish the context
vocabulary assignment we started yesterday. Each group should
write their words and definitions on the board.
Agenda
 Finish Context Vocabulary Search and Share Out
 Review England in Shakespeare’s Time Summarizing
 Macbeth Cast of Characters
 Read Act 1 Scene 1 pg 350
 Compare/Contrast with Audio and Visual Productions
 Continue Reading Act I
 Progress Check One DUE Monday, February 24th
England in Shakespeare’s Time
 Work in your groups to:
Read and Summarize each section of the handout
2. Skim and Identify 4 instances of unfamiliar vocabulary in
Macbeth Act I – page 350
3. Cite page #, line, define, and explain in context
1.
 Group 1 = Scene 1 & 2
 Group 2 = Scene 3
 Group 3 = Scene 4
 Group 4 = Scene 5
 Group 5 = Scene 6 & 7
Macbeth Cast of Characters
 Macbeth - a Scottish general and the thane of Glamis
 Lady Macbeth - Macbeth’s wife
 Banquo - a general
 King Duncan - good King of Scotland
 Macduff - a Scottish nobleman
 Malcolm - son of Duncan
 Hecate - goddess of witchcraft
 Fleance - Banquo’s son
 Lennox - a Scottish nobleman.
 Ross - a Scottish nobleman.
 Porter - drunken doorman of Macbeth’s castle.
 Lady Macduff - Macduff’s wife
 Donalbain - Duncan’s son and Malcolm’s younger brother.
Pg 350 - Readers
 Narrator
 Lady Macbeth
 First Witch
 Messenger
 Second Witch
 Lennox
 Third Witch
 Ross
 Duncan
 Malcolm
 Captain
 Macbeth
 Banquo
Act I Scene 1
 Audio
 Older Movie
 Newer Movie
 Movie with a twist
February 19
Pick one of the following words and explain how it could lead to a
theme in Macbeth. Make a prediction on what you think will happen
based on what we have read already.
Ambition, Power, Prophecy, Guilt, Supernatural, Deception
Agenda
 Context Vocabulary Quiz Next Week
 Continue Reading Act 1
 Analyze Act 1 Quotes
 Complete Act 1 Summary
 Subject Verb Agreement Notes and Practice
 Progress Check One DUE Monday, February 24th
Pg 360 - Readers
 Duncan
 Lady Macbeth
 Messenger
 Macbeth
 Banquo
Reflection: online
Which character or characters should fear Macbeth’s ambition?
Why?
Subject Verb Agreement
1. Subjects joined by and use a plural verb.
a.
She and her friends are going to the mall.
2. Singular subjects joined by or or nor use a singular verb.
a.
The book or the pen is on the desk.
3. When a singular and plural subject are joined by or or nor, the verb
should agree with the closest subject.
a.
The boy or his friends run every day.
4. Do not be misled by a phrase between a subject and verb. Cross it out
and make the subject agree with the verb.
a.
One of the boxes is open.
5. Each, Each one, either, neither, everyone, everybody, anybody, anyone,
somebody, someone, and no one are singular – always – and take a
singular verb.
a.
Everybody knows Mr. Smith.
Subject Verb Agreement
1.
2.
3.
4.
5.
6.
7.
His friends or the boy run/runs every day.
The people who listen to that music is/are few.
Either is/are correct.
Paul and Gary has/have baseball practice.
Each one gives/give his all.
Elaine or Sophia sings/sing at the home games.
The team captain, as well as his players, is/are anxious.
February 20
Would Macbeth have considered murdering Duncan if the witches
had not spoken to him? Explain your answer.
Agenda
 Identify and Define unfamiliar vocabulary in Act II
 Read Act II pg 368
 Analyze Act II Quotes
 Complete Act II Summary
 Subject Verb Agreement Notes and Practice
 Progress Check One DUE Monday, February 24th
Context Vocabulary Act II – pg 368
 On a sheet of paper to turn in TODAY
 Skim each scene of Act II and Identify 1 instance of unfamiliar
vocabulary for each scene
Cite page #
Cite line
Define the word
Explain the line now that you know the definition
*Do not use the words already defined for you in the margins.
