All Boys, All Blogged: January 30, 2015

Focus: How can performance deepen our understanding of Act 3?

1. Warming up with our final Act 3 performances

2. Taking a little time to work through your study guides to make sure we all understand Act 3 on a plot level and a thematic level

On a plot level, Act 3 is about...

On a deeper level, Act 3 is about...

3. Enjoying a brief quiz on how to e-mail your teacher properly

4. Reading your banned books

HW:
1. Now that we have made our way through most of Act 3, you should have at least FIVE word trace entries. Use the Harvard Concordance link on the website if you need help locating your word.

2. Read your banned book.  They need to be finished by March 2 (it's about a month away).

All Boys, All Blogged: January 29, 2015

Focus: How can performance help us understand important ideas in Act 3?

1. Warming up by prepping with your Acting Company

2. Enjoying performances while filling our your studyguides / quizzes

3. Finishing this statement: In a word, Act 3 is really about...

4. If time allows, viewing the film version of Act 3 and discussing how Roman Polanski's version stacks up to yours

HW:
1. You will have a brief quiz tomorrow over properly e-mailing teachers/bosses/professors.

2. Bring your banned book to class tomorrow for reading time.

3. After watching and discussing Act 3, you should have at least five word trace entries. Use the Harvard Concordance link if you're having trouble finding your word.

All Boys, All Blogged: January 28, 2015

Focus: How can preparing a performance help us understand characters and themes from Macbeth?

1. Warming up with a grammar reminder: Thank you Griffin, for this entertaining e-mail (and thanks to everyone else who has sent theirs--they're fantastic!)

Dear Ms. Leclaire,

Thank you for letting the class pick our acting companies for the Macbeth Act 3 activity. I think that our group will do a good job with completing the scene we were assigned very well.

I am writing you to inform you that I will be fighting a dragon this weekend so I don't know if I will be able to come to class because I will be preparing my weapons and amor for the battle. I know that there could be a grammar test that I will miss, but I would like to see if I could pick up some of the other activities I will miss?

Thank you for the help!

Sincerely,

Griffin Eiber

2. Gathering together with ye acting companies to prepare scenes from Act 3

Reminder #1: Act 3 performances take place tomorrow, so use your time efficiently today.

Acting Company #1: Act 3, scene 1, lines 1-51 ("Bring them before us")

Acting Company #2: Act 3, scene 1, lines 52 ("To be thus is nothing) - end of scene.

Acting Company #3: Act 3, scene 2 (all)

Acting Company #4: Act 3, scene 3 (all)

Acting Company #5: Act 3, scene 4, lines 1-103 ("Than such a murder is.")

Acting Company #6: Act 3, scene 4, lines 104 ("My worthy lord") - end of scene.

3. Deciding who is bringing what tomorrow

Reminder #2: Please share the studyguide / quiz you're creating with your group with me before you leave class.

HW:
1. By tomorrow, please send a professional e-mail a teacher. It can be a made-up e-mail to me if you're just doing it for practice, but if you actually need to ask a teacher, coach, or boss something, go ahead and send it to them and copy me into the e-mail.  

2. Create word traces tonight and tomorrow for Act 3; you may wish to use the Harvard Concordance link on my website. By the end of this week, you should have least FIVE entries (see my feedback at the top of your Google docs).

3. Bring in any costumes, props, music, etc for your performance tomorrow.

All Boys, All Blogged: January 27, 2015

Focus: How can preparing a performance help us understand characters and themes from Macbeth?

1. Warming up with our grammar mini lesson of the week: How to write a proper e-mail to your teacher or boss

• Click here to hear what goes through a teacher's mind when he or she reads a bad e-mail.

• Click here for a sample professional e-mail.

2. Understanding the purpose and expectations of Acting Companies

3. Gathering together with ye acting companies to prepare scenes from Act 3

Acting Company #1: Act 3, scene 1, lines 1-51 ("Bring them before us")

Acting Company #2: Act 3, scene 1, lines 52 ("To be thus is nothing) - end of scene.

Acting Company #3: Act 3, scene 2 (all)

Acting Company #4: Act 3, scene 3 (all)

Acting Company #5: Act 3, scene 4, lines 1-103 ("Than such a murder is.")

Acting Company #6: Act 3, scene 4, lines 104 ("My worthy lord") - end of scene.

