Writing Unit 2: Writing a Dramatic Script

Introduction: In this unit, students will learn techniques from Shakespeare’s plays, Romeo and Juliet about dramatic character development. They will identify techniques from the CCS and apply them into their creative writing. They will also examine  some exemplary sample scripts to identify the elements of a dramatic script and the techniques and language used to develop a conflict. By the end of the unit, students will demonstrate their learning by writing their own script and 32-3 best scripts will be chosen and performed in class as the summative assessment.

Standards

W 9-10. 3 a-f

Write narratives to develop real or imagined experiences or events using effective technique,
well-chosen details, and well-structured event sequences.
a. Engage and orient the reader by setting out a problem, situation, or observation,
establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.
b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple
plot lines, to develop experiences, events, and/or characters.
c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.
d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.
e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.
f. Adapt voice, awareness of audience, and use of language to accommodate a variety of cultural contexts.

W 9-10 .8
Gather relevant information from multiple authoritative print and digital sources, using  advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas.

Assessments

1. Diagnostic assessment ( quiz on dramatic elements and terms)
2. Formative Assessment: Read a short play and write a brief analysis  to identify the dramatic elements/ techniques and the effective use of them
3. Summative Assessment: Students will write a play that demonstrate their understanding of dramatic elements, techniques, character & plot development .

Essential Questions: 

1. Is drama an effective art form for character and plot development? Why or why not?
2. How is drama different from prose or poetry?
3. Why is drama one of the oldest art form  and continues to thrive today in the art world?
4. Why are there specific techniques needed to write a dramatic script?

Lesson 1: Dramatic Form

Objectives: Students will read a short play and identify the dramatic elements within.

Aim: What are the dramatic elements? How important are they when applied in script writing?

Material: Weblink : http://www.artandwriting.org/student-showcase/award-winning-works//#writing=Dramatic+Script&art_portfolio=false&writing_portfolio=false&year=2013&state=All&awards=C&awards=B&grade=0

Learning Sequence:

1. Students will work  in pairs to read a short play from the link above ( scholastic writing winning entries). As they are reading, take notes of what you have noticed about the play- the elements within.
2. Read the definitions of the Six Aristotelian dramatic Elements. How would you order them according to its importance? Explain the rationale for the order.
3. Review the basic elements of theater. Identify three you are familiar with and share with your partner. Identify three you are not familiar with and read/write about them. Why did you choose these three elements?
4. Share in class the Six Aristotelian dramatic Elements.
5. Share in class the six elements of the basic elements of theater.

Quick Write: Looking back, what dramatic elements are included in the student’s play? Name them and place them in the order of importance as shown in the play. Briefly explain why. Study the notes for a quiz tomorrow.

Lesson 2 Objectives: Students will be able to make connections between the elements of drama and the components in a script.

Aim: Will a dramatic script need to include all the dramatic elements? Why or why not?

Learning Sequence:

1. Share your homework with your partner. Present your notes using ideas from both.
2. Share our notes in class.
3. Discuss how  we identify the elements in a dramatic script.
4. Discuss how we evaluate the importance of each element in a play.
5. Each pair will be assigned an dramatic element to illustrate, based on which, students select an excerpt from the script they have read and studied. Do a  dramatic reading in class. Brief explain how the excerpt illustrates one of the dramatic elements.

Quick Write: What dramatic technique have I learned today from the student exemplary work? What is the one way I can incorporate the technique into my own script writing?

Homework: Think of a situation and create a few lines of dialogue to show it.

Lesson 3

Aim: How is _____( one of the dramatic elements) used in O. Henry’s play?

Materials: While the Auto Waits one-act play by O. Henry

Learning Sequence:

1. Share our dialogues that convey a situation. Read the dialogue and ask your partner to guess the situation. If the guesses are wrong, discuss why the situation is not expressed clearly. Do you feel the situation is vague, ambiguous or none? What do you need to do to make it clearer?(For per 1, share your extended dialogue. Ask you partner to describe one of the characters and predict in what direction the problem is being developed within the situation.)
2. Share in the whole class your experiences.
3. What social phenomenon does your  winning script reflect?  Are there any lines in your script that reveals that universal idea?
4. Read While the Auto Waits
5. Read the play While the Auto Waits and describe the situation in the play. After how many lines of dialogue have you derived at the conclusion about he situation? Which words or lines helped the most?

