© 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 IV
Concept Vocabulary
You will encounter the following words as you read Act IV 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
perniciouslaudabletreacherousavariciousintegritysanctityAfter 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.314 UNIT 3 • FACING THE FUTURE, CONFRONTING THE PASTLIT17_SE12_U03_A4C_WC.indd 314 20/03/16 2:17 AMTEACHING
Jump Start
First read Explain that a horoscope gives
a nonscientific prediction based on a person’s
date of birth. Discuss what effect an accurate
prediction may have on a person reading his or
her horoscope for the first time.The Tragedy of Macbeth,
Act IV
Macbeth’s last words in Act III were “We are
yet but young in deed.” (Scene iv, line 147)
What might these words foreshadow in Act IV?
How might Macbeth react to Macduff’s refusal
to come to his castle? Whose company might
Macbeth seek now that he is losing allies?
Modeling questions readers might ask as they
read The Tragedy of Macbeth, Act IV brings the
text to life for students and connects 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 how the witches’ evil nature is evident in
their chants and the imagery of their speech.
ANNOTATE: Remind students to mark passages
that show Macbeth’s increasing desperation.
CONNECT: Encourage students to think about
how one bad decision may lead to another.
Invite them to discuss what this idea suggests for
everyone.
RESPOND: Students will answer questions and
write a summary to demonstrate understanding.
Point out that students will always complete
the Respond step at the end of the first read,
the other steps will probably happen somewhat
concurrently. You may want 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
Word Forms Point out that all of the vocabulary words are
adjectives and nouns. Many have additional forms. For example,
laudable (Scene ii, line 73), laud, laudatory; avaricious (Scene iii,
line 58), avarice; treacherous (Scene iii, line 18), treachery; sanctity
(Scene iii, line 144), sanctify, sanctuary. Encourage students to
create word webs from the different forms of the vocabulary words
to help them remember the vocabulary and to develop additional
word knowledge.314 UNIT 3 • FACING THE FUTURE, CONFRONTING THE PAST
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