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Second Quarter Unit: Shakespeare with a Concentration on Macbeth“Be bloody, bold, and resolute; laugh to scorn the power of man.”- Macbeth, Act IV, Scene 1 Directions: Keep track of this packet as we delve deeper into Shakespeare’s world and his brilliant play Macbeth. Submit this packet at the end of our unit. Part 1: Shakespearean InsultsThe best way to understand Shakespeare’s Elizabethan English is to use it for yourself. Create one (1) Shakespearean insult and then switch your paper with the person to your left. Respond to the insult you receive by writing an insult on the line below it. Keep switching until you receive your paper back. If done correctly, you should have at least 25 insults (one for each person in the class). Follow the directions below to begin.Shakespeare Insult KitTo create a Shakespearean insult...Combine one word from each of the three columns below, prefaced with "Thou":Remember to use them correctly. Column 1 & 2 are adjectives and column 3 contains nounsi.e.- Thou artless, beef-witted apple-john! Column 1 Column 2 Column 3 (adjective) (adjective) (noun) artless base-court apple-john bawdy bat-fowling baggage beslubbering beef-witted barnacle bootless beetle-headed bladder churlish boil-brained boar-pig cockered clapper-clawed bugbear clouted clay-brained bum-bailey craven common-kissing canker-blossom currish crook-pated clack-dish dankish dismal-dreaming clotpole dissembling dizzy-eyed coxcomb droning doghearted codpiece errant dread-bolted death-token fawning earth-vexing dewberry fobbing elf-skinned flap-dragon froward fat-kidneyed flax-wench frothy fen-sucked flirt-gill gleeking flap-mouthed foot-licker goatish fly-bitten fustilarian gorbellied folly-fallen giglet impertinent fool-born gudgeon infectious full-gorged haggard jarring guts-griping harpy loggerheaded half-faced hedge-pig lumpish hasty-witted horn-beast mammering hedge-born hugger-mugger mangled hell-hated joithead mewling idle-headed lewdster paunchy ill-breeding lout pribbling ill-nurtured maggot-pie puking knotty-pated malt-worm puny milk-livered mammet qualling motley-minded measle rank onion-eyed minnow reeky plume-plucked miscreant roguish pottle-deep moldwarp ruttish pox-marked mumble-news saucy reeling-ripe nut-hook spleeny rough-hewn pigeon-egg spongy rude-growing pignut surly rump-fed puttock tottering shard-borne pumpion unmuzzled sheep-biting ratsbane vain spur-galled scut venomed swag-bellied skainsmate villainous tardy-gaited strumpet warped tickle-brained varlot wayward toad-spotted vassal weedy unchin-snouted whey-face yeasty weather-bitten wagtailPart 2: Close Read: from “Why Read Shakespeare?” Argument Essay By Michael Mack (HMH Collection 5, p. 203)Add the vocabulary words/ definitions on page 202 to the vocabulary section in your class notebook. (Comprise, Incidence, Priority, Thesis, Ultimate)QuestionsNotesWhat is the primary claim Mack makes in his introduction? (Liens 1-13)How do the rhetorical questions in this section set the stage for Mack’s argument and engage his audience?(Lines 1-13)How can the use of comparisons be used as a rhetorical device?(Lines 16-20)Comparison of listening to music and reading Shakespeare:First it seems:Later it seems:What’s the denotation and connotation of the words “professional” and “scientific?”Describe how Mack uses the meanings of the words and resulting tone to further develop his argument.(Lines 55-66)Cite reasons that Mack uses to explain how learning about literature relates to learning about life. (lines 88-106)How does Mack connect reading Shakespeare to the audience’s self-interest? (lines 111-132)Cite text evidence to discuss whether Mack’s style and tone appeal to you as a student and whether you find the comparisons he makes relevant. (Include at least two pieces of textual evidence).Complete the critical vocabulary section on page 209.1.2.3.4.Part 3: Reading MacbethAdd the vocabulary words/ definitions on page 210-211 to the vocabulary section in your class notebook. (archetypes, tragic hero, catastrophe, tragic flaw, dramatic irony, soliloquy, aside, blank verse, verse dramas, Iambic pentameter, rhetorical devices, repetition, parallelism, rhetorical questions)Review p.211 with Ms. EllisReview Elizabethan Language Terms handout. (An extra copy is on the