Quick Write: What is the one technique you have learned from your partner’s dialogue and O. Henry’s play? Why has it stood out for you?

Homework: Apply the technique to your  dialogue and add a few more lines to show the situation. (Per 1, add more lines to develop the problem-rising action).

Lesson 4: Character development

Objectives: Students will use dialogue to reveal a character.

Aim: How do we use dialogue to develop a character?

Learning Sequence:

1. Reflect on the script of While the Auto Waits  by O. Henry. Work in pairs to identify as many stages of the “girl’s” character development as possible. Show the stages  on a plot line.
2. Identify the key words or line that suggest each stage.
3. Identify the changes through other characters’ reactions/interactions. Show the changes on a plot line.
4. Respond: Is this a unique story? Why or why not? How does the writer make it unique? What  “twists”  and “turns” are there in the story development?

Quick Write: What technique can you apply to your character development?

Homework:

1. Show the character changes on a construction paper using plot line graph

2. Develop your character through various “stages”.

Lesson 5

Objectives: Students will apply their understanding of character development to their own script writing.

Aim: How do we use the “stage” technique to develop a character?

Learning Sequence:

1. Share the “stage by stage’ character development graph based on the While the Auto Waits  in pairs.
2. Why are there changes in the girl that you failed to discern?
3. What techniques did you use to help you identify the changes or development?
4. Share in pairs the script  you have written. Read to your partner and him/her to identify at least two stages of character development. If your partner can only discern one, why does s/he feel that the change is not obvious does not exist?
5. Add more lines to your script. Add a new character to increase the interactions.

Quick Write: How does mapping out the “stages” of a character development help you “see” clearly the changes within a character?

Homework: Continue to develop  your main character by add more lines to your script. While the character develops, bear in mind your plot line needs to “grow” as well.

Lesson 6

Objectives: Students will continue develop their character by complicating the “rising action”.

Aim:  How do we complicate the character development?

Standards

W9-10. 3c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.
d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.

Learning Sequence

1. Share the additional dialogue you have added to your script with a partner. Ask: Is there a new dimension I see in the character? Why or why not? How did you accomplish the goal ?
2. Share  your techniques of character development with the whole group.
3. In a literary work, a main  character never stays the same. It changes according to situations. A twist in a situation can bring out the unexpected but  true reaction from a character( morally, emotionally or physically).
4. In While the Auto Waits, how do the situations “twist”? What kind of reactions ( changes) does that bring about from the “girl”? What impact does the ‘twist” play on the character development?
5. How can we use the same technique to develop the character in our own script?
6. How does “stage directions” help with the character development? What kind of stage directions can we provide in a script?

Quick Write: How can you add a twist to the situation described in your script?

Homework: Continue writing your script by adding a twist to the situation and letting the character react differently.  Add stage directions to your lines where necessary.

Lesson 7

Objectives: Students will  use “twist” in situations as “conflict” for development.

Aim: How do we grasp the moment of “twist” in situations and develop it into a complex problem?

CCS W9-10.a. Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.

Learning Sequence:

1. Describe the new dimension you have developed about your character. In pairs, share the script. Is there a new twist in the situation? Does that help develop the character?
2. What kind of stage directions did you add to your script? Emotional,physical, action, character descriptions, historical context,etc?
3. Read Facing Death by August Strindberg and see how the author uses stage directions to enrich the plot and character.
4. How do we use stage directions to enhance the meaning of dialogue?
5. Is a special prop needed? Sound or music? Chorus?

Assessment: respond: how can we use stage directions to enhance the meaning of dialogue and reveal a character?

Homework: Add stage directions to your script. Use the stage directions to help you develop the character.

Lesson 8  Facing Death by August Strindberg

Objectives: Students will use stage directions to enhance the character portrayal and plot.

Aim: Why are Stage Directions essential to the character and plot development?

CCS

W 9-10 3d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.

