Daily+Updates

December 16, 2011

 * Book club: Group work time
 * Ms. Davis' farewell, stickers (with personal email address: memdavis@gmail.com for you to say hello, ask for a letter of recommendation, ask for English help, etc.) and feedback request

December 15, 2011

 * Lab (ERC) work time for wiki
 * This is the last day you will have in class to work on this component of the project.

December 14, 2011

 * Book club: Group work time
 * Special presentation on distracted driving by Ms. Davis (last 10 minutes)

December 13, 2011

 * Wiki instruction[[file:Wiki Character Pages.docx]]
 * Website: Go to robsenglishwiki.pbworks.com
 * When setting up new pages, make sure that the title (character's name) is followed by your hour number
 * Copy and paste your words to the wiki from a saved Word or Google Doc.
 * Make sure to cite all images or quotes as links on the bottom of your page(s).
 * Lab time to set up character pages

December 12, 2011

 * Handed back papers (new NY papers due Thursday, December 15th)
 * Mid-book quiz (groups turn in one, can use notes)
 * Group work time
 * HW: Prepare for lab time/wiki work tomorrow

December 9, 2011

 * Collected revised NY papers (with original underneath)
 * Vocab quiz
 * Book club: Group work time
 * HW: Prepare for Monday's mid-book quiz and check grades

December 8, 2011

 * Announcements: The vocab assignment is due by the end of the hour; the vocab quiz is tomorrow . You will need to know the definition and be able to use every word in a sentence. Also, remember that NY papers (printed out, given with original) are due on Friday. If you have any questions, please ASK.
 * Book club: Group work time

December 7, 2011

 * Announcements: Vocab is due tomorrow; however, feel free to hand it in today if you are done. Also, remember that NY papers (printed out, given with original) are due on Friday. If you have any questions, please ASK.
 * ERC lab time for continued group work time
 * In lab, give Mr. Maas your email address so you can be invited to his wiki for the electronic writing component of the Book Club (details coming next week). You will get an official invite in your email to confirm registration. Upon setup, please make your username your first and last name, then click "Never" when asked about email preferences.

December 6, 2011

 * Book club: Group work time
 * Be prepared to efficiently use lab time tomorrow (perhaps write up vocabulary?)
 * Cyrano group given promptbook assignment[[file:Cyrano Promptbook.docx]]

December 5, 2011

 * Book club: Group work time
 * Clarify NY process: Students must hand me original graded copy with their new and improved final by Friday.

December 2, 2011

 * Book club: Group work time: important passages, vocab
 * Handed back drama analysis essays
 * If you received a NY, you must re-submit essay by December 9, 2011. If you would like an individual conference with me for more help, please talk to me or send an email and we'll find a time that works.
 * If you received a NY because of formatting (Works Cited) errors, scroll down on this page to November 21, 2011 and download the formatting presentation.

December 1, 2011

 * Book club: Group work time

November 30, 2011

 * Handed out specifics of vocab assignment [[file:Book Club Vocabulary Assignment.docx]]
 * Handed out symbolism tracking worksheets: [[file:Cyrano Symbols.doc]][[file:Dracula Symbols.doc]][[file:Frankenstein Symbols.doc]][[file:Othello Symbols.docx]]
 * Book club: Group work time

November 29, 2011

 * Students signed up for book clubs (below)
 * Checked out books from ERC
 * Given blank calendars to plan, reading packets
 * Only firm dates that teachers set are: 12/8: 20 vocab words due (with page number, sentence used, and definition); 12/9: Vocab quiz, 12/12: Midbook quiz; 12/22: Final book test; 1/10: Wiki due
 * Showed resources on this wiki (enhanced eNotes) for Cyrano, Dracula, Frankenstein, Othello
 * Group collaboration time

//1st hour groups:// //Cyrano//: Hannah, Micah, Carly, Anthony, Megan, Erica, Rosalinda //Dracula//: Sammy, Ebony, Becky, Adam, Maddie W, Jake //Frankenstein//: Lucero, John R, Nate, John V, Joel, Margretta, Titus //Othello//: Cordel, Frank, Madi H, Devin, Armani, John G, Kristina

