Tues. April 30

BR:

What is your prediction of Lady Macbeth’s final downfall.

Agenda:

• Read: Students will read Act IV, Scene 3 of Macbeth page 497. Students will fill in character and theme chart as an active reading guide.
• Respond: Students will answer Act IV questions on page 507 in literature book.
• Watch: Students will watch and take note of what was read in class.

Mon. April 29

BR:

Answer the question in Edmodo.

Agenda:

• Read: Students will read 15-20 min of Act IV of Macbeth. Students will fill in character and theme chart as an active reading guide.
• Watch: Students will watch and take note of what was read in class.
• Respond: Students will respond to discussion questions in Edmodo and respond to their classmates.

Friday April 26

BR:

Writing Prompt

Discuss the relationship between Macbeth and Banquo. Is it based on genuine respect and friendship at the beginning of the play? How is it affected by the prophecies of the witches? Does Banquo ever doubt Macbeth’s loyalty to his country, king, and fellow soldiers? What other factors contribute to their increasing distrust of one another? Find evidence in the text to support your answers.

Agenda:

• Literary Devices: Define the following terms and find two examples of each: dramatic irony, foil, motif, paradox, simile, and situation irony.  
• Read: Students will read aloud Act IV of Macbeth, filling out character and theme chart.
• Watch: Students will view Macbeth movie clip of today's reading. 
• Respond: Students will respond to the text in Edmodo. Summarize what you read and watched. Ask two discussion and answer one.

Thurs. April 25

BR:

Prepare for short quiz on what we covered yesterday.

Agenda:

• We will finish reading/watching Act III of Macbeth. Students will take notes on important quotes, themes, and other literary elements.
• Students will then answer discussion questions concerning Act III. Students will do this individually.
• In Edmodo, write a summary of Act III of the writing prompt. 
• Discussion- Create two discussion questions in Edmodo. What do you want to know about the play? Ask your questions to the class, then answer one of your classmates'. This should be completed by tomorrow.

Wed. April 24

BR:

Answer DQ on Edmodo

Agenda:

•  Summary of Act III. Teacher will review important elements of Act III.
• Movie clip - Teacher will point out important events of Act III while students view it.
• Students will complete DQ handout concerning Act III of Macbeth

Tues. April 23

BR:

Pick a song that reflects what you have read in Macbeth so far. What song is it? Explain how it relates. Post response to Edmodo under the prompt.

Agenda:

• Read all of Act III of Macbeth as a class starting on page 472.Remember to use character chart and theme chart as you read.
• Watch: Students will then watch Act III movie clip. Make note of any variations from play.
• Respond: Summarize Act III in a well-developed paragraph. Also answer the following questions on the same sheet of paper. - What major themes are seen in Act III? List at least two. Give an example of each. (Specific lines).  - Desribe Macbeth's mental state at the end of Act III. Give specific examples of how guilt has changed his behavior. Answer in complete sentences. Include as much as detail as you can. 

Turn into tray when finished.

• Individually, answer questions 1-13 on page 489 in lit. book.

Monday April 22

BR:

 Define the following terms. Then, provide two examples of the literary device from Act II.

Apostrophe:

Allusion:

Personification:

Simile:

Metaphor:

Soliloquy


 Agenda:

• Class will discuss Act II questions.
• Class will read 20 min of Macbeth Act III on page 472.
• Class will view the movie clip of reading.  

Friday April 19

BR:

Answer the DQ on Edmodo.

Agenda:

• Students will answer questions to Act II of Macbeth, handouts given by teacher.
• Students will begin reading Act III of Macbeth on page 472.
• Students will view the Act III movie clip.

Thurs. April 18

BR:

Go to Edmodo and answer ALL of the discussion questions.

Agenda:

• We will finish reading Macbeth Act II as a class. Students will fill out reading guides (charts) as we read.
• We will view the movie clip of Act II, making note of imagery and the ways the film chose to portray the play.
• Students will then answer discussion questions concerning Act II, a handout given to students by teacher.
• Students will pick two activities to do with the "Macbeth Writing Prompts and Activities" worksheet.

Wed. April 17

BR:

Connect to Edmodo and join the my English 12 group. The group code is pzeaet. Go to your Edmodo app and sign up if you have not done so. If you do not have an iPad, go to Edmodo.com and sign in there.

Discussion – View the questions I posted concerning Macbeth. Read the directions carefully before responding.