Example
-Ravishing pg 370 line 54
-“With Tarquin’s ravishing strides, towards his design moves like a ghost.”
-delightful, entrancing
-His moves are entrancing because he is almost invisible as he moves towards his
goal.
1.
2.
3.
4.
Act II pg 368 - Readers
 Banquo
 Fleance
 Macbeth
 Lady Macbeth
 Porter
 Macduff
 Lennox
 Donalbain
Reflection - online
Can Macbeth do anything to stop his ambition?
Subject Verb Agreement
1.
Nouns such as civics, mathematics, dollars*, measles, and news
use singular verbs.
a.
b.
2.
The news is on at six.
Five dollars is a lot of money.
Nouns such as scissors, tweezers, and shears use plural verbs.
a.
The scissors are dull.
Subject Verb Agreement
3. Sentences beginning with there is or there are, the subject follows
the verb.
a. There are many questions.
b. There is a question.
4. Collective nouns are words that imply more than one person but are
considered singular and take a singular verb – group, team,
committee, class, and family.
a. The team travels on Friday.
b. The committee decides what to purchase.
Subject Verb Agreement
5. Expressions such as with, together with, including,
accompanied by, in addition to, or as well do not change the
number of the subject.
a. The President, accompanied by his wife, is traveling to
India.
b. All of the books, including yours, are in that box.
February 21
When people do the wrong thing knowing it is wrong, can they stay
the same or are they changed? How will not getting caught affect
them psychologically? How are Macbeth and Lady Macbeth affected?
Agenda
 Analyze Act II Quotes
 Complete Act II Summary
 View Uncovering Shakespeare Macbeth
 Macbeth Journal 2
 Online Reflections
 Progress Check One DUE Monday, February 24th
Macbeth Journal 2
Think about a time when you have done or said something that
“snowballed” to a point where you had no control over the
situation. Write about this time and consider what you may
or may not have learned from it. (This might be someone
else you know if it didn’t happen to you.)
February 24
Which characters seem to be the antagonists, preparing to move
against the tragic hero, Macbeth?
Agenda
 Progress Check One DUE Today
 Online Reflections DUE by Wednesday
 Subject Verb Agreement Practice
 Identify and Define unfamiliar vocabulary in Act III
 Read Act III and paraphrase scenes with a partner
Subject Verb Agreement Notes
Plural indefinite pronouns always take plural verbs: Several,
Few, Both, Many
1.


Both of my parents are from Florida.
Many are coming to the concert.
Some indefinite pronouns can be either singular or plural:
Some, Any, None, All, Most. Look to the antecedent to
determine whether it is singular or plural.
2.


Some of the test was easy.
Some of the tests in English are easy.
Subject Verb Agreement Practice
 The class is/are reading Macbeth.
 Seven dollars is/are sitting on the table.
 Saturday, in addition to Sunday, is/are my favorite day of the week.
 Civics requires/require a prerequisite.
 Each of the boys (do/does) his own cooking.
 There is/are many students working in the media center.
 The tweezers is/are sharp.
 The people across the hall, as well as the man in the next apartment,
(has/have) lived in the building since the mid-1980s.
 Either of these videos (is/are) suitable for a four-year-old.
 Several of the students (has/have) transferred.
 All of the exercises (seem/seems) simple.
Context Vocabulary Act III – pg 382
 On a sheet of paper to turn in TODAY
 Skim each scene of Act III and Identify unfamiliar vocabulary
Cite page # and line #
Define the word
Explain the line now that you know the definition
*Do not use the words already defined for you in the margins.
*2 words must come from Scenes 1-3; 2 must come from Scenes 4-6
Example
-Ravishing pg 370 line 54
-“With Tarquin’s ravishing strides, towards his design moves like a ghost.”
-delightful, entrancing
-His moves are entrancing because he is almost invisible as he moves
towards his goal.
1.
2.
3.
Act III
 5 groups – Read Act III together
 As you read, Paraphrase/Summarize each scene using
dialogue and narration
 Basically, you are putting together a production that will take
about a minute or two per scene.
