Create a written record of reactions to Independent Reading selection.
In a solid paragraph, describe an adventure you have experienced.
1. Directions for "A Voyage to Lilliput" students: Your task is to write a letter to the authoriteis of Lilliput on behalf of Gulliver. In your letter, you should describe the situation Gulliver is facing in his captivity, and you should explain why Gulliver should be released. Be sure to put your response in the form of a letter. (DUE WEDNESDAY)
2. Directions for Heart of Darkness students: Your task is to write a travel/reading log while reading each chapter of Joseph Conrad's story. Consider that you too are a traveler on the adventure. In your log, reflect on the events in the story as they occur. Your first log entry must cover Chapter One. (DUE WEDNESDAY)
3. All students: Complete the Macbeth's Temptation worksheet you began on Friday. Make sure that all parts are complete. (DUE WEDNESDAY)
Read and explain Macbeth, Act I, scenes iv-v.
Students will sign up for the available parts to be read in class today.
1. Read Macbeth, Act I, scenes iv-v aloud, stopping to check for understanding along the way.
2. Begin working on the Study Questions from Act I. The study questions are available as a file download at the bottom of the page.
Using Macbeth Act I, create 20 cards for a game on reading for the main ideas.
Using a list of words and phrases added to English by Shakespeare, create 20 cards for a vocabulary game.
Hand in your Independent Reading assignment from Monday (Gulliver Letter or Travel Log). Take out your recent worksheets from Macbeth.
1. With a partner, you are tasked with creating 20 cards with questions for a board game we are creating in the classroom. One half of you will work on questions from Macbeth while the other half of you will work on vocabulary from Shakespeare. Be sure to number each card, but do not place the answer anywhere on the card. Instead, place the correct answer on a sheet of notebook paper to hand in as a KEY to go with your cards. Your cards and key are DUE THURSDAY.
Read, watch, and discuss Macbeth, Act I, Scenes v-vii.
Using a new list of words and phrases by Shakespeare, create 5 game cards.
Using Macbeth, Act I, scenes v-vii, create 5 game cards.
Choose three of the following idioms created by William Shakespeare, and write a sentence using each.
one fell swoop
vanish into thin air
play fast and loose
be in a pickle
budge an inch
to thine own self be true
flesh and blood
1) Discuss the list of idioms coined by Shakespeare for meaning.
2) Students follow the words of the play while watching Act I, v-vii.
3) Student teams create 5 new game cards for upcoming review game. Add these five game cards to your original twenty. Hand in the packet with the game cards and their answer key.
Using Macbeth Act I, find evidence for inferences on two major characters, and explain how the evidence supports the character inference.
Pick up a copy of the "Character Inferences" worksheet. Turn to the bottom of the second page. Add the following:
7. Macbeth is loyal.
1) Students will work independently for 25 minutes on the "Character Inferences" worksheet to find three quotes that support their decisions on each of the seven character inferences provided. Quotes must be cited with act, scene, and line number as follows: (I, iii, 56). The first number is the act, the second number is the scene, and the third is the line number. Finally, students must provide an explanation for how the quote supports the character inference. Use only Act I from the play.
2) Students work collectively for 25 minutes to share information and to discuss alternative quotes and explainations for different opinions on character inferences.
3) Students will write three additonal inferences about any characters from the play other than Macbeth and Lady Macbeth. Place these three inferences on the margin of the first page of the worksheet.