MACBETH

MACBETH

Synopsis of the PLAY:

http://www.onlineshakespeare.com/macbethsyn.htm

Vocabulary for MacBeth with Cool Sound Effects:

http://homepages.rootsweb.com/~maggieoh/Macbeth/vocab2.html#S

Questions for MacBeth:

ACT 1

1.11. What is the effect of beginning the play with the witches? Whom are the witches going to meet, and when? Notice the language of lines 10-11 and watch for it later in the play.

1.21. What do we learn about and from the "bloody Captain" (1.2.1-44)? Who is Macdonwald and what has he done? What has been done to him and by whom? Did that end the problem with rebels (1.2.29-34)?

2. What do we learn from Ross and Angus (1.2.45-62)? Who was the traitor in this different revolt? What does King Duncan say about the traitor and about his title (1.2.63-65)?

1.31. What is the effect of what the witches tell each other in 1.3.1-27)? What is the effect of the specifics they tell? Are these details important to the plot of the play? Why are they here? What does the First Witch mean by line 9? Keep the line in mind; "do" is an important word in this play. How do the witches prepare for Macbeth's arrival, and what do they say (1.3.28-35)?
2. Does Macbeth's first line (1.3.36) remind you of anything we have heard before? What do the witches look like (1.3.37-45)? What do they tell Macbeth (1.3.46-48). What happens to Macbeth then? How do we know? (See 1.3.49-55.) What does Banquo ask the witches and what do they tell him (1.3.55-67; notice the paradoxes in 1.3.63-65, similar in structure to 1.1.10-11 and 1.3.36). What do we know that Macbeth doesn't know in 1.3.68-76)?

3. How does Banquo explain the witches (1.3.77-78)? What does Macbeth learn from Ross and Angus (1.3.87-114)? What is Macbeth doing in lines 114-156? Note where he is speaking to himself, where he is speaking only to Banquo, and where he is speaking to everyone. How is Macbeth reacting to what the witches have said and to what Ross and Angus have said? Read Banquo's speech in lines 120-125 carefully for a statement related to the themes of the play. Then read Macbeth's speech at 1.3.126-141 carefully. What is he saying? What is he beginning to think about? Notice an echo of the paradox of "fair is foul" in lines 140-141.

4. How does Macbeth explain his behavior (1.3.148-149)? How much of his thought does he plan to share with Banquo (1.3.152-154)?

1.41. How did Cawdor die (1.4.1-11)? How does the King respond (1.4.11-14)? Keep these lines in mind.

2. How does the King greet Macbeth and Banquo (1.4.14-35)? Note the imagery of planting and growing. What announcement does the King make in lines 35-42? (Prince of Cumberland is the title of the Scottish heir apparent, like Prince of Wales for the English.) Where does the King intend to go (1.4.42-47)? How does he react in his aside to the King's announcement of his heir (1.4.48-53)? What is going on in Macbeth's mind?

1.51. Has Macbeth reported accurately to his wife (1.5.1-12)? How does she respond? Read her speech in lines 13-28 carefully. How does she describe Macbeth? Does this match what we have seen of him?

2. How does Lady Macbeth respond to the news that the King is coming? Read her speech in lines 36-52 carefully. What does she intend to do? What does she have to do to herself to let that happen?

3. Who is in charge when Macbeth arrives (1.5.52-71)? Has Lady Macbeth decided what to do? Has Macbeth? What does she tell him to do, and what will she herself do?

4. What is Lady Macbeth's name? (A trick question-it's not in the play. But historical sources tell us her name was Gruoch and that she had a son by a previous marriage, named Lulach. See the Bedford Texts and Contexts edition of Macbeth, p. 128, with no source given there.)

1.61. Read the opening speeches (1.6.1-10) carefully, noting the imagery. How honest is Lady Macbeth's welcome (1.6.10-31)?

1.71. Read Macbeth's soliloquy in 1.7.1-28 carefully. Notice the repetition of "done" in lines 1-2. How ready is Macbeth to kill the King? What is he worried about in lines 1-12? What special rules of hospitality is Macbeth violating (lines 12-16)? What motivation does Macbeth attribute to himself (lines 25-28)?

