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"What bloody man is that?"
Macbeth 3 - Act 1 scene 2 - Shoebox Macbeth: In all fairness - this is really a third preplay activity - with the difference being that the students have done the reading on the scene for homework (Act I scenes 1 & 2 - see the bookmark). In this activity - taken directly from Shakespeare Set Free - Macbeth - Lesson 3 - pages 209-211, students will read through the scene (seeing it for the 2nd time - they've read it) as a small group (6-8 students) - looking for how the characters in that scenes would "act". They will pick a theme (this is where I differ from Shakespeare Set Free - but they are doing it in preparation for what is to come at the end of the Unit - Macbeth Day) that makes sense for the scene (if not the entire play). While some in the group decorate the box according to that theme (ie a steam boat on the Missisippi, a Star Ship, an Army Hospital in Iraq), most of the group will use the little characters they've brought in to stage the scene using ONLY the bare script of the scene. No books will be allowed. After they plan and stage their scene - all of the groups will take turn presenting what they did (and why they did it). Finally, we will end the period by collectively viewing a filmed version of that scene (Roman Polanski's 1971 version) and afterwards talk a little about the choices that they made in that film - versus what the students did - inevitably, some of the students' choices turn out to make more sense (or at least different sense)!
Lesson Overview - What bloody man is this? - Shoebox Macbeth - Act I, scene 2
Lesson Overview - What bloody man is this? - Shoebox Macbeth - Act I, scene 2
No quiz today - though the students did have a reading (see the bookmark). There is no quiz because there simply is NO time. The students have so much to do - and you need time at the end of the period to show the scene (Act I, scene 2) and talk briefly about it in context of what the students have done themselves.
First off - in order to do this activity you will need to have on hand your own copy of Shakespeare Set Free - Teaching Macbeth. This lesson derives from that book (to which I am forever grateful and can't and won't usurp that book's place. I have included part of the handout that I give to my students - but the middle part is missing - that information can be found in the copy of Shakespeare Set Free, Macbeth - Lesson 3 - pages 209-211. I also urge you to make your own handout to give the students in conjunction with what Shakespeare Set Free does (as I did). You don't have a lot of time - and you want the students to get started right away.
Here are the directions (in italics) from my handout: Put your texts away – use only the supplied scripts. APPLY what we did in class yesterday (The Macbeth Circle) – you will plan this scene using ONLY the text – what makes sense based on Shakespeare’s words presented in this scene?
1. (6 minutes) In your groups, cast the scene – do it quickly – don’t worry about gender or other issues in the casting. Read the scene aloud (you should have already read it once at home). As you read the scene, stop and ask questions (much like we did the other day). Talk about the characters, the setting, and the plot. Do not limit your discussion to the following questions (actually your questions are probably much more interesting), but make sure that these questions (below) get answered as well. You need to keep focused and keep track of the time. For each question, be sure to point to specific text that answers the question. Read over the questions before you begin then you’ll spot the answers when you come to that part of the reading. [Those focusing questions can be found in the Shakespeare Set Free Lesson.]
2. (16 minutes TOTAL) Take out your shoeboxes and draw a set for scene 2 based on the setting that you chose (don’t get carried away here – perhaps your group can decide on a setting and one person can draw it, while the others keep working). Before you begin to draw, make sure that you understand any props (horses? Thrones?) that you will need for the scene (also any places for entrances, etc). Coins can make good stand-ins for characters. and take another look at the text: Move your characters (the pieces you brought) and come up with a plausible series of movements for all of the characters. NOTE your movements on the scripts. Keep ALL of scripts in SYNCH. You will demonstrate your scene choice and blocking for the entire class.
In the Macbeth Circle Lesson, groups got together and said who was bringing what - at this point, you will find that you have extra shoeboxes - ask the students if you can have them - in case one group today (from any period) doesn't have a shoebox.
Again, the focusing questions can be found in the Shakespeare Set Free lesson.
