learning goal: same as last class
email exercise: TBA
film version of LM’s entrance
31 Friday Oct 2014
Posted agenda, assessment, email, Macbeth
inlearning goal: same as last class
email exercise: TBA
film version of LM’s entrance
29 Wednesday Oct 2014
learning goal: identify the acting exercise that produces the strongest insight about an individual character or a particular line/set of lines
we’ll run through this series of exercises, culminating in an entry in your class notes that responds to today’s learning goals (page numbers come from the 3rd edition, 2014) Acting troupes will be randomly selected to perform the results of any one of these exercises.
p.28 #1 (acting troupes): “Duncan, beware!” & dramatic irony
p. 28 #2 (individual): Duncan’s journal
p.30 #1 (troupes): “If it were done . . . ” speak separate sentences
p.30 #2 (troupes): euphemisms removed
p.32 #1 (whole class) Macbeth surrounded by many Lady Macbeths
entry in class notes: identify the acting exercise that produces the strongest insight about an individual character or a particular line/set of lines. Explain the exercise and the insight. How does this insight affect your overall understanding of the play so far.
28 Tuesday Oct 2014
read these scenes for this week’s block class
as you read, compare the ruthlessness of Macbeth and Lady Macbeth (who’s winning by the end of Act One?)
28 Tuesday Oct 2014
Posted Uncategorized
inlearning goal: what are my first impressions of Lady Macbeth, and which lines most influence my answer?
enact LM’s reading of the letter form her husband
pair exercise with opening lines
LM’s soliloquy: verbs, metaphors and pacing (groups)
27 Monday Oct 2014
As you read Act 1 Scene 5 (1.5), consider this question: How much does Macbeth’s confusion make him open to influence from Lady Macbeth?
27 Monday Oct 2014
learning goal: make connections among Macbeth’s lines, to establish his level of confusion
on the whiteboard, write selected Macbeth lines that demonstrate or suggest moral confusion
then, draw lines connecting two separate line citations
discuss what these connections reveal about the level of Macbeth’s moral confusion
with remaining time, watch film versions through end of scene four (1.4)
24 Friday Oct 2014
Posted agenda, direct instruction, Macbeth, poetry, writing
inlearning goal: how can I capture confusion with concrete imagery and metaphors?
introduction ot imagery and metaphors in Macbeth 1.3
begin composing an original “poem of confusion,” using concrete imagery with a main metaphor of
a SHIP @ SEA
or
BORROWED ROBES
22 Wednesday Oct 2014
learning goal: make distinctions between Macbeth and his character foil, Banquo
public reading of 1.3 (write in class notes)
intro of Shakespeare in Bits (SIB): user name (HIES); password (H7v32wL9)
public reading of 1.4 (write in class notes)
21 Tuesday Oct 2014
for block class, read the third scene of Act One
pay special attention to lines 1.3.126-141
How does the Macbeth in these lines compare to the one in the dagger soliloquy?
How does his response to the weird sisters compare to his reaction to the imagined dagger?
21 Tuesday Oct 2014
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inlearning goal: what do we learn about Macbeth before the dagger scene? how much evidence of conscience do you see in Macbeth’s dagger speech?
PBS film (Stewart/Fleetwood) interpretation of the dagger speech
in-class email, “dagger speech” (How visible is Macbeth’s speech in the dagger speech (2.1.33ff.)–a lot, a little or not at all? Quoting at least one line from the speech, explain your response.)
general question for next several days of reading and classwork: read between the scenes–i.e., the opening wyrd-sisters scene and the dagger speech: what do we learn about Macbeth between these scenes?