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ih 560 part manualLearn about Easel TOOLS Easel Activities Pre-made digital activities. Add highlights, virtual manipulatives, and more. Browse Easel Activities Easel Assessments Quizzes with auto-grading that will be available for purchase on TpT soon. Some filters moved to Formats filters, which is at the top of the page. See All Resource Types All Resource Types Activities Assessment By TpT Sellers for TpT Sellers Cooperative Learning Cultural Activities EBooks English (UK) Examinations - Quizzes Fun Stuff Games Google Apps Graphic Organizers Guided Reading Books Handouts Homework Independent Work Packet Interactive Notebooks Internet Activities Lectures Lesson Plans (Bundled) Lesson Plans (Individual) Literacy Center Ideas Literature Circles Mini-Course Minilessons Movie Guides Multimedia Novel Study Other PowerPoint Presentations Printables Projects Research Rubrics Scaffolded Notes Scripts Study Guides Test Prep Thematic Unit Plans Unit Plans Video Files Webquests Whole Courses Workbooks Worksheets Don't see what you looking for. PDF AND DIGITAL-ENABLED FOR DISTANCE LEARNINGDoes Macbeth die a tragic hero. The questions are arranged by act and scene. The questions for each act are formatted with name and date lines and space to provide answers. They are ready to print. In addtion, there are thirteen Anticipation or Journal Topics. Questions have been divided by Act and Scene. Over 30 pages of questions. Subjects: Literature Grades: 9 th - 12 th Types: Lectures Show more details Add to cart Wish List Macbeth Comprehension Questions - ACTS 1-5 - 96 QUESTIONS TOTAL. It's a great way to guide student reading and assess their comprehension of the play. The questions flow with the Act III and are divided into scenes. The questions are thorough, including basic comprehension, opinion-based, and thought-provoking questions. Are you getting the free resources, updates, and special offers we send out every week in our teacher newsletter? Sign Up.http://dyglas.com/userData/board/horizon-oxford-2-rower-manual.xml
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No shipping charges will apply for downloadable products. Shipping will be calculated at checkout.Questions have been divided by Act and Scene. Two different printable versions - one with no spaces between questions, another printable version allowing for space for students to write or type their answers. Interactive PDF and Google Classroom-friendly version gives space for students to type the answers to each question below the question. Super versatile for any classroom setting. Includes Answer Key. Use by anyone other than the original purchaser is a violation of the terms of use. Licenses for multiple users are available at a discount. This product may be used in Google Classroom or a PASSWORD-protected site by the authorized purchaser only. Check the resources here. Includes essential questions, plot diagram, character maps, Aristotelian elements of the tragic hero, motifs and images, conflict analysis, more.Follow links to learn how your students can produce something similar.Includes introduction of major themes. A great pre-reading activity!Summary, theme openers, cross curricular activities, research assignments from McDougal Littel.Some projects address multiple intelligences.Tutors, instructors, experts,Columbia University. Author: Rachael Ro It is one of a series of lesson plans to accompany the short animated videos of six of Shakespeare's plays on LearnEnglish Kids. They will watch the video and complete comprehension activities, and then will be guided to think about and discuss the idea of 'ambition' from the play. Finally learners will develop their writing skills by thinking and writing about what job they would like to have when they grow up. Since Shakespeare wrote in blank verse, a form of unrhymed poetry, there is a. 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What Why does Lord Capulet arrange his daughter s wedding to Paris. He wants to see his daughter settled and married to a man he approves of Recalling and Interpreting (The Tragedy of Macbeth, Act 5 ) 1. During As you read act 1, focus on Hamlet s developing relationships with the characters listed below. In each box state Day 2 adjective Day 3 The Princess and the Dragon Week 2 Day 1 What other mythical creatures can you think of. Write ideas up Why is DRAGON.It s wonderful that you re interested in starting a booktalk club at your school. Before you even begin, you may want to familiarize yourself with some Your map should be A4 size. Clearly label the major Italian cities. Romeo and Juliet takes place in the Italian city of Verona. TASK: Find a map of Italy. Your map should be A4 size. Clearly label the major Italian cities. On a separate The teachers wrote the poems in a demonstration class during Examine Content. Examine Form and Structure. (continued on page D37) For more advanced, in-depth analysis of each element, use the following What are their main story elements. Prompt them with categories Working in groups, students will evaluate an example of both source Students will be assessed using the 3 rd Grade Persuasive Writing Rubric. W.3.1c Use They are to complete