MYPNA_TE_G12_U3_web.pdf

MAKING MEANING

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lANGuAGE dEvElopMENt

Cite textual evidenCe

to support your answers.

Close Read the text

Reread Act I, Scene i, and mark the lines that end with

rhyming words. Notice the similarity to children’s rhymes.

What effect does the seemingly innocent nature of the

verses achieve?

Analyze the text

notebook Respond to these questions.

1. (a) interpret How does Macbeth react to the witches? How does
   Banquo react? (b) Compare and Contrast What are the differences and
   similarities in their reactions?


2. (a) What announcement does King Duncan make at the end of his
   conversation with Macbeth and Banquo? (b) Cause and effect What
   effect does that announcement have on Macbeth?


3. (a) In his soliloquy at the beginning of Scene vii, what reasons does
   Macbeth give for not murdering King Duncan? (b) analyze Do you think
   that Macbeth, at the end of his soliloquy, has firmly decided not to kill
   the king? Explain.

Concept vocabulary

Why these Words? These concept vocabulary words are all related to

warfare. For example, in Scene ii, the soldier reports on a revolt, or armed

rebellion, of Norwegians. He testifies that after an initial battle, the Norwegians

obtained new supplies and began another assault, or violent physical attack.

What other words in the selection connect to the idea of warfare?

Practice

notebook The concept vocabulary words appear in Act I of The

Tragedy of Macbeth. Write a short paragraph describing a scene of warfare.

Use each of the concept vocabulary words in your paragraph to demonstrate

your understanding of the words’ meanings.

Word Study

notebook latin Root: -bell- The Latin root -bell- means “war.” In

the play, Ross describes a battle, saying it was “rebellious arm against arm.”

Beginning with the Latin prefix re-, which means “back” or “against,” the

word rebellious means “warring against” or “resisting authority.” Use a

dictionary to discover how the Latin root -bell- contributes to the meanings of

the following words: belligerent, bellicose, antebellum. Write your findings.

THE TRAGEDY OF MACBETH,

ACT I

tool Kit^

Close-Read Guide

and Model Annotation

Add interesting words

related to time from the text

to your Word Network.

^ WoRd NEtWoRK

revolt assault rebellious

captivity flout treasons

 STAnDARDS

Language

Consult general and specialized

reference materials, both print, and

digital, to find the pronunciation of

a word or determine or clarify its

precise meaning, its part of speech,

its etymology, or its standard usage.

The Tragedy of Macbeth, Act I 277

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Close Read the Text

Work with students as they mark the text. Then,

have them answer the question on their own.

When they have finished, review and discuss their

responses. 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) Macbeth is intrigued by their predictions.
   Banquo is wary. DOK1 (b) Both agree the
   encounter was strange. Macbeth considers the
   prophecy while Banquo is more cautious. DOK 2


2. (a) The king tells Macbeth he is now Thane
   of Cawdor. DOK 1 (b) He begins to consider
   becoming king.


3. (a) He is a good and virtuous king. DOK 2
   (b) Students should cite parts of the soliloquy to
   support their answers.

Concept Vocabulary

Why These Words Possible responses: murder

(Scene iii, line 143), betray (Scene iii, line 129),

traitor (Scene ii, line 52), disloyal (Scene ii, line 52).

Practice

Check that students use all of the words in their

paragraphs. The meaning of the words should be

evident through context clues.

Word Network

Possible words: ere, present, sev’nights,

prediction, prophetic, prologues

Word Study

For more support, see Concept Vocabulary and

Word Study.

Possible response: Belligerent can mean “taking

part in warfare.” Bellicose is an adjective meaning

“warlike.” Antebellum refers to the time period

before the Civil War.

Jump Start

Ask students to consider the following prompt:

When can ambition be a good thing? When

can it be a bad thing? As students discuss, have

them relate their understanding of the concept

of ambition.

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 identify cause-and-

effect relationships, then define both words

and illustrate with examples.

Concept Vocabulary

if students fail to see the connection between

the words, then have them use a thesaurus to

find synonyms that relate word meaning.

Word Study

if students are not able to find how the Latin

root -bell- contributes to word meaning, then

tell them to look for the meaning that most

directly relates to the concept of war.

For Reteach and Practice, see Word Study:

Latin root -bell- (rP).

Whole-Class Learning 277

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