In this part of the Macbeth unit, students participate in an Internet scavenger hunt. Student groups complete 7 "Task Cards" which direct them to various websites and ask for different activities to be completed. Each time a Task Card is completed, students turn in their current Task Card and get another. The scavenger hunt is not over until all 7 cards have been completed.

Language Arts Standards: 1. Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.--> STUDENTS READ THE TEXT FOR MACBETH, AS WELL AS VARIOUS WEBPAGES ON MACBETH, ELIZABETHAN ENGLAND, ETC. STUDENTS WILL BE EXPOSED TO THE HISTORY AND CULTURE OF ENGLAND. 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). 7. Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and nonprint texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience. --> STUDENTS CONDUCT AN INTERNET RESEARCH PROJECT IN ORDER TO GAIN A BETTER UNDERSTANDING OF MACBETH AND THE ISSUES WITHIN THE PLAY IN ORDER TO CREATE THEIR OWN VERSION OF THE SCENE OF THEIR CHOICE. 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 have basic computer skills and a working knowledge of internet navigation, although this project expands their knowlegde base in this area.

1. Before beginning their first Task Cards, Teacher divides students into groups of 2. It helps to pair lower-level students with someone who can help guide them through this project. 2. Teacher must review the "Macbeth Mystery Mania" instruction sheet with the class prior to beginning the first Task Card. 3. Teacher roams the room during the project to answer questions and guide the students. 4. If there are enough computers for each students, Teacher must insist that group members must ALWAYS be on the SAME website at the SAME time. HERE IS THE INSTRUCTION SHEET TO BE GIVEN TO STUDENTS BEFORE BEGINNING THE PROJECT: [NOTE--> These were my instructions. You'll probably want to personalize them for your class. MACBETH MYSTERY MANIA Congratulations! You are about to embark on a two-week scavenger hunt via the exciting realm of the World Wide Web! Your mission is to complete 7 Internet adventures related to Macbeth. By the time you are finished, you will have a personal email account, proficiency in internet research, and a wealth of knowledge about Shakespeare, Elizabethan England, The Globe Theatre, Glamis Castle, King James, witchcraft, and many intricacies of the play itself. Partners: 1. You will be divided into groups of 2 by your teacher. There will be NO changes made to the groups unless you can find a real job where you work by yourself and you never talk to/deal with/see anyone else. 2. Each member of the group is responsible for participating in each task. Translation: Partner #1 reads the instructions and writes the answers down while Partner #2 navigates the web as directed in the tasks. 3. Partners must take turns either during each task or when a new task is begun, so that each partner has the opportunity to use the Internet and write responses. 4. Partners will turn in one set of answers, unless specified in the task. Translation: Some activities require that each partner submit his/her own work. Tasks that require individual responses will have a ____. Task Cards: 1. There are 7 green colored cards located on the Teacher Table. 2. Each card has a list of activities that must be completed to be eligible for credit. 3. When all activities on the task card are completed, return the card (and your written work) to the Teacher Table and choose another Task card. 4. If there are no other Task cards available, your group has three options: read your Accelerated Reader book, take an Accelerated Reader quiz, or work on your portfolio. NOTE: You cannot work on your portfolios unless you have already earned your weekly points for Accelerated Reader. In addition, as soon as another Task card becomes available, you must work on that. Written Work Requirements: 1. Write both partner's names on each piece of paper submitted to me. Each task requires a new paper. 2. Clearly label the top of your paper by writing TASK #__. 3. If the activity is entirely computer-related, write the words [Computer based-Completed] next to the number for that activity when it is completed. 4. When answering questions on your paper, please make sure you include the corresponding letter for that question. 5. Do NOT write the questions down. Instead, restate the questions to begin your answers. That way you'll always be sure to use complete sentences. 6. For answers shared by the partners, only ONE partner needs to record the answer on his/her paper. The other partner writes "See (partner's name)'s paper." Grading: In order to be eligible for credit, the following criteria must be met: 1. All activities within each task are completed. 2. All questions within each task are answered. 3. All work must be written NEATLY in INK. 4. Everything is written in co

TASK 3 ANSWERS: THE THIRD MURDERER IN MACBETH 1) The answers are: a) The first two murderers appear in scene 1 when Macbeth hires them to kill Banquo and Fleance. b) The third murderer appears in scene 3, apparently sent by Macbeth to help them. 2) The answers are: a) The third murderer can't be Macbeth because one of the original murderers asked who hired the third murderer, and they knew Macbeth by sight because he hired them. In addition, he reacts with genuine shock when the murderers admit that Banquo is dead but Fleance got away. Also, he would not have had time to go off, murder Banquo, return home, and clean himself up for his party. b) The third murderer can't be Lady Macbeth because she was at the banquet at the time of the crime. c) The author believes one (or all) of the three witches is the most likely third murderer. 3) Completed 4) Completed 5) Completedà REPLY SENT WITH TEACHER'S APPROVAL Written Work Requirements: 1. Write both partner's names on each piece of paper submitted to me. Each task requires a new paper. 2. Clearly label the top of your paper by writing TASK #__. 3. If the activity is entirely computer-related, write the words [Computer based-Completed] next to the number for that activity when it is completed. 4. When answering questions on your paper, please make sure you include the corresponding letter for that question. 5. Do NOT write the questions down. Instead, restate the questions to begin your answers. That way you'll always be sure to use complete sentences. 6. For answers shared by the partners, only ONE partner needs to record the answer on his/her paper. The other partner writes "See (partner's name)'s paper." Grading: In order to be eligible for credit, the following criteria must be met: 1. All activities within each task are completed. 2. All questions within each task are answered. 3. All work must be written NEATLY in INK. 4. Everything is written in complete sentences with proper spelling, punctuation, and grammar. 5. There is evidence that both partners participated in every task, and both partners took turns using the internet and recording the responses. 6. On individual activities, the answers of the partners do NOT match. There must be evidence that each partner completed the activity on his/her own and used his/her own ideas. 7. Each question is worth 2 points. 1 point = correct answer. 1 point = correct mechanics

TASK 3 à THE THIRD MURDERER IN MACBETH 1) Go to http://www.geocities.com/Athens/Acropolis/1906/index.html . Scroll down and click ACT 3. Read the summaries for each scene. Answer these questions: a) When do the first two murderers appear? b) When does the third murderer appear? 2) Go to www.chattanooga.net/baylor/academic/english/studentwork/lucas/shakes/index.htm . Click CRITICAL ESSAYS, located in the left frame. Under "Who dunnit?" Click CLICK HERE FOR THE HTML VERSION. Read this essay written by a fellow high school student on the possible third murderer. Answer these questions: a) Why isn't it Macbeth? b) Why isn't it Lady Macbeth? c) Who does the author believe is the most likely third murderer and why? 3) Go to www.geocities.com/Athens/Styx/5025 . Click FACT, FICTION, & TRIVIA. Scroll down to THE THIRD MURDERER and click HERE. Read the entire list of theories. 4) Reread the WHY IT ISN'T ANYONE section. Ask yourselves the following questions: Who do you think acted as the third murderer: Macbeth, Lady Macbeth, Lennox, or the Servant? Why? You may use the ideas submitted on either website you visited or your own theories. You must use details from the play to prove your answer is a worthy possibility. 5) Write your response on the REPLY box. NOTE: You will be submitting your response, so make sure it is written clearly in complete sentences. Correct all spelling and grammar mistakes. You must call me over before submitting your response in order to receive credit!

Technology Requirements/Integration  (help)

1. Internet access.

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