Tag: My Perspectives: British and World Literature Grade 12 Volume One, 9780133339635

Close Read the Text

Words in the text following the word “Hath” in Act 2 Scene ii: drunk, bold/ quenched, fire. These words are interesting because they are used as opposites.They have opposite meanings and contradict the word before it, even though the word “hath” vaugely means “to have” which might suggest agreement.

Analyze the Text

A) The reactions to the King’s death by Macbeth and Lady Macbeth have large differences. For examp>B) Macbeth chose to react this way because it allowed him to distance himself from the obvious gains he receives now that the King is dead. Lady Macbeth fainted when she heard of the King,(“Help me, hence, ho!), 290, which was probably done to avoid any questioning of her.

Macbeth is most likely disturbed by his reaction to the mans p>As they had seen me with these hangman ‘s hands :
List’ning their fear, I could not say “Amen.”
When they did say “God bless us!” ” (284). He feels that he has done an injustice that has turned his religion against him. This p>Stuck in my throat. ,284).

The p>of hell gate, he should have old turning the key, 286″, he is commenting ironically on the devilish murder that Macbeth committed.

Why These Words

Two words that relate to the concept of betrayal from Act II are “guilt” (286), “treason” (286), and “malice” (290).

Patterns of Word Changes

To make these words into adjectives (“vice”, “danger”, and “marvel”) they become “vicious”, “dangerous” and “marvelous”. To make the words remit, rely, and vigilant into nouns, they become “Remittance”, “Reliance” and “Vigilance”.

Practice 1

Within the lines 33-39 in scene i, there is mostly the presence of iambic foot. The passage itself has the rhythm of iambic pentameter, probably due to the authors decision to have Macbeth speak as high-born people would. The stressed words in the passage are “dagger” and “heart” which help to create the dreadful tone of Macbeth before the murder of the King.

For answers to question 1, see part A.

Practice 2

In the lines 1-2 from Scene ii, “That which hath made them drunk hath made
me bold: “, (283), consists of anapestic foot.

b) the structure of the lines deliberately exploits the difference in meanings to the words “drunk” and “bold”.

c) With these lines, Lady Macbeth is admitting her boldness to alcohol and the drunken state she is in because of it. It may allude to her character not having courage while sober.

Practice 3

Refer to Chart above to answer Excerise 3 on Page 294

Refer to the Chart in Exercise 3 to complete page 294

Refer to the Chart in Exercise 3 to complete page 294

Refer to the Chart in Exercise 3 to complete page 294

Refer to the Chart in Exercise 3 to complete page 294

Refer to the Chart in Exercise 3 to complete page 294

Assignment

Pretending as a p>As they had seen me with these hangma n ‘s hands :
List’ning their fear, I could not say “Amen.”
When they did say “God bless us!” (286). Macbeth has some intense feelings of guilt and regret about killing the king, but decided to cover it up to protect his throne and his wife.

Reflect on Your Writing

In my evaluation of Macbeth, his deep sense of regret and guilt are driving factors toward the main issues in his character. What may have been lacking are his relationships to power and order, because I (as an audience member) have not yet witnessed how Macbeth is as a leader and King.

In my evaluation, I used Macbeth’s words hinting at guilt towards his wife. However, there are plenty of examples in Act I and II of Macbeth going back-and-forth about the emotional morals and overall ethics of killing King Duncan.

Concep>

Refer to the Chart above to answer Exercise 1

Refer to Chart on Exercise 1 to complete page 296.

Refer to Chart on Exercise 1 to complete page 296.

Refer to Chart on Exercise 1 to complete page 296.

Refer to Chart on Exercise 1 to complete page 296.

Refer to Chart on Exercise 1 to complete page 296.

Comp>

Macbeth’s plan to murder both Banquo and Fleance are only successful in part. When he sends out the two guards, they succeed in only stabbing Banquo and not Fleance, who gets to escape. Fleance escapes into darkness as the two murderers return.

During the banquet scene, Macbeth acts strangely when he senses/sees the presence of Banquo’s ghost. Already, Macbeth feels guilty with thoughts of remembrance of Banquo through toasts and speeches, but when he sees Banquo’s ghost he is offput enough to stop the party.

During Act iii of Macbeth, Macbeth uses his newfound power to tie up loose ends in the witches’ prophecy by orchestrating the murder of Banquo and Fleance to prevent their rise to the throne. He succeeds only in murdering Banquo, as Fleance escapes. During a banquet, the ghost of Banquo sits at the table and is unseen by all but Macbeth. This unsettles him enough to stop the dinner party. In other scenes, the witches and royalty of England both separated conspire to hurt Macbeth.

Research to Clarify

One unfamiliar detail from the text might be the emergence of King Edward of England. Upon research, this King is known as “King Edward the Confessor” and he was king of England from 1042-1066.

Close Read the Text

Small Group>

Prepare and agree upon standards that the group will follow.

Express connections that you have made from a new idea expressed by the group.