HW:
1. Before Thursday, please send a professional e-mail a teacher. It can be a made-up e-mail to me if you're just doing it for practice, but if you actually need to ask a teacher, coach, or boss something, go ahead and send it to them and copy me into the e-mail.  

2. Create word traces tonight and tomorrow for Act 3; you may wish to use the Harvard Concordance link on my website.

2. Complete any tasks assigned by your acting company.

All Boys, All Blogged: January 26, 2015

Focus: What pushes a person over the edge?

1. Warming up with happy Monday thoughts

2. Discussing symbolic choices in the film and finishing the film version of Act 2; trying your hand at an Act 2 "quiz"

3. Setting up Act 3 for your acting companies by reading all scene summaries and deciding on a plot level and a deeper meaning level what each scene is about.

Acting Company #1: Act 3, scene 1, lines 1-51 ("Bring them before us")

Acting Company #2: Act 3, scene 1, lines 52 ("To be thus is nothing) - end of scene.

Acting Company #3: Act 3, scene 2 (all)

Acting Company #4: Act 3, scene 3 (all)

Acting Company #5: Act 3, scene 4, lines 1-103 ("Than such a murder is.")

Acting Company #6: Act 3, scene 4, lines 104 ("My worthy lord") - end of scene.

HW:
1. If you did not finish in class, finish reading all Act 3 scene summaries and establishing what each is about on a plot level and a deeper meaning level.

2. Check your word trace entries for feedback; continue adding to them as you read Act 3 (remember that by the end of the play, you should have 8-10 entries).

All Boys, All Blogged: January 23, 2015

Focus: How can you ease your confusion over tricky words, challenged books, and Act 2?

Winter Assembly: Shortened Class (1st hour ends at 8:11)

1. Warming up with an enjoyable quiz on commonly confused words

2. Easing into the world of your banned book

3. Viewing the film version of Act 2 with a focus on symbolic choices

HW:
1. I will be giving you an initial round of grades (attempt and completion) and feedback on your word traces, for which you should have three entries by now.

2. Spend 30 minutes with your banned book this weekend.

All Boys, All Blogged: January 22, 2015

Focus: Is Macbeth being moved by evil, or is he creating evil in the universe around him?

1. Warming up by easing the confusion of commonly confused words

2. Acting out Act 2, scenes 3 and 4: Using your sticky notes, please take charge of the following:

• If your card is a heart...please mark any lines that a show the goodness and/or guilt in a character's heart

• If your card is a diamond..please mark and analyze the use of sounds in these scenes. These can be actual sounds in the stage directions and also sounds referenced in characters' speeches.

• If your card is a club...please keep track of all references to nature (weather, birds, water, etc) and consider how nature reflects what's happening onstage.

• If your card is a spade...please keep track of all references to fear. What does each character fear, and how does this fear affect him or her?

3. Circling back to your blog comments from yesterday and applying them to Act 2: Can we forgive Macbeth for what he's done? Can the universe forgive him? Can he move on?

4. If time allows, viewing the film version of 2.1 with a symbolic focus


HW:
1. Update your word trace entries for Act 2, scenes 3 and 4. I'm hoping everyone has at least three entries.

2. Brief quiz tomorrow on commonly confused words.

3. Bring your banned book to class tomorrow.

All Boys, All Blogged: January 21, 2015

Focus: Can a good person commit an evil deed and still be a good person?

1. Warming up with two film versions of Macbeth's dagger hallucination

• In your notes, please write down one significant symbolic choice for EACH version.

• Also, please write down a few ideas about the larger effect of the choice.  In other words, how do the directors' choices affect the way we perceive Macbeth in this scene?

2. Acting out Act 2, scenes 2 and 3: Using your sticky notes, please take charge of the following:

• If your card is a heart...please mark any lines that a show the goodness and/or guilt in a character's heart

• If your card is a diamond..please mark and analyze the use of sounds in these scenes. These can be actual sounds in the stage directions and also sounds referenced in characters' speeches.

• If your card is a club...please keep track of all references to nature (weather, birds, water, etc) and consider how nature reflects what's happening onstage.

• If your card is a spade...please keep track of all references to fear. What does each character fear, and how does this fear affect him or her?

3. Wrapping up by sharing your brilliant findings with the class and responding to our focus question


HW:
1. Update your word trace entries for Act 2, scenes 1-3. By tomorrow, everyone should have at least three entries.

