Macbeth

Macbeth image

Shakespeare’s Life and Works Group Project:

In class, you were separated into groups and tasked with researching a specific part of William Shakespeare’s life.

Directions: 

  1. Get into groups of 4 or 5. I need 5 groups total.

  2. Research your assigned topic using credible sites: PBS.org, Biography.com, History.com, etc.

  3. Create a Padlet including media (pics/ vids) for your assigned section.

  4. Sections:

    1. Shakespeare’s Childhood/ Schooling/ Upbringing

    2. Personal Life/ Marriages/ Kids

    3. Theater Career (Beginning/ Development

    4. Published Works/ Writing Style

    5. Death/ legacy

  5. Include a bibliography

    • Last name, first name. “Article, Pic/ Vid Title.” Site found. Date Accessed. Link.

    • Example


Resources

View the Shakespeare’s Life and Works group presentation notes here: Links to Presentations by Period.

Macbeth Packet: Second Quarter Unit- Macbeth.

Macbeth Audio: Click here to listen to the entire Macbeth play.

Full list of Elizabethan Terms: Elizabethan Language Terms RWT

NOTE: We are reading Macbeth through the digital textbook. Please go to www.my.hrw.com and log into your account or access it through your Dadeschools portal.

Students: the Macbeth packet has been uploaded into your Class Notebook via the handout tab.  Please copy the document and upload it into a separate tab.


Need Help Understanding Macbeth?

(Side note: There is a bit of foul language; however the analysis is stellar.)

Try this video.


Macbeth Performances

Date of Performances: February 8-11, 2016

(Please check the list below for the date of your group’s performance.)

You must come prepared to present on your assigned day.

List of Performers

 

How will you be graded?

Macbeth Rubric SS

Scoring System

16-14= A

13-11= B

10- 8= C

7-5= D

4-0= F

Start Practicing

What are some things to keep in mind as you practice your chosen Macbeth scenes?

  1. All parts must be memorized! Only for extreme circumstances, I have allowed students to use note cards. During your performance, you will be allowed to ask for a line to be read for you if you absolutely need it, but every time you use a line reader, your grade will decline.

  2. Props/Staging: What kind of props are you going to use? Fake swords (NO REAL KNIVES), cloaks, make up, etc.  How will you decorate the front of the classroom to bring your classmates into Macbeth‘s world? Your job is to make it as realistic as possible. Do not go out and purchase a ton of materials. Utilize the items you have at home and get creative.

  3. Where will your group practice? You have a full two weeks to prepare. Choose a location either at school or off campus that you can practice your lines. The more you practice, the better your performance, the higher your grade. I also recommend videotaping yourselves so you can see what your mistakes are prior to coming to class.

  4. Practice. Practice. Practice. AND Practice.


     

The Tempest

The Tempest

During the second quarter, we will be analyzing William Shakespeare’s The Tempest. All of your resources can be found below.


The Tempest Packet


 

Free PDF of the Play: http://www.shakespeare-navigators.com/tempest/TempestText11.html


Free Sound Files of the Play: https://librivox.org/the-tempest-by-william-shakespeare/


 

Analysis Questions- Collaborative Study Groups

Act 1, Scene 1 (see digital text for line numbers

  1. What is personified in lines 16-17 and what impact does this personification have on the scene/ characters?
  2. Read lines 51-54 and infer what is happening. Provide evidence for your inference.
  3. Analyze Language: Determine the meaning of line 53. Explain your reasoning process. (see line above)
  4. Analyze Language: Read Gonzalo’s speech. (lines 65-68)Cite instances of alliteration and assonance. (Alliteration: repetition of initial consonants/ Assonance: repetition of vowel sounds)

Act 1, Scene 2 (see digital text for line numbers)

  1. Reread lines 1-24. What do you learn about the shipwreck and about Prospero? What text evidence helped you make these inferences?
  2. Analyze Language: Read lines 1-5. Which line is written in perfect iambic pentameter? Identify that line and mark the stressed/ unstressed symbols and meters.
  3.  Cite Text Evidence: Review Prospero’s explanation of events in lines 79-105. What can you infer about Prospero’s role in Antonio’s rise to power and on what evidence can you base your inferences?
  4. Support Inferences/ Draw Conclusions: Look for evidence of Antonio’s point of view. What can you infer from this evidence about Antonio’s possible reason for taking over Milan? (lines 110-112)
  5. Personification: Closely read Prospero’s description of being put out to sea (lines 145-152). Find an example of personification in this passage. Write it down. Explain what is ironic about  the wind’s pity.
  6. Analyze Language: What sound device does Shakespeare use in Ariel’s greeting? (lines 191-192) How does this contribute to the effect of the lines?
  7. Describe Prospero’s relationship with Ariel as revealed in this passage (lines 253-280). Cite evidence for your inferences.
  8. To what does Prospero compare Caliban? What kind of figurative language is this an example of? What does it reveal about Prospero’s attitude to Caliban? (lines 285-286)
  9. Cite Evidence: Reread lines 443-457. Find evidence that supports your previous inferences about Prospero’s plan: that Prospero had Ariel lead Ferdinand to them so that he and Miranda would fall in love, eventually making Miranda queen and helping Prospero gain power over his brother.
  10. Analyze Miranda’s metaphor on lines 462-464. To what is Miranda comparing Ferdinand? Paraphrase her argument.
  11. Reread lines 486-500. Is Prospero please with the way his plan is progressing and how can you tell?

