Create a tree map : Title it: Literary Terms

1. Bellwork #1:SW discuss and interpret meaning of Macbeth’s guided notes.SW listen and discuss Act 1, scene 1 of Macbeth and apply 3 column notes to this section. • If Shakespeare were to write a play about your life, what would it be? A comedy, a tragedy, a romance, or a combination? • Explain your choice.

2. Bellwork #2:SW actively read, listen, and discuss Act 1, scene 2-3.SW use literature circle roles and apply them to these sections. • Create a tree map: • Title it: Literary Terms • Divide it into 3 categories: Tragedies, Tragic Flaws, and Foils. • Think back on past plays, stories, and poems that you have read this year or in previous years and come up with 3-5 different examples in each category.

3. Bellwork #3:SW actively read, discuss, and interpret Act 1, scene 4-7.SW create 3 column notes with a focus on relationship with the king and Lady Macbeth. • Analyze and interpret the meaning of the following Shakespearean quote: Who said it? Who did they say it to? What does it mean? “Come what come may, time and the hour runs through the roughest day” (Macbeth 1.3).

4. Bellwork #4:SW analyze, interpret, and critically read Act I, scene 6-7.SW apply their Lit. roles to these scenes and share out their findings. • Analyze and interpret the following Shakespearean quote: Who said it? Who did they say it to? What does it mean? “Look like the innocent flower, but be the serpent under’t” (Macbeth 1.5).

5. Bellwork #5: SW analyze, interpret, and critically read Act II, scenes 1-2.SW apply their Lit. roles to these scenes and share out their findings. • What is the plan to murder Duncan? Describe the details. What role will Lady Macbeth play? What role will Macbeth play? Is he okay with this plan? How do you know this?

6. Bellwork #6:SW analyze and interpret Act II, scene 3-4.SW create a 3 column notes with an emphasis on Comic relief and Duncan’s sons. • Analyze and interpret the following Shakespearean quote: Who said it? Who did they say it to? What does it mean? “There’s daggers in men’s smiles” (Macbeth 2.3).

7. Bellwork #7:SW view Act 1 & 2 of Macbeth and create a double bubble comparing the film clip to the play. • Create a double-bubble comparing and contrasting the film of Macbeth in Act 1 &2 to the actual play. You need 5 similarities and 5 differences on each side.

8. Bellwork #8:SW review concepts of Act I and II with stations built on concepts from these acts.SW discuss concepts they learned and share out with each other.SW apply what they have learned from Act 1 & 2 on a quiz. • Analyze the following quote: What does it mean? What is it’s purpose? Why does Shakespeare use this technique? Porter: Knock, Knock! Who’s there, I’ th’ name of Beelzebub? Here’s a farmer that hanged himself on the expectation of plenty. Come in time, have napkins enough about you, here you’l swear for ‘t (Macbeth 2:3).

9. Bellwork #9:SW be assigned a scene from Act 3 of Macbeth.SW work in a group to cover the essential pieces in each scene.SW prepare to share out the information for tomorrows presentations. • Answer true or false to the following statements: 1. Shakespeare is the author of Macbeth. • All of Shakespeare’s tragedies have a double climax, which is called the Catastrophe. • Macbeth was the King of England. • “Fair is foul, and foul is fair” means good is bad and bad is good, appearances can be deceiving.

10. Bellwork #10:SW share out their jigsaw presentations on the scenes of Act 3.SW takes notes based on each presentation and the class will discuss, as a whole their interpretation and the essential learnings for each scene. • Describe how roles have reversed with Macbeth and Lady Macbeth within your scene. How have both of them changed? For the better or worse?

11. Bellwork #11:SW share out their jigsaw presentations on the scenes of Act 3.SW takes notes based on each presentation and the class will discuss, as a whole their interpretation and the essential learnings for each scene. • How was Macbeth seen at the beginning of the play? How is he seen now? How does, “Way lead on to way,” apply now?

12. Bellwork #12:SW apply what they know on a quiz on Act 3.SW critically read, interpret, and discuss Act 4, scene 1-2.SW write three column notes based upon these sections. • List the 3 apparitions shown to Macbeth by the witches. • Explain what each apparition means.

13. Bellwork #13:SW demonstrate their understanding of Act 4, scene 2 & 3 by critically reading and interpreting these sections. SW write and share out a literature role based upon these sections. • In Act 3, Macbeth says, “…blood will have blood.” What does he mean? • When talking to Lady Macbeth, he says: “We are yet young in deed.” What does he mean?

14. Bellwork #14:SW demonstrate their understanding of Act 5, scene 1-3 by critically reading and interpreting the scenes.SW create and write 3 column notes based upon these scenes. • What does it mean to be not “woman born”? • Who do you suspect this man will be?

15. Bellwork #15:SW demonstrate their understanding of Act 5 by analyzing scenes 5-8 from Macbeth.SW apply, respond to, and share out Literature roles for these scenes. • The idea of “hand-washing” has appeared in Act II Scene II, when Lady Macbeth tells Macbeth to wash his hands after he killed King Duncan. • Lady Macbeth also “washes her hands” in Act V. • What is the deeper meaning of “hand-washing”?

16. Bellwork #16:SW demonstrate their understanding of Act 4 & 5 by apply concepts learned from Macbeth on an Act 4 & 5 quiz.SW look back at their previous AoW and apply a metacognitive log to it. • Which character in the play has made the biggest transformation in your opinion from good to bad or vise versa.

17. Bellwork #17:SW discuss the paper guidelines to their formal paper and the writer’s workshop.SW demonstrate their prior knowledge of their AoW by applying some SAT questions to the article. • Based upon all the stories, poems, and plays we have read so far, who was a great leader? Why? What makes a great leader? Who was a terrible leader? Why?

