Act 1 Macbeth Study Guide Questions Act 1, Scene 1 1. What tone do the three witches set at the beginning of the play? Act 1, Scene 2 2. What is your initial opinion of Macbeth? 3. What do you think of Duncan's decision to execute Cawdor and give his title to Macbeth? Act 1, Scene 3 4. How does Shakespeare want the audience to view the witches? 5. How do Banquo and Macbeth react to the witches' prophecies? Act 1, Scene 4 6. What is the purpose of telling us that the former Thane of Cawdor admitted his treachery and died nobly? 7. How would you describe Macbeth's attitude at the end of this scene? Act 1, Scene 5 8. What does Lady Macbeth mean when she says, "Come, you spirits/That tend on mortal thoughts, unsex me here,/ And fill me from the crown to the toe, top-full/ Of direst cruelty!"? Act 1, Scene 6 9. What is Lady Macbeth thinking and feeling as she leads Duncan into the castle? Act 1, Scene 7 10. How do Macbeth and Lady Macbeth each react to the proposed murder plot?
Objectives: Students are introduced to the unit goals and assessments. They read and analyze the meaning of words found in “The Story of Daedalus and Icarus” from Metamorphoses by Ovid.
Objective: Students will read and analyze the diction and syntactical choices in “Landscape with the Fall of Icarus” by William Carlos Williams, analyzing the impact of William Carlos Williams'choice of words on the meaning and tone of "Landscape with the Fall of Icarus" (poem). Students will also examine how the author structures his writing with phrases to convey meaning and add interest.
Objective: Analyze the development of the central idea of "Musee des Beaux Arts" by W.H.Auden, and analyze how the author's choice in structuring the text impacts its meaning.
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Objective: Use collaborative discussion to analyze the interpretation of a scene in different artistic mediums and analyze how authors draw on source material to transform texts.
For Paragraphs 2-4, use your Text Comparison Chart (LZ Lesson 6) that we built from LZ Lessons 2-5 and your Notes from Lesson 6 to give you the source material and notes for filling in the details.
Objective: Use key details to determine the central idea of an excerpt from Oedipus Rex by Sophocles, and analyze the development of a complex character in the text.
Objectives: Build fluency by working with excerpts from Sonnet 18 by William Shakespeare, analyze the use of punctuation, rhythm, and phrasing to propel meaning and tone. Standards:
RL.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RL.9-10.2 Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
RL.9-10.10 By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 9-10 text complexity band independently and proficiently.
RL.9-10.5 Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.
Objectives: In this lesson, students independently read and summarize the informational text “Reading Shakespeare’s Language” by Barbara Mowat and Paul Werstine. They collaborate to generate a list of reading tips that are displayed throughout the unit.
Reading Shakespeare’s Language” Reading Tips Directions: Create a list of reading tips based on what you read in the essay “Reading Shakespeare’s Language.” You will return to this list throughout the unit.
Objective: Read and summarize scenes 3 and 4 of Act 1 in Macbeth by William Shakespeare, and analyze the development of a complex character in the text.