Learning Sequence

1. Check and share in pairs the typed script( work in progress). Read each other’s  script. Is there any place where the line needs to be clarified with stage directions? Why?
2. Make comments on : 1. Is the plot rising? 2. Do I see at least two facets in the character? 3. Is the situation appropriate for the conflict? 4. Does the dialogue lead to both the character and plot development?
3. Make suggestions: What can your partner do now with the script to make it go further? More interesting?
4. Read Facing Death by August Strindberg and discuss the  stage directions help develop characters, plot and theme.

Assessment: Identify two examples of stage directions in the play Facing Death by August Strindberg and discuss how they help develop a character or plot.

Homework: Continue working on your script to develop your character (s) and plot. Add stage directions.

Lesson 9  : Monologue

Objectives:  Students will write a monologue to develop the main character.

Aim: How do we use a monologue to develop the main character?

Material: Facing Death by August Strindberg

Learning Sequence:

1. Review previous  discussions on stage directions
2. In pairs, share annotations about your observations of stage directions in Facing Death. Explain why the use of SD is unique.
3. Also in pairs, discuss how Strindberg situate his characters and reveal their personality through their own  actions, or reactions to and interactions with others.
4. Share your discussions in class.
5. Find a moment in your script where the main character may experience some sort of internal or external conflict. What may s/he be thinking that s/he does or does not ( depending on the stage directions) want to share with others?
6. If you use “Aside”, then the monologue is intended as the character’s inner thoughts.
7. When writing a monologue, consider- a. the two sides of an issue b. his/her struggle c. reasons of  his/her action/resolution d. emotional tone

Quick Write: Why is internal conflict necessary for a character’s development?

Homework: Write  a monologue to express one of the main characters’ deep believe and struggle.

Lesson 10: Monologue

Objectives: Students will revise their monologue based on their assessment of the main character.

Aim: How do I determine to what directions I want my character to be developed ?

CCS: Character complexity and development ( W 9-10. 3 a-f, RL 9-10. 3)

Materials: Facing Death Script and student-composed monologues

Learning Sequence:

1. Write a paragraph assessing the kind of character you have been portraying. Ask yourself: Is is what I want  my audience to view my character? If not, what’s the discrepancy? How can I use my assessment of the character to help me change the course of the character development?
2. Share your paragraph with a partner.
3. Share with the class.
4. Share the monologue in pairs. Observe the most  relevant details your partner presents in the monologue. Share with the class.
5. Read Facing Death. while reading, follow the development of one of the main characters and create a character chart later based on your observations.
6. Share in class.

Quick Write: How do I determine to what directions I want my character to be developed?

Homework: Use today’s activity to revise the monologue.

Lesson 11

Objectives: Students will create a scene that serves a  turning point in the script of their own.

Aim: What’s a turning point in a play?

Agenda

1. Share the monologue by a main character in pairs.
2. Share reflections on the the monologue.
3. Discuss the purpose of the monologue.
4. Discuss the turning  point.
5. Write a scene that serves as a turning point.

Learning sequence

1. In pairs, share your monologue. Each partner describes what the monologue reveals.
2. Two volunteers share monologues with the class and the class describes what the monologue reveals.
3. As a class, read the 2nd half of the play, Facing Death and identify the scene that serves as a turning point.
4. In a large group, discuss what turning point means and what it serves in  a play.
5. Discuss in pairs, what could be the turning point in my play?

Quick Write:  Based on your piar discussion, write a sentence describing the scene that serves as a turning point.

Homework: Add the monologue and the turning point scene to your play.

Lesson 12 Climax

Objectives: Students will write a climatic scene for their play after identifying and analyzing the climax in Facing Death.

Aim: What’s the climatic moment in the play Facing Death by Strindberg? Why? How is it a natural result of the development of the conflict?

Agenda

1. Remind the class of the due date of their finished play.
2. Review the ending of the play of Facing Death.
3. In pairs, share the responses to posted questions.
4. In class, share responses.
5. Closing

Learning Sequence

1. Reread the ending of Facing Death and respond to the following questions in your notebook- a. What’s the conflict in the play? b. What’s the turning point in Facing Death? Why? c. What’s the climactic scene? Why? d. Is there a denouement ( is the conflict resolved? How?)
2. In pairs, share your responses. Be prepared to share your answers with the whole group.
3. Share in class.
4. Question for debate: Is Mr. Durand’s death suicidal, accidental or murderous? Support your answer with evidence from the play.

