Macbeth was opened: she learned how the printed play works, said the plot and five-act shape back, and read Act 1 Scenes 1-2 (Scene 2 as three glossed lines); Scene 3 was not reached. Ran the 10:45 block 10:49-11:45; her CGP Macbeth copy is in the house (notes down the side of the page). Starter, no notes, 4 items: London first line with wander, thro' and charter'd all right but 'streat'; Ozymandias and hearse spelled correctly (both wrong or blank on 29 Sep); ABAB given as a fact at once - 3/4 exact. Open effect question on the rhyme pattern, no nudge: a generic 'more powerful' answer; not narrowed, her 29 Sep 'prison cells' line was given back. Macbeth teach: speaker names, the opening stage direction typed exactly, mood 'erye' (eerie), side notes located. Plot paragraph say-back correct (wants to be king, kills for it); act questions 2/2 (Act 2 murder, Act 5 death). Break taken. Scene 1 read alone: one-sentence summary correct, 'that will be ere the set of sun' copied exact and paraphrased correctly with the side notes. Scene 2 set as a six-minute solo read: she asked for help in a full sentence instead of leaving it; switched to one line at a time with word meanings given - 3/3 paraphrases correct (bloody man; brave Macbeth; unseamed from nave to chops), summary 'brave but scary' (her own inference), quote copied exact. Reading plan in her words: listen to Act 1 Sc 1-3 on the audiobook while following in the book, 'On thursday'. Exit, book closed, 2/2 from memory (witches plan to meet Macbeth; Thane of Cawdor) - the second answered only when re-sent alone. About 25 items set, 25 attempted, 0 blank. Two-line close written, with 'acts' used for scenes. Session 57's poetry work (My Last Duchess read, timed unaided paragraph, London context) was not touched - this block was re-cut to Macbeth by the parent.
FIRST (next set-text block): read Act 1 Scene 3 together in chunks of about 12 lines - three key lines with word meanings given, then three with only the book's side notes - one-sentence summary, who is on stage, one copied quote of 12 words or fewer. Ask first whether she listened to Act 1 Sc 1-3 while following in the book (her plan: Thursday after group). Starter, no notes, 4 items: spell street, eerie, witches; who gives Macbeth 'Thane of Cawdor'; the plot in three sentences; act versus scene. Then one open question, a full minute: why Shakespeare opens with a storm and witches. STILL OPEN from 29 Sep for the next poem block: My Last Duchess read (CGP poetry guide), her three plan lines alone, the 8-minute unaided paragraph book closed, and the London context teach.
Act 1 Scene 3 not read (planned for this block); Scene 2 read only as three glossed key lines plus its ending told, not the whole scene. Character cards not opened.
| Topic | Name | Change | Evidence recorded |
|---|---|---|---|
| S1.1 | Not started → Developing | taught / confirmed / applied on Act 1 Sc 1-2 only. Sc 1 read alone: summary unaided ('the wtches talk about meeting up with Macbeth'), quote copied exact, paraphrase correct with side notes. Sc 2: 3/3 glossed-line paraphrases, summary 'brave but scary'. Exit, book closed, 2/2 unaided (witches plan to meet Macbeth; Thane of Cawdor). 2 of the play's scenes touched; notstarted to developing, one level. | |
| S1.2 | Not started → Gap | opened - taught, confirmed. Plot paragraph read twice; say-back 1/1 ('Macbeth wants to be the king and he kills for it'); five-act questions 2/2 (Act 2 Duncan murdered, Act 5 Macbeth dies), asked straight after the list. No cold recall of the beats run, so no unaided item: notstarted to gap under the touched-means-moved rule. | |
| S1.6 | Not started → Gap | opened - taught only. Typed the opening stage direction exactly ('thunder and lightning. enter three witches') and gave its mood in one word ('erye' for eerie): 2/2 teaching questions. No confirmation or unaided item on a second stage direction. | |
| P1.02 | Developing → Developing | Starter cold: first line with wander, thro' and charter'd all correct (wander wrong three times before), 'streat' for street; rhyme pattern ABAB given as a fact at once (not known 29 Sep). 2/2 on the loose-end items. Effect of the pattern on the open form: 'It makes the peom feel more powerful' - generic. | |
| K4.2 | Developing → Developing | Loose-end check: 'wander' correct in the London first line cold, 1/1, after 'wonder' on 22, 28 and 29 Sep. Only slip in the line was 'streat'. | |
| P1.01 | Developing → Developing | 'Ozymandias' spelled correctly cold in the starter, 1/1 (Ozimandias on 29 Sep). No quotation from the poem tested today. | |
| K3.2 | Developing → Developing | Rhyme pattern asked as a fact first: 'ABAB' at once, 1/1. Open effect question straight after, no finish-the-sentence nudge, a full minute offered: 'It makes the peom feel more powerful' - no specific effect, 0/1. Not narrowed; her 29 Sep sentence was given back to her. Eighth instance; none unaided on the open form since 24 Sep. | |
| K6.1 | Gap → Gap | Cold: Ozymandias, hearse, wander, charter'd all correct, 4/4 of the items wrong on 29 Sep. Typed slips today in ordinary words: 'streat' (third time since 21 Sep), 'peom', 'erye', 'wtches', 'shakespearing', lower-case 'macbeth' once and 'thursday'. 'Thane of Cawdor' correct from memory. |