2. What is Lady Macbeth complaining about in lines 28-30? What does Macbeth then say, and how does Lady Macbeth reply? Read their discussion in lines 31-82 carefully to see what positions each holds and what means each uses to convince the other? Who is the stronger person in this scene?

ACT 2
2.11. What is the purpose of the opening of 2.1 (lines 1-9)? Notice the references to time (lines 1-3), and think about the other references to time so far in the play (1.1.1-5; 1.3.56, 146, and 152; 1.5.8 and 56-62; 1.7.51 and 81). What is the function of the discussion about the witches in 2.1.20-29?

2. Read Macbeth's soliloquy in 2.1.33-64 carefully. What is happening to him? How does he explain it? What will he do about it? Notice references to time in line59 and to deeds and done in lines 61-62.

2.21. What is Lady Macbeth's state of mind in her soliloquy (2.2.1-13)? What has she done? What does she assume Macbeth is now doing? Why didn't she do it (lines 12-13)?

2. What deed has Macbeth done (2.2.14)? What is Macbeth worried about in lines 17-31? How does Lady Macbeth respond (lines 31-32)? Notice the heavy emphasis on the murdering of sleep in lines 33-41. What problem arises in line 46? How is it solved? Keep lines 44-45, 58-61, and 65 about washing in mind for later in the play.

2.31. What does the porter pretend to be doing? Notice the emphasis on equivocation in this speech and in the following dialogue with Macduff. Equivocation was a doctrine espoused by Jesuits living secretly in England (and in danger of arrest, torture, and death) that allowed them to swear oaths with double meanings in order to preserve their lives while also maintaining their faith but that looked to their opponents very much like lying under oath. Equivocation had recently been much discussed because of the trials surrounding the Gunpowder Plot of November 1605, a Catholic attempt to blow up Parliament while the members and the King were present. Watch how the idea of equivocation functions in the play.

2. What is the thematic function of Lennox's conversation with Macbeth about the unruly night (lines 50-59). What is the theatrical function of the scene? Why does something need to be here?

3. What news does Macduff report at line 59? How do Macbeth and Lady Macbeth respond? What does Macbeth report in lines 103-104 that he did? What do Malcolm and Donalbain decide to do and why (lines 116-121 and 131-142)? Where will they go? What do they seem to expect will happen if they don't leave?

2.41. What is the function of the dialogue between the Old Man and Ross (lines 1-20)? What do we learn from Macduff about Malcolm and Donalbain? About Macbeth? Where has Macbeth gone? Where will Macduff go? (Macbeth was historically a member of the royal family; his mother and Duncan's mother were sisters, daughters of Duncan's predecessor as king; both Duncan and Macbeth were historically about the same age. Duncan ruled from 1034 to 1040 and Macbeth from 1040 to 1057.) Notice that many of the key words and ideas we have been tracing appear in this scene.

ACT 3
3.11. How does Banquo react to Macbeth's being King (3.1.1-10)? What does he suspect has happened to Duncan?

2. What does Macbeth learn from Banquo in lines 19-38? Why does he want to know it? What does he say about Malcolm and Donalbain in lines 31-34?

3. Read Macbeth's soliloquy in 3.1.49-73 carefully. What is bothering Macbeth?

4. How does Macbeth get the two murderers to agree to kill Banquo? Has he told them the truth about Banquo and himself? What has brought the murderers to be willing to do a deed like this?

3.21. How much does Macbeth tell Lady Macbeth about his fears? How much does he tell her about what he plans to do? Does she know as much as we know at this point?

3.31. How do the two murderers respond to the third one? How does the third one explain his presence?

2. How successful is their mission?

3.41. During the banquet, what does Macbeth learn from the First Murderer (3.4.11-31)? How does that affect Macbeth's participation in the banquet?