the attached questions. They are to answer each question in Purpose: to show evil will influence events from the start. Purpose: to show evil will influence events from the start. Act I, Scene Oral reading fluency is the ability to read, speak, or write easily, smoothly, and expressively. A fluent reader is one who reads and understands what he or she is reading Everyone wants to have Reading questions: 50 points Map: 15 points Charts and diagrams: 35 points The Most Dangerous Game They sold him into slavery in Egypt. But the LORD was with Joseph in Egypt and gave him success Macbeth, who was already Thane of Glamis, asked the witches why they called him Thane of Cawdor and king; but Then have them draw a line from You and I What will they do. He called me. We had their dog. What did they say? When would you go? No way A number of people One or two How long Teacher Pep Talk: You are so blessed. You get to teach about the MOST important thing we can tell people: Jesus Loves You. I know that it This interactive process involves the reader s prior knowledge, the text, and the reading situation. Literal Examine Setting. Analyze Characters. Examine Plot. (continued on page D25) For more advanced, in-depth analysis of each element, use the following frames: Setting Plot Author s Craft Thanks, Ava said. But what is it? An invitation to my pool party. It's Saturday at two. Melanie kept talking but Ava wasn t listening. The words pool Duncan, the king of Scotland, is at war with the king of Norway, and as the play opens, he learns of Macbeth's bravery in battle against a Paper One is a language paper and Paper Two is a literature paper. General Tips: Always make For Board Examination System Schools What will he Then read pages 1 24 in the novel. When you finish your reading, study the To use this website, you must agree to our Privacy Policy, including cookie policy. Please upgrade your browser to improve your experience. This will help them to gain crucial close-reading skills. Tasks include: an examination of Macbeth's soliloquies and what they reveal to the audience; using cross-referencing to trace the significance of a single word throughout the text, 'safe'; and a list of practice exam questions with an emphasis on language. To download resources, you must be logged in. Sign up for free to access this and other exclusive features. Activities mentioned in these resources are available in a separate downloadable 'Student Booklet', also at the bottom of this page. The 'Teachers' Guide' download explains how best to use Teach Shakespeare and also contains a bibliography and appendices referencing the resources used throughout. Printable cards are included in the Lesson Plan download at the bottom of this page. Students should think creatively and find ways to group them, e.g. who they are said about, who says them, whether they are saying positive things or negative things, whether they are official titles or more personal and familiar ways of addressing each other, etc. Take feedback about pairs’ approaches and findings. Students should write quotations from other characters in the grid in the Student Booklet. These could include: Students could then be asked to write evidence in the form of quotations on paper or on mini-whiteboards to support their claims. This activity could be repeated for other characters using appropriate words. Based on the evidence students have gathered about Macbeth in the previous activity, students could write three paragraphs using the evidence they have collected from different points in the play: How might these change as the play goes on? This learning sequence can be used to build on the text detective activities in the Key Stage 3 materials. It can also be linked to other Key Stage 4 materials that look in detail at Macbeth’s character and language. Students should draw a grid with all eight terms and space for students to record an example from the text. Assign students a particular scene or scenes to investigate and find quotes from; provide examples on strips of card depending on students’ confidence with scanning and skimming the text. She suggests a number of activities that support this kind of investigation into the variety within Shakespeare’s use of metre and the different kinds of effects that can be created: Students need to work in groups and each group should be assigned one of these six features: feminine ending; enjambment; caesura; hyperbole; antithesis; personification. Groups should move in a carousel, visiting each scene and using the Script Machine to identify examples of their particular feature.The class could compile a brainstorm of anything they notice about how the witches’ language is different, e.g. tetrameter (four stressed beats), rhyming couplets, riddles and paradoxes, repetition, alliteration, shared lines, unusual words, etc. Model a close reading of the first quotation, paying particularly close attention to metre and language techniques and their effects. Take feedback. Why do they think Shakespeare chooses to write certain passages in tetrameter? The word is also used in the Porter scene. An introductory activity on metre can also be found there. This learning sequence returns to the rhythms of