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?
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