ENGLISH 4 : MODULE 01 : LESSON 10 ACTIVITY: MACBETH: THE POWER OF WORDS Lesson Summary Show your understanding of the power of words by using what you have learned to shape your own interpretations. For this assignment you will comment on different interpretations of Lady Macbeth and provide your own interpretation of setting in Macbeth. Step 1: Character Interpretation Earlier in this lesson you read two different interpretations of a scene featuring Lady Macbeth. You were asked to view a stage performance of the same scene in order to answer this question: How does this interpretation compare to the others? Revisit this part of the lesson.
And it is only when doctors learn this message that they will learn anything really useful from this play. The doctors portrayed in W;t do not seem to appreciate this message, and doctors who see or read the play may also fail to appreciate it. And this, in the graphic words of the play, would be another “doctor fuckup” (p 85). Just as the play ends in a mistake, there is a danger that our professional reaction to the play will be a mistake. We may find ourselves, like the house officers at the end of the play, “coding a No-Code.” And the only way the play can teach us how not to make such a mistake is if we realize that the point of the play has both nothing and everything to do with learning how not to make mistakes.
Surveying is the first stage this is when a student picks up a book to determine if they would like to read it. They will look at the front of it read the introduction to see if it is as appealing as the cover. Then if he or she chooses they will ask question about the book or assignment if it is for a class. This will enforce the critical thinking part of the book. The student can ask question such as: What the topic is about?
Standards: o Language Arts-Writing: Uses the general skills and strategies of the writing process; Uses the stylistic and rhetorical aspects of writing o Language Arts-Viewing: Uses viewing skills and strategies to understand and interpret visual media o Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes. o Students use spoken, written and visual language to accomplish their own purpose 4. Procedures and Activities: guided practice Before we get started we will discuss the writing process: Prewriting Drafting Kerns page 8 Lesson Plans Revising Editing
Be sure to discuss where/how the character starts out, what events/experiences cause the character to transform, and where/how the character ends up. What does the character learn about himself/herself, others, and/or the society? 2. In The Crucible, which scene is the most significant in terms of Miller’s intended themes/messages/morals for the play? Explain why you believe the scene to be the most significant, which themes it illustrates, and how the scene illustrates these themes.
Name: _______________________________________________________ Performance Response Sheet (From: “Evaluating a Performance” by Michael Greenwald) Theatre Sucks - Fall 2014 You should turn in this assignment via blackboard before 1:30 pm. Sept 23. Emailed and paper assignments will not be accepted. Late assignments will not be accepted. It is a violation of the Honor Code to turn in this assignment without having seen the play.
These assessments help support their student’s academic achievement and language proficiency. The data taken from the standardized tests is used to help determine student’s percentile score. There are also informal assessments which are combined into two distinctive types of categories: structured and unstructured. Structured consists of helping students improve in writing skills by utilizing a journal from beginning to the end of the school year. Frank Smith, (2004), argues that teachers should model collaboration for their students by participating with them in writing skills for brainstorming, composing, and editing.
2. Dramaturgy Dramaturgy is the technique used in the compositions of dramatic or theatrical representation (Encyclopædia Britannica. 2007). In the case of filmmaking, the filmmaker has the task of ‘preparing the text for performance’, i.e. constructing a script or play-write of the film itself.
Learning Scenarios Byron Stallings EDU 490 Interdisciplinary Capstone Instructor: Benjamin Hegedish January 7, 2013 Each of the following scenarios presents a situation based on a real world teaching situation that you may encounter during your career as an educator James is a first year English teacher in a low-income high school outside of a major metropolitan area. His students are of diverse backgrounds and equally diverse learning styles. As part of his opening unit, he is preparing to teach his class about the tools that authors use to make their writing more engaging. He decides to focus on symbolism, metaphor, and simile. He has already developed a vocabulary handout that defines each word and includes examples, but when he does
Rationale My written task will be in the form of several diary entries by the antagonist, Emilia from the play ‘Othello’ by William Shakespeare. The entries take place during the plot of the story and may contain reference to past and implied events that may have already/ will take place in the plot as I hope this will help to further solidify the linking between the entries and the story by relating the background and settings. Through diary entries, I hope to allow my character, Emilia to convey her thoughts, express her feelings and justify her actions in the story. To achieve this, I have used diary entry dates that correlate to the story and by allowing the entries to flow and resemble a thought-process, like how one would write a summed-up journal entry after a long day of events. In accordance to the story, I chose to write about Emilia and her diary entries, as she was a character that did not voice her thoughts out often.