Reviewed SAT vocabulary. Continued reading and analyzing Where the Crawdads Sing. We discussed how the setting creates the tone and atmosphere for the novel and character development. Jaydn found specific diction that builds the setting, character traits, and tone.
Cabo reviewed the new unit of SAT words introduced last class. Then took a practice quiz utilizing the words appropriately. He was then given a statement by Robert M. Hutchins to respond to with a clear thesis and written response:
It is not so important to be serious as it is to be serious about important things. Robert M. Hutchins, testimony before a House Committee.
Do you agree with how Hutchins measures seriousness? Write a thesis statement that responds to his claim. Then write a firm, clear full statement of your views. Support your position with a fact and an example.
I introduced the new novel Where the Crawdads Sing to Jaydn. We discussed the author's background and the novel's setting and protagonists. I posed questions and had Jaydn make predictions. She then read, discussed, and analyzed the first two chapters.
Cabo reviewed four units of SAT vocabulary. He then took a review test. I introduced the next 20 word unit of study. He practiced the words with an online game. He then wrote a short story applying the words in context.
Matthew studied scene (ii) wherein McDuff is twice described as a "traitor". We examined the perspectives of Macbeth and McDuff's wife and discussed why each feels betrayed by McDuff. Lady McDuff's fears are realized when Macbeth's "thugs" appear at her castle and slaughter both her and her children. We discussed why these murders define Macbeth's moral decline. Throughout our study of the play, Matthew has evidenced great perspicacity in questioning the motivations of many of the characters in the play, in this case Macbeth . Matthew noted that McDuff's family have in no way harmed or threatened Macbeth and the prophesy only warned Macbeth to"Beware McDuff" ,not his wife or children. Yet, Macbeth murders them . We then examined the beginning of the next scene wherein Malcolm tests McDuff's loyalty ,and we addressed Matthew's questions regarding Malcolm's motivation for testing McDuff. We located in the text the cause of McDuff's concern. During the remaining portion of the session,Matthew completed a short quiz on Act III. HW due Tues.- complete reading ACT III; answer assigned study guide questions.
I reviewed Matthew's test essays on Act I and II and discussed my comments on incorporating textual support. After reviewing themes and events from Act II, Matthew discussed the implications of Duncan's son,Malcolm, fleeing Macbeth's castle after the murder of Duncan, as well as the significance of MacDuff not attending Macbeth's coronation ,evidence that McDuff even early in play suspects Macbeth of "foul" play. We then explored how discord on Earth is mirrored by discord in the natural world in storms and in the wild animal behavior of Duncan's horses. Last, we analyzed the "fair is foul" motif and discussed how the qualities of good and evil are often subjective determinations contingent on outcomes of conflicts. HW- r III scene 1 and 2.
We discussed and reviewed Matthew's study guide homework on Act IV ,scene (1). After examining the text, Matthew discussed the three apparitions conjured by the witches and their warnings to Macbeth. We discussed how the dark stormy setting creates a tone of danger and warning. Yet, Macbeth, oblivious to the evil , misinterprets the warnings as assurances of a long tenure as king.We accordingly reviewed the term"hamartia" as a tragic flaw coupled with misinterpretation as an apt term describing the Macbeth's character. Matthew supplemented his notes by identifying the apparitions as well as each apparition's warning to Macbeth. We further discussed Macbeth's bloodthirsty decision to murder McDuff's wife and children even though the prophesies only warned Macbeth to "Beware McDuff". We discussed why this action highlights Macbeth's moral deterioration by illustrating his willingness to murder innocent people without cause. HW- read scene 2,quiz on Act III
We analyzed the appearance of Banquo's ghost as a further manifestation of the supernatural in the play. We noted how Lady Macbeth again impugns Macbeth's masculinity as he exhibits dread and faintheartedness in the face of a ghost that appears to be nothing more than a figment of his guilty conscience . As we will be tracing character transformation, Matthew noted how Lady Macbeth in Act III is no different than she was in Act I- a woman without conscience -while Macbeth has lost what little confidence he had in achieving power through murder. We then modified Matthew's study guide answers to reflect class discussion.
We studied the imagery and metaphors of blood and masculinity as they appeared in Act III.Matthew did well in class analyzing Macbeth's "so far steep'd in blood "speech observing that Macbeth at this juncture can not reclaim his innocence or go back to his former life having already slaughtered Duncan and McDuff's family. We then examined the themes of guilt and redemption and exchanged ideas as to whether the play has at this juncture become a tragedy of fate rather than a tragedy of character given that Macbeth has set in motion events over which he has no control and which will eventually lead to his tragic downfall. HW- reading in act 4/quiz act III.
