MYPNA_TE_G12_U3_web.pdf

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making meaning

TXT1_0p9A

NOTICE whom the story is

about, what happens, where

and when it happens, and

why those involved react as

they do.

CONNECT ideas within the

selection to what you already

know and what you’ve

already read.

ANNOTATE by marking

vocabulary and key passages

you want to revisit.

RESPOND by completing

the Comprehension Check and

by writing a brief summary of

the selection.

About the Playwright

William Shakespeare

Because of his deep

understanding of human

nature, his compassion for

all types of people, and

the power and beauty

of his language, William

Shakespeare is regarded as

one of the English language’s

greatest writers. Nearly

400 years after his death,

Shakespeare’s plays continue

to be read widely and

produced throughout the

world. They have the same

powerful impact on today’s

audiences as they had when

they were first staged.

The Tragedy of Macbeth, Act I

Concept Vocabulary

You will encounter the following words as you read Act I of The Tragedy

of Macbeth. Before reading, note how familiar you are with each word.

Then, rank the words in order from most familiar (1) to least familiar (6).

WORD YOUR RANKING

revolt

captivity

assault

flout

rebellious

treasons

After completing the first read, come back to the concept vocabulary and

review your rankings. Mark changes to your original rankings as needed.

First Read DRAMA

Apply these strategies as you conduct your first read. You will have an

opportunity to complete the close-read notes after your first read.

Tool Kit

First-Read Guide and

Model Annotation

 STANDARDS

Reading Literature

By the end of grade 12, read and

comprehend literature, including

stories, dramas, and poems, at the

high end of the grades 11–CCR text

complexity band independently and

proficiently.

258 UNIT 3 • FACING THE FUTURE, CONFRONTING THE PAST

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TEACHING

Jump Start

First read Engage students in a discussion

about ambition. What happens when a person’s

ambitions run wild? Can too much ambition

be harmful? This initial exploration can set the

context for reading The Tragedy of Macbeth.

The Tragedy of Macbeth,

Act I

How is it that a character can be considered a

“tragic hero?” What qualities make someone a

hero? What might make a hero become a tragic

figure? Modeling these and other questions

readers might ask will bring The Tragedy of

Macbeth, Act I to life and connect it to the

Performance Task question. Selection audio and

print capability for the selection are available in

the Interactive Teacher’s Edition.

Concept Vocabulary

Circulate among students as they rank their

words. Remind them that they will find the

definitions of these words in the side column

beside each word’s location in the text.

FIRST READ

As they read, students should perform the steps

of the first read:

NOTICE: You may want to encourage students to

notice where the characters are in each scene and

the action that is taking place.

ANNOTATE: Remind students to mark passages

that may confuse them or any words they do not

understand.

CONNECT: Encourage students to think about

the concept of tragedy. What would they

consider a tragedy in today’s world? How might

that compare with the tragedy that occurs in

the play?

RESPOND: Students will demonstrate their

understanding of the text by answering questions

and writing a summary.

Point out to students that they will perform the

first three steps concurrently as they are doing

their first read. They will complete the Respond

step after they have finished the first read. You

may wish to print copies of the First-Read

Guide: Fiction for students to use.

Remind students that during their first

read, they should not answer the close-read

questions that appear in the selection.

VOCABULARY DEVELOPMENT

Concept Vocabulary Reinforcement Reinforce

students’ understanding of concept vocabulary by

providing practice in the form of show-you-know

sentences. The first part of the sentence uses the

vocabulary word in its context. The second part of

the sentence—the show-you-know part—clarifies

meanings. For example:

The prisoner was held in captivity (Scene ii,

line 5),.

Possible response: confined in a tiny jail cell.

The people started a revolt (Scene ii, line 2)

against their king,.

Possible response: defying his authority in

a riot.

258 UNIT 3 • FACING THE FUTURE, CONFRONTING THE PAST

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