2. What appears at 3.4.36? Who can see it? What "trick" does it play on Macbeth (3.2.36-46)? How does Macbeth respond? How does Lady Macbeth explain his response to him? To the guests? What does Macbeth find strange (3.4.74-82)? What happens to the banquet?

3. Who is the next problem person mentioned (3.2.127-129)? How well does Macbeth trust his followers (3.4.130-131)? Where will he go tomorrow and what does he want to find out (3.4.131-134)? How does Lady Macbeth diagnose his infirmity (3.2.140)?
3.51. What is Hecate's complaint to the witches? What does she tell them to do? What will happen tomorrow? Where?

3.61. Why is Lennox talking in such an indirect way to the other lord? What is Lennox trying to tell him? What might he be trying to learn about him?

2. What has happened to Macduff?

3. What is the function of this scene in the play?

ACT 4
4.11. How many witches appear in this scene?

2. What messages does Macbeth get from the witches and their apparitions? Does he feel safe after the first three apparitions? Should he? How does he feel after the fourth, the line of kings?

3. What does Macbeth learn from Lennox at line 158? What does he plan to do about it?

4.21. What is Lady Macduff's reaction to her husband's departure for England (4.2.1-30).

2. What is the function of the scene between Lady Macduff and her son (4.2.30-64)?

3. What happens to Lady Macduff and her son?

4.31. What do we know at the beginning of the scene that Macduff doesn't know?

2. What is the main issue between Malcolm and Macduff in the first part of the scene (4.3.1-32)? Why might Malcolm be suspicious of Macduff? How does Macduff respond (4.3.32-38)? What changes when Macduff starts to leave at line 35?

3. What does Malcolm say about himself, and how does Macduff respond (lines 38-115)? What bothers Macduff more in a king, lust or avarice? Why does this character of Malcolm's surprise Macduff (lines 106-112)? (Malcolm's mother was the daughter of the Old Siward mentioned in line 135, which might explain why he is helping. The description of his mother sounds more like St. Margaret of Scotland, who in fact was later this Malcolm's wife.)

4. How does this threat to leave by Macduff change Malcolm's story? What is Malcolm's explanation for his behavior (lines 115-133)? What was Malcolm about to do when Macduff arrived (lines 134-138)?

5. What is the purpose of the discussion of King Edward's healing powers? How does this compare to the present King of Scotland in the play? Note lines 155-157: King James, who was from Scotland and who as a Stuart was considered one of those descendants of Banquo, had recently revived this practice when the play was written, which gives another reason for including it in the play.

6. What message does Ross bring? How long does it take for him to tell it? How does Macduff respond? Note lines 214-217: Who "has no children"? We assume he means Macbeth, but could he mean Malcolm, who is perhaps too hasty in telling him to "Be comforted"? Notice the mentions of "man" in lines 221-223 and 237 and compare the use of the word earlier in the play (as at 1.7.46-51 abd 72-74; 3.1.92-102; and 3.4.57, 72, 98, and 107). What does it mean to be a "man" in this play?

7. What are Malcolm, Macduff, and Ross ready to do at the end of the scene?

ACT 5
5.11. What has the gentlewoman seen Lady Macbeth do (5.1.1-15)? Why won't she tell the Doctor what Lady Macbeth said?

2. What does Lady Macbeth reveal in her sleepwalking speeches and actions (5.1.23-58)? To what does the Doctor relate this in 5.1.61-69? What is he suggesting in lines 66-67?
5.21. Where are the soldiers heading in 5.2? Whose side are they on? What do the mentions of Birnam Wood (line 5) and Dunsinane (line 12) remind us of?
5.31. What reports are the servants bringing to Macbeth (5.3.1)? Why does Macbeth say he is not afraid? What does he think about himself in lines 20-29?

2. What does the Doctor say about Lady Macbeth (lines 39-46)? What does Macbeth wish the Doctor could do (lines 52-58)?

5.41. What does Malcolm tell the soldiers to do (5.4.4-7)? What effect do you expect this to have on Macbeth?

5.51. What does "the cry of women" signify (5.5.7.1, 15)? Read Macbeth's famous speech in lines 16-27 carefully. What is he saying? How does he feel about life at this point?

