Hello again!
Well, I'm happy to report that Act III really generated a lot of discussion--in fact, so much that we took two classes to complete it! As I mentioned earlier (please see previous posts on Teaching with Gleeditions Macbeth), I tried a different technique with the Gleedition this time (I'm trying to figure out the best way to teach with a digital text in a classroom where not everyone has laptops and there are no desktop PCs for students). What I came up with was printing certain passages from scenes, with the annotations (by dragging them into the printable area), and then having students form groups to 1. Decipher the passage and 2. Analyze it. I first modeled the activity on the screen, using the vocabulary annotations and my own knowledge to break the passage down line by line. Once we had a handle on what Shakespeare wrote, we closely read it to better understand the impact of the word choice (the means) and then discussed, in this case, what that first passage from Banquo in Act III, Scene i, reveals about his character. We looked at the annotation on character traits and that was a good launching point, but then we expanded upon it and tied it to previous passages to see if we could understand his traits and role in this play better. I did all this on the projected computer screen so we could really see how to both closely read and critically think about a text.
Once I finished modeling the activity, the groups received their passages and had about 20 minutes to complete the task. I walked around and guided groups as they worked together to decipher and analyze their passages.
When we reformed as a class, students surprised me at their level of understanding and engagement. They did not merely repeat the annotations, but used them as a starting point to investigate the characters and language. We had especially vibrant conversations about male/female character traits, the reality or illusion of the ghost, the concept of fate vs. free will in Macbeth's decision-making, the shifting relationship between Lady Macbeth and Macbeth, and the figurative language used throughout this Act--particularly the snake metaphor and all of the allusions to bats, beetles, scorpions, etc. We discussed how the imagery so cleverly conveys what is happening in Macbeth's mind, which makes the ghost scene so much more powerful (and complex).
As students broke down the passages, they discussed non-annotated passages as well, which I showed overhead as we talked. I think that because they had the annotations in some places, it enabled them understand the non-annotated lines better.
I recommend this exercise if you use a Gleedition--or any electronic text--in your classroom. I really think students benefit from group close reading and analysis when they are able to share their findings with the class on a screen that everyone can see. This way, we all follow along and learn the process of both close reading and critical thinking. And, after all, isn't that our goal? So, this helps!
Next week we tackle Acts IV and V. Any suggestions for activities?
Friday, May 27, 2011
Sunday, May 22, 2011
Act II Down! Excited for Act III Tomorrow
Despite the end-of-semester malaise we all experience, Act II of Macbeth elicited some probing questions and insightful comments. Students are delving deeply because the Gleedition enables us to spend less time on plot details, and more time on substantive issues of the play. While some may think that annotations on seven literary elements (including vocabulary) "do too much work" for students, I have to respectfully argue the contrary. In my experience thus far, the annotations are enabling students to grasp the play as if it were written in modern English (though the Gleedition does not dumb down the text or alter any of Shakespeare's brilliant language or syntax in any way). And because they are grasping the content, students are therefore discussing the issues, themes, characters, and relevance of the play on the intellectual level we expect of serious scholars.
Tomorrow we tackle Act III and I am employing a new technique. I am printing various passages w/the annotations (simply open and drag them into the printable area) and having students break into groups to both translate and analyze them. The idea is to decipher Shakespeare's rich language and understand how it adds to impact and meaning; to determine themes and character traits (both agreeing and disagreeing with the annotations) and tying them to the larger issue of what these reveal about humanity (In other words, what is Shakespeare's point?); and, finally, looking at the underlying issues raised in the play and how that helps us understand rights and roles of people in medieval and Renaissance Europe and how that applies to human understanding today. Once the groups have finished, we'll regroup as a class and I'll show the results on the projected screen as students break down their passages.
I'm excited about tomorrow and think this may be a really strong way to utilize the Gleedition in the classroom. We'll see!
