Bellwork #1:
SW discuss and interpret meaning of
Macbeth’s guided notes.
SW write Macbeth’s into guided notes.
• If Shakespeare were to write a play about your
life, what would it be? A comedy, a tragedy, a
romance, or a combination?
• Explain your choice.
Bellwork #2:
SW actively read, listen, and discuss Act 1, scene 1-3.
SW take three column notes and look for evidence of symbols and
predictions.
• Create a tree map:
• Title it: Literary Terms
• Divide it into 3 categories: Tragedies, Tragic Flaws, and
Foils.
• Think back on past plays, stories, and poems that you
have read this year or in previous years and come up
with 3-5 different examples in each category.
Bellwork #3:
SW actively read, discuss, and interpret Act 1, scene 47.
SW create 3 column notes with a focus on relationship
with the king and Lady Macbeth.
• Analyze and interpret the meaning of the
following Shakespearean quote: Who said it?
Who did they say it to? What does it mean?
“Come what come may, time and the hour runs
through the roughest day” (Macbeth 1.3).
Bellwork #4:
SW analyze, interpret, and critically read Act II, scene
1-2.
SW create three column notes with a focus on
recapping the events of Duncan’s death.
• Analyze and interpret the following
Shakespearean quote: Who said it? Who
did they say it to? What does it mean?
“Look like the innocent flower, but be the
serpent under’t” (Macbeth 1.5).
Bellwork #5:
SW analyze and interpret Act II, scene 3-4 while
reading, listening, and discussing Act 1.
SW create a 3 column notes with an emphasis on
Comic relief and Duncan’s sons.
• Analyze and interpret the following
Shakespearean quote: Who said it? Who did
they say it to? What does it mean?
“There’s daggers in men’s smiles” (Macbeth 2.3).
Bellwork #6:
SW apply what they have learned from Act 1 & 2
on a quiz.
SW critically read Act III, scene 1-3 and take 3
column notes based upon them.
• What is a Porter?
• What is his purpose in the play?
• Why does Shakespeare do this?
Bellwork #7:
SW critically read, interpret, and discuss Act 3,
scene 4-6.
SW create a flow map based upon the events in
Act 3.
• Answer true or false to the following statements:
1. Shakespeare is the author of Macbeth.
2. All of Shakespeare’s tragedies have a double
climax, which is called the Catastrophe.
3. Macbeth was the King of England.
4. “Fair is foul, and foul is fair” is a famous quote
from Macbeth.
Bellwork #8:
SW demonstrate what they learned in Act III on a
quiz.
SW critically read, interpret, and analyze Act 4,
scene 1-2 and create three column notes based
upon these scenes.
• Describe how roles have reversed with
Macbeth and Lady Macbeth. How have
both of them changed. For the better or
worse?
Bellwork #9:
SW critically read, interpret, and discuss Act 4,
scene 3.
SW write three column notes based upon these
sections.
• List the 3 apparitions shown to Macbeth by
the witches.
• Explain what each apparition means.
Bellwork #10:
SW SSR to an AoW based upon innate qualities of
humans.
SW critically read and interpret Act 5, scenes 1-2.
• In Act 3, Macbeth says, “…blood
will have blood.” What does he
mean?
• When talking to Lady Macbeth, he
says: “We are yet young in deed.”
What does he mean?
Bellwork #11:
SW critically read, interpret, and discuss Act 5,
scene 3-8.
SW create 3 column notes based upon Act 5.
• What does it mean to be not “woman
born”?
• Who do you suspect this man will be?
Bellwork #12:
SW apply concepts learned from Act 4 & 5 to a
quiz.
SW discuss the argument of who is the most
tragic figure in Macbeth and their paper.
SW create a tree map based upon the most
tragic hero and the counterargument.
• The idea of “hand-washing” has appeared in Act
II Scene II, when Lady Macbeth tells Macbeth to
wash his hands after he killed King Duncan.
• Lady Macbeth also “washes her hands” in Act V.
• What is the deeper meaning of “hand-washing”?
Bellwork #13:
SW apply concepts learned from Macbeth the
play to the film of the play.
SW discuss the final project and develop
groups to begin working on their project.
• Which character in the play has made the
biggest transformation in your opinion from
good to bad or vise versa.
Bellwork #14:
SW apply concepts learned from Macbeth to
the film version of the play.
SW work on their group project and discuss
the scene they want to reenact.
• Which scene is the most dramatic, in your
opinion? What type of props would you create
with it? How would you make it interesting
without verbalizing it? Explain.
Bellwork #15:
SW apply concepts learned from Macbeth to
the film version of the play.
SW work on their group project and discuss
the scene they want to reenact.
• Create bubble maps based on the
following characters:
-Macbeth
– Banquo
– Macduff
– L. Macbeth
Bellwork #16:
SW compare/contrast the Modern Macbeth to the
original Macbeth.
SW create a double-bubble based on the similarities
and differences.
SW continue to work on their papers/projects.
• Create a Double-Bubble map based upon
the original Macbeth and the modern day
Macbeth. 5 similarities/5 differences on
each side. Don’t forget the FOR and
question.
Bellwork #17:
SW compare/contrast the Modern Macbeth to the
original Macbeth.
SW create a double-bubble based on the similarities
and differences.
SW continue to work on their papers/projects.
• Finish creating a Double-Bubble map
based upon the original Macbeth and the
modern day Macbeth. 5 similarities/5
differences on each side. Don’t forget the
FOR and question.
Bellwork #18:
SW put the finishing touches on their projects due
tomorrow.
SW discuss the criteria of “The Most Influential Book
they have read.”
• What is the most influential book you have
ever read? Why do you feel it influenced
you the most? Expain.
Bellwork #19:
SW critique other group
presentations/interpretations of scenes in
class.
SW demonstrate their interpretation of a scene
in Macbeth with their group.
Critique the presentations you see with a tree
map for each group listing their strengths and
weaknesses (3 of each).
Bellwork #20:
SW SSR + for 15-20 mins and respond to the prompt
below.
SW critique other group presentations/interpretations
of scenes in class.
SW demonstrate their interpretation of a scene in
Macbeth with their group.
• Pull 2 golden lines from your reading and
explain why you think they are the most relevant.
• Critique the presentations you see with a tree
map for each group listing their strengths and
weaknesses (3 of each).
Bellwork #21:
SW demonstrate their interpretation of a scene
in Macbeth with their group.
SW begin reviewing for their final exam.
1. Why was Polynieces, Antigone’s brother,
forbidden from being buried?
2. Who is known as the “father of drama”?
3. What was King Creon’s tragic flaw?
Bellwork #22:
SW SSR+ based upon a prompt .
SW continue to review for the Final Exam.
1. How many years did Grendel terrorize
Hrothgar’s men?
2. In The Canterbury Tales Prologue, during which
month does pilgrimage take place?
3. How does the Pardoner make his living?
Bellwork #23:
SW continue reviewing for their final exam.
1. How many husbands did the Wife of Bath have?
2. In “The Wife of Bath’s Tale”, what did the Knight
do that caused him to be punished by the king
and queen?
3. In “The Wife of Bath’s Tale”, what does the
Knight need to find out in order to save his life?
Bellwork #24:
SW continue reviewing for the Final Exam.
SW create thinking maps with a concept based on the
literature and concepts covered during this unit .
Bellwork #25:
SW continue reviewing for the Final Exam.
SW create thinking maps with a concept based on the
literature and concepts covered during this unit .