2. What news does the messenger bring in lines 28-33? How does Macbeth react to this news? What does he now think of the witches (lines 40-46)? (Notice the return of "equivocation" in line 41.) Yet what is his mood at the end of the scene (lines 49-50)? Will he go out with a whimper?

5.61. What do we learn in this scene? Why are Siward and his son mentioned?

5.71. What is Macbeth's attitude at the beginning of the scene (lines 1-4)? What happens in his encounter with Young Siward?

5.8 (5.7 continues in most editions)1. Who is Macduff looking for and why (lines 1-10)?

5.9 (5.7 continues in most editions)1. How is it that Malcolm and Siward are able to enter the castle so easily (lines 1-6)?

5.10 (5.8 in most editions)1. What unwished-for information does Macduff have for Macbeth (lines 1-16)? How does Macbeth respond? What will happen if he doesn't fight? Why does he fight?

5.11 (5.8 continues in most editions)1. How upset is Siward at his son's death? Why?
2. What does Malcolm promise his followers (lines 26-41)? What does he tell us about Lady Macbeth's death (line 36-37)? Should we believe him? (He is her enemy, after all-but remember the Doctor's instructions in 5.1.66-67.)

Suggested Essay Topics- Pick one of the following essay prompts and write a five page, MLA formatted essay.

1. The fantastical and grotesque witches are among the most memorable figures in the play. How does Shakespeare characterize the witches? What is their thematic significance?
2. Compare and contrast Macbeth, Macduff, and Banquo. How are they alike? How are they different? Is it possible to argue that Macbeth is the play’s villain and Macduff or Banquo its hero, or is the matter more complicated than that?
3. Discuss the role that blood plays in Macbeth, particularly immediately following Duncan’s murder and late in the play. What does it symbolize for Macbeth and his wife?
4. Discuss Macbeth’s visions and hallucinations. What role do they play in the development of his character?
5. Is Macbeth a moral play? Is justice served at the end of the play? Defend your answer.
6. Discuss Shakespeare’s use of the technique of elision, in which certain key events take place offstage. Why do you think he uses this technique?

MLA FORMAT: http://owl.english.purdue.edu/owl/resource/557/01/

Things Fall Apart Links

Putting Things Together:
Exploring Chinua Achebe's Things Fall Apart
A Blog for 12th Grade Language Arts

Things Fall Apart Questions:

http://www.wsu.edu:8000/~brians/anglophone/achebe.html

Game:

http://homepages.wmich.edu/~acareywe/umuofia/

Web Quest:

http://www.missouriwestern.edu/plwp/Webquests/Miller%20Webquest/teacherindex.htm

Study Guide:

http://www.teachit.co.uk/attachments/1569.pdf

Journal Heart of Darkness

Post your comments for your Heart of Darkness Journal here:

Korre Mitchell

Korre Mitchell

By mrs. bosch

We lost a student today; a Patterson High student died early this morning.

My mentor came to us and stated, “Do you guys want to know who; I am not sure how to tell you.”I held my breath and stopped laughing with the teachers around me.I wondered who it could be ; who passed away? and I waited. The click of silence.

Her words held on elongated breath as she said, “Korre Mitchell.”But, she was mine, my mind raced. Mine. And tears fell to my cheeks almost in mid-laughter. Mine. I had to be walked outside.

I saw her face before me; she had inspired me in our Socratic Circle for Jane Eyre. She kept struggling to say something; she was always getting cut off. Through her stunned thoughts, I saw frustration and angst.So, I paused us, the whole class, because of her and I said…simply, “I see you” and I put my fingers to my eyes and pointed them to hers. “I see you.” And she smiled gently and I smiled back. “I have your points and I feel the frustration, but I see you, I hear you.”

Her shoulders fell back and relieved themselves and her blond hair gently pushed back by the glide of her hand reminded me of mine.Instead of pausing her thoughts, she continued on, and I continued to see her. Truly see her. She is beautiful, bright, and endearing, relating herself to Jane and writing in her journal. I saw her, I heard her, and I was small part of her life and now, she is gone and I am left broken hearted to explain to the rest of the AP students why such things happen and me, with my degrees stand here not knowing.