Agenda:

• Create a theme chart – List themes and make a space for examples.  Themes of Macbeth include: Ambition, Guilt/Sleeplessness, Appearance vs. Reality. Violence, Supernatural
• Recall and DQ: Students will share answers to the discussion questions given yesterday.
• Act II – Students will begin reading Act II of Macbeth on page 457. We will read about 20 min. Fill out character chart and theme chart as we read.
• Act II Movie clip – We will then follow along with movie clip to what we read today.
• Students should fill out character chart.

Tues. April 16

BR: Free Write

It’s easy to overlook disasters when they do not happen in our area. Yesterday, explosions erupted at the Boston Marathon and killed several, while injuring over a 100 as well. How did you feel when you heard this? Write about tragedy in our nation- your thoughts, feelings, predictions, etc.

Agenda:

• Literary terms and themes: Choose two activities from the “Macbeth Prompts and Activities” from Act I to complete. 
•  Recall and DQ: Students will answer discussion questions, a handout given to students by teacher. These questions promote higher order thinking skills. 
• Act II – Students will begin reading Act II of Macbeth on page 457.

Mon. April 15

BR:

Summarize Act I of Macbeth in a well-developed paragraph.

Agenda:

·         There are several paradoxes in Macbeth Act I. Name at least two and explain why it is a paradox. Refer to blog for definition. Write in complete sentences.

·         Students will view Act I of Macbeth. Teacher will point out important elements while students take notes.

·         Students will then answer questions on page 456 regarding Act I.

Wed. April 10

BR:

ØWrite about whether or not you have ever gotten away with doing something wrong. Did you feel guilty about it? Would you rather have been caught? 

Elaborate on your response by thinking about how you felt, what you would do if you were in that situation again and whether or not you had any outside influences other than their own intuition. 

Agenda:

After the BR, copy the following literary terms down and their definitions. 

1. Equivocation – an expression or statement that is vague and deliberately misleading
2. Antithesis – the use of words or phrases that contrast with each other to create a balanced effect
3. Paradox – a statement, proposition, or situation that seems to be absurd or contradictory, but in fact is or may be true
4. Soliloquy – the act of speaking alone, often used as a theatrical device that allows a character’s thoughts and ideas to be conveyed to the audience
5. Incantation – ritual chanting or use of “magic words”
6. Allusion – a suggested link in the text to something outside of the text, usually a historical person, historical event, or literary figure
7. Dramatis Personae – list of characters in a play
8. Tragic Flaw – a character flaw that causes the downfall of the protagonist in a tragedy
9. Aside – a remark made by an actor, usually to the audience, that the other characters on stage supposedly cannot hear
10. Comic Relief - a comic scene or passage inserted into a serious work, used to provide relief from tension, or the further heightening of tension
11. Tragedy - a serious play with a tragic theme, often involves a heroic struggle and the downfall of a major character
12. Bank Verse – un-rhymed poetry that has a regular rhythm and line length (especially iambic pentameter
13. Iambic Pentameter – the most common rhythm in English poetry, has five iambs (one unstressed syllable followed by astressed syllable) in each line (ten syllables following the da DUM pattern)
14. Monologue – a long speech spoken by a character in the presence of others

• Students will create a character chart for an active reading guide.Open to Macbeth, the play, in your textbook. Locate characters in the text. Create a chart including their name, their role, quote, character at beginning of play, character at end of play.
•  Take a tour- Click the link and tour the Globe Theater where Macbeth was performed. http://www.english.cam.ac.uk/converse/movies/sound_globe.swf
• A review of the history of Shakespeare and Macbeth.
• Students will begin reading Act I of Mabeth as a class.

Tues. April 9

BR:

What type of literature would you like to read next in class? Anything in particular?

Agenda:

• Library: Students will finish making final changes and print paper for editing.
• Peer Edit: Students will peer edit each others paper with a peer edit guide provided by teacher.
• Research: Students will research William Shakespeare and the play Macbeth.

Requirements:

• Writing a paragraph for each subject. 
• Note important and interesting facts. 
• Use at least three different sources for research. MLA format the sources.
• Use correct grammar and punctuation.

Peer Edit

To determine if your partner has a well-constructed essay, look for the following components and offer suggestions if necessary:

Introduction:

• Hook
• Background- key definitions such as courty love
• Thesis statement

Body Paragraphs:

• Topic sentence
• At least two examples/facts
• A piece of commentary/explanation for each fact
• Conclusion sentence

Conclusion:

• Restate main idea
• Reiterate key points
• Leave reader with a lasting thought

Grammar Erros:

• Run-ons
• Fragments
• Awkward wording
• Comma errors

Content:

• Examples/facts that support the topic
• Commentary that fully explains or expounds upon the facts

Mon. April 8

BR:

What career path are you wanting to choose? Do you know yet? How have you determined it?