 Be prepared to perform tomorrow
Reflection
How would you prefer to read this play? Individually, partners,
small groups, whole class? Original text, Modern text, Audio
Version? We have read in a variety of ways. Which suited
you best and why? Explain which you prefer and why? Do
you have a suggestion for a different way?
Not reading it is not an option.
February 25
A tragic hero comes to ruin due to 1) an error in judgment or 2) a
weakness in character. Which of these two factors applies better
to Macbeth? Explain.
Agenda
 Subject Verb Agreement Practice
 Finish work on Act III mini productions
 Review Act III quotes and summary
 Discuss Act One – Three Questions in groups
 Macbeth Journal 3
Subject Verb Agreement Practice
 A jacket or a sweater (is/are) warm enough for tonight.
 Either the singer or the musicians (is/are) off-key.
 Here (is/are) the books you reserved.
 The team (has/have) won the semifinals.
 Twenty-seven dollars (is/are) all we have raised so far.
 To illustrate books for young readers require/requires a vivid imagination.
 One junior, as well as four seniors, has/have been invited to attend the
Milford Youth Council next month.
 A few in my class help/helps the coach set up the bleachers.
 None of the people in the theater was/were sitting in the first two rows.
 Public relations and advertising is/are exciting but often stressful work.
Macbeth Journal 3
CSI, Law and Order, NCIS – these are just a few of the
popular TV shows that involve solving a mystery or finding
a solution to a problem. Why are mysteries so popular?
February 26
According to one definition, knowledge is power. When might this be
true? When might it not be true? Provide concrete examples from
the play that prove and disprove this definition of “knowledge.”
Agenda
 Subject Verb Agreement Practice
 Read Act IV – pg 400
 Review Act IV quotes and complete summary
 Reflection
Subject Verb Agreement Practice
 Look back over your notes.
 Pick two rules to use.
 Write out a sentence following each rule.
 Leave the two verb choices (singular/plural) in the
sentences.
 Under each sentence explain the correct answer.
 Do this in your daybook – notebook – English binder.
Act IV pg 400
 Narrator
 Lennox
 First Witch
 Lady Macduff
 Second Witch
 Ross
 Third Witch
 Son
 Hecate
 Messenger
 Macbeth
 Murderer
 First Apparition
 Malcolm
 Second Apparition
 Macduff
 Third Apparition
 Doctor
Reflection
What seems the most tragic aspect of the play?
February 27
Without the witches’ predictions, do you think Macbeth and Lady
Macbeth would have been satisfied with their place in life? Explain
why.
Agenda
 Subject Verb Agreement Practice
 Discuss Acts One – Four in small groups
 Read Act V – pg 418
 Review Act V quotes and complete summary
 Reflection
Subject Verb Agreement Practice
 Write five sentences using the following criteria. All
sentences must use a present tense verb.
 Use “None” as the subject.
 Use “Either,Or” at the beginning of the sentence. One subject
must be singular. The other must be plural.
 Start your sentence with “Tomorrow, as well as three other days
this week…”
 Use “All” as the subject.
 Start your sentence with “Each of my friends…”
Act One Questions
Who is the tragic hero? What makes him the tragic hero?
What tragic decision does he make?
2. What becomes Macbeth’s primary ambition after he hears
the witches’ prophesy? What event strengthens that
ambition?
3. In which scene does Macbeth begin to think of murdering
Duncan? How do you know?
4. Reread the aside in scene 3, lines 153-155. What does
Macbeth ask Banquo to do? How does the request reflect
Macbeth’s feelings? What does Banquo’s response indicate
about him?
1.
Act Two Questions
What actions result from the Macbeths’ ambition? How is
their ambition fulfilled?
2. Why does Macbeth say the things he does during the
“dagger” soliloquy?
3. Reread Scene 1, lines 61-63. What do these lines suggest
about Macbeth’s hard-heartedness in murdering Duncan?
Explain.
4. In Scene 2, lines 31-32, what does Lady Macbeth tell
Macbeth not to do? What does her statement reveal about
her? What might it foreshadow?
1.
Act Three Questions
What is Macduff’s ambition revealed to be?
2. Reread Scene 4, lines 40-45. How does this brief exchange
demonstrate dramatic irony?
