2. Read 1.3 through 1.4 (starting where we left off in scene 3), How does Banquo feel about the witch’s predictions. How does Macbeth feel? Who is the topic of conversation at the start of scene 4? How might Duncan’s words to Macbeth, as Macbeth enters, seem ironic? How does Macbeth feel now that Malcolm has been named Prince of Cumberland? Do we have any clues about how he will behave in the future?
3. Write the word thin on the board and have the students list synonyms for it. What are the differences in meaning between the words in a given list? (Example: svelte, emaciated, anorexic, toned, etc.) Which are the more powerful words in each list and why?
4. Define denotation-the literal meaning of a word and connotation-a secondary meaning suggested by a word in addition to its literal meaning. Discuss how a word’s power in determined in part by the associations one brings to the word.
5. Now write the following paradoxical sentence on the board:
So fair and foul a day I have not seen.
6. Ask students for a list of synonyms for the words foul and fair. Rewrite the sentence a number of times using these synonyms. How does the meaning change with the new denotations and connotations? (Ex: So ugly and adequate a day I have not seen.)
7. Remind students that the sentence is a paradox. Are there any others in these scenes?
• The witches seen to be some, but they have beards.
• Lesser than Macbeth and greater
• Now so happy, yet much happier
Tell students that the paradoxes will continue to appear throughout the play and that they should keep this in main as they read.
8. Stress and inflection: Write the following sentence on the board:
He was a gentleman on whom I built an absolute trust.
Have students read through it, each time stressing a different word: he, was, gentleman, I, absolute, and trust. Discuss how the meaning of the sentence changes with each reading.
9. Now have students think of one sentence they often hear from a parent, sibling, or friend. Have them think of the typical inflection (Does the sentence rise or drop at the end?) Have them say the sentence with the opposite inflection and see if the meaning changes. Non-verbal-Have one student sit in the front of the room, and have another stalk across the room, fold arms, and stare at the other students. Ask the remaining class members if any message is being portrayed. Did we portray any non-verbal messages in our previous reenactments?
10. Have students read Act 1.5 and 1.6
11. Model word trace for blood for Act I. Assign Word Traces for blood, hand, night, and sleep for Acts 2 and 3.
Homework Collected:
Research Check
Homework Given:
Trace Words will be due at the end of reading your assigned act,Persuasive Research Paper: 1st Draft Due: March 10, Research Portfolio Due: March 17,
2nd Draft Due: March 24,
Final Paper Due: March 31,
Reflection Paper Due: April 14
Handouts given out:
Trace a Word from Macbeth (white)
To Read:
Macbeth 1.3-1.6