Quick Write: Base on our analysis of the play, describe how you would like to add a scene as a climax.

Homework: Continue writing your play. Add a climatic scene. First draft of your play is due tomorrow, typed.

Lesson 13

Objectives: Students will create a self-assessing character development chart as well as a plot line based on their own play.

Aim: Is my play’s development logical and natural? Why or why not?

Agenda

• Remind students of the due date of the final draft.
• Students exchange their draft and do a quick read of each other’s play. Talk briefly.
• Students work on creating a character development chart and plot line based on their own play.
• Closing

Learning Sequence:

1. In pairs, exchange the first draft of your play. Read your partner’s play and use post-it to make comments with at least two “bravos” and one ” suggestion”.
2. Share comments.
3. Return the play to each other. Review your own play and create a character development chart and plot line. Is there anything missing? Does my character develop organically or unnaturally?
4. Does my plot line have the exposition, rising action where the conflict rises, reaches a turning point and climax?
5. Do I need a denouement?

Quick Write: Based on my own assessment, what do I need to do to fix the play?

Homework: 2nd draft of your play is due on Monday.

Lesson 14

Objectives: Students will critique their peers’ plays and provide constructive criticism.

Aim: How do we evaluate a play?

Materials: copies of students’ play and evaluation rubric

Agenda

• Select two volunteers to read aloud their plays
• Review rubrics
• Students use rubrics to provide constructive comments
• Assessment: How do we use the dramatic elements to evaluate the quality of a play?

Learning Sequence

1. Students open their play files and get ready for homework check.
2. Two volunteers will print out their scripts and ask their classmates to participate in the reading
3. The play will be displayed in the whiteboard for the rest of the class to view while being read.
4. After each reading, students will use the rubric to write constructive comments on how each writer can revise his/her play on post-ist.

Quick Write: How do we evaluate a play?

Homework: All playwrights will revise the play based on today’s class discussions.

Lesson 15

Objectives: Students will identify the merits of studying Macbeth and universal lessons it carries within.

Aim: Why do we still study Macbeth?

Materials:

1. Blank Cornell Note Sheet
2. Documentary in PBS (http://m.video.pbs.org/video/2328956371/)

Learning Sequence:

1. Discuss why we still red Shakespeare in general.
2. For what particular reason do we still read Macbeth? Why is so popular?  Why does it speak to us all?
3. Watch the 1st half of the video clip and take notes while watching.
4. Pause the video after 20 minutes. Share some notes and questions.
5. Continue Watching and taking notes.
6. Quick Write: Why do we still study Macbeth according to Ethan Hawk?

Homework:

1. Finish watching the video in PBS and continue taking notes.
2. Read a synopsis of the play Macbeth online. Be ready for the first theater workshop on Monday.
3. The final draft of the dramatic script is due. the script should have a title, the stages directions need to be in italics and brackets.

Lesson 16

Objectives: Student will use the dramatic script rubric to evaluate their own plays and write a reflection on the experience of play writing.

Aim: What have I learned through the play-writing experience? What could I have done differently to take full advantages of the play writing experiences?

Agenda

1. Quiz on Macbeth documentary
2. Reread the dramatic script rubric and highlight the  important terms in each category. Use the notes to write your reflection.
3. Use the Homework self-check sheet to self-assess the homework completion status.

Learning Sequence:

1. Take a quiz based on Macbeth documentary
2. Check the responses to see how much you know about the play Macbeth
3. Turn in the final draft of of your script. If no change has been made from the 1st draft, you may use the same copy. All plays must have a title.
4. Reread the dramatic script rubric and highlight the  important terms in each category. Are the elements included in your script? How effectively are they used in the play to enhance the meaning or theme?
5. Use the notes to write your reflection. Your reflection needs to be specific and truly reflect your understanding of what is there and what is not and the effect the presence or absence of the elements create. You may like to write one paragraph for each category.
6. Use the Homework self-check sheet to self-assess the homework completion status for the writing class.

