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“The deception of man takes shape through the aptitudes of greed”

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1 “The deception of man takes shape through the aptitudes of greed”

2  Students examine the role of paradox and equivocation in the play. The goal is for students to gain a greater appreciation of how Shakespeare—and his characters— manipulates words to give them multiple, complex meanings beyond the expected. Students will discover how language drives the events in the play and how these human attributes are relevant in today’s diverse society

3 SUBJECT AREA: LITERATURE/ENGLISH  Approximate time Needed: 2 weeks  8; 50 min. class per. GRADE LEVEL : 6-12

4  This lesson will help students understand how sound can affect our understanding of a scene. By listening to the audio recording of 1.2.1–45, they will gain a sense of who Macbeth is, and by creating their own versions of selected scenes, they will be able to reenact the murder of the King.  Discussion questions  Lecture points  Video assistance and suggestions  Small group discussion  Analysis of literary devices  Vocabulary reviews  Writing prompts

5 Essential Question : How can the Lust for Power Can Lead to Loss of Humanity? Unit Questions: How does Macbeth’s unbridled quest for power lead to his destruction? Content Questions: What is greed?

6  Comprehensive chapter-by-chapter study guides for students  Questions suitable for essay topics or discussion  Vocabulary lists  Muliple-choice and essay test with answer key  Introductory material from Prestwick House to familiarize both students and teachers with the work.

7  Symbolism: Help your students become immersed in the literature they are studying. Take their understanding and enjoyment to a whole new level with the “Symbolism Activity.  Grammar, Style, and Proofreading Exercises designed to teach grammar in context. These reproducible exercises use sentences from the literature. Grammar Activity: Each literary work is analyzed for 12 of the following 14 elements: parts of speech; proofreading (spelling, capitalization, punctuation); simple, compound, complex sentences; complements; phrases; verbals; clauses; passive/active voice; pronouns; figurative language; poetic devices; sensory imagery; allusions and symbols; humor; literary analysis.

8  Questions for Discussion: (1) Murdering a king was considered an especially heinous crime in the aftermath of the Gunpowder Plot in England in November 1605. What was the Gunpowder Plot? (2) Did Shakespeare intend the witches to be symbols of something everyone faces– temptation? (3) The word fear occurs 48 times in Macbeth in noun and verb forms and as a root in words such as afeard and fearful. Which characters exhibit the most fear? What causes their fear? How does fear differ from guilt?

9  Students will be able to demonstrate their knowledge of Macbeth by working in groups or individually to complete the reenactment Assessment. The students will have the choice of 3 written assignments and 6 creative assignments. They must choose one written assignment and 2 creative assignments. By giving students choice, we hope to provide them with the opportunity to really demonstrate the aspects of the play that they mastered and enjoyed.


11 PREREQUISITE SKILLS  discussion and activities include strategies for approaching Macbeth and interesting background information that will help familiarize students with the text and the era in which it was written. Primary pre- reading activities include:  Improvisational acting  Discussion questions  In-class writing assignments INSTRUCTIONAL PROCEDURES  These questions require students to think differently about texts while honing crucial analytic skills by supporting their interpretations with specific observations.  Ask open-ended questions such as:  What makes you say that?  What else is happening in the text?  How can you tell that?

12  Special Needs Students  Ask students to analyze the map of Macbeth and examine the principal locations of the play opposed to the locations of today.  *To create a discussion through the time line of the importance of the time period and how they believe it will affect the play.  *An in-depth evaluation of Macbeth characters-including predictions and possible outcomes of characters based on their brief descriptions and portraits.  Nonnative Speakers  Character review  Theme recognition  Creative vocabulary use  A brief video of the opening witches scene to augment interest and curiosity to the student's initial reading of the play. 

13  Materials  Tic Tac Toe Assessment sheets, Macbeth packet, text books, markers, crayons, poster board, magazines Instructional Plan  Opening  1. Students will meet with their partners  Body  2. Students will work with their group members to complete the Tic Tac Toe Assessment  Closing  3. Students will be informed that they must complete the assessment for homework if they have not done so in class.  4. Students will be informed that they will be presenting their assessment in class the following day.

14  Printed Materials: A traditional one-hour schedule with a clear sequence of activities  Links to the play summaries and analysis  Lecture information and references  Cross-curriculum activities  Supplies: Pencil, Paper, Pen, internet access

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