But, my four year son and seven year old daughter told me this as they held my hands while I cried like a child, “Mommy, she is in a better place; the place where heaven is. And she is looking back down and saying how beautiful and wonderful it was to have friends and great teachers. Korre, has been called to heaven but, she knows how wonderful and grateful she is for the wonderful life she had.”

And I just held my children’s wise hands and continued to be free to cry like a child and say, you are right, you are right. And lord, help me know what to say on Monday, except that she reminds me so much of myself and that I am left broken hearted.

Final Jane Eyre Journal

Post your comments for your final

Jane Eyre

Journal

Due: October 12, 2007

AP WORK

Week 1

• 
  
  Monday-Syllabus Review and Expecations Due Friday, Aug. 17. 2007


• 
  
  Tuesday- Full AP Exam Multiple Choice Section Wednesday-Multiple Choice Exam and Full AP Essay 1 Section 2


• 
  
  Thursday-Full AP Essay 1


• 
  
  Friday-Review Blogger


• 
  
  Everyday-Word of the Day

• 
  
  Friday Work Due:


• 
  
  Syllabus


• 
  
  Exam Multiple Choice AP 1

Week 2

August 20-August 24, 2007

Monday-Literary Devices Assignment

• 
  
  Tuesday-AP Prompt 2


• 
  
  Wednesday-AP Prompt 3


• 
  
  Thursday-Review Multiple Choice of AP exam


• 
  
  Friday-Begin Collibration of AP exam


• 
  
  ALL WEEK BEGIN READING NOVEL JANE EYRE BY BRONTE


• 
  
  ALL WEEK JOURNAL


• 
  
  DUE FRIDAY LITERARY DEVICES TWO PAGES


• 
  
  JANE EYRE ASSIGNMENT 1


• 
  
  ANNOTATED JOURNAL ON BLOG

WEEK #3

Monday-Process of AIM through videos of "Hurt"

Tuesday-Essay Prompt #3

Wednesday-Process of AIM

Thursday-Multiple Choice Answers

Friday-Calibration of Essay #1

WEEK #4
Monday-Calibration of Essay #1
Tuesday-Calibration of Essay #1 Discussion and Revision
Wednesday-Calibration of Essay #2, Discussion and Revision
Thursday-Calibration of Essay #3
Friday-Calibration Final Discussion and Revision

Week 5

All Week Calibration of Essays Continues

Due Friday-Calibration for Essay 2, Rough, and Final Essay with Highlighted Thesis and Analysis

WEEK #6

Monday-Creating a AP Rubric

Tuesday Jane Eyre Discussion

Wednesday-More Jane Eyre and Synthesis with Poetry

Thursday-Analysis of Jane Eyre-Setting

Friday -Analysis setting of Poetry and-Jane Eyre Activity
Due: Annotation and Journal on Blog

Welcome to AP English 12

AP English Literature and Composition Syllabus
2007-2008

Mrs. Bosch

sbosch@patterson.k12.ca.us
Blog URL: http://englishliterature12.blogspot.com/

Grade level offered: 12 Prerequisites: Accelerated 11 is highly recommended.

Course Description
AP English Literature and Composition will give students a learning experience equivalent to a typical undergrad introduction to literature class. Through close reading of literary texts, students will come to understand how writers use language to provide meaning and to answer the big questions in life. We will "measure" literature against the history of philosophy to understand how literature fits into its own time as well as in all time. We will ask, "What is art?" and try to determine the qualities of great literature. Our literary analysis will look through the lenses of style and structure, rhetorical strategies, diction, figurative language, imagery, selection of detail, language and syntax. Vocabulary study is important. Students will also master literary terms. Writing well about literature is a key component of the class. In addition to writing a variety of essays, students will keep a writing log over the course of the year to document their progress and to engage themselves in thinking about their writing. It is expected that students will take both the AP English exams in May. Students should check with various colleges to see what credits they offer for each or both tests.

