If you have not already finished reading The Book Thief, please make sure you do by our Mon/Tue class. Thank you.
learning goal: how can I develop an idea, instead of repeating it? what strategies help me solve this problem?
next and final stage of writing begun last class–details and due date TBA*
due to TRNTN by start of next class
on prescribed template–with acknowledgments as needed
at least two paragraphs
assessed with Content Writing Rubric
I will collect them during this Th/Tue class.
Please come to class with these two sets completed. As stated earlier on this blog, please clearly acknowledge any help you received for either set.
By Mon Apr 3, please have read thru Act Four, and updated your note template–the one I gave you for Act One. Thank you. (Keep an eye on the continuing saga of the main characters’ consciences.)
learning goal: what three basic methods exist for punctuating in-text quotations?
set-up for in-class paragraph, based on Acts 1 & 2
submit paragraph to TRNTN–by midnight tonight–on prescribed template, making sure to acknowledge any help from classmate, especially person who gave you a question to consider
paragraphs without template will be removed
methods for quoting and citing lines in text of your paragraph
Macbeth is speaking not only to himself but also to others when he says, “Had I but died an hour before this chance, / I had lived a blessed time” (2.3.84-5). He describes his mental state with this declaration: “There’s nothing serious in mortality” (2.3.86). His innermost thoughts are made public with the metaphorical statement that “All is but toys” (2.3.87).
introduce someone’s statement with a comma
a more emphatic, pronounced lead-in to a quotation uses a colon
no punctuation needed when simply quoting a phrase or clause
By Monday March 27, read through (to the end of) Act 3. Feel free to read through annoys the material on “Shakespeare in Bits.”
Use your note template to record significant elements for each of Act 3’s scenes.
If you want, register M’s and L’s consciences in one or more of the rows on the conscience meter.
As you read Act 2, use the right-hand rectangles of your notes sheet to recognize and remember one or two particularly significant aspects of each scene. I recommend pausing to do this after finishing each scene. An alternate approach would be to read the whole act, then return to do this, but I imagine the scene-by-scene approach would work better. Realize that you can use these boxes for a variety of a scene’s significance–for example, its plot, character development, or presence of a theme or tone.
Although you also have the conscience-meter sheet, use this only as you want before the Mon-Tue class. For example, you could replicate the side one/Act One template onto the back of this sheet for Act Two. Eventually, you will have a chance to do this and begin measuring the consciences of Macbeth and Lady Macbeth for each act of the play, so that you have a sense of what happens to the mind and heart of each character.
Using the notes sheet distributed in the T/W class, make the bottom half (Act Two) resemble the top half (Act One) in terms of the content and its visual arrangement. A copy of the notes sheet appears below.
In one of the delineated rectangles along the right-hand margin, enter something that helps you recognize-and-remember the significance of this scene. (I have intentionally left this instruction at the general level–to encourage diverse responses. Therefore, I challenge you to complete this task independently.)
HW: finish reading Act One, using Shakespeare in Bits (SIB) as a guide, if you want