// 6th hour groups:// //Cyrano:// Anna, Sydnie, Kira, Matt, Mike, Rick S., Jacob //Dracula:// Allison, Baron, Rick, Taylor, Alex C, Amanda, Chris, Haylee //Frankenstein:// Gage, Raquari, Jonah, Justin, Alex S, Ernest //Othello:// Ebrena, Ben, Ashante, Naomi, Marcos, Robby, Rachel

November 28, 2011

 * Turn in drama analysis essay! They will be back to you within one week from today.
 * Intro "Book Club"
 * Can be done as a group (all work except the final test), or as an indvidual, in a partnership, etc.
 * Options: Cyrano de Bergerac, Dracula, Frankenstein, Othello
 * Sign up is tomorrow. HW: Research the books a little tonight, decide on top two picks.

November 23, 2011

 * Quickwrite: What were the easiest and hardest parts of this drama analysis assignment?
 * Peer polish (handout [[file:2nd Draft Peer Edit.docx]])
 * Lab worktime
 * Exit ticket: What worked (and and didn't) about the revision process? Were teacher comments on first draft helpful?
 * HW: Final paper due MONDAY

November 22, 2011

 * Quickwrite: Fix fragments (three presented) and brainstorm why transitions are important.
 * Opportunity: If you bring a new copy of your paper tomorrow, you will have the option to continue working on it over break. It is now due Monday, November 28th. (If you do not bring a copy, we reserve the right to revoke this extension.) We will polish/proofread the essay in class, then proceed to a computer lab tomorrow to fix any final errors.
 * HW: Bring a new copy of your paper - the best you can do! If you do not have access to a printer, email Ms. Davis by 6:30am tomorrow and she will print it for you.

November 21, 2011

 * Papers passed back with lots of comments from Ms. Davis
 * Quickwrite: Highlight changes you made over the weekend
 * Formatting presentation (IT IS REALLY IMPORTANT THAT YOUR PAPER LOOKS LIKE THIS): [[file:Formatting.ppt]]
 * Only thing that repeats on every page is your last name and page number in top right hand corner
 * Works Cited needs its own page
 * Continued peer revision (specifics on ppt)
 * HW: Continue working on paper; we'll be in the lab tomorrow

November 18, 2011

 * Quickwrite: Strengths and weaknesses of your paper (write this directly on one of the copies)
 * Turned in one clean rough draft to Ms. Davis
 * Peer revision: complete at least first two of five steps[[file:peer review.doc]]
 * Closure: What do you need to specifically do for your paper this weekend?
 * HW: Bring a new, revised draft on Monday. We will continue workshop.

November 17, 2011

 * Annoucements: You have been placed in a group for peer revision tomorrow (posted below). Bring three copies of your paper with your name on it (not your student ID #), one for Ms. Davis and one for your group members. We will spend Friday and Monday revising papers in these groups; Ms. Davis will give each paper feedback over the weekend. //If you get sick or are unable to come to class tomorrow or do not have access to a printer, email Ms. Davis tonight and she wil print your paper.//
 * Finish rough draft in lab (ERC)
 * HW: Three copies of drama analysis full rough draft

1st hour Megan, Joel || Devin, Jake, Rosalinda || Hannah, Erica, Maddie W. || Carly, Becky, Nate, John R. || Micah, John V., Frank || Adam, Sammy, Ebony, Armani || Cordel, Margretta, Lucero || Madi H., Anthony, Titus ||
 * John G.,
 * Kristina,

6th hour Kira, Rick S., Marcos || Sydnie, Mike, Taylor || Rick M., Allison, Gage, Ashante || Chris, Matt, Ebrena || Ernest, Ben, Alex S. || Amanda, Raquari, Jonah, Baron || Rachel, Justin, Alex C. || Anna, Robby, Jacob ||
 * Naomi,
 * Haylee,