3. After the students are done with their Shoebox Staging - have each group demonstrate what they did - gather the rest of the class around that groups' shoebox and desks - then: 1) have them explain their theme (this is a great critical thinking exercise). Why choose an Iraqi Military Hospital - how does it make sense for this scene. 2) Then have them act out the scene using their stage and characters - pausing all the while to ask them why they made certain choices. 3) After a round of applause for that group - quickly move to the next group. For time's sake you will need to pick up the scene where you left off with the last group - repeat steps 1 & 2.
4. After you are done with all groups - a round of applause for everyone - and then have them push their desks back (quickly) and get ready to watch the scene on the screen. Show Act I, scene 2 - I use the Roman Polanski 1971 version - there are a couple of great choices the director makes that can lead to a wonderful discussion. Here are two examples - 1) Notice how the soldier characters use their hands and arms to illustrate what happened in the battle (otherwise, you lose your audience). 2) Notice how they use an amulet that is taken off of the neck of the old Thane of Cawdor - to be given to Macbeth - to illustrate that transfer of power - and again, keep things clear for the audience.
5. Remind students that there will be a Test (200 points) on all of Act I at your next meeting.
Partial Shoebox Macbeth Handout
Partial Shoebox Macbeth Handout
Macbeth Act 1, scene 2 for Shoebox Macbeth
Macbeth Act 1, scene 2 for Shoebox Macbeth
This is the blank copy of the script that the students will use for the Macbeth Circle. The print is big and their's plenty of room for them to take their notes directly on the script. Remember - make sure they don't have any other books, plays, dictionaries out. You need this "blank" slate. They will be writing the stage directions in as they 1) read through it 2) move their characters around the shoebox.
Remote Teaching
Remote Teaching
I actually did this remotely and it worked very well. The students got into groups used a paper version of the shoebox and explained their choices for the rest of us at the end.
Act I, scene 2 video (1971 - Polanski)
Act I, scene 2 video (1971 - Polanski)
This is the scene and the version that I showed in class AFTER all the students have show their own stagings. There are a number of questions and comments that can be made during the showing of the video - point out there are things in a film that cannot be done on stage - and especially point out those things that the actors do to make what they are saying clear to the audience.
Here is the description from Amazon: "This volume of the Shakespeare Set Free series is written by institute faculty and participants, and includes the latest developments in recent scholarship. It bristles with the energy created by teaching and learning Shakespeare from the text and through active performance, and reflects the experience, wisdom, and wit of real classroom teachers in schools and colleges throughout the United States. "
The Folger Library has an online edition of the play without the annotations - Shakespeare words (what appears on the right hand page in the paperback edition. It also includes in this online edition the very useful synopses that appear before each scene.
Macbeth Day 4 - Act I - In Class Reading & Discussion begins: So after all of the preparation, it's time to start reading the play aloud in class - after the students have read (in this case - Act I) at home. I will try and follow the same format for all of these in class reading lessons (with the exceptions of getting up on our feet) - there will be a link to the blank scripts (at the Folger Shakespeare Library). There will be those same pages with my notes on them - what I look at when we have a class reading (discussion).
IF YOU CAN'T BE IN CLASS (and you have a sub)
Macbeth Day 4 - Act 1 (thru 4) - Small Group Reading with Group Leaders: There were times when I couldn't be in class and I didn't want our progress on the play to stop. This lesson is designed to cover Act I when the teacher is not present - or even if he is and you want the students to have total control and remove yourself from the reading. In groups of about 5-6, students will read the play aloud just as we do as a class. There is a Group Leader for each set of students - and they will keep everyone on track as well as asking essential questions when they get to them.
WHAT CAME BEFORE:
WHAT CAME BEFORE:
Thoughts on the Lesson
Thoughts on the Lesson
Some lessons are so crazy, hectic, and driven that you and the students will leave the classroom exhausted. Just managing the logistics of this lesson makes me tired - righting it up - three years after I last did it. But it is a wonderful kind of exhaustion - and so much happens - and it happens because the students see it for themselves.
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