Let’s Review: 

Comparing Text and Media

Choose a partner:

  • Jot down how your view the following characters (physical characteristics/ personality):
    • Prospero
    • Miranda
    • Caliban

The Tempest BBC Video Clip

  • Are the characters in the film what you imagined? With a partner, discuss how they are similar to or different from what you pictured while reading the play. Cite specific images from the video to support your ideas.

The Tempest Production Images

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  • What conclusions can you draw about this version of the play based on these images? With a partner, discuss what interests you about this film version and what you might like or dislike about it. Cite specific evidence from the photographs to support your ideas.

Analysis Section:

  • Compare:
    • Reread lines 309-378 in the text. Describe Prospero’s traits as revealed through his dialogue in the play. Drawing from what you have seen in the clip and in the images, explain how in each film Prospero/ Prospera does or does not demonstrate these qualities.
  • Synthesize:
    • What are the advantages of seeing more than one version of the same Shakespearean drama? Explain.

Socratic Circle Discussion: Dig Deeper

  • How is the central idea in Shakespeare’s The Tempest  applicable to real- life? Discuss the value of the play and whether it is significant to twenty-first century classrooms.
    • Pay close attention during the Socratic Circle discussion and take notes. Your argumentative essays will answer  the aforementioned question.
  • Some items to consider:
    • What is the central idea in The Tempest?
    • What literary elements make the play stand out?
    • How are character developments throughout the play significant?
    • In what way is the setting vital to the meaning of the play?
  • Articles Used In Socratic Circle Discussion:
  • Socratic Circle Notes:

 

The Tempest Performances

Updated Directions:

Each of you have been placed into groups (see below). Create a video of your group members acting out your Shakespearean scene using a video feature on your cell phone or other technological device. You will upload your video to Ms. Ellis’ Teacher YouTube Channel by January 20, 2016. Please remember: Your group must speak in Elizabethan English, memorize your lines, and utilize props/ wardrobe specific to the time period. Please edit your video to delete any unnecessary acting takes.

Groups

Period 4:

Act 1

  • Scene 1: Viviana (Boatswain), Sallina (Master), Ivan (Sebastian), Emily W. (Alonso), Andre (Antonio), Chloe (Gonzalo)

Act 2

  • Scene 1: Anthony (Alonso), Jonathan (Sebastian), Cecilia (Antonio), Matt (Gonzalo), Jocelyn (Adrian), Ian (Francisco), Emily S. (Ariel), Sujeiby (Narrator)
  • Scene 2: Madelyn (Stephano), Judy (Trinculo), Jauko (Caliban)

Act 3

  • Scene 1: Lazaro (Prospero), Renata (Miranda), Jorge (Ferdinand)

Act 4

  • Scene 1: Alysia (Ariel), Oshane (Prospero), Alex (Ferdinand), Roman (Juno), Carolina (Miranda/ Trinculo), Bianni (Ceres/ Stephano), Joneilly (Iris/ Caliban)

Act 5

  • Epilogue: Reethwan (Prospero)

Period 6:

Act 1

  • Scene 1: Yozandriz (Master), Stephanie (Boatswain/ Antonio), George (Alonso), Devonte (Sebastian), Justin (Gonzalo/ Mariners)

Act 2

  • Scene 2: Maydane (Caliban), Leslie (Stephano), Chris (Trinculo)

Act 3

  • Scene 1: Prince (Prospero), Zach (Ferdinand), Sherayen (Miranda)
  • Scene 2: Alejandro (Stephano), Xavier (Caliban), Alex (Trinculo), Andrea (Ariel)
  • Scene 3: Nicole (Alonso), Noemi (Conzalo), Paula (Antonio), Jonathan (Francisco), Dixon (Sebastian), Ashley (Adrian)

Act 4

  • Scene 1: Gabriella (Iris), N’Ya (Ariel), Shawaynia (Miranda), Imani (Ceres), Amanda (Caliban), Spencer (Stephano), Sergio (Trinculo), Diamond (Prospero)

Act 5

How will your presentations be graded?

Your presentations will be graded using the rubric presented in your Tempest packet. If you lost it, please see below.

Tempest Performance Rubric

Each student in class will give feedback on their peers’ performances, and I will take your comments into consideration when I calculate final grades.

Planning for your Presentations:

  1. Choose a scene and the appropriate amount of group members from Ms. Ellis.
  2. Get in your groups and plan your performance.
    • Who has a video camera or a phone with an excellent video app?
    • Where will everyone meet to film the scene? When?
    • What will each character wear throughout the play? Will they need to change at any time?
    • What props will you use and who is in charge of getting/ making them?
    • How much time does everyone have to memorize their lines before you film?
    • Who will edit the video to make it ready for viewing?
    • Who is responsible for sending the video to Ms. Ellis?
  3. Practice! Practice! Practice!
    • Practice together as much as possible prior to filming!
    • Everyone gets an individual grade for their performance.
  4. Film/ edit your Shakespearean scene.
  5. Add a credits page to your video. If you are not technologically savvy, and cannot figure out how to add a slide to your video, please have your group members introduce themselves at the beginning of your video.
  6. Create a group name and share your edited video with msdrellis@gmail.com.
  7. Ms. Ellis will upload your video to her YouTube page.

The Tempest Essay Assignment:

Due: January 22, 2016

Directions:

Discuss the value of the play, The Tempest, and whether it is significant to twenty-first century classrooms. Are the themes applicable to modern day society? Or are they too antiquated? Argue whether or not the play should still be studied in educational settings. Within your argument, be sure to reference the two of the three readings from our Socratic Circle discussion, the BBC video clip, and “The Tempest” (2010) movie pictures. Your essay must include three (3) counterarguments and three (3) rebuttals.

Grading:

Essays will be graded using our argumentative writing rubric.