Agenda:

• Library: Students will finish writing the compare and contrast essay concerning Canterbury Tales.
• Peer Edit: Students will peer edit each others paper with a peer edit guide provided by teacher.
• Research: Students will research William Shakespeare and the play Macbeth.

Requirements:

• Writing a paragraph for each subject. 
• Note important and interesting facts. 
• Use at least three different sources for research. MLA format the sources.
• Use correct grammar and punctuation.

Friday April 5

BR:

What are the three formats for the compare and contrast essay? Which format will you use?


Agenda:

• Review of Compare and Contrast format for essay: Whole to Whole, Differences to Similarities and Point by Point
• Class Edits: As a class, we will edit outlines. Students will constructively critique the outlines and determine what format the compare/contrast essay should be written in.
• Teacher will review students on introduction, body and conclusion.

Essay Writing- Students will go to library to begin research and writing.You must use specific details from the text to support the points you make.

Thurs. April 4

BR:

Click on the link below and read through each slide concerning the compare and contrast essay.
 

Compare and Contrast Essay Link

Agenda:

• Teacher will review answers to “The Wife of Bath’s Tale” questions
• Teacher will review the essay topics. Students will choose among 4 different ones.

You must use specific details from the text to support the points you make.
Essay Topics:

• Select three characters that Chaucer seems to be satirizing. Using specific references from the text, discuss what he is satirizing about them, and why you think he is satirizing them.
• Compare the ideals of courtly love in “The Knight’s Tale” with those in “The Wife of Bath’s Tale.” How are they different? How are they the same? Is there a difference in the way the female characters act in the two tales?
• Who is the old man in “The Pardoner’s Tale”? Is he a spy for Death? Is he an innocent bystander? Is he Death itself? Write an essay in which you assert your position. Use examples from the text for support.
• Compare and contract modern day love with that of the rules of courtly love. . Use examples from the text and research for support.

• Teacher will model how the compare and contrast essay must be organized by reviewing the link the read for their BR.
• Students will go to library to begin brainstorming, researching topics and finally writing the outline.

Wednesday April 3

BR:

What elements of "The Wife of Bath's Tale" interested you the most? 



Agenda:

• Individually, answer the following questions regarding "The Wife of Bath's Tale."
• Chivalric romance- A video examining the two perspectives of love in Chaucer's tales.
• Research- students will research the "rules of courtly love" and modern love. 
• The class will compose a list of both.
• Essay topics- Teacher will present essay topics. Students will go to library to begin brainstorming and research.

You must use specific details from the text to support the points you make. 

Essay Topics:

• 
  
  • Select three characters that Chaucer seems to be satirizing. Using specific references from the text, discuss what he is satirizing about them, and why you think he is satirizing them.
  • Compare the ideals of courtly love in “The Knight’s Tale” with those in “The Wife of Bath’s Tale.” How are they different? How are they the same? Is there a difference in the way the female characters act in the two tales?
  • Who is the old man in “The Pardoner’s Tale”? Is he a spy for Death? Is he an innocent bystander? Is he Death itself? Write an essay in which you assert your position. Use examples from the text for support.
  • Compare and contract modern day love with that of the rules of courtly love. . Use examples from the text and research for support.

Tues. April 2

BR:

When it comes to the ways that men and women interact, what ways do you women attract men? how does a man attract a woman?


 Agenda:

• Vocabulary - page 177. Create sentences for "The Wife of Bath's Tale" vocabulary words.
•  Locate a school appropriate article in a magazine, newspaper, etc. that teaches women how to attract a man. Bookmark it or email it to yourself. We will use these articles later in class.
• Answers to a Knight's Tale - Teacher will briefly go over "The Knight's Tale" answers to questions on page 176
• "The Wife of Bath's Tale" - As a class, we will read aloud "The Wife of Bath's Tale" on page 177
• Students will create a Venn Diagram comparing the article they found at beginning of class to the tale.

Mon. April 1

WELCOME BACK!!! 

BR: 

"The love of money is the root of all evil," the Bible states. Write down your thoughts about the desire for money and the ways it influences human behavior. In what situations is the desire for money evil or harmful? When does the desire seem normal or legitimate to you?

Agenda:

• Key Vocabulary: Individually, students will write sentences with each vocabulary word on page 167, Teacher will assign vocabulary word to rows. Students will draw a picture for the word and create a hand motion.
  
• Cartoon of the summary of "A Pardoner's Tale" - http://www.tumblr.com/tagged/pardoner%27s%20tale
• Class will read aloud "A Pardoner's Tale" on page 168
• In pairs, students will answer questions 1-10 on page 176
• Students will then read "The Wife of Bath's Tale" on page 178