Quick Write: What have I learned through the play-writing experience? What could I have done differently to take full advantages of the play writing experiences?

Homework: Finish the self-evaluative reflection.

Lesson 16 Macbeth Selected Scenes & Speeches

Objectives: Student will analyze the theme of Macbeth based on Act 1 Scene 1, the witches’ 1st prophecy;

Aim: How does Shakespeare reveal the theme and the main characters, mood in the exposition of the play?

Materials: Macbeth Text

CCS:

RL.9-10.4	Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
RL.9-10.1	Cite strong and thorough evidence of what the text says explicitly as well as inferences drawn from the text.
RL.9-10.3	Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

Assessment: Quick Write-How does Shakespeare reveal the theme and the main characters, mood in the exposition of the play?

Learning Sequence

For each activity, we’ll do Think-Pair-Share activity to discuss each TBquestion. Here is the  Macbeth Text.

1. Read in pairs lines 1-13 in Act 1, Scene 1. Which words or phrases reveal the themes of the play? Select the words and explain why.
2. Share in class.
3. Read in pairs lines 54-64 by Banquo. in Act 1 Scene 3. How does Banquo react to the witches’ prophecy? How would you describe his character as revealed in the speech? Use textual evidence to back up your claim.
4. Read in pairs, LINES 140-155 by Macbeth in Act I Scene 3. Discuss the TBQs- a. How does Macbeth react to the witches greetings and prophecy? b. What thoughts are surging in his mind? c. What’s revealed abut his character in the aside? d. What words or phrases help reveal his character? Cite evidence and provide analysis of the evidence.
5. In pairs, read lines 18-24 in Act 1 Scene 4 by Duncan. Discuss the TBQ- What kind of king is Duncan as revealed in the speech? Cite evidence to support your claim.
6. In pairs read lines 55-60 in Act i Scene 4 by Macbeth. Discuss the TBQs- a. How does the speech reveal what Macbeth is going to act in the next scene? Cite and analyze the evidence. b. How does Shakespeare use figurative and connotative language to reveal Macbeth’s character? Cite and interpret the evidence.

Assessment: Quick Write-How does Shakespeare reveal the theme and the main characters, mood in the exposition of the play?

Homework: Write a paragraph on your first impression of Macbeth based on the speeches he made in Act i ( selected speeches we read today). Be sure to cite textual evidence to support your claim.

Lesson 17 Macbeth Selected Scenes & Speeches

Objectives: Student will analyze Macbeth’s character change  based on Act 2 Scene .

Aim: How does Shakespeare reveal  Macbeth’s character through diction, imagery and allusion?

Materials: Macbeth Text Act 2 Scene 1 Dagger Soliloquy ( lines 44-77)

CCS:

RL.9-10.4	Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
RL.9-10.1	Cite strong and thorough evidence of what the text says explicitly as well as inferences drawn from the text.
RL.9-10.3	Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

Assessment: Quick Write-How does Shakespeare reveal Macbeth’s characters through diction , imagery and allusion?

Learning Sequence-

Student will read the soliloquy in pairs and respond to the following TBQs-

1. In how many ways does Macbeth see the dagger? Is he becoming stronger or weaker in will ad determination than he revealed himself in Act One?
2. Is what he sees real? What lines clarify this? Identify them.
3. How does he feel about the “sight”?
4. Why does he see what is not there?
5. Would you agree if I say he is insane? In your opinion, what could cause a person’s insanity?
6. Why does Macbeth refer to Tarquin’s ravishing “stride”? What does he imply?
7. How does Macbeth’s character change through this soliloquy?
8. What imagery do you see in the speech? How do they reveal Macbeth’s inner world?
9. Which line(s) show that Macbeth has made his mind to kill Duncan? What word choice does he make to reveal the “darkest desire”?

Quick Write: How does Shakespeare reveal Macbeth’s characters through diction , imagery and allusion?

Lesson 18

Objectives: Students will use “Focus & Notice” and “Method” to derive at meaning of the Dagger Soliloquy

Aim: What does the dagger soliloquy reveal about Macbeth’s character? How does this speech advance the plot?