Tomorrow we tackle Act III and I am employing a new technique. I am printing various passages w/the annotations (simply open and drag them into the printable area) and having students break into groups to both translate and analyze them. The idea is to decipher Shakespeare's rich language and understand how it adds to impact and meaning; to determine themes and character traits (both agreeing and disagreeing with the annotations) and tying them to the larger issue of what these reveal about humanity (In other words, what is Shakespeare's point?); and, finally, looking at the underlying issues raised in the play and how that helps us understand rights and roles of people in medieval and Renaissance Europe and how that applies to human understanding today. Once the groups have finished, we'll regroup as a class and I'll show the results on the projected screen as students break down their passages.
I'm excited about tomorrow and think this may be a really strong way to utilize the Gleedition in the classroom. We'll see!
Wednesday, May 18, 2011
Started Teaching with Gleeditions Macbeth
Hello!
This week I started teaching with the Gleeditions Macbeth to my Advanced Composition/Critical Thinking class at Santa Monica College. I'm using it as our primary text, and projecting it on a big screen in a "smart classroom." For the first day I had students print out Act I so we could read parts aloud and get the rhythm of the play. Students were able to not only print the text, but also the vocabulary by dragging the annotations into the printable area (something I actually didn't realize was possible), so it worked out great!
Before we read the play, I showed the class the Background in Brief section, to provide context for the tragedy. We looked at the real Macbeth, Scotland in 1040, witchcraft and supernatural beliefs in medieval and Renaissance Europe, and the Gunpowder Plot. Students were impressed by the graphics, and surprised to learn the violent history of ascension to the British throne, as well as the belief in the supernatural.
Once we read through the play, we went back to some key passages and dissected them with the help of the Gleedition. For example, we looked at the character traits of Macbeth and Lady Macbeth, and discussed some major themes, such as Appearance vs. Reality, Ambition, and Ambiguity. We related these to similar themes in The Great Gatsby, which we just finished, because my students are going to compare these texts in their final research paper (I'll post more on that later).
Although the majority of students were a little apprehensive about tackling Shakespeare, most seemed very comfortable once we started. Because of the annotations, they were able to really understand what was going on, and as a result, were able to engage in a higher-level discussion about it (rather than merely trying to figure out the plot). We were able to take our discussion of the underlying issues to a deeper level and really dig into the character traits and motivations. For example, they tied the theme of ambiguity to an earlier discussion we had about moral relativism, and discussed how Macbeth and Lady Macbeth rationalized their way to plotting murder. We also discussed the role of free will versus fate in decision-making, and whether or not Macbeth's decision was part of his destiny or an exercise of free will. It was good stuff!
For our next class, I am having students investigate the concepts of the divine right of kings, Renaissance humanism, and women's rights and roles in medieval and Renaissance Europe. I also asked them to write discussion questions from the play and annotations in three categories: character traits, vocabulary, and theme. My goal is that next time we will add more context to the discussion, and students will delve deeper into the evolution of the characters Macbeth and Lady Macbeth. I also want to discuss vocabulary and style so that they become more familiar with the layers of meaning through close reading of the passages. My first impression is that the Gleedition seems to facilitate the latter very nicely.
So far, so good... Stay tuned!
This week I started teaching with the Gleeditions Macbeth to my Advanced Composition/Critical Thinking class at Santa Monica College. I'm using it as our primary text, and projecting it on a big screen in a "smart classroom." For the first day I had students print out Act I so we could read parts aloud and get the rhythm of the play. Students were able to not only print the text, but also the vocabulary by dragging the annotations into the printable area (something I actually didn't realize was possible), so it worked out great!
Before we read the play, I showed the class the Background in Brief section, to provide context for the tragedy. We looked at the real Macbeth, Scotland in 1040, witchcraft and supernatural beliefs in medieval and Renaissance Europe, and the Gunpowder Plot. Students were impressed by the graphics, and surprised to learn the violent history of ascension to the British throne, as well as the belief in the supernatural.