3. Why are stage directions – “[To the Ghost]”-on pg 384 and
1.
4.
5.
385 important?
Reread Scene 1, lines 87-90. What does Macbeth ask the
murderers? What does their response imply about what it means
to be a real “man”?
Does it seem that Macbeth’s ambition is producing benefits? Is
Macbeth happier now that he has become king? Explain.
Act IV Questions
1.
2.
3.
4.
5.
Which character does Macbeth focus on as his antagonist in
Act Four? By the end of Act Four, what is this antagonist
doing?
Macbeth already has reached his goal of becoming king.
What is Macbeth’s major ambition in Act Four?
Which characters reveal ambition in Act Four? Whose
ambition seems the most pure and just? Why?
What error in judgment seems likely to lead to Macbecth’s
ruin? What tragic flaw does this error in judgment reveal?
Reread Scene 3, lines 205-208. As Ross shares his devasting
news, what does he seem to suggest to Macduff?
Macbeth Journal 4
“Blood will have blood.”
What is the relevance of this quote from the play to today’s world?
February 28
Put yourself in the place of either Macbeth or Lady Macbeth. What
would you have done differently or similarly? Why?
Agenda
 Subject Verb Agreement Practice
 Read Act V – pg 418
 Review Act V quotes and complete summary
 Reflection
Subject Verb Agreement Practice
 Write five sentences using the following criteria. All
sentences must use a present tense verb.
 Use “Most” as the subject.
 Use “Neither, Nor” at the beginning of the sentence. The first
subject must be plural. The second must be singular.
 Start your sentence with “The teachers, in addition to the
administrators…”
 Use “Neither” as the subject.
 Start your sentence with “Any of the paper…”
Act V pg 418
 Narrator
 Doctor
 Gentlewoman
 Lady Macbeth
 Macbeth
 Servant
 Seyton
 Malcolm
 Menteith
 Siward
 Messenger
 Ross
Reflection
Do you feel sorry for Lady Macbeth? Why or why not?
2. What is the irony in Scene 4 when Malcolm asks the men
to cut down the tree branches? Explain.
3. Based on the ending speech, what similarities exist
between Malcolm and Duncan?
1.
March 3
Look back at February 17 (the first time we looked at these). Has your
opinion changed after reading Macbeth? How? Also, how can you relate at
least two of these statements to our reading? Explain.
1. Behind every great man is a great woman.
2. Sometimes it is necessary to do something wrong to get what you want.
3. What goes around comes around.
4. There are circumstances or events that justify murder.
5. Success is worth any price.
6. One mistake always leads to another.
7. A guilty conscious will destroy you.
8. Greed and ambition are the same.
Agenda
 Subject Verb Agreement Practice
 Macbeth Debate Prep
 Progress Check Two DUE Friday, March 7
 Macbeth Final Quiz Thursday
 Journals Due Thursday
 Subject Verb Agreement Quiz Friday
Subject Verb Agreement
 Choose 5 subject verb rules to focus on.
 Create a 5 problem quiz with 5 sentences in which someone
must find and underline the subject AND choose between a
singular or plural verb.
 Do NOT copy my examples.
 Example:
 Each of the girls on my volleyball team also like/likes to play
softball.
 Most of the stadium is/are filled with football fans.
 Most of the students waits/wait until the last minute to
complete their work.
Debate Prep
 Your group will have at least 5 members. Each person must speak




once. A couple will speak twice.
Your goal will be to convince the audience either Macbeth is
inherently good, Macbeth is inherently bad, Lady Macbeth is
inherently good, or Lady Macbeth is inherently bad.
Everyone has read Macbeth, so be sure to include relevant,
accurate examples from the text to support your argument. You
will be judged based on your knowledge of the text, critical
thinking, and persuasive abilities.
You MUST have a thesis statement. State your purpose for
persuading us and support it. Your thesis statement should appear
in your topic sentence, between each point, and in your
concluding sentence.
Each speaker will have a 2 minute time limit. So, PRACTICE.
