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.
SSR+- write the following prompt in your binder under SSR/AoW: Identify 3 literary devices that are use in your reading today. Write the example from the book and identify the device (ex: Imagery, foreshadowing, irony, symbolism, simile, metaphor, etc.)

2. Bellwork #2: SW actively read, listen, and discuss Act 1, scene 1 (3 column notes) 2-3-Lit Roles. 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 3-7
Bellwork #3: SW actively read, discuss, and interpret Act 1, scene 3-7. SW apply their lit roles to these scenes and focus on the relationship between Lady Macbeth and 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 SSR + for 15 mins. And respond to a prompt
Bellwork #4: SW SSR + for 15 mins. And respond to a prompt. 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?

5. “There’s daggers in men’s smiles” (Macbeth 2.3).
Bellwork #5: 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).

6. Create Cause and effect maps with the following event: Duncan’s Murder
Bellwork #6: SW view Act 1 & 2 of Macbeth and create a cause and effect map based on one event.
Create Cause and effect maps with the following event:
Duncan’s Murder

7. Bellwork #7: 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).

8. Bellwork #8: SW SSR+ for 15 mins. And respond to a prompt
Bellwork #8: SW SSR+ for 15 mins. And respond to a prompt. SW work on common lit. SW be assigned a scene from Act 3 of Macbeth. SW work in a group to cover the essential pieces in each scene and read through their scenes.
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.

9. Bellwork #9: SW work in a group to cover the essential pieces in each scene and read through their scenes. SW practice their presentations.
What shocked you the most about the scene that was assigned to your group? What is the author’s purpose of this scene? Explain.

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. In Act 3, Macbeth says, “…blood will have blood.” What does he mean?
Bellwork #12: SW apply what they know on a quiz on Act 3. SW critically read, interpret, and discuss Act 4, scene 1. SW write three column notes 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?

13. Bellwork #13: SW SSR+ and apply it to a prompt
Bellwork #13: SW SSR+ and apply it to a prompt. SW demonstrate their understanding of Act 4, scene 2 by critically reading and interpreting these sections. SW write and share out a literature role based upon these sections.
How is Macbeth becoming more of a tyrant by the end of Act 4, scene 1? Explain.

14. Bellwork #14: SW SSR+ and apply it to a prompt
Bellwork #14: SW SSR+ and apply it to a prompt. 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.
Why did Macduff’s wife feel abandoned by her husband? Why do you think Macduff left so abruptly without telling her why or explaining himself?

15. Can Malcomb trust Macduff? How does he test this? Why?
Bellwork #15: SW SSR+ and apply it to a prompt. SW working on their college essay intro using beginnings of books around the room. SW model a beginning of an author’s intro to come up with an inventive way to begin their essay.
Can Malcomb trust Macduff? How does he test this? Why?

16. What does it mean to be not “woman born”?
Bellwork #16: 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?

17. Bellwork #17: SW demonstrate their understanding of Act 5 by analyzing scenes 4-8 from Macbeth. SW apply, respond to, and share out Literature roles for these scenes. SW Discuss guidelines of the dumb show and see examples of them.
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”?

18. Bellwork #18: SW SSR+ for 10 mins and respond to a prompt
Bellwork #18: SW SSR+ for 10 mins and respond to a prompt. SW Discuss guidelines of the dumb show and see examples of them. SW read and discuss an AoW based on Macbeth’s identity for the upcoming Micro Argument.
Which character in the play has made the biggest transformation in your opinion from good to bad or vise versa.

19. Bellwork #19: SW SSR+ for 10 mins and respond to a prompt
Bellwork #19: SW SSR+ for 10 mins and respond to a prompt. SW demonstrate their understanding of their novel through a book talk. SW demonstrate their understanding of Macbeth’s identity by constructing a Micro arguments concerning Macbeth.
Who or what do you believe shapes Macbeth’s identity? Explain.

20. Bellwork #20: SW view the 2nd half of Macbeth while working on their scenes for their dumb show.
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.

21. Bellwork #21: SW SSR+ for 15 mins.
SSR+-Prompt on the board

22. Bellwork #22: SW SSR+ for 15 mins
Bellwork #22: SW SSR+ for 15 mins. SW View students dumb shows based upon scenes from Macbeth. SW critique the presentations seen and give feedback.
Create mini tree maps for each presentation seen today and give two pros and cons for each presentation.

23. Bellwork #23: SW SSR+ for 15 mins
Bellwork #23: SW SSR+ for 15 mins. SW View students dumb shows based upon scenes from Macbeth. SW critique the presentations seen and give feedback.
Create mini tree maps for each presentation seen today and give two pros and cons for each presentation.

24. SSR + for 15-20 mins. and respond to a prompt.
Bellwork #24: SW SSR+ for 15 mins. and respond to a prompt. SW present their book talks and have a class discussion based upon them. SW finish viewing and critiquing any Macbeth Dumb Shows. SW complete their college essay
SSR + for 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 …..

25. Bellwork #25: SW SSR+ for 15 mins. and respond to a prompt
Bellwork #25: SW SSR+ for 15 mins. and respond to a prompt. SW start researching a social issue that they would want to research and present. SW begin filling out information on their top three picks.
What is a social issue? List at least 3 social issues in the world today. Have they been around for awhile or are they just a fad, in your opinion?

26. Login on your computer and search up current social issues.
Ona separate sheet of paper list the top 3 you might be interested in and why?
Are they issues that just became popular or have they been around for awhile?
Chose your top pick and start to do some research on it.
List at least 5 pieces of information you found about this issue.
Is there a current case that involves this issue? If so, what is it? If not, do you think this issue is getting better? Why or why not?