Materials:Macbeth Text Act 2 Scene 1 Dagger Soliloquy ( lines 44-77)

Activities:

1. Student will use annotations and Focus & Notice method to read closely Macbeth’s Dagger Soliloquy and answer “so what” question.

2. Students will present their selective work ( 5 pieces) and have a brief conference with the teacher.

3. Students create an Action Plan for the 3rd marking period. Take home the plan and have it signed by a parent.

4. Return the action plan by Monday.

Homework: Create an Action Plan based on the CCS and ask a parent to read and sign it. Due Monday 12/09.

Lesson 18 Macbeth Act 2 Scene 2 & 3

Objectives: Students will read Act 2 Scene 2 and understand how Shakespeare uses sleep as a metaphor to describe conscience of a innocent being.

Aim: Why does Macbeth cannot say “Amen”? How does his action after the murder reveal about his character?

Materials: a copy of Macbeth Act 2 Scene 2

Learning Sequence

1. Provide feedback to the Macbeth Dagger Soliloquy analysis assessment. Bring out strengths and weaknesses.
2. Collect “Action Plan” for the 3rd marking period.
3. Read the scene out loud with a partner and create a glossary of new vocabulary
4. Practice using “Notice & Focus” + Ranking to make a list of important details. Pay special attention to the details relating to sleep and blood-stained hand.
5. Use the Method: Work with Patterns of Repetition, Strand( words that belong to a similar category)  and Contrast ( binaries)
6. Asking “So What”- what does the observation imply? Where does this observation get us? How can we begin to make a claim using the observation?( push your observations and statement of implications to interpretive conclusion)
7. Show your pair work on a poster paper.
8. Quick Write: Based on your observation, what can we say about MACBETH and Lady Macbeth as well as their relationship  at this stage of the play?

Lesson 19

Objectives: Students will compare their interpretation of the witches’ scenes with what they have seen in the Macbeth stage performance.

Aim: How would you describe the effects of the witches in Macbeth performance we saw yesterday at LCT? Was that what you had anticipated?

Motivational Activities:

What do your imagined witches figure look like? Describe the image.

Texts: Act 1 Scenes 1 & 3, Act 3 Scene 5 ( 3rd murderer), Act 4 Scene 1

Learning Sequence

1. Describe all you remembered about the witches in the stage performance of Macbeth.
2. Respond: Did you anticipate to see the images to be portrayed in the ways you saw in the production? Why or why not?
3. What was so amazing or shocking or surprising about the witches?
4. What do you think their functions are in the play according to this particular production?
5. Ink-Pair- Share.
6. Share in class your responses.
7. Find all the scenes abut the  witched in the play and identify words that you believe helped the director portray the witched the way he did. Be specific about the act, scene and line numbers. Make specific references to the words.
8. Also identify evidence you believe that director went off with his own “interpretation” spree or scenes where Shakespeare does not mention in his play at all.
9. Ink-Pair-Share.
10. Share in class.

Homework: Write a full-page response based on the discussion. How effective is director with the portrayal of the witches? How does the depiction help reveal Macbeth’s character and contribute to the themes.

Lesson  20

Objectives: Students will be able to respond to a specific part or element of the  stage performance of Macbeth they have seen at LCT

Aim: Which specific part or element of the Macbeth play still lingers in your mind and follows you everywhere? Why?

Motivational Activity

Let’s do round robin several times commenting on the play and each time we’ll use a sentence starter to begin our statement. You can comment on the staging techniques, props such as the rose bouquet, choice of actors, costumes, witches,, etc.

1.  “I’m still thinking and talking about ________________in the Macbeth show because I ___________________________. It really helps understand/see that ____________.

2. It is strange that ______________________________________.

3. It is fascinating that ____________________________________.

4. I don’t understand why ____________________________________.

5. I think the director’s intention is _________________________ when he makes the choice of ___________________________________________.