2. Complete your www.noredink.com assignment on commonly confused words BEFORE class tomorrow (the sooner, the better).

3. Bring your banned book to class Friday.

All Boys, All Blogged: January 20, 2015

Focus: Can a good person commit an evil deed and still be a good person?

1. Warming up...did you do your act of kindness?

2. Hopefully, viewing the film version of Act 1 with same focus as yesterday:

In your "Ye Ole Daily Class Log" document, please try out the following tasks:

• Find two symbolic choices made by the director.  Consider the actors, colors, objects, movements, and anything else that involved the director making a specific choice in turning this play into a film.

• Why do you think he made these choices?

• What did the film specifically help clarify for you?

3. Acting out Act 2, scene 1 with the following tasks:

Note to self/class: I need a bell person.

• When you see any images that might represent good, evil, or guilt (or lack of guilt), please mark them.

• Keep looking for your word trace word.

4. Gathering with ye ole "I like people" groups

• Topic #1: How do you, personally, define the terms "good" and "evil"?

• Topic #2: How do you, personally, define "conscience"?  Does everybody have one?

• Topic #3: In Act 2, when Macbeth is hallucinating the dagger, which words connote good and/or evil?  How?  Overall, what might the dagger symbolize?

HW:

1. Update your word trace entries for Act 2, scene 1.

2. Your www.noredink.com assignment, "Commonly Confused Words," is due, really due, by class on Thursday.  It's nowhere near as annoying as hyphens.

3. Bring your banned book to class Friday. If you have time, start reading it this week.

All Boys, All Blogged: January 16, 2015

Focus: How can directorial choices deepen your understanding of Shakespeare?

Please turn in your signatures and banned book proposals.

1. Warming up with your friend, the hyphen

2. Putting your brain to the test by taking the quiz on hyphens

3. Hopefully, viewing the film version of Act 1 with same focus as yesterday:

In your "Ye Ole Daily Class Log" document, please try out the following tasks:

• Find two symbolic choices made by the director.  Consider the actors, colors, objects, movements, and anything else that involved the director making a specific choice in turning this play into a film.

• Why do you think he made these choices?

• What did the film specifically help clarify for you?

Please turn in your yellow "quizzes" by the end of class if you did not turn yours in yesterday.

HW:
1. Spend at least thirty minutes reading your banned book.

2. Finish your Act 1 word trace entries.

All Boys, All Blogged: January 15, 2015

Focus: To what extent is Macbeth manipulated, and to what extent are his evil plans his fault?

1. Warming up: To dash or not to dash?

Hey...what's the difference?  Try to figure out the mystical rules of hyphenation based on the following pairs:

Pair #1
My coach said that I needed to work on my follow-through.

My coach said that I needed to follow through.

Pair #2
English 10 functions like a well-oiled machine.

The pencil sharpener in our room is well oiled.

Pair #3
My son is a three-year-old.

My son is three years old.

2. Finishing Act 1 and attempting to understand Lady Macbeth's manipulative skills

• What makes Lady Macbeth so untrustworthy/deceptive?
• Specifically, what techniques does she use to manipulate Macbeth?
• How would you describe Macbeth in these scenes?

3. Interpreting the film version of Macbeth

In your "Ye Ole Daily Class Log" document, please try out the following task:

• Find two symbolic choices made by the director.  Consider the actors, colors, objects, movements, and anything else that involved the director making a specific choice in turning this play into a film.

• Why do you think he made these choices?

• What did the film specifically help clarify for you?

HW:

1. How about those word traces?  If you haven't shared yours yet, now is the time.  

2. Short QUIZ on hyphens tomorrow, so get that assignment done if you haven't yet.

3. Banned book proposal, signatures, and actual book due tomorrow.

All Boys, All Blogged: January 14, 2015

Focus: Whom do we trust? To what extent do we trust ourselves?

Please remind me to make an announcement about Chromebook switcharoos.


1. Warming up: The trust spectrum

•Are there people in this world whom you trust entirely? Do you fully trust your family? Your friends? Your teachers? Yourself?

•Explain what makes you trust person and what makes you distrust a person. Do you consider yourself a trusting person?

•Which is more dangerous—being overly trustful, or being skeptical of everyone?

