Mon. We reviewed the discussion questions pertaining to the Macbeth Act II scene ii commentary from last week.
Tues. Macbeth quiz reviewed, and students "peer edited" first draft of commentaries.4th period didn't meet due to Josten's assembly. Class also discussed the importance of secrets in Macbeth, and considered their effects on the outcomes of the play.
Wed. 4th period reviewed and "peer edited" first draft of commentaries; 3rd period practiced personification of abstractions, combined with appositive phrases.
Thurs. Class produced theme statements from Macbeth which used the following topics: ambition, manliness, equivocation, human nature, paranoia, evil, and greed. Class then discussed themes in Macbeth. Lively discussion particularly around the subject of whether Macbeth is an optimistic or pessimistic play (3rd period), and whether Macbeth's motivation from the throne is internally motivated or externally motivated (4th period). As for the latter, interpretations of Macbeth's motive for writing a letter to his wife yielded significantly different understandings of Macbeth's character. Why did he write that letter?
Fri. Graded draft of Macbeth commentary is due on Monday (post-poned from today). Some summary notes were given on themes, character, audience needs, motifs, and Shakespeare's style. We wrapped up the week with a scintillating round of Shakespearean insults.
Monday, October 26, 2009
Wednesday, October 21, 2009
Week 10: 10/19-23
Mon. Quiz on Macbeth announced for Friday, 10/23. Also, students are to compose by Monday a draft of a commentary on a 35-40 line passage of their choosing. This draft will be reviewed in class, then revised and submitted for a grade.
In class, we read and discussed Act V of Macbeth.
Tues. Students planned "Actor-Director" skits, using very short passages from Macbeth to read once (incorrectly), then twice (after "direction"). Directors have wide latitude to discuss the reading generally (i.e. identify and encourage readings which match the subtext, mood, and motivation), and specifically (i.e. identify specific words or phrases which should be stressed, inflected differently, pace, etc...)
Wed. Students presented "Actor Director" skits.
Thurs. Students prepared for tomorrow's quiz by playing "Name that Quote," which allows participants to earn points by naming character, Act, scene, situation, and significance.
Fri. Following the quiz on Macbeth, students read a clozed outline while listening to a commentary on Macbeth 2.2.49-90. Discussion questions ensued focusing on the achievements of the commenter.
In class, we read and discussed Act V of Macbeth.
Tues. Students planned "Actor-Director" skits, using very short passages from Macbeth to read once (incorrectly), then twice (after "direction"). Directors have wide latitude to discuss the reading generally (i.e. identify and encourage readings which match the subtext, mood, and motivation), and specifically (i.e. identify specific words or phrases which should be stressed, inflected differently, pace, etc...)
Wed. Students presented "Actor Director" skits.
Thurs. Students prepared for tomorrow's quiz by playing "Name that Quote," which allows participants to earn points by naming character, Act, scene, situation, and significance.
Fri. Following the quiz on Macbeth, students read a clozed outline while listening to a commentary on Macbeth 2.2.49-90. Discussion questions ensued focusing on the achievements of the commenter.
Monday, October 12, 2009
Week 9: 10/12-16
Mon. Classes reviewed page 8 of Introduction to Oral Commentary packet, "Critical Analysis." We applied the 7 steps to an extract from Macbeth, Act III, scene 1.
Tues-Wednesday: Class spent a majority of these two periods reading and discussing Act IV of Macbeth.
Thursday: Each Student received an extract from Act IV, scene 1 of Macbeth and applied the "Critical Analysis" steps to it under timed conditions. From there, study of Act IV resumed.
Friday: The extract from Act 4 scene 1 was returned to the class so more emphasis could be placed on Step 7: "How". After allowing some time to identify literary features and techniques in the passage, the class assessed Shakespeare's methods for establishing a creepy mood and building Macbeth's internal conflict. Particular attention was paid to imagery (visual and aural, aka "supernatural imagery"), as well as to the range of sentence structures and some word choices.
