MYPNA_TE_G12_U3_web.pdf

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THE TRAGEDY OF MACBETH,

ACT II

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

language development

Cite textual evidenCe

to support your answers.

Close Read the text

Reread the first two lines of Act II, Scene ii. Mark the words

following the repeated word hath. What is significant or

interesting about those words in each line?

analyze the text

notebook Respond to these questions.

1. (a) Describe Macbeth’s and Lady Macbeth’s reactions to Duncan’s murder
   immediately after it is done. (b) interpret How do these reactions reflect
   each character’s personality and motivations?


2. (a) draw Conclusions Why is Macbeth upset about not being able to
   say “Amen” to the men’s prayers? (b) evaluate Why is this ironic?


3. (a) What gate does the porter pretend to be opening instead of the gate
   to Macbeth’s castle? (b) Make inferences In what ways is the porter’s
   playful fantasy a comment on Macbeth’s situation?

Concept vocabulary

allegiance equivocate counterfeit

stealthy sacrilegious breach

Why these Words? These concept words relate to the ideas of loyalty and

betrayal. For example, Banquo swears his allegiance to Macbeth, as long as

that allegiance, or devotion, does not violate his conscience. Find two other

words in Act II that relate to the concept of betrayal.

Word Study

Patterns of Word Changes Adding a suffix to a word can change it from

one part of speech to another. The noun sacrilege, meaning “desecration” or

“profanity,” becomes the adjective sacrilegious when the final e is changed

to i and the suffix -ous is added. The word allegiance is derived from the

medieval term liege, which refers to the relationship between a feudal vassal

and his lord. Liege means “loyal.” A change in spelling and the addition of

the suffix -ance creates a noun that means “loyalty.”

Turn each of these words into an adjective using the suffix -ous: vice, danger,

marvel. Turn each of these words into a noun using the suffix -ance: remit,

rely, vigilant. Make whatever adjustments to spelling are required. Use a

dictionary to verify the accuracy of your work.

^ WoRd^ netWoRK

Add interesting words

related to time from the text

to your Word Network.

maKIng meanIng

 STAnDARDS

Language

•   Spell correctly.

•   Identify and correctly use patterns

of word changes that indicate

different meanings or parts of

speech.

The Tragedy of Macbeth, Act II 293

LIT17_SE12_U03_A2_WC_app.indd 293 3/15/16 5:20 AM

Formative assessment

analyze the text

•   if students fail to cite evidence, then remind

them to support their ideas with text details.

•   if students struggle to make inferences, then

suggest they analyze actions and dialogue.

Word study

if students do not see how -ous and -ance add

meaning, underline the root word and mark

the suffix in color. For Reteach and Practice, see

Word study: suffixes -ous and -ance (rP).

Close Read the Text

Students should note opposites in the first two

lines. If needed, model close reading by using the

Annotation Highlights in the Interactive Teacher’s

Edition.

Analyze the Text

1. (a) Macbeth is horrified. Lady Macbeth is practical.
   DoK 1 (b) Macbeth feels guilt. Lady Macbeth is
   eager for him to be king. DoK 2


2. (a) He feels guilt and divine disapproval. DoK 2
   (b) because he is trying to pray when he has just
   committed murder DoK 3


3. (a) The porter pretends to open the gates of hell.
   DoK 1 (b) His fantasy describes Macbeth’s castle as
   a hell. DoK 2

Concept Vocabulary

Why these Words? Possible responses: murder

(Scene iii, line 68), treason (Scene iii, line 75),

treasonous (Scene iii, line 134), malice (Scene iii,

line 134)

Word network

Possible words: present, constancy, expectation,

everlasting, morrow

Word Study

For more support, see Concept vocabulary

and Word Study.

Possible responses: adjectives: vicious, dangerous,

marvelous; nouns: remittance, reliance, vigilance

VOCABULARY DEVELOPMENT

reinforce Concept vocabulary Students will

benefit from additional examples and practice

with the concept vocabulary. Reinforce their

comprehension with show-you-know sentences.

The first part of the sentence uses the word in

context. The second part—the show-you-know

part—clarifies word meaning. Give students the

following prompts, guiding them in creating

tJe|ENCTKHKECtKon

1. The suspect would equivocate when
   questioned by police, __. Possible
   response: evading truthful answers


2. He committed a breach of confidentiality
   by __. Possible response: failing to
   maintain secrecy


3. The mob committed a sacrilegious act by __.
   Possible response: burning down the church

Jump Start

Close read Ask Whose ambition drives the

action of the king’s murder the most, Macbeth’s,

Lady Macbeth’s, or both? Have students support

their ideas with details from the text.

Whole-Class Learning 293

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