Rank the following characters based on the extent to which you trust them: The witches, Macbeth, Banquo, Lady Macbeth, Duncan, the former Thane of Cawdor, Malcolm, Roman Polanski (be prepared to defend your responses)

2. Finish reading Act 1 (hopefully) with a focus on trust and deception


3. Cooling down with your grammar assignment of the week: "I've Gotta Dash: A Lesson on Hyphens"

HW:
1. Complete your grammar assignment, "I've Gotta Dash: A Lesson on Hyphens," if you did not finish in class today.  All grammar lessons can be found on www.noredink.com

2. Continue creating word trace entries.  Everyone should have at least two entries (I think) by the end of Act 1.  PLEASE SHARE YOUR WORD TRACES WITH ME (Your last name Word Trace).  Don't be shy.

3. Banned book proposal, signatures, and actual book due this Friday.

All Boys, All Blogged: January 13, 2015

Focus: Whom do we trust and why? To what extent can we trust ourselves?


1. Warming up with a chance to improve your capitalization quiz


2. Finishing Act 1, Scene 4: What does this scene suggest about trust and deception?

3. Enjoying a brief musical interlude with Mumford and Sons: "Roll Away Your Stone"

Clues:

• In each stanza, highlight or mark what you see as the most significant line/phrase.
• What does the line, "Stars, hide your fires" mean?
• Who do you think the "you" is? In other words, to whom is the speaker talking?

Bigger picture:

• What do you think this song is about?
• Why does this song reference Macbeth? Find specific connections between the song and the play.

4. Getting to know Lady Macbeth

a. Interpreting an image of Macbeth and Lady Macbeth

b. Acting out the rest of Act 1 with a focus on trust and deception.


HW:
1. Banned book proposal, signatures, and actual book due Friday.

2. Complete word traces for today's reading; PLEASE SHARE IT WITH ME (Your last name Word Trace)

All Boys, All Blogged: January 12, 2015

Focus: Whom do we trust, and what do we believe?

1. Warming up with happy Monday Boom cards

2. Glimpsing your own future

a. Looking ahead to banned books

b. Considering some (im)possible prophecies

• Each of you will receive two slips of paper: One with "a prophet" and one with "a prophecy." 
• Create a two-columned chart on your "Ye Ole Daily Log" document with "believable" on one side and "unbelievable" on the other side. 
•  As we pass around the slips of paper, decide whether not you find each "prophet" is believable, as well as which "prophecies" are believable. Write them in the appropriate columns.

c. Discussion: Which ones were believable and why? Which ones were unbelievable and why? What do we like to believe in?


3. Finish acting out 1.3

• How does Macbeth respond to the witches' prophecies? Why does he respond this way?
• How does Banquo respond to the witches' prophecies? Why?
• How would you have responded?

4. Act out 1.4 and 1.5
What do these scenes suggest about trust and deception?

HW:
1. Complete word trace entries for each time your word appeared in our reading today.

2. Banned book proposal and signatures due this Friday (see link in Friday's homework and handout from today). You should also bring a copy of your banned book.

3. Just a heads-up: Tomorrow we will have a "capitalization relearn" that will give you a chance to earn back points on Friday's quiz.

All Boys, All Blogged: January 9, 2014

Focus: How do the witches infect Act 1?

1. Warming up with a brief and enjoyable quiz on capitalization

2. Performing Act 1, Scenes 2 and 3

Directions: Each time you find a speech, a line, or even a word that responds to any of the questions below, please mark it with a sticky note.

The basics:

• What do we learn about Macbeth? What kind of guy are we dealing with here?
• What do we learn about the other characters?
• Which things happen by chance, and which things happen by choice? In other words, what is determined by the characters' actions, and what seems out of their control?

The big, deep question:

• Respond to the focus question: How do the witches infect Act 1, scenes 2 and 3? Try to find at least three specific moments in which you see the infection spreading.

3. Understanding the word trace and getting started on your first entries, perhaps?

4. Introducing your independent reading focus of second semester: Banned books


HW:
1. If your word has appeared in the first three scenes of Act 1, complete a word trace entry for each time it has appeared. Be sure to follow the directions and the example very closely.

2. Start considering what you might read for your banned book; complete the proposal and get your parents' signatures by next Friday, January 16.

All Boys, All Blogged: January 8, 2015

Focus: How do the witches infect Act 1, scenes 2 and 3?