Also, next week each student will select a 25-40 word extract and draft a 500 word commentary on that choice.
Tues-Wednesday: Class spent a majority of these two periods reading and discussing Act IV of Macbeth.
Thursday: Each Student received an extract from Act IV, scene 1 of Macbeth and applied the "Critical Analysis" steps to it under timed conditions. From there, study of Act IV resumed.
Friday: The extract from Act 4 scene 1 was returned to the class so more emphasis could be placed on Step 7: "How". After allowing some time to identify literary features and techniques in the passage, the class assessed Shakespeare's methods for establishing a creepy mood and building Macbeth's internal conflict. Particular attention was paid to imagery (visual and aural, aka "supernatural imagery"), as well as to the range of sentence structures and some word choices.
Also, next week each student will select a 25-40 word extract and draft a 500 word commentary on that choice.
Monday, October 5, 2009
Week 8: 10/5-10/9
Monday:
We reviewed the formula for writing "Effect Statements," and practiced writing our own based on Lady Macbeth's words to her husband from Act I scene 7 ("dash its brains out...").
Idea + technique = effect on reader.
From the passage referenced above, one could say, "Shakespeare's portrayal of Lady Macbeth's ruthlessness (idea), emphasized by the image of a mother "plucking" her nipple from her nursing baby and smashing its head (technique), creates a sense of horror and awe in the reader(effect).
On a nuts and bolts level, classes should post twice this week on edublogger...once from Act II and once from Act III.
Also, COMMENTARY FEEDBACK is due this week, and students who haven't submitted recorded commentaries to their classmates should do so as soon as humanly possible.
Tuesday: A majority of the period was spent reading, clarifying and discussing Macbeth, Act I scene 7 and the beginning of Act II. Class paid particular attention to the dialogue between Macbeth and Lady Macbeth in I.7 in which she excoriates him for his ambivalence, and illustrates her own conviction with graphic rhetoric designed to persuade him to be firm and resolved.
Wednesday: A majority of the period was spent reading, clarifying and discussing Macbeth, Act II. We did "name" each scene of Act I as review before focusing especially on scenes 1, 2, and 3. The porter's lines were reviewed and contrasted with the general mood of the play.
Thurday: A majority of the period was spent reading, clarifying and discussing Macbeth, Act III.
Also, 4th period submitted feedback for 3rd period commenters.
Friday: A majority of the period will be spent reading and discussing Macbeth, Act III.
We reviewed the formula for writing "Effect Statements," and practiced writing our own based on Lady Macbeth's words to her husband from Act I scene 7 ("dash its brains out...").
Idea + technique = effect on reader.
From the passage referenced above, one could say, "Shakespeare's portrayal of Lady Macbeth's ruthlessness (idea), emphasized by the image of a mother "plucking" her nipple from her nursing baby and smashing its head (technique), creates a sense of horror and awe in the reader(effect).
On a nuts and bolts level, classes should post twice this week on edublogger...once from Act II and once from Act III.
Also, COMMENTARY FEEDBACK is due this week, and students who haven't submitted recorded commentaries to their classmates should do so as soon as humanly possible.
Tuesday: A majority of the period was spent reading, clarifying and discussing Macbeth, Act I scene 7 and the beginning of Act II. Class paid particular attention to the dialogue between Macbeth and Lady Macbeth in I.7 in which she excoriates him for his ambivalence, and illustrates her own conviction with graphic rhetoric designed to persuade him to be firm and resolved.
Wednesday: A majority of the period was spent reading, clarifying and discussing Macbeth, Act II. We did "name" each scene of Act I as review before focusing especially on scenes 1, 2, and 3. The porter's lines were reviewed and contrasted with the general mood of the play.
Thurday: A majority of the period was spent reading, clarifying and discussing Macbeth, Act III.
Also, 4th period submitted feedback for 3rd period commenters.
Friday: A majority of the period will be spent reading and discussing Macbeth, Act III.
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