Course Outcomes
In this course students will
• improve close reading and analytical strategies; while texts are provided, students are strongly encouraged to buy their own copies of each text for ease in close reading and annotating text.
• stretch their imaginative abilities in reaction to literature
• improve their ability to find and explain (through discussion and writing) what is of value in literature
• revisit the purposes and strategies of rhetoric in order to
o develop an effective use of rhetoric, including controlling tone, establishing and maintaining voice, and achieving appropriate emphasis through diction and sentence structure
o improve organization in writing through techniques to improve coherence, such as repetition, transitions, and emphasis
o effectively state, support and explain their claims in their arguments
• advance vocabulary skills to cope with unfamiliar language

Methods of Instruction
Discussion is the primary way in which students come to understand a particular text. Discussion is both large group and small group. Discussions are sometimes student led. Discussions are sometimes conducted online. Cooperative learning groups are also used extensively in this class. Direct Instruction will be used along with discussion. Projects/assignments will be done individually as well. Some assigned texts are to be read independently, in addition to other course texts.

Writing about Literature
• Students will write a variety of AP style essays over the course of the year, most timed and in class. While all essays expect general rhetorical excellence, each one has a particular thematic or analytical focus (see essay summary below).
• Students will be writing to understand, writing to explain, and writing to evaluate. Quality of interpretation comes from depth of insightful understanding.
• Students are encouraged to revise essays. (All revisions are due one week after originals are returned).
• In addition to writing a variety of essays, students will keep a writing log over the course of the year to document their progress and to engage themselves in thinking about their writing. Students will also write reflective, more personal responses to literature throughout the year in study guides, etc.
• Students will analyze two published critical essays in order evaluate professional models.

Required Materials for the course
Composition book
Paper
3 ring binder
Pens, blue or black
Pencil and eraser
Necessary school provided text. You will know in advance what book to bring.
School Planner

Essay Summary using various literatures
1. First AP essay:
2. Setting:
3. Tone:
4. AP essay:
5. Short Fiction: Compare & Contrast (three options)
6. Satire:
7. Diction & Imagery:1984
8. AP essay:
9. AP essay:
10. Responding to a critical analysis (first of two): partner
11. Responding to a critical analysis (second of two): individual

“AP essay” signifies that the essay prompt is from an actual previous AP exam.
Resources/Texts (Texts listed below are generally included in course, but will vary from year to year).

Primary text:
The Language of Literature, California Edition (McDougal Littell)
And various literary pieces.

Assessment:
• Assessment of understanding of literature is done primarily through essays.
• Knowledge of literary terms is tested.
• Students are expected to be active participants in discussions.
• An exam is given at the end of the first semester.
• Students who take the AP test in May are not required to take the second semester exam.
• Students will create a writing log to help with self-assessment of writing.

Grading:
• Standard English Department Scale
o A: 100-90
o B: 89-80
o C: 79-70
o D: 69-60
o F: 59-0
• Grades are calculated using total points.
• AP Rubric is used for scoring essays (all essays worth 50 points)

TOTAL GRADE: 100 PERCENT OF THE FOLLOWING BREAKDOWN:
15%= Participation
5%= Vocabulary Quizzes
25%= Grammar & Writing
25%= Journaling, Study guide, Classwork
25%= Final Tests, Final Essays
For all other assignments, there is no late work accepted without prior consent through me or an extreme situation. I will give an amnesty every once in a while. On this day I will allow you to make up an assignment.

It is your responsibility to make up your work when you are absent. There is a make up folder located by the homework folders, you can look up all the missed work you need.

If you are caught cheating you will receive a zero for the assignment and you will be sent to the office.


Rules:
Treat everyone with respect.
Use appropriate language.
Be in your seat, ready to work when the bell rings. Bring everything you need with you to class.
Turn in all assignments on time.
Participate in class discussions. Disruptive behavior (sleeping, taking, or working on other assignments) will not be tolerated.