1. Warming up: Performing a close reading of a witchy, witchy picture and explaining how participation works for this unit


2. Turning in signed class policies and recapping any capitalization issues you're having


3. Introducing the Macbeth word trace (handout and example given in class)


4. Performing Act 1, Scenes 1 through 3


Directions: Each time you find a speech, a line, or even a word that responds to any of the questions below, please mark it with a sticky note.


The basics:

• What do we learn about Macbeth? What kind of guy are we dealing with here?
• What do we learn about the other characters?
• Which things happen by chance, and which things happen by choice? In other words, what is determined by the characters' actions, and what seems out of their control?

The big, deep question:

• Respond to the focus question: How do the witches infect Act 1, scenes 2 and 3? Try to find at least three specific moments in which you see the infection spreading.

HW:

1. If your word has appeared in the first three scenes of Act 1, complete a word trace entry for each time it has appeared. Be sure to follow the directions and the example very closely.


2. Prepare for your quiz tomorrow on capitalization.

3. Respond to today's focus question on the class blog if you did not finish doing so in class.

All Boys, All Blogged: January 7, 2014

Focus: What does the opening scene of "The Scottish Play" reveal to us?


1. Warming up with a few dark inferences about Macbeth

• Sharing yesterday's research
• Finishing this statement: In a word or two, Macbeth seems to be about...

2. Interpreting four versions of Macbeth's opening scene:

• Describe the three witches’ physical appearance in each film.

• Describe the setting of each film; what effects does the setting have on the tone (the emotional undertone) of the film?

• What are they saying? Which words strike you?

• What do you think is happening in this scene?

• Try to find one symbol in each scene and make an inference/form a question about what it might represent.

3. Reading 1.1 together with questions and interpretations

(Note to class: I need a thunder guy.)

Sticky note challenge:
(1) Ask one good question.
(2) Make one observation about the way the witches speak.

4. Revisiting today's opening question on the blog and going over the class syllabus/expectations

HW: 
1. BRING STICKY NOTES TO CLASS.

2. By tomorrow, complete the first www.noredink.com assignment of the semester: CAPITALIZATION.  We will have a brief quiz on Friday.


3. By tomorrow, please return the signed class syllabus and policies.

All Boys, All Blogged: January 6, 2015

Focus: To what extent are we controlled by our superstitions?


1. Opening: Yes, no, sometimes--which superstitions do you adhere to?

Please discuss the following questions in your new "I Like People" groups.  For each question, tally how many yes's and no's in your group that you get.  Also, discuss your philosophy behind your responses to each question.  Make sure everyone gets to speak.

Do you believe in beginner's luck?

Do you avoid stepping on cracks?

Do you refuse to open umbrellas indoors?

Do you go out of your way to avoid walking under ladders?

When you blow out your birthday candles, do you make a wish?

Before a big sports game, performance, test, etc., do you perform some kind of ritual or carry a good luck charm?

Do you try to avoid the number 13?

Do you ever cross your fingers?

Do you ever knock on wood?

When you see a penny, do you pick it up for good luck?

Do you believe that bad things happen in threes?

Do you consider yourself to be a superstitious person?

2. Investigating the witchy, superstitious world of the play that shall not be named


Directions: Please start a new folder in Google docs and call it Macbeth (or The Play that Shall Not Be Named). Then start a new document and call it "Superstitions." Please take careful notes on your research in response to the questions below. Enjoy!


a. Why won't people in the theatre business refer to this play by its name? Describe some of the "incidents" that have played into this superstition.


b. What is this play's reputation? Hint: It is referred to as Shakespeare's " ___________ iest play."


c. Was Macbeth a real person? Where did Shakespeare find the inspiration for this play?


d. Roman Polanski produced one of the most famous film versions of this play. What horrific event happened just before he created this film?


e. Based on your research so far, make a prediction: I think that Macbeth is about...


3. Overviewing second semester" Spring syllabus and expectations


HW:
1. If you're a bit iffy on the Shakespeare stuff, consider purchasing the Shakespeare Made Easy version of Macbeth.

2. By Thursday, complete the first www.noredink.com assignment of the semester: CAPITALIZATION (Connor--see me after class and I'll explain)

3. By Thursday, please return the signed class syllabus and policies.


Optional: If you're curious about why humans are drawn to superstitions, click here.