Copy Down these Lines from Act I, Scene iv---Leave Room for Analysis!

"The Prince of Cumberland! That is a step
 On which I must fall down, or else o'erleap,
For in my way it lies. Stars, hide your fires!
 Let not light see my black and deep desires."

Quiz--Act I, Scene v

Write a paragraphed characterization of LADY MACBETH, from what you have seen of her in Act I, Scene v. You must use a min. of 2 adjectives/character traits in your answer with examples that support each.
Step 1--fill out the chart about Lady Macbeth to organize your ideas

Adjective/character trait	Textual evidence	Explanation (how does the evidence in column 2 prove column 1 adj/trait?)

Step 2--Write a paragraphed characterization explaining what you have learned about her so far and proof for your claims. (you may look at the notes/example on the blog for Macbeth if needed).

*NO LENGTH REQUIREMENT. USE YOUR BEST JUDGEMENT.
*WHEN YOU ARE FINISHED PLACE IT IN THE HOMEWORK BIN FOR YOUR PERIOD.

Notes for Irony--copy please***************You will need to know this throughout the play********************************

Dramatic irony---occurs when the audience knows something the characters do not. Because of this understanding, the words of the characters take on a different meaning. This can create intense suspense or humor.

REMEMBER THE EXAMPLE OF THE SCARY MOVIE.

YouTube Explanation of Dramatic Irony (we will watch this when we are done copying everything)

In Macbeth it is achieved a great deal of the time through asides.

Aside-a remark or passage by a character in a play that is intended to be heard by the audience but unheard by the other characters in the play.

(I always think: a comment to "the side")

Often times in the movie, the character looks right at the camera like he or she is talking to us.

SO WHAT DRAMATIC IRONY IS PRESENTED IN ACT I, SCENE iii? (QUESTION IS #3 ON YOUR STUDY GUIDE)

Example for paragraphed characterization of Macbeth.

         In the beginning of Act I, Macbeth is shown as a brave character. In line 16 he is referred to as “brave Macbeth” and he is also called “valor’s minion” (ln. 19) for his actions in the war. He is said to have "unseamed" a man from "the nave to the chops" showing that he is capable of being a ruthless killer (ln. 22).  
         But as the scene moves on, he is also described as being noble. King Duncan gives Macbeth the title of Thane of Cawdor for his nobility, stating, “What he hath lost noble Macbeth hath won” (ln. 67).
         This gives the reader the idea that Macbeth is well-respected by the people of Scotland. However, since we know he is a tragic hero this can't last too long. The fact that he can kill so readily would lead the reader to believe that he will probably do it again.

Characterization in Act I: Characterizing Macbeth

Ok, we did something similar to this with the college essay "Swimming."

We want to keep track of how Shakespeare develops the character of Macbeth. We know he is a TRAGIC HERO--so he will start in a HIGH position and end in a LOW one. So we want to complete a characterization of him at the beginning first........

Give 2 adjectives that would describe Macbeth in Act I (what we have read so far). Explain your choices using textual examples from the text--(cite and explain how they prove the adjective). Are these characteristics direct (told to us) or indirect (we have to look at what happens and figure it out)--maybe a combination of both....if so why? WHAT IS THE AUTHOR FORESHADOWING?

Adjective/trait	Textual evidence	Explanation	Direct/indirect

After filling in the notes, we will turn it into a paragraphed response:
What type of character is Macbeth presented as in Act I?
How do you know?
What does this do for the reader?
Do you think this could foreshadow future events in any way?
 If so how?
----------------notes from class------------------------

Adjective/trait	Textual evidence	Explanation	Direct/indirect
brave, hero	“brave Macbeth” “valor’s minion” (bravest of all)	Macbeth is reported to fight bravely in the war	direct
noble	“what he hath lost, noble Macbeth, hath won”	The king gives Macbeth the title of Thane of Cawdor (that he takes away from his friend who was a traitor) because he proves his loyalty to Scotland	direct
Ruthless, warrior	“Till he unseamed him from the nave to the chops…his head upon our battlements”	Shows Macbeth is used to killing people in a gruesome way	indirect

 

After filling in the notes, we will turn it into a paragraphed response:
What type of character is Macbeth presented as in Act I?
How do you know?
What does this do for the reader?
Do you think this could foreshadow future events in any way? If so how?