website).Take Cornell Notes while reading Macbeth.QuestionsNotesAct ICharacters: First Witch, Second Witch, Third Witch, Duncan, Malcolm, Captain, Lennox, Ross, Banquo, Macbeth, Angus, Lady Macbeth, MessengerWhat is the setting?Who are some of the major characters in Act I? Why are they important?What is the purpose of the first scene?Reread lines 16-23 of scene 2. What impression of Macbeth is created by these details?A paradox is an apparent contradiction that reveals a truth. The witches end the first scene with a paradox. “Fair is foul, and foul is fair.” Explain the ways in which this contradiction is shown to be true in Act I. Review lines 2-14 in scene 4. What does this description of the previous Thane of Cawdor’s actions and ultimate fate foreshadow for Macbeth?Reread Lady Macbeth’s soliloquy, lines 35-51, in Scene 5. Why does she ask for the spirits to fill her with “direst cruelty” and “make thick my blood”? What does this speech reveal about her character?Collaborative Discussion: With a partner, compare how Banquo and Macbeth each react to the witches’ words. What might be the reason for Macbeth’s reaction? Cite specific textual evidence from the play to support your ideas.Act IICharacters:Banquo, Fleance, Macbeth, Lady Macbeth, Porter, Macduff, Lennox, Donalbain, Ross, Old Man, Paraphrase lines 16-18. What makes these remarks ironic? How does this help to build suspense?How does Shakespeare use the porter as comic relief? (Lines 1-16)What is the mood or atmosphere of Act II? What images or details in characters’ speeches help to create this mood?Throughout the play, symbols, or object or ideas that stand for something other than themselves, are used to represent major ideas and themes. What is symbolized by the repeated incidences of images of blood, sleep, and darkness?Collaborative Discussion: How do Macbeth and Lady Macbeth conceal and carry out their plot? With a partner discuss which parts of the plan go smoothly and which do not. Cite specific textual evidence from the play to support your ideas.Act IIICharacters:Banquo, Macbeth, Lady Macbeth, Servant, First Murderer, Second Murderer, Third Murderer, Lord (s), Lennox, Ross, Hecate, First WitchExplain what double- meaning might be intended by Banquo’s statement that his “duties/ Are with a most indissoluble tie/ Forever knit.”Cite an example of irony in Macbeth’s dialogue in lines 29-35.A soliloquy is a monologue in which a character reveals information, thoughts, and feelings to the audience but not to other characters. Cite evidence in Macbeth’s soliloquy (lines 47-71) that explains Macbeth’s assessment of Banquo. What is revealed about Macbeth’s character?Scan the meter in lines 115-122 and identify the meter. Change the sentence structure of the following line to make it sound like normal speech: “And though I cold/ With barefaced power sweep him from my sight.”How does Shakespeare’s use of inverted sentence structure affect iambic pentameter?Review lines 135-140 in Scene 4. In what way does this speech reveal a change in Macbeth’s attitude from how he has felt in the past about his deeds?Some critics believe that Scene 5 was not part of the original text but was added to the play later. What is the purpose of Scene 5?Collaborative Discussion: Are the people happy about Macbeth’s rule? Why or why not? With a partner, discuss what is revealed about the way in which Macbeth governs. Cite specific evidence from the play to support your ideas.Act IV Characters: First Witch, Second Witch, Third Witch, Hecate, Macbeth, First Apparition, Second Apparition, Third Apparition, Lennox, Ross, Lady Macduff, Son, Messenger, Murderer, Malcolm, Macduff, DoctorWhat is the mood that is established in the scene description and stage direction at the beginning of Scene 1? What elements help to create the mood? What tone might we expect in the dialogue that follows? How does the stage direction further readers’ understanding of the witches?Identify the images Macbeth uses in his speech and draw a picture of one.What does the armed head, or head wearing armor symbolize?What is ironic about Macduff’s speech in lines 2-8 of Scene 3? What type of irony is it?What are the series of events that will eventually lead to Macbeth’s downfall? What is Macbeth’s tragic flaw?With a partner, discuss how Macbeth descends further into evil. Cite