For classes performing Shakespeare, this iBook is an invaluable tool -- specifically the Rehearsal Room, which is linked through a ticket stub at the end of the play. There, teachers will find activities that will help actors understand the play and find each character's motivation for the scene. The iBook could also be used as an in-class text for students to read along from rather than print-outs or books.Continue reading Show less
This iBook includes the full text of Shakespeare's Macbeth, including highlighting, a glossary, and some text analysis. The preface introduces the Globe Theatre, both in Shakespeare's time and today, including a virtual tour. The text of the play is scrollable, like in an ebook, and features pictures from recent productions of Macbeth along with audio clips of commentary from the actors and directors.
The Rehearsal Room section includes acting exercises to deepen students' understanding of a scene or character, taking kids out of the tablet and onto the stage. Each scene includes a brief summary and the "director's notes." Students can review the highlighted terms as flash cards or review sample questions and answers about key scenes in the Examiner's Notes section. As with any iBook, text can be highlighted, underlined, and annotated.
Throughout Globe Education Shakespeare: Macbeth, clear instructions explain the iBook's features. Navigation is intuitive, and the analysis is presented in more of a question-and-answer format while still maintaining depth. The pop-up vocabulary help is on par with other similar tools.
What really sets this digital reading of the play apart is its emphasis on the players. The included images from the Globe today, as well as the conversations with modern-day actors, help bring the play to life. It's an innovative approach that makes perfect sense for anyone reading the play in a classroom setting. The Rehearsal Room activities lend themselves to some great active-learning exercises. The more students connect with the play, the more they'll find it engaging, deepening their understanding.
Key Standards Supported
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.
Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.
Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden’s “Musée des Beaux Arts” and Breughel’s Landscape with the Fall of Icarus).
(Not applicable to literature)
Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare).
By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range.
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.
Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).
Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)
Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.
Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).
Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.)
(Not applicable to literature)
Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics.
By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.
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