      In Act I Scene ii, Macbeth is presented as ……………… we know this when the Captain states,……………. We also hear that he is ……………………….and because of this the king……….. Macbeth is presented as a ………………..type of soldier. This is evident as………………….

      This gives the reader………..This may be Shakespeare’s way of foreshadowing…………………

Take down the following notes for Act I, Scene i, Macbeth: you should also have your study guide packet with the character map at the top, out on your desk.

Mood-- a literary element that evokes certain feelings or vibes in readers through words and descriptions. Usually, mood is referred to as the atmosphere of a literary piece, as it creates an emotional situation that surrounds the readers. Mood can be developed through setting, theme, tone and diction, imagery, etc.

*After we read ACT I, SCENE I, let's use the list of words for mood to describe it and support our choice with a textual example.

Paradox- from a Greek word that means contrary to expectations, existing belief or perceived opinion. It is a statement that appears to be self-contradictory or silly but may include a latent truth (basically, doesn't seem to make sense but it does).  A paradox is often used to make a reader think over an idea in innovative way.

*After we read ACT I, SCENE I, we will attempt to identify the paradox and explain what we think it means/predicts for the reader.

******What is Shakespeare trying to foreshadow in scene i with these two literary devices?****

(def. adapted from literarydevices.net)

Monday 9/22

• Today we will take the reading assessment (as our Monday quiz). You will receive full-credit for completing it but please try your hardest.
• Next, we will make a character map for Macbeth--we will start reading it on Wednesday.
• Tomorrow, I do not have plans to read Macbeth, because most of you will be at the CAO college fair. I will provide this period for you to work on/type the college essay--it is due FRIDAY AT THE LATEST.
• PLEASE DO NOT LOSE THE MACBETH WORKSHEET!!!! YOU WILL NOT RECEIVE ANOTHER ONE!!!!!

Question Answer Relationships

Question Types—

“Right There”--The answer is in the text. The words used to make up the question and words used to answer the question are found in the same sentence. (Not always an Explain)

“Think and Search”-- The answer comes from different places in the selection. You will need to look back at the passage, find the information that the question refers to, and then think about how the information or ideas fit together.

“Author and Me”-- These type questions require you to use ideas and information not stated directly in the passage to answer; so, you must think about what you have read and formulate your own ideas or opinions.

“On My Own”--The answer is not in the text. You can answer the question without even reading the text. The answer is based solely on your own experiences and knowledge. (**No Textual Evidence)

Notes #1 for Macbeth: You will need these!!!

tragedy--presents the downfall of a dignified character who is involved in historically or socially significant events. This fall is usually caused by a flaw in his character.

tragic hero--the main character, dignified who has a downfall based mainly on a poor character trait. He/she evokes both pity and fear in readers because the audience realizes the struggles faced by him are necessary parts of human life.

tragic flaw--whatever is wrong with his character that causes his destruction--usually leads to an error in judgment.

Questions for the "Witches, Superstition, and Ghosts"--Use the RACE strategy to answer questions 1-5 (25 points)

Please answer the questions using complete sentences and textual evidence whenever possible.
1. Why were people in this time period more likely to believe in magic to explain things than they are today?
2. Where did superstitions and beliefs stem from?
3. Give at least 2 examples of superstitions that were believed at this time.
4.What is "purgatory" and what purpose did it serve?
5. How did Shakespeare use the supernatural beliefs and superstitions of the time period in some of his plays?

Most Common Quiz Mistakes.....this was the easiest one....