Once we read through the play, we went back to some key passages and dissected them with the help of the Gleedition. For example, we looked at the character traits of Macbeth and Lady Macbeth, and discussed some major themes, such as Appearance vs. Reality, Ambition, and Ambiguity. We related these to similar themes in The Great Gatsby, which we just finished, because my students are going to compare these texts in their final research paper (I'll post more on that later).
Although the majority of students were a little apprehensive about tackling Shakespeare, most seemed very comfortable once we started. Because of the annotations, they were able to really understand what was going on, and as a result, were able to engage in a higher-level discussion about it (rather than merely trying to figure out the plot). We were able to take our discussion of the underlying issues to a deeper level and really dig into the character traits and motivations. For example, they tied the theme of ambiguity to an earlier discussion we had about moral relativism, and discussed how Macbeth and Lady Macbeth rationalized their way to plotting murder. We also discussed the role of free will versus fate in decision-making, and whether or not Macbeth's decision was part of his destiny or an exercise of free will. It was good stuff!
For our next class, I am having students investigate the concepts of the divine right of kings, Renaissance humanism, and women's rights and roles in medieval and Renaissance Europe. I also asked them to write discussion questions from the play and annotations in three categories: character traits, vocabulary, and theme. My goal is that next time we will add more context to the discussion, and students will delve deeper into the evolution of the characters Macbeth and Lady Macbeth. I also want to discuss vocabulary and style so that they become more familiar with the layers of meaning through close reading of the passages. My first impression is that the Gleedition seems to facilitate the latter very nicely.
So far, so good... Stay tuned!
Friday, May 13, 2011
Othello Just Got Far Less Tragic!
Hi Everyone!
We've just posted a new Guided Literary E-text Edition of Othello at http://www.gleeditions.com. Please take a look and if you're an educator interested in using it, or any Gleedition, as a primary text, we'll give you free access. We can also work w/your school library to purchase our whole collection for use at your school. I think that once you see what an amazing and revolutionary teaching and learning tool this is, you'll be hooked!
For all others, this is the way to learn Shakespeare. The texts are fully annotated, color coded, and literally "guide" you through the vocabulary and key points of the play. Seven literary elements are highlighted--plot, character, voice/point of view, theme, setting, style, and vocabulary--which allow users to interact and understand the rich layers of meaning in each work. Each Gleedition also has excellent Background in Brief context, including timelines, maps, and celebrated graphics.
Try us and see what the future of e-books looks like today!
We've just posted a new Guided Literary E-text Edition of Othello at http://www.gleeditions.com. Please take a look and if you're an educator interested in using it, or any Gleedition, as a primary text, we'll give you free access. We can also work w/your school library to purchase our whole collection for use at your school. I think that once you see what an amazing and revolutionary teaching and learning tool this is, you'll be hooked!
For all others, this is the way to learn Shakespeare. The texts are fully annotated, color coded, and literally "guide" you through the vocabulary and key points of the play. Seven literary elements are highlighted--plot, character, voice/point of view, theme, setting, style, and vocabulary--which allow users to interact and understand the rich layers of meaning in each work. Each Gleedition also has excellent Background in Brief context, including timelines, maps, and celebrated graphics.
Try us and see what the future of e-books looks like today!
Friday, May 6, 2011
Mother Goose Attracts Geese
This is a very cute story to brighten your Friday. Apparently a gaggle of "literary" geese is flocking to the Skokie, Illinois library... perhaps attracted by its terrific Mother Goose collection? You be the judge! http://skokie.suntimes.com/news/5165957-418/story.html
Monday, May 2, 2011
Creative Assignments
I'm finding that by making writing assignments more creative than just the standard 5-paragraph essay format, ELL students do much better. I've found research to back up my experience but wonder what others think. Does unleashing creativity enable breakthroughs for students who normally struggle with Standard English?
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