MYPNA_TE_G12_U3_web.pdf

© Pearson Education, Inc., or its affiliates. All rights reserved.

making meaning

Cite textual evidenCe

to support your answers.

Close Read the Text

1. This model, from Act V, Scene v, lines 19–25, shows two sample
   annotations, along with questions and conclusions. Close read the
   passage, and find another detail to annotate. Then, write a question and
   THE TRAGEDY OF MACBETH, your conclusion.
   ACT V

analyze the Text

notebook Respond to these questions.

1. (a) interpret To whom is Lady Macbeth referring when she says,
   “The Thane of Fife had a wife. Where is she now?” in Act V, Scene i,
   lines 39–40? (b) Connect How is this relevant to Lady Macbeth’s state of
   mind in her sleepwalking scene?


2. evaluate What character trait does Macbeth reveal as he meets his fate?
   Explain your position, citing evidence from the text.


3. Historical Perspectives Write a question related to Scottish history,
   arising from the text, that you would like to answer.


4. essential Question: How do our attitudes toward the past and
   future shape our actions? How does the play shed light on our
   relationship with time?

Macbeth. Tomorrow, and tomorrow, and

tomorrow. / Creeps in this petty pace from

day to day, / To the last syllable of recorded

time.... / 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.

ANNOTATE:

Using metaphor,

Macbeth equates

life to three

distinct ideas.

QUESTION: How

are the ideas

similar?

CONCLUDE:

Each idea

expresses

that life is a

meaningless

waste of time.

ANNOTATE: Macbeth repeats two particular words.

QUESTION: What effect does this repetition have?

CONCLUDE: The repetition serves to reinforce Macbeth’s

message—that time marches on relentlessly.

2. For more practice, go back into the play, and complete the close-read
   notes.


3. Closely reread a section of the text you found important during your first
   read. annotate what you notice. Ask yourself questions such as “Why
   did the playwright make this choice?” What can you conclude?

 STAnDARDS

Reading Literature

•   Cite strong and thorough textual

evidence to support analysis of

what the text says explicitly as well

as inferences drawn from the text,

including determining where the text

leaves matters uncertain.

•   Analyze the impact of the author’s

choices regarding how to develop

and relate elements of a story or

drama.

•   Analyze how an author’s choices

concerning how to structure specific

parts of a text contribute to its

overall structure and meaning as well

as its aesthetic impact.

348 UNIT 3 • FACING THE FUTURE, CONFRONTING THE PAST

LIT17_SE12_U03_A5C_WC_app.indd 348 20/03/16 2:38 AM

TEACHING

FORMATIVE ASSESSMENT

Analyze the Text

•   If students fail to cite evidence, then remind

them to support their ideas with specific

information from the text.

•   If students struggle to remember who the

Thane of Fife and his wife are, then direct

students to review the Dramatis Personae (list

of characters) at the beginning of the play.

Close Read the Text

Work with students on the annotation model,

and then have them complete items 2 and 3 on

their own. When they have finished, review and

discuss the sections students marked. If needed,

continue to model close reading by using the

Annotation Highlights in the Interactive

Teacher’s Edition.

Analyze the Text

Possible responses:

1. (a) She is referring to Lady Macduff, whose
   husband is the Thane of Fife. (Macbeth had Lady
   Macduff and her children killed.) DOK 2 (b) Lady
   Macbeth’s way of referring to dead Lady Macduff
   (in a singsong, nursery-rhyme style) helps to
   support the idea that Lady Macbeth’s guilt has
   driven her crazy. DOK 3


2. Responses will vary.


3. Responses will vary. Examples: Was the real
   King Macbeth as evil as Shakespeare’s character?
   DOK 3


4. Responses will vary. Some students may say
   that we learn from the past and shape our actions
   accordingly. Others may say it warns against
   “blind ambition.” DOK 3

Jump Start

CLOSE READ Engage students in a quick

discussion of the following questions: Who is a

worse person, Lady Macbeth or Macbeth? Or

are they equally bad? Explain why you think so.

Ask students to read aloud their answers.

348 UNIT 3 • FACING THE FUTURE, CONFRONTING THE PAST

LIT17_TE12_U03_A5C_WC_app.indd Page 348 08/11/16 2:54 AM f-0223 /140/PE02830/MYPERSPECTIVES_ENGLISH_LANGUAGE_ARTS_SE_and_TE/NA/TE/2017/G1/XXXXXXX ...