Macbeth Mystery Mania, Lesson 2, Task 4
Part of Curriculum Unit:Macbeth Mystery Mania
Abstract help
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.
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.
National Standards help
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.
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.
Pre-requisite Skills help
Students must have basic computer skills and a working knowledge of internet navigation, although this project expands
their knowlegde base in this area.
their knowlegde base in this area.
Teacher Information help
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
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
Student Activity help
TASK 4 --> THE THREE WITCHES
1) The following questions are not a test, I just want to get you thinking about the issues before you read someone else's opinions. Please answer truthfully using your memory. a) What do the three witches say/do in Macbeth? b) What do you think their purpose is in the play [In other words, why use witches? If there were no witches, would the play be different? How?]? c) Do the witches' predictions control Macbeth or does he make his own choices?
2) Go to http://students.roanoke.edu/t/tnunez/MACBETHomepage.html . Click the picture below THE WITCHES PAGE. Read this whole page, including the section on Hecate.
3) Go to http://www.webcom.com/falcon/witches.html . Read the information about the three witches.
4) Go to http://www.pantheon.org/mythica/articles/m/moirae.html . Read the article.
5) Answer these questions: a) What do the three witches have in common with the three Fates? b) What is different about them? c) Do you think Shakespeare intended for the witches to resemble the three Fates? Why or why not?
1) The following questions are not a test, I just want to get you thinking about the issues before you read someone else's opinions. Please answer truthfully using your memory. a) What do the three witches say/do in Macbeth? b) What do you think their purpose is in the play [In other words, why use witches? If there were no witches, would the play be different? How?]? c) Do the witches' predictions control Macbeth or does he make his own choices?
2) Go to http://students.roanoke.edu/t/tnunez/MACBETHomepage.html . Click the picture below THE WITCHES PAGE. Read this whole page, including the section on Hecate.
3) Go to http://www.webcom.com/falcon/witches.html . Read the information about the three witches.
4) Go to http://www.pantheon.org/mythica/articles/m/moirae.html . Read the article.
5) Answer these questions: a) What do the three witches have in common with the three Fates? b) What is different about them? c) Do you think Shakespeare intended for the witches to resemble the three Fates? Why or why not?
Assessment help
TASK 4 ANSWERS: THE THREE WITCHES
1) Answers will vary:
a) Personal memories of the actions/words of the three witches should be described.
b) Opinion on how the play would be different without the witches.
c) Opinion on whether the witches' predictions control Macbeth's actions/fate.
2) Completed
3) Completed
4) Completed
5) Answers will vary for part c:
a) They are all depicted as ugly, old hags. They control fate.
b) The three Fates have different functions in controlling the lifespans of mortals, while the three witches do not.
c) Opinion on whether Shakespeare intended for the witches to resemble the Fates.
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
1) Answers will vary:
a) Personal memories of the actions/words of the three witches should be described.
b) Opinion on how the play would be different without the witches.
c) Opinion on whether the witches' predictions control Macbeth's actions/fate.
2) Completed
3) Completed
4) Completed
5) Answers will vary for part c:
a) They are all depicted as ugly, old hags. They control fate.
b) The three Fates have different functions in controlling the lifespans of mortals, while the three witches do not.
c) Opinion on whether Shakespeare intended for the witches to resemble the Fates.
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
Enrichment / Alternative Activity help
1. If there are NO task cards available, my students continue reading their Accelerated Reader books, take an
Accelerated Reader quiz, or work on their Senior Portfolios.
Accelerated Reader quiz, or work on their Senior Portfolios.
Technology Requirements/Integration help
1. Internet Access