November 16, 2011

 * Quickwrite: What did you learn about real world writing/success from our guest speaker yesterday?
 * Reminder that EVERYONE must have a full rough draft completed by Friday. We will be using them in class; they will not be accepted (50pts) after class via email. If you need help, Ms. Davis and Mr. Maas and happy to help during lab time (today and tomorrow) or before/after school, or often during your study hall. Make an appointment!
 * Maas explained the Library Resource Center to find scholarly (peer-reviewed, published in journal) research articles - you need one for your paper (There is an icon on your desktop for the Media Center but it is also available here: []) The username and password to use this site from home is rdale. I advise using "Academic Search Premier" or the "Literature Resource Center" as databases to find articles.
 * ERC (1st hour) or 350 (6th hour) lab time to continue developing your body paragraphs
 * HW: Keep working on paper!

November 15, 2011

 * Guest speaker on real world writing: Shaz Khan
 * HW: Keep working on paper!

November 14, 2011
>>>
 * Quickwrite: What does good feedback look like?
 * Announcements: (1) If you have not emailed your Oedipus project to Ms. Davis, you need to do so ASAP; (2) we are having a guest speaker tomorrow; (3) full rough draft of paper is due Friday (IT IS REALLY IMPORTANT YOU BRING THREE COPIES. IF YOU CANNOT PRINT FOR SOME REASON, EMAIL PAPER TO MS. DAVIS ON THURSDAY NIGHT.)
 * Review of introductory paragraphs elements: lead (attention-getter), **link (how does the attention-getter relate to your thesis?),** __thesis (argument),__ and //preview// //(one sentence briefly stating how you will prove your thesis//).
 * Looked at model:
 * What attracts the hopeful contestants to today’s popular reality television series, such as //Survivor// and //Amazing Race//? The determined participants are clearly aware of the challenges they will face; however, it is the possibility of overcoming the **nearly impossible** that lures these contestants to our television screens. These competitors seem to believe that if they compete successfully, they will achieve a certain level of personal **fulfillment**. **The men in //The Great Gatsby//, “Winter Dreams” and “The Sensible Thing” by F. Scott Fitzgerald aim for the same nearly impossible individual fulfillment as those competitors on the reality shows**__. Fitzgerald’s men strive for the love of unattainable women because they believe the women’s love will complete their images of themselves.__//The men use materialism to impress the women, make immoral decisions as a result of their determination to attain these women, and over-emphasize the greatness of these women.//
 * Source:classjump.com/O/OHSD/documents/Guideline%20to%20**Writing**.doc
 * Workshop: Helped peers revise papers in anonymous format
 * HW: Keep working on paper!

November 11, 2011

 * Mr. Maas went over what is needed for Monday: Your first two paragraphs and an outline with 6-8 major points (textual evidence from book) . There is no specific format for the outline because you need to find a "thinking map" that //works for you// (there is no one size fits all when it comes to your learning!). It is fine to list bullets, draw circles, shows a cause-and-effect map, write inside boxes, etc. If you want to see some examples, google "thinking maps" or "essay outline format."
 * Lab time in ERC

November 10, 2011

 * Quickwrite: What are main points that supported the sample paper's thesis?
 * Reviewed assignment details/expectations on second page of assignment hand-out
 * Discussed that sample paper is not perfect, but a decent guide, especially with how the final paper should look (The college standard: 12 point Times New Roman font, one-inch margins, MLA/APA formatting, page numbers, etc.).
 * Brainstormed topic ideas from the list of questions on the first page of the assignment (guiding questions). Some were:
 * Symbols: blood, nature, hallucinations, sleep (Macbeth); blindness (Oedipus)
 * Characters: Lady Macbeth's transformation, the ambiguity of Ross (Macbeth); Tiresias or Creon as moral centers (Oedipus)
 * Plot and Structure: suspense created by ghosts, witches, formation of army (Macbeth)
 * Point of View: public opinion/chorus changes from support to (Oedipus
 * We then used these topics and made sampe thesis statements by answering "Why is this important?"
 * Example: The symbol of blood is used repeatedly to illustrate the Macbeth's guilt.
 * HW: Bring a typed thesis statement tomorrow. Know that you're not married to it; it can change as you research and gather relevant quotes to support your analysis. Start going back through plays (full-texts are posted online through this wiki) and finding textual evidence.