18. Bellwork #18:SW demonstrate their knowledge of an intro paragraph by applying the guidelines below to their intro paragraphs.SW view examples, discuss, write, edit, and share out their paragraphs. When responding to a prompt, 3 things need to be present in your introduction: 1)Hook (Catchy Phrase or Situational) Quotes from important people (cited) Statistics from a source (cited) Creative catchy phrases ( don’t use clichés!) No questions or broad statements. 2)Claim: Essay Topic + Opinion + Three Reasons(If you have 3 prongs) 3)Definition of Prompt: Some people say…other people say

19. There are bad leaders and good leaders. Macbeth is definitely a bad leader. I am about to tell you what makes him bad and why others may see him as good. Macbeth is an evil leader because he is influenced by Lady Macbeth and the witches; yet, some people feel that he is a good leader.

20. “We are what we pretend to be, so we must be careful about what we pretend to be” (Kurt Vonnegut). Macbeth pretends to be the innocent flower, but he is really the serpent underneath. This was unfortunate, as he was perceived to be a loyal general and he stabbed King Duncan in the back. He will never be the leader he strives to be, as he uses dishonesty, cruelty, and vengeance to get there. Macbeth is innately evil as he born with original sin and he has thoughts of cruelty prior to being influenced by others; however, some may feel that he is evil because he is influenced by others.

21. Bellwork #19:SW demonstrate their understanding of body paragraphs by applying the guidelines below.SW view, discuss, write • What is the easiest part of the writing process for you? The hardest? What strategy or strategies do you use that helps? Explain. Remember: Your body paragraphs should follow your claim points and in the order they are stated in your claim. For Example: Macbeth becomes evil because he is influenced by the witches and Lady Macbeth; however, some may feel that he is innately evil. So, in this way:1st body: 1st reason = Witches influence 2nd body: 2nd reason = Lady Macbeth’s influence 3rd body: Counterargument = Innately evil

22. The witches had a negative influence on Macbeth from the beginning. They planted the seeds in his mind and initiated the thought process. “ All hail, Macbeth! Hail to thee, thane of Glamis! All hail, Macbeth! Hail to thee, thane of Cawdor! All hail Macbeth, that shalt be king hereafter” (I, iii, 48-53)! Without these thoughts planted in his mind, he would never have wanted more, and as a result been greedy with his intentions. As these premonitions started to come true, his greed and ambition grew. They also, visit him again and plant more thoughts. “Beware MacDuff…”….Not only was Macbeth influenced by the witches, he was also influenced by Lady Macbeth.

23. Bellwork #20:SW demonstrate their understanding of the counter and rebuttal by applying the guidelines below to their paragraphs.SW write, edit, and share out their paragraphs. • List some good transition words used from one body paragraph to the next. • Create a well developed topic sentence for your second and third body paragraph Counterarguments/rebuttals usually follow the introduction, because the claim leads into this POV. • You need evidence/quote from the text to support this with an explanation. However, you may place this paragraph where you choose within the body paragraphs (1St or 3rd). You wouldn’t start with one of your points for the body paragraph, then discuss the counterargument/rebuttal, and then end with another point you make. It makes your thoughts look scrambles and all over the place.

24. Counterarguments/Rebuttal: Counterargument: • Some people feel that… • The point of view of others is… Rebuttal: • What ____ fails to consider is _____. • This assertion/position is problematic because_________. • While this view is popular, it is overlooking the fact that _________.

25. Bellwork #21:SW demonstrate their understanding of their concluding paragraphs by apply the guidelines below.SW write, edit, and share out their paragraphs.SW share parts of their essay to peer edit them. Conclusions: Transition words: • Essentially • Ultimately • In essence Remember: • Restate the claim • Final thoughts (3-5 sentences).

26. Bellwork #22:SW discuss guidelines for the Macbeth project.SW set up groups and choose Act and scenes. • Which scene is the most dramatic, in your opinion? What type of props would you create with it? How would you make it interesting without verbalizing it? Explain.

27. Bellwork #23:SW apply concepts learned from Macbeth to the film version of the play.SW work on their group project and discuss the scene they want to reenact. • Create bubble maps based on the following characters: -Macbeth • Banquo • Macduff • L. Macbeth

28. Bellwork #24:SW SSR+ based upon a novel they have been reading and apply it to a prompt.SW read and annotate an AoW and discuss with the class.. • SSR +

29. Bellwork #25:SW compare/contrast the Modern Macbeth to the original Macbeth.SW continue to work on their projects and essays for their most influential books. • How does viewing the play help you connect to what we read and listened to so far? Is there anything you pictured differently? What and why?

30. Bellwork #26:SW review their portfolios and the remaining assignments and due dates for their final.SW discuss any last minute questions concerning their projects. • SSR + for 15-20 mins. and respond to a prompt. • While I was reading I thought….. • I was surprised that…..but knew that…. • It reminded me of …. From ____, because…. • I was disappointed that……but intrigued that …..

31. Bellwork #27:SW demonstrate their understanding of a scene from Macbeth through a dumb show.SW view and critique presentations of Acts and scenes from Macbeth. • Critique Presentations with 2 pros and 2 cons. • Number presentations.

32. Bellwork#28:SW demonstrate their understanding of a scene from Macbeth through a dumb show.SW view and critique presentations of Acts and scenes from Macbeth. • Critique Presentations with 2 pros and 2 cons. • Number presentations.

33. Bellwork #29:SW demonstrate their understanding of Macbeth by reviewing for their unit exam tomorrow.

34. No Bellwork Review for 5-10 mins. • Turn in your Review sheet for extra credit