Wednesday, Mar.1 ~ Let's watch Macbeth

Hi girls, meet me in the theater today.

• After watching the excerpts of the play, what do you think would be different if it were filmed? Are there portions that would be better on screen? How would you change them if you were filming rather than planning a live performance?

Here is the link to the Macbeth movie if ya have time to watch tonight.

Tuesday, Feb. 28 ~ Act II Check!

Acts I & II Quiz

HW: Read and annotate Act III before block day.

Fun Facts from Signet
Because James was considered the eighth descendent of the Banquo-Fleance line, Shakespeare "polished" the historical representation to present Banquo's character in a more honorable light. The Banquo of Holinshed's Chronicles is actually involved in the conspiracy to murder King Duncan.

James produced the book, Daemonologie (1597), which provided ways to recognize witches as well as to defeat their spells. He was particularly concerned with the threat of witchcraft after several women were tried in connection with their selfacclaimed attempt to sink his ship during his wedding journey. These women claimed to have sailed "in a sieve" which Shakespeare uses in Act I, scene 3. (All three of the women concerned were burned-as were between 4,500 and 8,000 other supposed witches during that century.)

Monday, Feb. 26 ~ Catch up day!

Well hello! I've missed you people!


Today's hit list...

• Quizzes back
• Discuss the play so far
• Talk about projects

Be ready to discuss Act II and begin Act III on Tuesday.  Quiz on Acts I & II? 

Week of Feb.21-23: Oh boy...z

Hi girls,

This week has been pretty knarly. It's one thing to watch a person die, but to disassemble that person's living space with a broken heart is something I would wish on no one. Jesse's mom passed Saturday night and I will be in North Carolina all week helping the family to close up her affairs. Thank you for your patience. I miss your faces!

About Macbeth... You will need to guide yourselves through it. There is no way I can properly assess you for understanding considering that I haven't been there to teach you. Let's approach it in a non-traditional way.

Everyday this week during class, you should...

• First, talk about the previous night's reading for 15-20 minutes (make sure everyone talks.)
• Second, sus out the next scenes and decide together what is manageable for the evening. I'm thinking at least 10-15 pages, but I don't have my copy with me, so use your best judgment.
• Last, take time to either read out loud or on your own for the last 10-15 minutes.
• Each night, annotate your script and keep a small journal that includes 
• the Act/Scene #s
• at least one question per scene, 
• a record of what you believe are the key lines for that scene with a short explanation of why you chose them.
• Make sure that on block day, you also address specifically 1) What themes you see emerging in the play, 2) What recurring motifs you see and guess at why they are significant 3) Talk about things that don't make sense or seem fuzzy to you.

To keep it fresh, let's also have each student prepare a job to enrich understanding beyond reading comprehension. You can claim these jobs. If you can fulfill them on block day, go for it! If it needs to wait until next week, so be it. You may decide. 

• Director's Role - This person finds the top two thematically significant scenes (or pieces of a scene) and facilitates the class to act out the scenes in a way that students will grasp something they might have missed when reading it (think about how reading Julius Ceasar's death is pretty chaotic until you realize they are kissing his hand not really to beg for the pardon but to actually get physically closer to him).
• Theme Finder - This person does some research to find at least two possible themes in the play. Then facilitate the class to discuss the probable scenes, guiding them to the interesting ones from your research. Then facilitate student to hunt down at least ten quotes to support that theme (students may work in pairs for the last part).
• Discussion Sizzler - This student needs to do some research to find out why Macbeth has become so significant. Then lead the class in a discussion by introducing key questions that not only analyze the play, but also help the class to apply the truth of the play to modern life.
• Comparison Analytic - This person must find something from current life that compares to the theme, story, meaning, or other comparison with the play.
• Art Director - This play is full of emotions from wild ambition to extreme fear. Choose two or three of the highly emotional sections and read them out loud, explainging why we need to process these emotions more rather than make fun of them or flippantly write off the extremeties and unrealistic. Then facilitate students to create a small art piece to discplay the complexity of the emotions from chosen scenes. 
• Historical Researcher - Research the historical context of the play. What inspired Shakespeare and what was he getting at by writing this tragedy? Create an informational powerpoint with at least 10 slides with 3 bullets each to teach the class about your findings. 
• (Yes, I know there are six. Choose one ya like and leave one for dead :)

Block Day, Feb. 15 ~ The Spirit of Julius Caesar makes this test continue...

