Mr. Go - ENG3U – Summative May 2013
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Mining the Meaning: the QMS Chart
Use this chart to assist you in delving into the figurative (symbolic) meaning of the text
and translating those figurative and associated concepts into original concrete images.
Figurative vs. Literal
“I’m a little blue today”. Figuratively, the speaker is feeling upset or glum (sad).
The colour blue is often associated with this sentiment. Literally, the person is not,
presumably, turning a navy shade.
Step 1 a) & b): Analysis and Translation
#1.
Quotation Column:
Select ten to twelve lines related to your specific theme
statement. (e.g., “Fair is foul and foul is fair”).

protagonist and key characters first, but note that secondary characters often play
crucial roles in developing more subtle layers of dramatic significance.

soliloquies and asides first: these are richest in giving the audience direct access to
a character’s psycho-emotional development and trait portrayal.

Use the character traits and emotions list to help you articulate the character’s mind
state(s).

Analyze each quotation for layers of dramatic significance. Use the support sheets
here. Be sure to note (act.scene.line numbers).
#2.
Q:
Underline key words and phrases in each passage. Which lines in the play are
richest in dramatic significance? Which elements of the story does this passage
reveal? Which words or phrases reveal the most about a character or contribute
the most to the motif Carry these words to the M column.
#3.
Meaning Column:
Explore both the literal and figurative meanings of key lines from
the Q column. (Literal: What is light/good is dark/evil; balance,
figurative: karma, universal retribution, political and hierarchical equilibrium of the universe).

Explore the surface and literal meaning first. How do the editor’s comments help
unpack the literal meaning? What relevant definitions can be found from
dictionaries and thesauruses to extend this meaning?

Brainstorm abstract associations and figurative interpretations of Shakespeare’s
ideas. Examine the surface meaning of the words and phrases you found above.
What symbolic, figurative, or emotional connections come to mind? Does this word
remind you of another idea or image? What connections does this passage have
within and outside the context of the whole play? What are the denotative
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(dictionary meaning) and connotative meanings (associative)? Branch out into other
associative abstract meanings.
#4.
Symbol column: Select two or three abstract or associative (not literal!) meanings
from column the M column and list them in the S column three.
Remember your images must ultimately be original drawings or photography, but you can begin by using
external images (such as from news media). (E.g., ying yang symbol, scales of justice).

Translate each abstract idea into concrete images (related to five senses) used to
represent these abstract ideas. These may come from current news items,
TV shows, movies, images from the Internet, but must include your face photoshopped.
even your own visual art or photography. Remember that the goal of this chart is to
move AWAY from the literal translation of the original lines (i.e., do not use the big bad
wolf from Lil’ Red Riding Hood since this is too close to the surface meaning of “fair is foul”).
Step 2: Planning and assembling your Verbal-Visual
#5.
Use the symbols from the third column to create a slideshow using Prezi or a video
slideshow (e.g., PhotoStory). Scan any hand-drawn images into your piece. Each slide
should contain one Shakespearean passage and at least three images representing
three distinct ideas.
#6.
Be sure to save this slideshow onto an external storage device and back up your files to
the cloud. Be sure to upload to a site on the net and share the link in the class
spreadsheet.
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QMS Chart: Quotation > Meaning > Symbol
Use this chart to assist you in delving into the figurative meaning of the text.
Column 1: Begin by rewriting each quotation in modern English and work with the denotative (dictionary) meaning of the
words. Choose six or seven quotations to start, then narrow your choices to five for the final visual. Cite act,
scene, and line number for each excerpt.
Column 2: Begin with denotative (dictionary) meanings, then work with the associative or connotative (symbolic) meaning
of the text.
Column 3: Finally, think of images that might represent those original abstract ideas you’ve interpreted from the lines. The
last column should not be a literal interpretation of the first column, but a symbolic representation of it.
Quotations
(with key words
underlined) and paraphrase in modern
English, analysis of dramatic significance
“When shall we three meet again
In thunder, lightning, or in rain?
When the hurlyburly's done,
When the battle's lost and won….
There to meet with Macbeth….
Fair is foul, and foul is fair”
Meanings: Abstract Key ideas
Symbols: Concrete Images and
that arises from figurative meaning of
underlined words: you may begin with
denotative (dictionary meaning) and move
to connotative meaning (associative)
symbols that represent ideas in middle
“we three meet” – conference of three
1) three as 1 "weighted” number, triad, form
1) Heightened senses: dogs, wolves, bats,
tarot cards
a climax; magic, luck, ritual
> triangular, sharp, acute, heightened
senses, of prophesy, 6th sense
> pyramidal, mysterious
2) Fear-mongering: 9/11, JFK, MadCow,
SARS
2) meet: conspire, plot, gather,

Paraphrase:
column (to be considered for visual).
Scheme, conspiracy, fear-monger,
terrorize
**note the / represents a break in the
original line of text.
1
Simpson, Jacqueline, and Steve Roud. "three." A Dictionary of English Folklore. : Oxford University Press, 2003. Oxford Reference. 2003. Date Accessed 13 May. 2013
<http://www.oxfordreference.com/view/10.1093/acref/9780198607663.001.0001/acref-9780198607663-e-1036>.
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