© Pearson Education, Inc., or its affiliates. All rights reserved.making meaning
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.PlaywrightWilliam ShakespeareThe Tragedy of Macbeth, Act II
Concept Vocabulary
You will encounter the following words as you read Act II 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
allegiancestealthyequivocatesacrilegiouscounterfeitbreachAfter 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.280 UNIT 3 • FACING THE FUTURE, CONFRONTING THE PASTLIT17_SE12_U03_A2_WC.indd 280 3/14/16 1:11 AMTEACHING
Jump Start
First read Have students recall from Act I
that Macbeth has agreed to go along with Lady
Macbeth in the murder of the king. Then ask:
How would you describe Macbeth’s character?
Is there any way to justify his actions? How
might he defend himself?The Tragedy of Macbeth,
Act II
How do you account for Macbeth’s inability to
resist temptation? What influence does Lady
Macbeth have on him? Modeling these and
other questions readers might ask will bring The
Tragedy of Macbeth, Act II, 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 what action takes place on stage and what
happens offstage.
ANNOTATE: Remind students to mark passages
in which characters disappear into the king’s
bedchamber and then reappear.
CONNECT: Encourage students to look for
instances in which the characters are changed by
the action. What do students already know about
Macbeth? How does he change? Ask students to
think about other stories or movies with similar
conflicts or characters.
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
Graphic Organizers Have students analyze the word counterfeit using a
four-square diagram.Definition: a false imitation Synonyms: fake, forgery, phony, bogus
Example sentence: The golden
mask was a counterfeit of the
original.Other word forms: counterfeiter
(noun), counterfeited (past tense),
counterfeits (verb)280 UNIT 3 • FACING THE FUTURE, CONFRONTING THE PAST
LIT17_TE12_U03_A2_WC.indd 280 4/9/16 11:03 AM