Debate Schedule
Side
Topic
Affirmative
Opening
Negative
Opening
Affirmative
First point
Negative
First point
Affirmative
Second point
Negative
Second point
Affirmative
Third point
Negative
Third point
Negative
Rebuttal
Affirmative
Rebuttal
Negative
Second Rebuttal
Affirmative
Second Rebuttal
Negative
Third Rebuttal
Affirmative
Third Rebuttal
Negative
Closing
Affirmative
Closing
Rubric
5
10
15
20
Time
Speech is under
one minute.
Speech is between
1:00 – 1:15.
Speech is between 1:16 – 1:45.
Speech is between 1:46-2:00.
Thesis
Thesis is hard
to identify in
the speech; it’s
not clearly
stated.
Thesis stated once in
the speech.
Thesis is stated multiple times
in the speech.
Thesis is consistently stated and
supported throughout speech.
Support
Quotes and
examples do
not enhance
argument.
One or two quotes
and examples are
used; quotes are not
explained or
analyzed.
Adequate amount of quotes and
examples used to enhance
argument. Quotes are
explained.
Numerous specific quotes are used to
support argument. Quotes are
explained, analyzed, and well
connected.
Presenta
-tion
Speaker reads
from notes,
speaks too low,
and used no
emotion.
Speaker has minimal
eye contact, is
somewhat hard to
hear, and uses some
emotion.
Speaker has good eye contact,
can be heard, and has adequate
emotion in tone.
Speaker has excellent eye contact, good
volume, and captures audience with
tone and presentation.
Helpful Hints
 Avoid slang.
 Avoid filler words – like, huh, yea
 If you mess up, take a breath.
 Avoid conversational tone. Sound like an authority on the




subject.
Be confident. Don’t apologize.
Stand tall.
Be prepared.
Practice.
Macbeth Journal 5
Can you think of recent leaders/celebrities whose overreaching ambition caused their downfall? Explain.
March 5
Free Write
Agenda
 Subject Verb Agreement Practice – Review Practice Quiz
 Macbeth Debate Prep
 Returning Work
 Progress Check Two DUE Friday, March 7
 Subject Verb Agreement Quiz Friday
 Macbeth Final Quiz Tomorrow
 Journals Due Tomorrow
Subject Verb Agreement
 None of the team want/wants to compete at WSSU competition.
 Either my dad or none of us is/are going to attend the school’s







basketball game.
Each cat is/are important to Stephanie.
A majority of the lessons in precalculus is/are easy.
Either of the boys is/are going to football practice.
Most of the crowd is/are on their feet in the stadium.
Neither Adam nor his brothers is/are home.
Each person walk/walks to the stage.
The students and instructor each hopes/hope for a new facility by
next year.
Progress Reports
 Place ALL work in the purple folder to return to me.
 Write your name on the tab.
 Look over your grades on your progress report and on what I
return to you.
 Write a reflection about your grades on your progress
report.
 Look at where you did well and where you could use some
improvement.
 Is this where you want to be? If it’s not, write a plan to get
you where you want to be. If it is, what’s your plan to stay
where you are and not get comfortable and detour?
March 6
1.
2.
3.
4.
5.
The dead trees and peeling paint, along with the broken windows and flapping
shutters, (make/makes) everyone believe that evil spirits haunt the deserted
Sinclair house.
Neither of those sharks circling your boogie board (look/looks) hungry enough to
bite.
Physics (has/have) proven to be Jerry’s easiest subject this semester. He brings
Carol, the lab assistant, an oatmeal-raisin cookie, and as his reward, she finishes his
report.
This weekend, a Great White shark, as well as a school of barracuda, (is/are)
terrorizing the tourists at Daytona Beach.
Every piece of popcorn and dropped chocolate on the theater floor (has/have)
stuck in the treads of Larry’s new running shoes.
Agenda
 Macbeth Debate
 Macbeth Final Quiz
 Journals Due
 Progress Check Two DUE Tomorrow
 Subject Verb Agreement Quiz Tomorrow
Reflection
Who won the debate? Why? Whose argument was most
effective? Who had the best evidence? Who was most
persuasive? Who did you find yourself agreeing with even
though you thought you wouldn’t?