evidence from the play to support your thesis.Explain the dramatic irony in these line in Scene 3.Lines 4-8 “Each new morn…”Line 14 “He hath not touched you yet.”Line 180 “No, they were well at peace when I did leave ‘em”Act VCharacters:Doctor, Gentlewoman, Lady Macbeth, Menteith, Angus, Caithness, Lennox, Macbeth, Servant, Seyton, Soldiers, Siward, Messenger, Macduff, Young Siward, Ross, With a partner, discuss how each prophecy is fulfilled in spite of its seeming impossibility. Cite specific textual evidence from the play to support your ideas.The witches are sometimes seen as representing fate, or destiny. Do they merely reveal what will happen, or do they manipulate events?Review Malcolm’s last speech in Act V, Scene 8. How are his words an echo of Duncan’s language earlier in the play? How does this speech thematically and structurally unify the play?What are the themes represented in Macbeth? Utilize textual evidence to prove your point.Part 4: Media Analysis: from “Macbeth on the Estate” by Penny WoolcockWrite notes on the background information/ film.How does the modern setting add to the mood of the production? What atmosphere, or feeling, is conveyed? Cite specific images to support your ideas.Part 5: from Holinshed’s Chronicles History by Raphael HolinshedWrite notes on the background information. In both the play and the history, Macbeth can be viewed as a flawed tragic hero. What are the similarities and differences in how each text conveys Macbeth’s motivations for killing Duncan and Banquo? Which author is more successful in conveying Macbeth’s motivations, and why? Cite Textual evidence to support your answer.Part 6: “The Macbeth Murder Mystery” by James ThunderRead this short story in a collaborative reading circle. Complete the chart below. The Performance Task is homework.Writers use satire to ridicule follies or foolish ideas commonly head in a society. What does Thurber ridicule in his satire? What point does he make regarding the expectations of reading different types of literature?The American woman explains why some characters in the play are not guilty of Macbeth’s murder. What reasons does she provide that prove that Malcolm, Donalbain, Macbeth, and Lady Macbeth are innocent? Does she have an understanding of Shakespeare’s play? Explain your answer.In lives 94-95, the narrator says of Shakespeare’s play, “I don’t feel somehow, as if I’d ever really read it.” In what ways is this statement ironic? How does this incidence of irony add to Thurber’s satire?In the last paragraph, the narrator presents his solution to Macbeth’s murder mystery. How does his version of Duncan’s murder differ from Shakespeare’s? Explain how the characters are recast and the events of the play are changed.Thurber is known for his humor and wit. How does he convey humor in this story? Cite details from the text to support your response.Performance Task: see page 307 of your digital textbook. Complete task on a separate sheet of paper. Students may type narratives for a cleaner more finished look.Part 7: “5 P.M., Tuesday, August 23, 2005” by Patricia SmithWrite notes on the background/ author information.Identify the extended metaphor that is developed throughout the work. Explain how it is also an example of personification.How would you describe the poem’s speaker? With a partner, discuss how the poet creates a vivid character as the voice of the poem. Cite specific lines to support your ideas.Part 8: Group PerformanceMy Selected Act, Scene: ____________________Performance Date: ___________________Group Members: ________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________Group Performance Scoring Rubric:Category4 (Impeccable)3 (average)2 (mediocre)1 (unacceptable)0 (No presentation)Appearance/ Staging43210Adherence to Original Text43210Intention of Emotion43210Voice Inflection43210Please note: All scenes must be fully memorize. NO notecards will be allowed. Students are required to dress up in appropriate attire for their scene and perform. Scene decorations are encouraged.Part 9: Fun with iambic pentameter.Create a poem for either someone special or your worst enemy. Your poem must be written in iambic pentameter. We will share them in class. ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ ................
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