Learning Procedure

Foe each activity, we’ll do ink-pair-share –

1. Based on the round robin activities, which specific detail or element truly has made an impression on you? Describe it in details, for example, how is it seen or heard or felt or smelt etc.
2. Locate the scene or lines in Shakespeare’s play that has given the director the inspiration or stage directions.
3. Read the original lines or scene and compare the director’s intention or understanding with your own. How does the director effectively or ineffectively portray the scene or detail?
4. How does Shakespeare’s language create the magic we see?
5. (Introduction) What’s your overall impression of Macbeth after seeing the play? How does this play speak to you? Whom would you be if you were to select one of the characters in the play to represent you? Why?
6. How do you feel about Macbeth and Lady Macbeth’s deaths? Triumphant? Pity? Purged? Poetic justice?
7. (conclusion)How does the play change your views on certain worldly issues?

Enrichment Activity

Other suggestions of Topics for Writing your LCT Responses to the Macbeth Stage performance

1. Respond: How does the “Tomorrow ,and tomorrow,and  tomorrow” soliloquy reveal Macbeth’s devoid of emotions and impasse to conscience?

Text: Tomorrow , tomorrow, tomorrow soliloquy Act 5 Scene 5 What is that noise? SEYTON It is the cry of women, my good lord. [Exit] MACBETH I have almost forgot the taste of fears; The time has been, my senses would have cool’d 10 To hear a night-shriek; and my fell of hair Would at a dismal treatise rouse and stir As life were in’t: I have supp’d full with horrors; Direness, familiar to my slaughterous thoughts Cannot once start me. [Re-enter SEYTON] Wherefore was that cry? SEYTON The queen, my lord, is dead. MACBETH She should have died hereafter; There would have been a time for such a word. To-morrow, and to-morrow, and to-morrow, Creeps in this petty pace from day to day 20 To the last syllable of recorded time, And all our yesterdays have lighted fools The way to dusty death. Out, out, brief candle! Life’s but a walking shadow, a poor player That struts and frets his hour upon the stage And then is heard no more: it is a tale Told by an idiot, full of sound and fury, Signifying nothing.

2. The shadow as motif

3.Violence in Macbeth

4. Does Shakespeare use Lady Macbeth to warn people of the 1st sin? Shakespeare, uses Lady Macbeth to illustrate his belief ‘Frailty ,thy name is woman”?

5. Haunting images in Macbeth

6. Natural disasters in Macbeth

7. Macbeth’s Perversion of Manliness

8. Why Macbeth is Hitler or Stalin

9.Fear  in Macbeth

Homework: Write a one or  two-page  response to show your in-depth understanding of a specific detail or element in the play Macbeth. Be sure to mention how that detailed is portrayed by Shakespeare originally in the play and whether there are any differences between your interpretation and the director’s. How does this particular detail or element help you understand the play as a whole or Macbeth or Lady Macbeth as a character?

Lesson 21 Macbeth and Lady Macbeth’s Character Development

Claim: Make sure to include a claim about Macbeth or Lady Macbeth character.

Texts: Macbeth’s character development-

• Act 1 scene 3, 4;
• Act 2 Scene 1, 2, 3
• Act 3 Scene 1 lines 33-47; lines 52-77; Act 3 Scene 2 ( Lady Macbeth) lines 5-63; Scene 4 lines 30-41 ( lady Macbeth covering up for Macbeth, Macbeth dealing with the ghost
• Act 3 Scene 4 Lines 162-177
• Act 4 Scene 1 Macbeth Lines 51-   ; Lines 128-139, lines 164-177 ( ruthless)
• Act 5 Scene 1 LADY Macbeth sleep walking
• Act 5 Scene 5 “Tomorrow…” soliloquy
• Act 5 Scene 8 : Macbeth’s death

Review of Drama Unit

Objectives: Students will examine the writings we have done in the unit and elicit the skills relating to them.

Aim: What skills are involved in the writings we have done in this drama unit? Why is it important to follow through with the writing process POWER?

Do Now: What’s POWER?

P- Pre-writing, O-Organizing, W-Writing, E-Editing, R-revising

Learning Sequence:

1. Use the model essay as an example.
2. Claim
3. context
4. Citing evidence
5. analyzing evidence
6. so what?

Assessment:  Why is it important we conclude with “so what”?