macbeth-questions-act-i.doc 

1. We started with a reminder on the board: “Not all things are as they seem.” This is very similar to the first few lines of the play that the witches chant and also a line Macbeth himself repeats: “Fair is foul, and foul is fair”. The way something appears may be different from the reality of that thing.  This is central to understanding how the witches are able to tempt Macbeth to alter his fate.
2. We continued with the reading, going through it one scene at a time and then answering the questions together right after.
3. The central part of today’s discussion is the understanding that Macbeth had been plotting to kill King Duncan, even before the witches predicted he would be king. He was very upset by the thought of it though, so it is unlikely he will actually go through with his wish. However, his wife, who is considered the fourth witch in the play, seems to have a stronger heart for going through with the deed and sets about plotting to go through with it herself since her husband has “too much of the milk o’ human kindness”. The question to consider is, ultimately, who is responsible for the murder?

animal-farm-ch-8-10-questions.doc 

1. Students discussed the questions for ch 8-10 together and composed responses as a class.
2. We moved straight from that discussion to list several possible themes of the novel on the board. I gave five examples and explained how they were themes matching the novel. Students had to figure out three other themes on their own. We compiled them all on the board and looked at the list of themes as a whole. All of these themes are applicable to any story, poem, play, or essay we have taken in this semester of English. They are all elements and conditions of being human.

1. Well…. okay. Since it was a beautiful day out and we are only just beginning Macbeth, the kids played ball today instead of starting something with a three day lapse between.

   You’re Welcome!

1. Students followed along in the reading of Chapter nine of the novel. We got to the end and discussed how students felt about the ending, whether it was unsatisfactory, realistic, tragic, etc.

chapter-questions-ch-5-8.doc 

1. Students were given a handout of the questions for ch 5-8. Once finished, we began again with our reading, beginning at Ch 9. We stopped occasionally to discuss the paralells of the story to actualy History.
   The major point of the discussion was to point out who the voice of Benjamin symbolizes. He symbolizes the scoffers and people who were skeptical of Stalin’s propaganda tactics and plans, but he also represents the voice of the Author, Orwell.

1. We began class today with a few leading questions to get students in the right mindset. Do you think your fate is set (destined) or do you feel that you have some control over how things end? Do you feel there is “evil” out there to play with your destiny, or that some people are born with bad luck while others are not? Do you think people are born monsters or do they become that way because of their tragic situations and decisions? These are all ideas that come from the plot of Macbeth.
2. A handout was given with several scenarios and students were to rate them from 1-15, with 1 being the most heinous and evil. For example, do you think it is more evil to plan a murder but not commit it or for a king to order the death of his enemy’s wife and child?
3. We watched the introduction to the Macbeth movie. It is quite a controvercial version of the play. You’ll enjoy it!
4. We started reading! Students volunteered for parts and as we read, we stopped occasionally for me to paraphrase and reword what is going on. It helps to create the scene or picture as we read.
   See the clip below that shows the opening of the movie.

   [kml_flashembed movie="http://www.youtube.com/v/bHXMxOwZvbw" width="425" height="350" wmode="transparent" /]