Take on the role of a teacher who is helping students understand Macbeth. Choose one scene from the play and create 12 to 18 annotations, or explanatory notes, to
explain the meanings of words and figurative language and to analyze the poetic
structure. Then write one or two conclusion paragraphs explaining how
Shakespeare's language supports the tone and character development in the scene.
Your assignment should include the following elements:
• Annotations that explain unfamiliar words and expressions in a scene from
Macbeth, including the pronunciation and origins of at least two words
• Annotations that describe the meaning of the figurative language in the same
scene from Macbeth
• Annotations that show the meter of three to six lines of the scene
• A paragraph or two examining the development of one of the scene's characters
and the scene's overall tone
You should have completed a draft of this assignment in the activity before this one.
If you haven't done so, go back and complete that activity now.

Read the excerpt from elie wiesel’s all rivers run to the sea. why were those trains allowed to roll unhindered into poland? why were the tracks leading to birkenau never bombed? i have put these questions to american presidents and generals and to high-ranking soviet officers. since moscow and washington knew what the killers were doing in the death camps, why was nothing done at least to slow down their “production”? that not a single allied military aircraft ever tried to destroy the rail lines converging on auschwitz remains an outrageous enigma to me. birkenau was “processing” ten thousand jews a day. stopping a single convoy for a single night—or even for just a few hours—would have prolonged so many lives. based on the paragraph, the author would most likely agree that it is best to avoid confrontation at all costs. people need to be proactive when they witness an injustice. countries should remain neutral to keep alliances strong. moscow and washington are to be blamed for the holocaust.