1. Major errors in spelling and grammar (for 12th grade):

• Two qualities or characteristics the author want John Hopkins to see....
• Two qualities the author has are she is confident.

2. Incomplete/Inaccurate Answer (did not answer all parts of the question):

• Most people that did this skipped the section about why a college would want a person like this.
• Others analyzed literary elements and techniques in the writing. Nice, but not what it asked.

3. Incorrect/Incomplete RACE strategy:

• Most people that made this error skipped the explanation--they did not explain how their textual evidence supported their claim (their adjectives).
• In the future, I would recommend using your highlighters to make sure you are completing it correctly; this will only get much harder.

4. Talking during the quiz/Lack of effort or preparation:

• Some people had no notes or any idea what RACE was, nor did they take the time to look.
• Some of you read it once, proclaimed it was "too hard" and gave up. Wow, already.
• Others, for some reason or another, refused to listen to the request to be courteous---this immature behavior will not be tolerated in this room. You can't do your best work, and either can those around you. More importantly, it tells me as your teacher that you are really not concerned with my respectful request, and you do not care about your work or the rest of us. At this stage of my life, I would start being conscious of the image I project to others. End of lecture.

Here is a student sample that was done well: (color-coded for your benefit):

     Two characteristics that the author wants Johns Hopkins University to see about her is that she is determined and proud of her struggles because they have made her who she is today. The author states that it took her, "Nine years of voice therapy, nine years of learning how to project and nurture my one working vocal cord" because of being born prematurely. This would show a college that she is not willing to give up no matter what. This would help her in college because they would want someone who was determined to succeed despite the odds against them. 
      Even though she had issues, she is proud of who she has become because of them. In paragraph 7 she states, "Where we come from and how we got here makes us who we are in this moment. That’s the purpose of our story; that’s what I want others to know." This shows the readers that Jacqui is not ashamed of her problems, but instead has used them to become a stronger person. Johns Hopkins would want someone like this because everyone will most likely have a problem in life. This would tell them that when she does have a problem, it won't stop her from being successful in her classes and graduating from college. She wouldn't be ashamed to ask for help and work through it.

Ok, let's get started....

Accuplacer Part I---Writing Sample--- 50 point essay grade for completion

WritePlacer Sample Topic: Type your essay in Microsoft Word, save in your user space and place it in my Drop Box clearly labeled.Directions: Prepare a multiple-paragraph writing sample of about
300–600 words on the topic below. You should use the
time available to plan, write, review and edit what you
have written. Read the assignment carefully before you
begin to write.

Some schools require each student to participate in an
organized school sport chosen by the student. People at
these schools argue that athletics is an important part
of the educational experience and that there should be a
rule requiring participation. Others argue that students
should be free to decide whether or not they wish to
participate in organized school sports. Write an essay
for a classroom instructor in which you take a position
on whether participation in organized school athletics
should be required. Be sure to defend your position
with logical arguments and appropriate examples. Your
essay must be 300–600 words in length.

from:
http://professionals.collegeboard.com/profdownload/accuplacer-sample-questions-for-students.pdf

New Beginnings, Practice, etc. for Class of 2015 Seniors

10 things we will do today (next 2 days) in class among other things:
1. Look at the class blog page as well as exploring various sections/links on it. Bookmarking the blog.
2. Read over the course syllabus.
3. Look at/practice using the class drop-box.
4. Look at/practice using the online quiz link.
5. Open a Google Docs/Drive acct. if you don't have one.
6. Review basic Microsoft Word procedures and functions (copy/paste/saving to userspace, etc.).
7. Briefly discuss how to use the blog to type rather than hand-write assignments done in class.
8. Learn how to leave a comment on the blog.
9. Learn how to send me an email.
10. Learn where to look in the room for homework, what to do, pg #, put binders, find textbooks, etc.
11. Make yourself a diploma. Seriously.