10th Grade: H.W.#28, Due Monday, 3/19

1. Read  Act III (scenes 1, 2, 3).
2. Go to http://www.shakespeare-online.com/plays/macbethscenes.html and click on Act III, scenes 1-3. The text contains hyperlinks (in pink or purple) with explanatory notes, commentary and background information. Find and print (or hand copy) out one such note, commentary or piece of background information that is NOT in the print edition. You will share these in small groups on Monday.
3. Be able to answer all study guide questions that are about these scenes. Print out the following document: Macbeth Study Questions

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12th Grade: H.W.#28, Due Monday, 3/19

British Literature Class

1. Read pages 127-146.
2. Write two post-it notes with questions, connections, observations. Pay special attention to details that Mr. Gilmore cannot interpret accurately but the you can.

Psychology and Literature Class

Read Cultural Psychology and annotate it.

NB: Here is an article with more information about the AP Language and the AP Literature exams. https://blog.prepscholar.com/whats-the-difference-between-ap-literature-and-ap-language

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10th Grade: H.W.#27, Due Friday, 3/16

1. Read act 2, scenes 3-4.

WATCH THIS as you read (or after or before you read).

2. Be able to answer the following study questions.

Study Guide Questions

4. How is the porter a humorous character? How does he set the tone for the scene?

5. Observe the language in which Macduff expresses his feelings on the discovery of Duncan’s murder. (Scene 3, lines 69-88) How does his language prophetically express the contrast between Scotland as it was under Duncan and as it will be as a result of Macbeth’s evil act?

6. Consider the actions and words of each of the following characters as the murder is discovered and announced. (Scene 3) Do these reactions seem to promise success for Macbeth and Lady Macbeth, or do they portend difficulties?
a. Macbeth himself.
b. Lady Macbeth. (Why do you suppose she faints when she does?)
c. Macduff. (What might be implied by his question to Macbeth, Scene 3, line 123, “Wherefore did you so?”)
d. Banquo.
e. Malcolm and Donalbain.

7. In light of the play’s development, what purpose is served by the conversation between the Old Man and Ross at the beginning of Scene 4?

8. What is significant about Macduff’s statement that he will not go to Scone?

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12th Grade: H.W.#27, Due 3/16

FYI: Tomorrow’s class is only 20 minutes long. Second period begins at 8:39, third period begins at 9:03. Please take this change into consideration and allow enough time for your travels in the morning.

British Literature Class

Reread any interactions between Walter Hartwright and Laura Fairlie. Select a moment that you want to retell from Laura’s perspective. Write at least a one paragraph that provides Laura’s perceptions, attitudes and feelings in the situation Walter has already talked about. Your piece does not have to follow Hartright’s interpretations of how Laura must have felt. Make sure you use the same kind of sentence structures and descriptive language Collins uses. You can take actual sentences as your templates. When you do that, indicate it by underlying the sentence and providing a page number, so that we can compare yours with the original. For example, here’s a sentences from page 125. “A minute passed–it could hardly have been more–when I heard the door open again softly; and the rustling of a woman’s dress on the carpet, moved towards me.” From Laura’s perspective I could write the following: “I don’t know how long it took for me to retrieve the sketch from my room. When I returned a minute later–it could hardly have been more–all I heard was the rustling of my skirt as I moved towards Mr. Hartwright, his face away from the door.” Something like that. We will have fun reading out the original passages and your take on it. Feel free to have fun. You may write a version in which Laura is the heartless temptress, a cold-hearted, calculated woman, or a girl madly in love with Hartright. The choice is yours. Incorporate at least two words Collins uses you just learned or are sophisticated words. Pay attention to idioms (English expressions). It’s good to be able to use those correctly.

Psychology and Literature

1. Read 82-102.
“A FOIL is a character who contrasts with another character —usually the protagonist— to highlight particular qualities of the other character. In some cases, a subplot can be used as a foil to the main plot.” Pick two characters (Clarissa, Septimus, Peter, Rezia, Sally, Dr. Holmes, Sir William Bradshaw, etc.) and discuss how Woolf sets them up as literary foils. No need to find the most creative pairing. Do this in writing (preferably typed).

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10th Grade: H.W.#26, Due 3/15

  1. Read Act II, scene 1 and 2.
  2. Watch the following adaptation of Macbeth’s soliloquy on scene 1: 2010 PBS Version. While watching, take notes. What do you notice about this version of Macbeth’s monologue. How is Macbeth’s state of mind portrayed? What significant directorial choices do you notice that influence your interpretation of the scene? (In case you see other Macbeth dagger scenes, be warned that they are very graphic at the end).
  3. Be able to answer all study guide questions that are about these scenes.

Study Questions:

1. How would you explain the appearance of the dagger apparition in terms of
Macbeth’s psychology as you know it? Comment on such specific details of that
apparition as seem especially significant and revealing.

2. How would you describe Lady Macbeth’s state of mind as she awaits the outcome
of the murder attempt? What is revealing in her statement, “Had he not
resembled/My father as he slept, I had done‟t” (II.ii.12-13).

3. Compare the attitudes of Macbeth and Lady Macbeth when he returns from the
murder chamber and explains what happened. Consider these questions:
a. What is significant about Macbeth’s preoccupation with the word “amen”?

b. What is Macbeth implying about himself in his remarks about sleep?

c. What part of the murder plan did Macbeth fail to carry out? Why does he
refuse to remedy the omission?

4. At four points near the end of scene ii, the audience is made aware of a loud
knocking somewhere outside the court where Macbeth and Lady Macbeth are
absorbed in their crime.
a. What is the dramatic effect of the knocking at this point in the play?

b. What is the dramatic effect of Macbeth’s last words of the scene? “Wake
Duncan with thy knocking! I would thou couldst!”

5. Irony contributes to the mounting dramatic effect of the murder scene in Act II.
Explain what irony may be found in each of these passages:
a. Lady Macbeth’s statement: “A little water clears us of this deed: How easy
is it, then!” (II.ii.66-67)

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12th Grade: H.W.#25, Due Thursday, 3/15

British Lit Class

1. Read pages 107-126. In post-it notes (or on a separate sheet of paper), note the ways in which Walter Hartright and Laura Fairlie nurse and crush their crush. Consider how does the narrator’s phrasing reveals sentimentality. Examine and evaluate each person’s course of action. What are the standards of behavior each character follows? How do you relate to any of this?

Psych and Lit Class

Our next presentation on Evolutionary Social Psychology will take place in class. Here is the article again:  Evolutionary Social Psychology. Please print out and annotate a couple of pages of this article. Presenters: make the assumption that everyone has read the article and elicit some knowledge (specific examples) from the class. Class: come prepared! As we are about to wind down our presentations, I’d like to ask you to compile all of the handouts from the presentations. We will reflect on what’s useful, essential, obvious, and what’s unnecessary at the conclusion of all the presentations.



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10th Grade: H.W.#24, Due Wednesday, 3/14

Tomorrow, you will have a multiple choice vocabulary test on Siddhartha. Please student the words and their definitions from the list previously provided. Here it is once again: siddharthavocabulary

The test will consist of all 69 vocabulary words on the sheet and 6 additional questions on Siddhartha. You’ll also have to know approximately when the historical Buddha lived.

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