Hi girls, I'm so sorry to be absent today. I had a family emergency. Text me if you get stuck and need a quick answer.

First, we watch the iShow.

Next, finish up Quizzes. They are on my desk girls. Do your best to finish them today (I'm not sure how long the iShow will go. If you don't finish, let's talk tomorrow at flex, break or lunch?

HW: Start in on Macbeth! Just read and annotate the first three scenes. Write down at least three questions or topics you want to talk about on Monday.

Tuesday, Feb. 14 ~ This one goes out to the haters of Valentine's day....

 This one goes out to the haters of Valentine's day....

Sonnet 147: My love is as a fever, longing still

My love is as a fever, longing still

For that which longer nurseth the disease,

Feeding on that which doth preserve the ill,

Th’ uncertain sickly appetite to please.

My reason, the physician to my love,

Angry that his prescriptions are not kept,

Hath left me, and I desperate now approve

Desire is death, which physic did except.

Past cure I am, now reason is past care,

And frantic-mad with evermore unrest;

My thoughts and my discourse as madmen’s are,

At random from the truth vainly expressed:

    For I have sworn thee fair, and thought thee bright,

    Who art as black as hell, as dark as night.


Today we will

• Finish JC quizzes 
• Get copies of Macbeth
• HW: Read and annotate Act I, Scenes 1-3 (Record at least 3 questions/discussion items in your journal.)
• NOTE: Let's meet in the theater for class tomorrow. We will support Mrs. Hoy's students in a we ishow. ???? See you there, not here tomorrow!

Monday, Feb.13 ~ Julius Caesar Complete

Julius Caesar Quiz


HW: Read and annotate the first two scenes of Macbeth.

• Hard copies will be given in class, but the text is also linked on the side.

Block Day, Feb. 9 ~ And that there was a flick!

Today we watch the 1970 Julius Caesar

Let's do a journal...Do you think the characters were well cast? Were they as you expected?

• Julius Caesar
• Calpurnia
• Brutus
• Portia
• Cassius
• Antony
• Titinius
• Cicero
• Others?

Here is the link if you can't see the image. 


Quiz on Monday!

Ladies, would you mind posting in the comments any links that might help your classmates to study the info from your presentations?

Wednesday, Feb.8 ~ That there was a MAN!

Julius Caesar...check!

• Go over last journal and the end of the play.
• Discuss some deeper issues...
• What motifs do you see?
• What themes do you see?
• What do you think Shakespeare was trying to say with this play? 
• What's you final take on Brutus? Cassius? Antony?
• What is friendship to Cassius? Brutus? 
• What does Shakespeare mean by the "spirit of Ceasar"?
• For kicks, if you could cast actual politicians in roles for this play, who would play each part?
• Final Assessment? 

Tuesday, Feb.6 ~ Violence gives birth to...

Discuss Act IV

Read Act V

Journal 12 ~ Act V

ACT V, SCENE I.
1. What hope of Octavius and Antony is answered? What does this say about Brutus?
2. What does Cassius mean by the following statement?
“Flatterers! Now, Brutus, thank yourself;/This tongue had not offended so today,/If Cassius might have ruled.”(45-47)
3. What ominous sign has Cassius seen that causes him to fear the coming battle?
4. What does Brutus say he will do if they lose the battle? Why is he reluctant to do this? 

ACT V, SCENE II.
5. What is the purpose of this tiny scene?

ACT V, SCENE III.
6. What horrible mistake does Cassius make? What is the outcome of this mistake?
7. What is Titinius's reaction to Cassius's actions?
8. What is Brutus's response to Cassius's and Titinius's actions?