November 9, 2011

 * Finished student presentations on Oedipus
 * HW: Read sample essay (NOT PERFECT, but a good start): [[file:Macbeth Essay Sample.doc]]

November 8, 2011

 * Round one of student presentations on Oedipus (to be continued tomorrow)
 * Selected student passages from papers to be read aloud as great examples
 * Introduction of new unit: [[file:Drama Analysis Essay.doc]]

November 7, 2011

 * Quickwrite: What is needed to earn an A on the Oedipus project?
 * Check-in re: grades. They will not start over in quarter two.
 * Proceeded to ERC for work-time.
 * HW: Due tomorrow: Re-telling Oedipus in your own words (the final project!) unless you acquired an extension from me today.

November 4, 2011

 * Quickwrite: Did you like or dislike the play //Oedipus The King//? What satisfies and/or disappoints you? OR What can we learn from this play? What true things does it say?
 * Introduced final project (can work alone, with a partner, or with two partners): [[file:Oedipus Project and Rubric.doc]]
 * Showed examples of Oedipus projects (NOT OUR SPECIFIC PROJECT) from other classes to demonstrate computer programs that are highly encouraged: [[file:Examples for Oedipus Final Project.ppt]]
 * Spent last half of hour exploring computer programs and beginning project in ERC. Project is due Tuesday.

November 3, 2011

 * Quickwrite: Do you sympathize with Oedipus? Why or why not?
 * Finished reading //Oedipus// play
 * Discussed Freud's influcence: "Oedipal Complex"
 * HW: Type revised paper! Staple to rough draft and hand in (or email tomorrow).

November 2, 2011

 * Quickwrite: What do you remember about our last "Writing Wednesday" when I introduced PIMP MY WRITE?
 * Reviewed STAR method (see October 26, 2011 below for explanation)
 * Practiced applying STAR method in small groups through a sample essay I found online about Oedipus.
 * Collaborated with others on our own papers about dramatic irony in order to revise them.
 * A revised, typed copy is due on Friday (stapled to the first draft we marked up today).

November 1, 2011

 * Quickwrite: self assessment
 * Turn in writing assignment on dramatic irony (you can email it to me by 9pm tonight)
 * Continue Oedipus (lines 1192 - 1419)
 * Exit slip: Choose one of three quotes (selected by English Dept), written by Sophocles, and paraphrase.

October 31, 2011

 * QW: What makes you snap / What bothers you ("pet peeves")? How do you deal with it?
 * Began reading Oedipus, Part II: lines 999-1191
 * Checked-in re: paper due tomorrow . Ms. Davis provided the following example as one of the three short paragraphs required:
 * "You are blind in mind and ears as well as in your eyes" (416-417). This line was said by Oedipus in a fit of rage against a blind prophet named Tiresias. Tiresias just accused Oedipus of living in shame and being the murderer of Laius. This is an example of dramatic irony because the audience/readers know that while Tiresias is physically blind, Oedipus is blind to the truth (he killed his father and married his mother) and will blind himself at the end of the play.

October 28, 2011

 * Ran through study guide questions from yesterday AND posted answers (quotations from text):[[file:Study Guide Q &A for Day 3.ppt]]
 * Ghost stories with Mr. Maas!

October 27, 2011

 * Quickwrite: Most human strive to achieve happiness and avoid disaster. However, human imperfections and limitations interfere. Recall a time when you were committed to a cause of action that turned out badly.
 * Finished Oedipus, Part I (lines 526 -999)
 * Weekend writing assignment: Find and analyze three examples of dramatic irony in //Oedipus the King//. What is dramatic irony? It is the contradiction between what the character thinks and what the audience knows to be true. Due TUESDAY; we will use it in class on Wednesday. If you have any questions, email michelle_davis@rdale.org

October 26, 2011

 * Quick list: How does "Pimp my Ride" improve junky cars?
 * Introduced "Pimp my Write," an editing technique for improving our writing.
 * STAR formula
 * Substitute: simple words
 * Take out: weak words, redundacies, irrelevant words, filler
 * Add: relevant information, feelings, substantive words
 * Rearrange: sentence structure, paragraph organization
 * Worked on a peer sample, then Ms. Davis', then our own.

