© Pearson Education, Inc., or its affiliates. All rights reserved.EFFECTIVE EXPRESSION
Speaking and Listening
Assignment
With your group, conduct a panel discussion about The Tragedy of
Macbeth to help your audience interpret the play. Choose one of the
prompts as the focus for your panel.
Brooks points to Macbeth’s preoccupation with controlling his destiny:
“Tempted by the Weird Sisters and urged on by his wife, Macbeth is
thus caught between the rational and the irrational. There is a sense,
of course, in which every man is caught between them. Man must
try to predict and control his destiny.” Explain and evaluate Brooks’s
analysis of this fundamental theme.
Brooks discusses various symbols in the play—children, plants, and
clothing. In your view, which of those elements most dramatically
captures the play’s central ideas?
Examine each critic’s discussion of lines 21–25 of The Tragedy of
Macbeth, Act I, Scene vii:And pity, like a naked new-born babe,Striding the blast, or heaven’s cherubin, hors’dUpon the sightless couriers of the air,Shall blow the horrid deed in every eye,That tears shall drown the wind.
Which interpretation do you think is most compelling?Plan Your Panel Most effective panel discussions have a strong moderator
who controls the event, making sure that speakers stay on topic and stick
to their allotted times. Choose a moderator for your group, and plan an
organization for your panel. After an opening introduction, you might have
each panelist speak separately, or you might discuss individual topics among
the entire panel. Use an agenda, a list of topics in the order you would like to
discuss them, to plan your panel.
Rehearse Your Panel Hold a preliminary panel discussion as a group
before staging one before an audience. The moderator should keep track
of how long each panelist speaks, providing prompts if needed to keep the
panel on schedule. After the the preliminary discussion, each member should
offer suggestions on ways to improve the discussion next time, when you
hold it in front of an audience.COLLABORATION
Allow time for panelists to
interact, asking one another
questions to clarify or
extend ideas. Also, consider
planning time for a Q&A
session with your audience. EVIdENCE^ LOg
Before moving on to a
new selection, go to your
Evidence Log and record
what you learned from these
pieces of literary criticism. StandardS
Speaking and Listening
• Propel conversations by posing and
responding to questions that probe
reasoning and evidence; ensure a
hearing for a full range of positions
on a topic or issue; clarify, verify, or
challenge ideas and conclusions;
and promote divergent and creative
perspectives.
• Respond thoughtfully to diverse
perspectives; synthesize comments,
claims, and evidence made on
all sides of an issue; resolve
contradictions when possible;
and determine what additional
information or research is required to
deepen the investigation or complete
the task.from The Naked Babe and the Cloak of Manliness • from Macbeth 399LIT17_SE12_U03_B2_SG_app.indd 399 3/14/16 1:21 AMFORMATIVE ASSESSMENT
Speaking and Listening
If students struggle to organize their panel
discussions, then suggest that they create and
show slides that contain their key ideas to guide
what they say. Encourage them to make their
slides as visually appealing as possible and not to
read directly from the slides.
For Reteach and Practice, see Speaking and
Listening: Panel Discussion (RP).Selection Test
Administer the “from The Naked Babe and the
Cloak of Manliness; from Macbeth” Selection
Test, which is available in both print and digital
formats online in Assessments.Speaking and Listening
Suggest that one of the most important elements
in any speaking and listening product is time.
Students must limit each individual panelist
to a block of time appropriate to their topic,
their audience, and the whole discussion. For
example, five minutes is a long time to talk about
something, and having a three-minute limit might
inspire panelists to focus and trim what they
have to say. Remind students that “less is more”
when it comes to panel discussions and to hold
each other accountable when it comes to the
clock. Using a stopwatch is a good idea. For more
support, see Speaking and Listening: Panel
Discussion.
Plan Your Panel Suggest that whoever is
chosen as moderator should not also be one of
the panelists. The moderator is there to guide
the discussion and to bring out the best in the
panelists who will speak. Moderators should time
each part and weave in questions and discussion
from members of the audience. Also, caution
moderators about their own timing. There is a
delicate balance between a moderator who talks
too much and one who doesn’t say enough.
Evidence Log Support students in completing
their Evidence Log. This paced activity will
help prepare them for the Performance-Based
Assessment at the end of the unit.PERSONALIZE FOR LEARNING
English Language Support
Having a Panel Discussion Ask students to write a list of open-ended
questions that could be used during a panel discussion on the use of
symbolism in The Tragedy of Macbeth.
Ask students to work in pairs to write their questions. EMErging
Ask students to work in small groups to write their questions. Then have
the students stage a panel discussion. One member of the group should
act as the moderator and each panelist should answer at least one
question. ExpandingAsk students to work in small groups to write their questions. Then
have the students stage a panel discussion. One member of the group
should act as the moderator and each panelist should have an opening
statement prepared and answer at least one question. Encourage
students to have a time limit for their answers. Bridging
An expanded English Language Support Lesson on Panel Discussions
is available in the Interactive Teacher’s Edition.Small-Group Learning 399
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