Macbeth Videos Act I

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Macbeth - Day 6/7 Homework for tonight, May 29th, 2013

Okay so we just finished Act I and began Act II in class.  My students have been doing a great job onstage reading out loud and figuring out this complicated language.

For homework:  Make a thematic connection between the following quotations, all from Act 1.  THEN:  create a THEME STATEMENT that illustrates your belief about a main idea/lesson from this act.

Duncan:  "There's no art/to find the mind's construction in the face./He was a gentleman on whom I built/An absolute trust" (I, iv, 13-15).

Macbeth:  "Stars, hide your fires;/let not light see my black and deep desires.  The eye wink at the hand, yet let that be/which the eye fears, when it is done, to see" (I, iv, 57-60).

Lady Macbeth:  "Come, thick night, and pall thee in the dunnest smoke of hell/that my keen knife see not the wound it makes,/nor heaven peep through the blanket of the dark/ to cry "Hold, hold!" (I, v, 57-61).

More poetry project links!!

More links to Poetry Projects!

C period Sean Nash
C period Lish Ventura
D period Drew Anderson

These are GREAT!!!!!!

Macbeth Day 3: We FINALLY got onstage!!! Homework for Thursday, 5.23.13

A Paradoxical Statement:  A statement that seems to be contradictory but that might be true when considered from a particular perspective.

            “Fair is foul and foul is fair/Hover through the fog and filthy air” – The Witches, Act I, scene I, line 12.

Consider the various connotations behind this phrase. The words "fair," "foul," and "filthy" can be used as adjectives to describe SO MANY things - people, occurrences, ideas......

Step 1:  Please take the time to define these terms and give examples from REAL LIFE which support these ideas.  Consider one:  first, the witches could be referring to the battle that just occurred:  in truth, all actions on a battlefield are considered ‘fair’ because for those fighting, they must believe in the concept, however ‘foul’, that they either must kill or be killed.  

Step 2:  Speculate as to how this concept could apply to Macbeth's current situation?

Day 2: Personal Reflections on Power: Tuesday, May 21, 2013: Homework for tonight!!!

Dear Students,
My hope is that by the end of today's class, you will have begun to develop your own idea of what it means to possess power in our lives.  I would like you to respond to the following questions on this Blog -simply click on the Comment tab below.  You can comment on the question, or if someone has left an interesting comment, you may comment on the comment (does that make sense??).  Be prepared to discuss these questions in class tomorrow  - and don't forget to meet me in the auditorium for Act 1, scene 1 of Macbeth!

• Why is it imperative to understand how our own personal power affects not only those close to us, but society as a whole?  Explain.

• In her article The Necessary Evil, Nancy Gibbs questions whether good and evil are "dependent on each other."  What do you think?  Bonus to the student who can apply a literary term to this concept!!

Day 1: Introduction to Macbeth!!!

Task:  Today, we are going to begin a dialogue about the ways we attain and then maintain power in our lives.  The following short video clips highlight examples of the the way we exert power over others, and the way that others might exert power over us.  One video illustrates the fact that money is a mechanism for power, and the financial inequities that exist in our society certainly should make us stop and think about what this means for the future of our country.  My hope is that we can begin a dialogue about our interpretations of the power we possess both on a personal level and then on a global level.  We will then take these concepts and apply them to major themes in Macbeth.

Once you grab a Popsicle stick with your number on it, you'll go to  your station and complete the task at that station.  You will then respond to the questions that goes with each group, and once each group is done, you'll move on to the next task.  We may need two days for this activity.  Be prepared to discuss your findings at the conclusion of the activity.

Your homework for tonight?  To FINISH the work that you did not get to in class today.  This is all online, so you should have no trouble accessing the information from your home computer or phone.

Group 1:
The Heist: Choosing the participants


Group 2:
Mean Girls: (4/10)
Mean Girls: (5/10)
Mean Girls: (6/10)
Popular: Wicked with Kristen Chenoweth & Idina Menzel

Group 3:
Read the Time magazine article:  Welcome to the Works of the Trench Coat by Roger Rosenblatt

Group 4:
Wealth and inequality in America

Group 5:
Read the Time magazine article:  The Necessary Evil? by Nancy Gibbs

F period Sophomores - Poetry Project

Poetry Projects DONE!!!

I am so proud of my Sophomore Accelerated students - they have worked so diligently over the last two weeks creating poetry projects as a summative assessment for their poetry unit.  Take a look at them:  the link to each student's project is under the Useful Links tab to the right on the home screen.  We are still in the process of adding links, so check back if you don't see yours or your student's.  Now - on to Macbeth!

See a sample below
For more project you can click on the Poetry Tab or on the blog sidebar!

Friedrich Nietzsche: excerpts from "The Will to Power"

Excerpts on The Will to Power

from various books by Friedrich Nietzsche

THE GAY SCIENCE (1882)

13.

On the doctrine of the feeling of power.— Benefiting and hurting others are ways of exercising one's power upon others—that is all one desires in such cases! One hurts those whom one wants to feel one's power; for pain is a much more efficient means to that end than pleasure:—pain always raises the question about its origin while pleasure is inclined to stop with itself without looking back. We benefit and show benevolence to those who are already dependent on us in some way (which means that they are used to thinking of us as causes); we want to increase their power because in that way we increase ours, or we want to show them how advantageous it is to be in our power—that way they will become more satisfied with their condition and more hostile to and willing to fight against the enemies of our power. Whether benefiting or hurting others involves sacrifices for us does not affect the ultimate value of our actions; even if we offer our lives, as martyrs do for their church, this is a sacrifice that is offered for our desire for power or for the purpose of preserving our feeling of power. Those who feel "I possess Truth"—how many possessions would they not abandon in order to save this feeling! What would they not throw overboard to stay "on top"—which means, above the others who lack "the Truth"!

56.

The craving for suffering.— When I think of the craving to do something, which continually tickles and spurs those millions of young Europeans who cannot endure their boredom and themselves,—then I realize that they must have a craving to suffer and to find in their suffering a probable reason for action, for deeds. Neediness is needed!

163.

After a great victory.— What is best about a great victory is that it liberates the victor from the fear of defeat. "Why not be defeated some time, too?"—he says to himself: "Now I am rich enough for that."

268.

What makes one heroic?— Going out to meet at the same time one's highest suffering and one's highest hope.

My brilliant D period Sophomores

Working on their poetry projects in WeMovie & MovieMaker!

Blogging from my iPhone!!

Here is a photo of my brilliant C period sophomores who are working on their poetry movies!

Poetry Projects

Students are working on creating multimedia poetry project.
This year we are using Google Drive with WeVideo. Students are pleased they can access their projects in school and from home.

I hope to publish student work on this blog next week.