October 25, 2011

 * Quickwrite: What makes a good leader?
 * Wrap up of yesterday's questions on the chorus
 * Continue reading Oedipus: Lines 231 - 525

October 24, 2011

 * Quickwrite: What does your name mean (first, middle, last or all three)? Were you named after someone?
 * The name Oedipus means swollen foot (he is the protagonist in our new unit)
 * Background story, vocab for //Oedipus the King// (these hand-outs can be found if you click "Oedipus" on left side of this screen)
 * Study Guide: Pick one up if you want. If you'd rather just take notes in your notebook, that is fine too. [[file:Oedipus Study Guide.doc]]
 * Began reading Oedipus: Lines 1 - 230

October 18, 2011

 * Quickwrite: What is wisdom?
 * Review of big ideas from yesterday:
 * Socrates' wisdom: humbly acknowledging his own ignorance
 * Western philosophy influences (democracy, theater, universities)
 * Socratic method: Inquiry, irony
 * Virtue and justice
 * Socratic dialogue on justice with Mr. Maas

October 17, 2011

 * Quickwrite: How do we examine our lives? Or Why study the ancient Greeks?
 * Turned in group feedback reports
 * Intro to Greeks (Get notes from someone in class; there was a lot discussed not on or expanded from these slides)[[file:The Greeks.ppt]]
 * Small groups answered Apology questions, then shared as a class (students turned in form)

October 14, 2011

 * Student performances (final day)
 * Passed out "Group Work Feedback Report" to record contributions and shortcoming of group members: [[file:Group Work Feedback Report.doc]]
 * Passed out copies of //The Apology// by Plato as well as hand-out of questions to accompany the reading: [[file:Apology Questions.doc]]
 * HW: Return Group Work Feedback Report as well as completed hand-out for //The Apology//

October 13, 2011

 * Student performances
 * Passed back tests

October 12, 2011

 * Reviewed audience expectations
 * Student performances!

October 11, 2011

 * Announcements: Place rubric on top of director's notebook when handing it in; feel free to move furniture in room; group members will provide feedback that will affect individual grades.
 * Group rehearsal (focus on langauge!)
 * HW: Finish director's notebook and practice acting! Presentations start tomorrow.

October 10, 2011

 * Announcement: You can bring in props early to Ms. Davis and she will keep them secure in the English office.
 * Discussion: What makes effective groups?
 * Group work time
 * Tomorrow: Rehearsal day!
 * Also, tomorrow is last day to make-up Macbeth test if you have not taken it yet!

October 7, 2011

 * Confirmed group performance dates
 * Group work time, lab time

October 6, 2011

 * Group coordination, scene sign-up, work time with laptops
 * Draft schedule: [[file:Macbeth Sign up.doc]]

October 5, 2011

 * Macbeth final test
 * Group time: Discussion with Mr. Maas and Ms. Davis about good scenes to choose and how many people should be in each group
 * HW: Think about who you will work best with and what scene you want to perform. Be ready to sign up at the end of class tomorrow (all group members' names and what scene you chose)!

October 4, 2011

 * Quickwrite
 * JEOPARDY! [[file:macbeth-english-12-review.html]] (Review for test tomorrow! Click "Open")
 * Handout: Macbeth final project: Director's notebook and performance of one scene [[file:Director's Handbook.pdf]]
 * **HW: Study for test tomorrow!**

October 3, 2011

 * Quickwrite: Is Macbeth completely a villain? Does he have a conscience?
 * Final book discussion: Elements of tragedy, Macbeth's downfall, roles of fate and free will, witches as possible doppelgangers
 * Discussed and filled in second two columns of this worksheet:[[file:Witch Prophecies.doc]]

