MYPNA_TE_G12_U3_web.pdf

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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.

The Tragedy of Macbeth, Act III

Concept Vocabulary

You will encounter the following words as you read Act III 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

foully

rancors

incensed

malice

enrages

malevolence

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.

Playwright

William Shakespeare

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.

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TEACHING

Jump Start

Ask students: Have you ever had the feeling

that something was going to happen... and

then it did? Allow time for students to respond.

Then have them discuss what led them to feel

the way they did.

The Tragedy of Macbeth,

Act III

Macbeth has a feeling that something or

someone might spoil his plan to be king. Why

do you think he has this feeling? Who or what

could spoil his plan? Modeling these and other

questions readers might ask will bring The

Tragedy of Macbeth, Act III 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

Support students as they rank their words.

Remind them that they will find the definitions of

these words listed in the selection.

FIRST READ

As they read, students should perform the steps

of the first read:

NOTICE: You may want to encourage students

to notice examples of Macbeth’s internal and

external conflicts.

ANNOTATE: Remind students to mark actions

by the characters that surprise them, confuse

them, or reveal to some degree a character’s true

personality.

CONNECT: Encourage students to go beyond the

selection to make connections between Macbeth

and leaders of countries or organizations today.

What traits does he have that others do not?

What is he lacking?

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.

296 UNIT 3 • FACING THE FUTURE, CONFRONTING THE PAST

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