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"When shall we three meet again?"
Macbeth 4 - Act 1 reading and discussion 1: 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). There will be - on these web pages - in my lesson description, Five Points in Today's Reading - this will reiterate 5 points that are in my play notes (which I hope you can read) in an intelligiable, more explicated way. There will also be an audio recording of one of my classes having that day's reading and discussion. So today we begin all that - you will notice that the parts that we have already gone over (like the previous lesson's Act I, scene 2) have been skipped.
Lesson Overview - When Will We Three Meet Again? - Macbeth Act I in-class reading 1
Lesson Overview - When Will We Three Meet Again? - Macbeth Act I in-class reading 1
The Quiz: Students will be quizzed on Act I at the very beginning of the class period. Because this reading is longer - as well as very important, it will count for 200 points (most reading quizzes are 100 points). The great thing about this first quiz is that we've already gone over (including watching) a few of the scenes - in The Macbeth Circle and Shoebox Macbeth. This should give them a good grounding. They have also been completing reading quizzes for nearly 2 quarters at this point - so they should be comfortable with them.
Reading through the play in class. See my page on Reading Plays Aloud in Class for more on this. Every student will read - and as they do their reading - you will stop them (hopefully at the completion of a line) and ask questions or point things out (questions are better). You also need to announce (probably every day) that they may also raise a hand if they are confused, have a question, or want to point something out. This last one may be especially true given that they read it on their own and taken notes on the reading. ADVISE (AGAIN PROBABLY EVERY DAY) THE STUDENTS TO USE A DIFFERENT COLOR PEN (OR PENCIL) TO TAKE NOTES IN CLASS - SO THEY CAN SEE WHAT THEY CAME UP WITH VERSUS WHAT THE CLASS CAME UP WITH (this is an invaluable idea - that actually came from a student a long time ago in my class).
Today's Play-Reading Agenda (this is for a 50 minute period):
1) Read Act I, scene 1 (all of p 7 - see the Folger Script, page & line numbers are the same) - then skip (already read in Shoebox Macbeth)
2) Read Act, scene 3 - up to line 30 (on p 15) - then skip lines 31-92 (p 21) - these skipped lines were covered in The Macbeth Circle.
3) Read Act 1, scene 3 (pg 21) from line 93 thru the end of the scene (p 25).
4) Read Scene 4 (p 25- 29)
5) Read the beginning of Scene 5 (p 31 - up to line 33) and stop for the day.
Six Important Takeaways (5 is such a random number - there are SO many more important things to point out - mainly through asking - see my Notes on today's reading for more). REMEMBER: Have students see these points for themselves by asking questions to get at these.
Act I Scene 1 - Ah - we get to see what the witches were up to BEFORE the Macbeth Circle - now it makes a wonderful kind of sense - and YES students love seeing it in this order - being able to "get it" from their own inference.
Act I Scene 3 (lns 1-30) - In their telling of revenging the one sister's wrong - we see the vindictiveness - the double meanings - the impossibles (sailing in a sieve) that will mark what happens later.
Act I Scene 3 (line 113) - Ah - a great place to point out what enjambed lines are (see my Reading Aloud in Class page). Also WHY they are used. Ask the student - "Why does Banquo step on Ross's lines?" Answer: Because he hears one of the witches' prophecies coming true. Once students learn about enjambed lines - they have a great time trying to outdo each other in reading them without pause.
Act I Scene 3 (line 126) "The greatest is behind". Make sure the students know what an aside is - and ask them how an actor would show that on stage. NOW - Ask them "Did you stop to figure out this line when you reading?" - of course they have a footnote (on the left side of their Folger editions). The footnote says what it means but it doesn't explain "HOW" it means. Take the time and have the students figure it out.... Answer: There are 3 predictions for Macbeth - Thane of Glamis, Thane of Cawdor, and king hereafter. Now - with this line - 2 of these have come true. So 2/3! So cool!
Act I Scene 4 lines 13-14 "There's no art/ To find the mind's construction in the face." SO IMPORTANT! Ask the students what this means. Thank goodness there is no footnote. Art=Talent (students should know this from our Shakespeare's Sonnet lesson). Their first answer will probably be: "There is no way that you can tell what a man is thinking by looking at that man's face." HOWEVER: Is that the only meaning? Read the same line yourself - this time with a scoff in front of it - and put stress on "There's" and "art". Ahhhh. Now ask them what it means. Answer: "It is incredibly easy to see what's in a man's heart or mind by looking at their face". Point out that the line "deconstructs" - and ask them what they think that means: Answer - "Upon close examination, the line is found to have multiple meanings."
This is important for multiple reasons. 1) It shows the students the power that the actor has in shaping the story (through subtext). It shows that an oral reading is different than reading silently. And it shows that some things are just not knowable (this will really come to play in Literary Criticism and Deconstruction)
Act I Scene 5 lines 1-14 - Macbeth's letter to his wife. Ask - What's diffrent? Answer: "It's in prose". Ask your students why you think that is. Be accepting of all possibilities - but I really think the best answer is that it is a LETTER. By putting it in prose - it sets it apart.
Remind students of what the next reading is and when it is due - and to follow their bookmarks.
Most Recent Test for the Reading - Act I
Most Recent Test for the Reading - Act I
I call these tests (rather than quizzes) because they require more time (and with notetaking - effort) than the usual reading assignment - so I want to reward that effort with more points. It's so important to quiz (see my page on Quizzing) - if the class doesn't read first - a great opportunity is lost - for the students to discover on their own - to question on their own - before it is talked about in the entire class.
The Folger Script for today's reading.
The Folger Script for today's reading.
Please note that the Folger Online Edition of Macbeth will have the same corresponding page & line numbers that I reference. Also, the script is available to download from them as a PDF, Microsoft Doc, and with or without line numbers. My students had their own copies (which I strongly recommend) that they could take notes directly in - and which have so many valuable footnotes on the left side of the page. See my handout on Reading Shakespeare in my opening Macbeth Lesson.
This is my script - my "promptbook" if you will - that I follow while we do our in class reading. Please see the page on Reading Plays Aloud in Class. The page numbering, pagination, and line number align with the Folger Edition above. There are notes that should prompt discussion (of course you will have your own as well) - but very often it doesn't go much beyond an underline or a word or two. I have included in the Lesson Overview above Five Important points in that day's reading.
Macbeth_act_1_scene_5_to_line_33_per_4.oggClass Recordings
Class Recordings
Audio - a recording of today's reading and discussion of the play.
Audio - a recording of today's reading and discussion of the play.
A recording of the students reading the play and the questions, answers, and discussion that ensues.
Remote Teaching
Remote Teaching
See my page on Reading Aloud in Class. We did this lesson with students reading remotely - very successfully.
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 5: A Lesson on Subtext and Act I reading continues (scene 5): This lesson on Subtext - (you will need The Folger Shakespeare Library's Shakespeare Set Free) gives students the power to take control of the scenes that they read, discuss, and later perform. It gives them ammunition to those who would argue that you need to dumb-down Shakespeare's language in order to make it relevant. The Shakespeare Set Free lesson explains what those tools are - how they can change things and how actors can create a subtext out of them. After the lesson on Subtext - we will continue our reading and discussing of Act I - finishing Scene 5.
WHAT CAME BEFORE:
WHAT CAME BEFORE:
Thoughts on the Lesson
Thoughts on the Lesson
So now you get a chance to see how the activities that we've done - the three PrePlay Macbeth Activities (especially The Macbeth Circle) were absorbed by the students. What happens in class is really a manifestation of the students using those skills that you've been preparing up to this point (even before Macbeth).
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