September 30, 2011

 * Quickwrite: Is anyone really going to "win" in //Macbeth?//
 * Ms. Davis checked off completion of quick-writes for September participation points
 * Class read a few select quotations from 5.5 - 5.8 (end of play)
 * Watched last 23 minutes of movie //Macbeth// (2010)

September 29, 2011

 * Quickwrite: Has your opinion changed of Lady Macbeth?
 * Answered these questions while reading 5.2-5.4:
 * 5.2: On page 167, why do the Scottish nobleman change sides to fight alongside Malcolm?
 * 5.3: Why does Macbeth not want to "see more reports"? What information does the servant tell Macbeth? What is the context for Macbeth saying "I have lived long enough" (5.3.26)? What is Macbeth's order to the doctor (5.3.49-59)?
 * 5.4: How do Malcolm's men camouflage themselves as they approach Dunsinane Hill?
 * //6th hour: read through 5.5//

September 28, 2011

 * Quickwrite: How do you know if someone is trustworthy?
 * Small groups to answer questions about end of 4.3 (specifically, turning point in Ross; news of Macduff's family)
 * Read 5.1 as a large group (What is wrong with Lady Macbeth? What does the doctor think she needs?)
 * Watch 2010 Lady Macbeth sleep-walking scene

September 27, 2011

 * Quickwrite: paraphrased quote turned in to Mr. Maas
 * Received papers and quizzes turned in yesterday
 * Reviewed //Macbeth// 4.2
 * Read most of 4.3
 * HW: Finish reading 4.3

September 26, 2011

 * Shared writing assignments with peers and large group
 * Took Act 3 Quotations quiz
 * Read Act 4, Scene 1 as a class
 * HW: Read 4.2

September 23, 2011
Remember to find supporting details: Go back to the text to gather direct quotations from the play that support your analysis. You are expected to use at least three quotations and cite them properly as we have practiced in class. Example: "False face must hide what the false heart doth know" (1.7.95-6).
 * Quickwrite
 * Turned in promptbooks (you can email or hand them to me by 4pm today; no late work accepted)
 * Read Macbeth 3.5 in pairs
 * Large group acted and discussed 3.6
 * HW (due Monday): Creative writing assignment: Choose one of the two topics below and present your analysis through a 1-2 page academic paper, song lyrics, poem, comic strip, or newspaper article. Have another idea? Email me.
 * (A) How much do the witches influence Macbeth, or are they merely telling fate?
 * (B) We have already discussed several recurring symbols within the first three Acts, including blood, nature, hallucinations and sleep. Pick one to track and explain its significance.

September 22, 2011

 * Quickwrite
 * Watched two films on 3.3 and 3.4 to compare directorial choices
 * Discussion
 * HW: Promptbook due tomorrow

September 21, 2011

 * Quickwrite
 * Feedback from yesterday
 * Act out 3.4 (and 3.3 for 6th hour)
 * Started promptbook (HW due Friday): Copy the 3.4 scene into a Word or Google Doc from [] and make hand-written to typed annotations (notes) about when characters enter, what words to emphasize, physical actions, etc.

September 20, 2011

 * Ms. Davis handed back papers, discussed how they were graded
 * Viewed a "Why do we write?" powerpoint
 * Practiced quick-writing (how we will start class from now on - a question for you to answer as the class period starts)
 * Reviewed Macbeth 3.2
 * Acted out 3.3
 * HW: Preview 3.4, complete quotations activity (optional)

September 19, 2011

 * Turned in writing assignment
 * Watched Flocabulary's Macbeth music video
 * Completed department-wide common assessment: Paraphrase and find subtext of five quotations
 * Discussed //Macbeth// 3.1
 * HW: Read 3.2

September 16, 2011

 * Questions and answers for //Macbeth// 2.3 and 2.4
 * Reading quiz #2 on Act 2
 * Time to start reading 3.1 OR work on paper
 * HW: Read through 3.1 and write essay outlined below (in yesterday's notes). EMAIL MS. DAVIS (Michelle_Davis@rdale.org) IF YOU HAVE ANY QUESTIONS!