Celebrate the success of group members.

Review the progress made at the end of each meeting.

QuickWrite

While crafting your initial position, some thoughts might include: the fragility of time in relation to aging and growing, the concept of time as it relates only to human being’s perceptions, and how time effects human decision/choices /characteristics.

Take a Position

No answer, group work

List Your Rules

No answer, group discussion

Ap>

No answer, group work

Name Your Group>

No answer, group work

Create a Communication Plan

No answer, group work

Making a Schedule

No answer, create a schedule

No answer, create a schedule

No answer, create a schedule

No answer, create a schedule

Working on Group>

No answer, assign roles within group.

Comp>

The immediate cause was the poll tax.

The peasants began thinking about freedom after hearing the priests and John Ball’s ideas of equality.

The rebellion reached its climax outside of London. There was a revolt that led to many people being killed and the city was burnt and destroyed.

Research to Clarify

No answer, requires outside research

Analyze the Text

The author seems to be giving a factual account, but there are a few places that you can find words indicating a bias. She refers to the peasants as “The hardworking class that mattered.” She also refers to Richard as “a charming boy.”

No answer, presentation with group.

People are influenced by other people. Their influence is greater if they can get more people to agree and follow their ideas of society norms. Any idea can gain momentum and gain strength when you get a large number of people to support those ideals and fight for them.

Why These Words

A demagogue can cause the animosity in a a group of people that provokes them into taking action. The words Demagogue, animosity, and provoke, all include bringing about strong feelings and reactions. These words summarize the content of text.

Practice

The king chose to demagogue the crowd instead of giving the facts.
The animosity between the two siblings was ap>The boy tried to stay calm, but he was provoked into anger when the man shoved him.

Notebook

No answer, requires outside resources

No answer, requires outside resources

Comp>

In grammar school, Shakesp>
He went to London for the opportunity for fortune. This is where he pursued his interest in theater.

Judith was Shakesp>
However, she had to deal with adversities that women encountered during that time p>
She was talented in theater and writing but was mocked for trying to pursue her creative passions when she went to London. Despite trying to find a better life in London and pursue work as an actress, she was not given respect (only laughed at and taken pity of). As a result, she took her own life.

Judith and her father fought because she did not want to get married to the wool-stapler’s son. This upset her father since he felt that her refusal to marry would shame and hurt him. During that time period, women were expected to maintain the home and marry. This was shown through the father’s adamant stance by begging her to marry and reminded her of gifts he had given her. This was to show her that after everything he’s done for her, how could she hurt him?

As she heads for London, she wants to pursue theater like her brother. She specifically wanted to be an actress. For this she was mocked by the manager and other men.

After Judith arrives in London, she decides to p>
Regardless of her talent and interests in theater, she was not able to fulfill her dreams. She just ended up getting pregnant from the manager’s pity. In the end, she takes her own life after encountering these adversities.

This story describes the life of a fictional woman, Judith Shakesp>
Please read solution for further explanation and the summary of Judith Shakespeare’s life.

Analyze the Text

No, Woolf does not agree with the bishop>
As you read through the essay, you come to understand this situation on a deep>
This bishop can try to justify his words that there were no women who can match Shakespeare, but Woolf showed that there can be women who can match or surpass him. However, society’s constraints set on women are the obstacles they face to become successful.

When comp>
Please read solution for further details contrasting William and Judith’s experiences in education and theater.

In the bishop>
Woolf, on the other hand, presented Shakespeare’s sister Judith–a woman who was intelligent, creative, and had the passion to work in theater as an actress. She wanted to counter the society presented by bishop. She showed that there are women out there who have the knowledge and skill to be successful in their paths. However, we can see that Woolf demonstrated the obstacles that women face through societal expectations. Woolf was an educated woman and wanted to show her audience what types of things women faced in British society. They were expected to marry and focus on domestic work rather than pursue their education and careers.

Practice

gifted
The gifted child was able to p>
taste
Because of his taste for fine art, he would frequently visit museums throughout his travels.

fancy
Her fancy for biology and helping others lead her down the path to become a doctor.

Multip>

Virginia Woolf’s use of taste means having the tendency to like or dislike something. For examp>
Other definitions for taste are (1) the sensation of flavor when an indiv>
Please read solution for other multiple meaning words.

Practice

William and Judith both were intellectually cap>
Please read solution for further details on their education.

While William was allowed to p>
Please read solution for further details on their parents’ expectations.

William and Judith both had an interest in theater and both went to London to p>
Please read solution for further details on William and Judith’s careers and the reception they received.

Both William and Judith worked to make their dreams become a reality. However, William was p>
Please read solution for further details on the results from their pursuits in theater.

A female Shakesp>
Judith was just as capable as William (and may be more gifted than he was). However, she continually held down by the roles that women were expected to play. If the society was a bit more egalitarian, she would have succeeded like him; but what we saw was the powerful impact that society had to ensure that men would succeed and women would not be able to be in a similar position.