Shakespeare’s verse and focuses in more depth on the intended effects of the language being used. Ask students to make notes based on what the actors say about the relationship between Macbeth and Lady Macbeth and discuss findings. This could be done as a carousel, but it might work better for all students to attempt each exercise together and then reflect on what they learned. Each activity has been matched to a scene, but you can combine the activities and scenes in any way you see fit: Students should read Act 1 Scene 7 and before they deliver their own next line, they should repeat one word from the other character’s previous lines. Read another passage from the scene, leaving a 5 second pause before responding. Among other things, this is a great activity for thinking about the pace of dialogue in a scene. Try this with Act 3 Scene 2. They should be given a considerable amount of rehearsal time to prepare this scene for performance. They should: Students should choose either Lady Macbeth or Macbeth and write about their different emotions throughout this scene, and how this is reflected in that character’s language. Take feedback on how students have interpreted the language and performed the scene differently and celebrate these differences! Ask students to think about who has soliloquies in Macbeth and who doesn’t. Ask students to consider why this might be the case. What are soliloquies for. Students could also be shown the following quotation by Patrick Spottiswoode, the Director of Globe Education. It is when the audience becomes complicit with the character and when the character and the actor become most vulnerable. Vulnerability is really interesting. As an audience in the Globe we are drawn to characters who share their vulnerabilities with us in soliloquies. Macbeth, Richard III, Iago and Hamlet are all good examples. In the Globe, during soliloquy, characters share private thoughts publicly.’. Ask them what they think Macbeth’s and Lady Macbeth’s biggest strengths and vulnerabilities are. These ideas could be recorded on something that will help students to remember the meaning of the word, e.g. on colour-coded sticky notes. This one is a speech that appears to show the audience Macbeth’s reflective tender side. Students should consult their texts to ensure they are viewing the passage in context: If so, who are they? Ask a few questions to get students thinking about what’s written on their strip of paper, e.g. Students should follow the instructions provided on the website. You will also find some additional tasks that explore character and motivation in Act 2 Scene 1 in more depth.Students should work out where on the stage their line from Macbeth’s soliloquy should be delivered and why. Ask students to consider and make brief notes on: A comparison could be made with passages from Hamlet or from Much Ado About Nothing, for example, where characters think they are alone but someone is eavesdropping. It will come as no surprise to students that the most common words in Shakespeare’s plays are very short useful words: the, and, I, to, of, a, you, my, in, that, is, not, with, me and it. After giving students a few minutes for this activity and taking some feedback, show students a Wordle-generated word cloud showing the 100 most commonly used words in Macbeth. Students have a certain amount of time to find as many examples of that word in use in Macbeth as they can, either using an online concordance or scanning the text. Suggested words to use: good, king, fear, death, heart, done, night, time, blood, sleep, make, air. Then take feedback about the word’s meaning or meanings in the play. Students could choose how they do this feedback, e.g. dramatic presentation, choral speaking of important quotations, mindmap or poster with commentary by the students. Explain that this activity is not about language features so much as diction, i.e. Shakespeare’s word choices. As students read they should look for the same words they searched for in the previous activity. How many of them can they find.Students should pick out what they feel are the three most important words within their assigned section. What effects does this repetition achieve? Students should work in pairs and draw a word-web incorporating their ideas. Use this activity to help students think about the importance of establishing the context in which something is said and the tone that is being used in order to interpret possible meanings. What do they think it means. What does it mean to different characters in the play? Ask students to bear in mind as they read that a short and seemingly simple world can withstand very thorough analysis! Students should write down a few sentences about their word, and then a range of words and commentaries can be shared. Let’s away: Our tears are not yet brew’d.” You are going to be modelling the process the students will be doing for themselves in the next activity: How many words did they know without looking. Students could then discuss in pairs how they would go about committing short quotations such as these to memory. Share strategies as a class. Write on the board a brainstorm of students' ideas about what makes an excellent response to an exam task.