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Macbeth

Macbeth. Shakespeare and online technology in 11 th century Scotland . Students will be able to: Analyze the relationships between the main and supporting characters of Macbeth and how their interactions affect the plot.

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Macbeth

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  1. Macbeth Shakespeare and online technology in 11th century Scotland

  2. Students will be able to: • Analyze the relationships between the main and supporting characters of Macbeth and how their interactions affect the plot. • Analyze the actions, themes, and social issues of the play in order to identify issues that are still relevant today. • Conduct research on assigned topics and gather, evaluate, and synthesize data from a variety of sources to communicate their discoveries in ways that suit their purpose and audience. • Use a variety of electronic resources to gather and synthesize information and to create and communicate knowledge to a specific audience using interactive blogs.

  3. The Three Witches – toiling and boiling and flashing their gang signs. These witches are Bloods.

  4. More Specific Skills Addressed • Analyze the relationships between the main and supporting characters of Macbeth and how their interactions affect the plot. • Analyze the actions, themes and social issues of the play in order to identify issues that are still relevant today. • Conduct research on assigned topics and gather, evaluate, and synthesize data from a variety of sources to communicate their discoveries in ways that suit their purpose and audience. • Use a variety of electronic resources to gather and synthesize information and to create and communicate knowledge to a specific audience using interactive blogs.

  5. More Specific Skills Addressed Identify imagery and explain its function. Write from another point of view. Identify some of Shakespeare’s motifs. Utilize foreshadowing to make predictions. Use new vocabulary words correctly. Complete a literary analysis focusing on tone. Act creatively to personalize their understanding of a scene. Demonstrate their understanding of plot sequence.

  6. Students will be given a brief introduction to Shakespeare: his body of work, style of writing and times he lived in. Students will then work with a partner(s) and do more research to present to the class on a related topic. For example: Elizabethan England Globe Theatre Life of the commoner Music Dress The Aristocracy William (Billy to friends) Shakespeare - Life in England end of the 1500’s beginning of the 1600’s.

  7. To further their understanding of the socio-political nature of the play, students will conduct some general research on Scotland and the existing Thane system during the time period of Macbeth. They will also find out some of the factual information about some of the characters from Macbeth, including Macbeth, Malcolm, Duncan, and Macduff. Scotland and the Thane system … roughly 1000 A.D.

  8. Did Macbeth Wear a kilt? No, he lived roughly around the year 1000 A.D., the kilt didn’t appear in Scotland until the 16th century. True, no boxers or briefs . . .

  9. General Standards Addressed STANDARD 1 -  STUDENTS WILL READ, WRITE, LISTEN, AND SPEAK FOR INFORMATION AND UNDERSTANDING. STANDARD 2- STUDENTS WILL READ, WRITE, LISTEN, AND SPEAK FOR LITERARY RESPONSE AND EXPRESSION. STANDARD 3 -  STUDENTS WILL READ, WRITE, LISTEN, AND SPEAK FOR CRITICAL ANALYSIS AND EVALUATION. STANDARD 4 - STUDENTS WILL READ, WRITE, LISTEN, AND SPEAK FOR SOCIAL INTERACTION.

  10. What projects and technology will be incorporated into this unit of study?

  11. Through the FCSD Website there is a Wiki set up for myself that links to the blog site. There are two separate pages related to online assignments. One blog has the students responding to questions posed by the teacher as well as by those of peers. Students will be required to log in and respond, based on a specific rubric to both teacher questions an peer responses. The second blog will serve as an online character diary. Students will choose from a list of characters and write diary entries as that character responding to events happening in the story.

  12. This is the blog rubric the students will use to evaluate their responses to the posted questions. Again with the gang signs …

  13. Title : Character Interpretation Rubric—High School Instructions : Use this rubric to assess your ability to interpret characters and events. Grade Level :  10 Subject :  ELA Type of Assessment :  Character Diary Blog

  14. This is the assignment for the diary blog. It also incorporates active use of the vocabulary we will be learning. It would be interesting to see if students react to other diary entries, especially if they are directly involved with that character . You will need to complete a total of five blog diary entries as the character you have chosen. Comment on the events as they are unfolding during the play, from your character's perspective. Try to write in the voice of the character ... as if you really were that person. Use at least five of your vocabulary words (please make them bold so that I can see them clearly). The character you have chosen doesn't necessarily have to be in a particular scene or even act. Think of creative ways (remember it's the eleventh century) - letters, gossip, mutual acquaintances, that can be used to get you characters input in the diary. Use the rubric to check the quality of your work.

  15. The blog questions will be based on the readings as we progress. Most (if not all) the reading will be completed in class with the students reading different roles. There are a number of overarching questions that the blog will allow for students to go more in depth and respond/comment on peers comments as well.

  16. Final Project Students will be completing a written test, a regents based essay and a project based on the museum boxes website. I’m still in the process of figuring this out. My technology skills are being honed, but I hope to have this completed and ready as a sample to incorporate into the conclusion of this unit.

  17. http://gosejonathan.wordpress.com/ This is the web address for the blog site.

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