ACT V, SCENE IV.
9. What role does Lucilius take upon himself? What was Antony's response to his masquerade?

ACT V, SCENE V.
10. What request does Brutus make of Clitus? What is his response?
11. What does Brutus ask Volumnius to do? What reasons does he give? What is Volumnius's response?
12. What does Strato do for Brutus? What does Strato ask Brutus to do first? Why?
13. What overture of peace does Octavius make to Brutus's men?
14. How do Antony and Octavius honor Brutus?

Monday, Feb. 6 ~ Julius Caesar ACT 4

Discuss Act III and Leithart.

Journal 11: Act IV Questions

ACT IV, SCENE I.
1. What are Antony, Octavius, and Lepidus doing at the opening of the scene?
2. Why do they want Caesar's will? What is ironic about this?
3. What is Antony's plan for Lepidus? What is his reason?

ACT IV, SCENE II.
4. What does Brutus tell Lucilius about dying love?
5. What practical instructions does Brutus give Cassius about their disagreement? What is unusual about this?

ACT IV, SCENE III.
6. What wrong does Cassius say Brutus has done him?
7. In response, what does Brutus condemn Cassius for doing?
8. What does Cassius threaten to do if Brutus continues to “urge” him?
9. According to Brutus, how has Cassius wronged him? What is ironic about Brutus's accusation?
10. To prove that he has been wronged, what does Cassius tell Brutus to do to him?
11. What is the real reason for Brutus's ill temper? Give all of the details.
12. Messala brings what ill news of the triumvirate's actions in Rome?
13. What reasons does Cassius give for not going directly to Philippi?
14. What reasons does Brutus give for going directly to Philippi? Who prevails?
15. What happens to make Brutus speed up his plans to go to Philippi?


HW: Complete All of Act III Questions

Block Day, Feb. 2 ~ Cowards die a thousand deaths...

Julius Caesar

• Go over Act 3.1

Journal 10: Director's Analysis

• Watch Shakespeare UNLOCKED mins 20-35

Before you watch...

1. If you were directing this play and scene, what time period would you set it in? And where would this scene be? 
2. How would you direct this scene to relate to our times? 

After watching...

1.  Nelson Mandela chose 'Cowards die many times before their death;/The valiant only taste of death but once' as favorite lines. Ceasar says these lines. To whom in the play do you think they most apply?
2. What example of a hand prop is given in the clip which shows how powerfully a prop can speak for a character? 
3. What do the actors say is happening in the world today which makes Julius Caesar a play of our time? 

HW: Continue reading Act III & finish Journal 9 (All of Act III)
And please read Leithart pages 87-100, highlighting at least three things you think would be worthing of discussing in class.

Wednesday, Feb.1 ~ Julius Ceasar Act III

Go over Act II

• Just to start, what ideas are in your mind about overall themes? What is Shakespeare saying about the nature of humanity? power? politics? 
• Considering the strange occurrences in nature, do you think the "gods" are meant to be shown to be warning Ceasar or revealing a dissatisfaction with his power imbalance?

Journal 9
ACT III, SCENE I.
1. In regard to Artemidorus's request, how does Caesar's nobility doom him?
2. What is Metellus Cimber's petition to Caesar? What is Caesar's response and why does he give this response?
3. What does Brutus instruct the conspirators to do before they go public? Why does he instruct them to do this?
4. What request does Antony's servant bring to Brutus? What is Brutus's response?
5. Why does Cassius object to letting Antony speak at Caesar's funeral? What reassurance does Brutus give him?
6. What promise does Antony give Brutus about his funeral speech?
7. After being left alone with Caesar's body, what does Antony promise to do?


ACT III, SCENE II.
1. What reason does Brutus give for murdering Caesar? What is the crowd's reaction?
2. What final mistake does Brutus make in letting Antony speak?
3. Why does Antony read Caesar's will to the people?
4. At the end of the scene, what are the fates of Brutus and Cassius?

ACT III, SCENE III.
1. What is the significance of this scene?