This is the introduction to the unit on Macbeth. Students view three drastically different cinematic interpretations of this Shakespearean tragedy. After watching the films, students write compare/contrast essays about the three films.

3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics). 5. Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiencees for a variety of purposes. 8. Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge. --> STUDENTS CONDUCT THEIR RESEARCH BY USING LITERATURE, FILM, AND THE INTERNET.

Students must pass 11th grade English.

Teachers may want to present guiding questions to the students while they watch the films. In addition, teachers may need to stop the films periodically to clarify the plot, particularly with the Japanese film, Throne of Blood.

1. Guiding Questions--> Each short answer/fill-in-the-blank question is worth 1 point, graded for correct answer only. 2. Compare/Contrast Essay--> a) Must be at least 2-3 pages in length. b)Must contain few/no mistakes in spelling, punctuation, grammar. c) Must reveal an understanding of the major elements of plot/characterization/theme as interpreted by the three films.

1. Students answer "Guiding Questions" while watching the film. 2. Students write a short compare/contrast essay of the three films. The essay should reveal understanding of the major elements of plot/characterization/theme in each film.

1. TV/VCR