September 15, 2011

 * Students acted out //Macbeth// 2.2
 * Watched video through Act 1
 * Essay assigned ( Due Monday ): "Fair is foul, and foul is fair." Find 3 specific examples of characters or situations when something is the opposite of what it seems. Quote, explicate, analyze. 1-2 pages. Make sure to cite your quotations (Example: Act 1, Scene 1, lines 20-22 wil look like: "This is the example" (1.1.20-22).)
 * HW: Finish reading Act 2 at home, as there will be another reading quiz tomorrow.

September 14, 2011

 * Reviewed //Macbeth//2.1 and three main conversations:
 * Banquo and son Fleance: Talked about the night
 * Macbeth and Banquo: Macbeth receives diamond from the king; Banquo says he dreamt of the witches and Macbeth denies thinking about them
 * Macbeth with himself: See a dagger in front of him, leading him to Duncan's room to kill him
 * Symbol: Blood = Guilt
 * Watched first 10 minutes (Act 1) of 1968 //Macbeth// movie
 * HW: Read 2.2

September 13, 2011

 * Read beginning of //Macbeth// 1.7 as a class, then teachers acted out quarrel between Macbeth and Lady Macbeth in custome
 * Mr. Maas proposed his theory that the Macbeths had a baby, it died, and they are ambitious and bloodthirsty as a result of their grief. If they are to become king and queen as "prophesied" by the witches, then Lady Macbeth believes there will be divine intervention for her to have another child.
 * Took reading quiz (six questions), corrected in class
 * Homework: Preview 2.1

September 12, 2011

 * Read //Macbeth:// Act 1, Scenes 4-6
 * Defined characteristics for:
 * Banquo: Doesn't want to believe in witches, will father kings
 * Macbeth: Hero of Scotland, Thane of Glamis and Cawdor, superstitious, AMBITIOUS 9tragic flaw)
 * Lady Macbeth: Thinks husband is too nice, wants him to be more cold-blooded, calls on spirits, crazy/psycho/murderous
 * Homework: Finish reading Act 1, prepare for reading quiz tomorrow (you can use your notes)

September 9, 2011

 * Read //Macbeth//: Act 1, Scene 3 in small groups
 * Answered questions in group and as class:
 * What prophecies do the witches give to Macbeth and Banquo?
 * Macbeth will be Thane of Cawdor AND King of Scotland
 * Banquo's sons will be kings
 * How do Macbeth and Banquo react to the witches?
 * What news does Ross give Macbeth?
 * What is Macbeth's reaction to this news?
 * No Homework - unless you want to read ahead! 1.4, 1.5, 1.6 would be great!

September 8, 2011

 * Introduced this wiki and passed out stickers with address
 * Discussed Scottish politics
 * 1st level: King Duncan (top)
 * 2nd level: King's sons Malcom and Donalbain
 * 3rd level: Noble Thanes (Macbeth, Banquo, Ross, Lennox, Macduff and more...)
 * Most nobles can claim some relation to the royal family, but some paid for their title
 * Important symbol = nature
 * Thesis statement of entire play: "Fair is foul and foul is fair." What does this mean? Good is bad, bad is good; beautiful is ugly, ugly is beautiful, etc.
 * Scotland - King Duncan - Macbeth - Banquo
 * Norway - Macdonwald - King of Norway - Thane of Cawdor
 * READ AND DISCUSSED 1.1 and 1.2 in class
 * Homework: Read Act 1.3

September 7, 2011

 * Defined tragedy. Tragedy = tragic hero + tragic flaw + circumstance
 * Leads to tragic fall = the loss of everything held dear (and probably their own death too)
 * Examples: Scarface (modern Macbeth), The Dark Knight, The Lion King (modern Hamlet), Titanic
 * Why is it important to revisit? Tragedy is a way psychologically to deal with death; ourselves and everyone we love will eventually suffer and die. This is the human condition. However, this is also why we love!
 * Received Macbeth books
 * Homework: Read Act 1.1, 1.2 and bring three questions about the reading to class.

September 6, 2011

 * Getting to know you activities
 * Two truths and a lie/wish OR What do we have in common (groups)?